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IMPROVIN
(A Classroom A
1
This thesis is submitted
English Depa
TEACHER
THESIS
ING STUDENTS VOCABULARY MAASTER
BY USING WORD WEBS
Action Research on the Third Grade of SDN
1 Salatiga in the 2009/2010 Academic Year)
By:
RIANA INDRAWATI
NIM K2206007
tted to fulfill the requirement for Undergraduate D
partment of Teacher Training and Education Facu
ENGLISH DEPARTMENT
ER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2010
ERY
Sidorejo Lor
Degree in the
culty
TY
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ABSTRACT
Riana Indrawati. K2206007. Improving Students Vocabulary Mastery by Using
Word Webs (A Classroom Action Research on the Third Grade of SDN Sidorejo
Lor 1 Salatiga in the 2009/2010 Academic Year). Thesis, Surakarta: Teacher
Training and Education Faculty of Sebelas Maret University, Oktober 2010.
This research is aimed at finding out whether word webs can improve
students vocabulary mastery and how word webs can improve students vocabulary
mastery at the third grade of SDN Sidorejo Lor 1 Salatiga. It also finds out the
problems arising when word webbing is implemented in the classroom activity.
The method used in this research is a classroom action research. The action
research was conducted in two cycles, in which in the first cycle there were 4
meetings and in the second cycle there were 4 meetings. Every cycle consisted of five
steps: planning the action, implementing the action, observing and monitoring the
action, reflecting the observation, and revising the plan. In collecting the data, the
researcher used observational technique consisting of interviews, field notes, and
photographs. To analyze the qualitative data, the researcher used constant
comparative method. There were four steps to analyze the data: data reduction, data
classification, and data synthesis. To find the improvement of the students
vocabulary mastery after the research implementation, the researcher conducted test.
The tests were conducted before the action (pre-test) and after the action (post-test).
The researcher analyzed the mean score of each test to find out the improvements of
students vocabulary mastery after the action was conducted.
The result of the research shows that word webs can improve the students
vocabulary mastery. Implementing word webs as brainstorming, main activity, and
post activity made the students actively involve in the teaching learning process. The
students were eager to join all activities. Almost all students could pronounce, find
word meaning, spell, and use words correctly. Implementing word webs made the
students remember the vocabulary not only at the moment but also at the following
meetings. Implementing word webs stimulates the students to tune in the lesson and
also builds the students pre-knowledge. Then, as the main and post activity, word
webs can increase their vocabulary by adding it according to the material from the
teacher. The teacher led them to add their vocabulary based on the text. After the
students had been familiar with the words, the teacher drilled them to pronounce, led
them understand the meaning, spell, and use words in sentences. The problem faced
in implementing word webs was when the students became very noisy in answering
the teachers question. Good class management was needed, that is, asking the
students to rise their hands before answering the teachers questions.
Based on the fact above, that is, word webs can improve students vocabulary
mastery, the researcher suggests English teachers to implement word webs in
teaching vocabulary.
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MOTTO
Success is a journey, not a destination
~ Ben Sweetland ~
Deserve the best thing in this world because you are precious
~ Anonymous ~
Dont worry about failure. Worry about the chances youll miss
when you dont even try
~ Harry J. Gray ~
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DEDICATION
This thesis is dedicated to:
My Beloved Mom and Dad
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ACKNOWLEDGEMENT
Praise is to Allah the Almighty who has given His blessing so that the writer
can finally finish this thesis as a partial fulfillment in achieving the Undergraduate
Degree of English Education.
The writer realizes that this thesis could not be achieved without the help and
assistance from others. Therefore, in this occasion the writer would give her
appreciation to the individuals and institutions who have given their help during the
process of writing so that this thesis is finally finished. She would like to express her
deepest gratitude to the following:
1. Prof. Dr. M. Furqon Hidayatullah, M.Pd, the Dean of Teacher Training
and Education Faculty.
2. Drs. Suparno, M.Pd, the Head of the Art and Language Education
Department.
3. Drs. Martono, M.A, the Head of the English Department of Teacher
Training and Education Faculty.
4. Dr. Ngadiso, M.Pd, as the writers first consultant for his guidance and
advice.
5. Dewi Sriwahyuni, M.Pd, as the writers second consultant for her
guidance and advice.
6. Drs. Purwanto, M.Pd, the Headmaster of SDN Sidorejo Lor 1 Salatiga for
facilitating the writer in doing the research.
7. Septi Wulandari, her bestfriend and the colaborator in this Action
research.
8. All of the students in class III A of SDN Sidorejo Lor 1 Salatiga for
participating well in this research.
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9. Her beloved Mom and Dad for their caring, love, and sincerity. Its my
pleasure to be your daughter. Her sister and brother for this cheers and
beautiful life.
10. Dhani Anggriawan for the spirit and prayer. It is fabulous to understand
everything with you.
11. Lusiana, Anggita, Dewi, Upik, Vina, Wiwid, and all of her beloved
friends in the English Dept06. Thanks for every beautiful moment in this
last four years.
12. Her beloved friends in Duta Kost and Romo Hadhie Kost, Iin Cs. Thanks
for this friendship.
13. The last, thank you very much for Iin, Mayang, Nanang, Billy, Hana,
Dhimas, Uzwa, and everyone who has ever played role in her story of life.
The researcher realizes that this thesis is still far from being perfect. She
accepts gratefully every comment and suggestion. Hopefully, this thesis will be
useful for the readers and English education improvement.
Surakarta, October 2010
RI
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TABLE OF CONTENT
TITLE OF PAGE ...........................................................................................
APPROVAL ....................................................................................................
LEGITIMATE ................................................................................................
ABSTRACT ....................................................................................................
MOTTO ...........................................................................................................
DEDICATION ................................................................................................
ACKNOWLEDGEMENT .............................................................................
TABLE OF CONTENT .................................................................................
LIST OF APPENDICES ................................................................................
CHAPTER I INTRODUCTION ...............................................................
A. Background of the Study
B. Problem Limitation .........................................................
C. Problem Statement ..
D. The Objectives of the Study
E. The Benefits of the Study
CHAPTER II REVIEW OF THE RELATED THEORIES . . . . . . . . . . .
A. Review on Vocabulary
1. The nature of Vocabulary ..
2. Vocabulary Mastery ..
3. Teaching Vocabulary to Young Learners .
B. Review on Word Webs ...
1. The Definition of Word Webs ...
2. Procedures of Making Word Webs ...
3. Word Webs in Teaching Vocabulary to Young
Learners .
C. Teaching English to Young Learners ..
1. Young Learners and Their Characteristics
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vi
vii
ix
x
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2. Teaching English at Elementary School ...
D. Rationale ..
E. Hypothesis ...
CHAPTER III RESEARCH METODOLOGY ..........................................
A. The Setting and the Subject of the Research ...
B. Research Method ....
1. The Definition of Action Research ...
2. The Feature of Action Research
3. The Process of Doing Action Research .
C. Technique of Collecting the Data
D. Technique of Data Analysis
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ..................
A. Introduction .....................................................................
B. Research Findings ...........................................................
C. Discussion .......................................................................
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion .......................................................................
B. Implication ......................................................................
C. Suggestion .......................................................................
BIBLIOGRAPHY ..........................................................................................
APPENDICES ................................................................................................
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LIST OF APPENDICES
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Syllabus...................................................................................
Lesson plan
.............................................................................
List of students name.............................................................
Field notes...............................................................................
The result of pre-test and post-test..........................................
T-test computation..................................................................
Test analysis............................................................................
Interview notes........................................................................
Researchers diary...................................................................
Photographs ............................................................................
Colaborators notes.................................................................
Validity and Reliability...........................................................
Blue print ................................................................................
Test items................................................................................
Sample of students worksheet ..............................................
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CHAPTER I
INTRODUCTION
A. Background of the Study
Today, many elementary schools in Indonesia choose English as local
subject choice. That decision is based on Peraturan Menteri Pendidikan Nasional
(Permendiknas) no. 22 tahun 2006 about standar isi. In that rule, the government
allows elementary schools in Indonesia to explore and improve their own
competency. The competency deals with art and language skill. Almost all
elementary schools in Indonesia choose English as local subject besides their own
local language. English is chosen by almost elementary schools because it is useful
for the students daily life. This language is used to face globalization era in which
English is as the international language.
The purpose of implementing teaching English in elementary school is to
develop the students language accompanying action. In the other words, the final
purpose of teaching English is the students not only know and understand the
language, but also use the language for communication. Introducing English as
foreign language for elementary students will make the students accustom to that
language. Brumfit (1991: vi) says that elementary school is the best time to learn
language as well because the earlier students start learning language the more time
they get. It is also stated that the chances of becoming more proficient in the target
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language will be higher when a child is introduced to a second language at an early
age (www.teachingenglish.org.uk/think/methodology/younglearner). After learning
vocabulary, the students are expected to be able to pronounce, understand the
meaning, spell and use the words properly.
Learning language is successful when learners can use the language in
communication, both oral and written. The four skills in communication are listening,
speaking, reading and writing. To comprehend the four skills, vocabulary mastery
should be reached. Decarrico (in Celce and Murcia, 2001: 285) says that vocabulary
learning is central to language acquisition, weather the language is as first, second, or
foreign language. It means that vocabulary mastery is important for all languages.
Communication cannot run smoothly without good vocabulary mastery.
Realizing that the vocabulary mastery is also important in English
acquisition, the teachers should internalize the vocabulary for the students. Just
memorizing the equivalent meaning of the foreign or second language is not enough
for the students because when they communicate in a real situation, sometimes they
forget what the meaning is; moreover, the students cannot apply the words in
communication. Cameron in http://scribd.com/doc./vocabulary-mastery says that
Persons said to know a word if they can recognize its meaning when they see it.
The recognition of vocabulary includes four aspects: forms (pronunciation and
spelling), words usage, meaning, and grammar (for advance). After reaching those
aspects, the learners are expected to use the words appropriately according to the
context. It means that they can internalize the words in their mind. When the students
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have internalized the words in their mind, they can also apply the words in the real
communication.
Based on the writers pre-observation on the third graders of SDN Sidorejo
Lor 1 Salatiga in the 2009/2010 academic year, the studdents had problems dealing
with vocabulary mastery. First, they couldnot pronounce the words correctly. Second,
they found it hard to remember words and words meaning. Third, they found it hard
to spell words correctly. The last they could not use words in proper context.
Those problems above arise because of some factors. Firstly, factors from
the students theirselves. They did not particpate in the teaching learning process.
Some of them just chatted each other and played with their friends. The teacher
always reminded them to pay attention to the lesson, and even the teacher should
scold them. The second factor coming from the teacher. In English lesson, the teacher
just asked the students to do a lot of assignments from the LKS. She just gave the
meaning when the students asked about some difficult words. The last factor is the
condition of the class. The communication just occured when the students found
difficulties in doing the assignments. There was no discussion and teamwork among
students and teacher. The lesson was just doing assignment. It made the students
could not pronounce, remind word meaning, spell, and use words properly.
Third year student is categorized as young learner. In this stage, vocabulary
mastery is crucial, so the words should be internalized appropriately. Based on the
writers pre-observation in the third year students of SDN Sidorejo Lor 1 Salatiga,
teaching English as foreign language is not easy. The teacher tries hard to make the
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students remember the words. The teacher also uses media, such as picture, to help
the students comprehend the aspects in understanding words (pronunciation, spelling,
grammar, and usage). The use of the picture is very helpful, but sometimes students
feel difficult to organize and associate the words they have learned. Besides pictures,
the teacher can use word webs to demonstrate word association. Decarrico in Celce
and Murcia (2001: 288) says that the teaching of words through word association
techniques has proven to be a successful way to learn a large number of words and
retain them over time. This technique can be collaborated in teaching the four skills to
help students learn words. This is a good technique before, during, and after activity
to improve students vocabulary.
According to Decarrico (in Celce and Murcia, 2001: 288), Word Webs is an
activity that helps bring into consciousness relationships among words in a text and
helps deepen understanding by creating associative networks for words.
Based on what is stated above, learning vocabulary is not only remembering
the equivalent meaning of words in L1 and L2, but also understanding how to
pronounce, spell, and use the appropriate words in certain context. One technique to
teach vocabulary to young learners is by demonstrating the diagram. Word webbing
is the diagrams which can be used as the technique which can help students retain
their vocabulary understanding. By using word webs, students can see and understand
the relationship among words. After understanding the relationship among words, the
students are expected to be able to apply them in the sentence and even real
communication.
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Considering the importance of the technique in teaching vocabulary, the
writer decides to conduct a research on Improving Students Vocabulary Mastery
by Using Word Webs (A Classroom Action Research on the Third Grade of
SDN Sidorejo Lor 1 Salatiga in the 2009/2010 Academic Year).
B. Problem Statement
Based on the background of the study, the problems can be formulated as
follows:
1. Can word webs improve the students vocabulary mastery at the third year
students of SDN Sidorejo Lor 1 Salatiga in the 2009/2010 academic year?
2. How do word webs improve the students vocabulary mastery?
3. What problems arise when word webs is implemented in the classroom
activity?
C. The Objectives of the Study
The objectives of the study are used to find out the answers of the problems
above. The objectives of the study are as follows:
1. To identify the improvement of the students vocabulary mastery at the third
year students of SDN Sidorejo Lor 1 Salatiga Academic year 2009/2010.
2. To identify how word webs can improve the students vocabulary mastery.
3. To identify problems arising when word webs is implemented in the classroom
activity.
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D. The Benefits of the Study
The benefits expected by the writer are as follows:
1. It enables the teacher to get information and apply appropriate technique in
teaching vocabulary mastery. It is important for the teacher to use and develop
appropriate technique in his teaching learning process in order that the students
can be interested in the teaching learning process and retain the lesson in long
time.
2. The result of this study is expected to be able to give more information about
word webs so that it can be applied in SDN Sidorejo Lor 1 Salatiga and also
other elementary schools.
3. It increases students interest in learning vocabulary. Memorizing vocabulary is
not always monotones by making words list, then, the students translate them.
The student can use webs as more interesting technique.
4. For the writer herself, the study can bring a better understanding of bringing the
changes and the improvement in students vocabulary mastery.
5. It enables other researcher to get reference the implementation of word webs in
improving students vocabulary mastery.
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CHAPTER II
REVIEW OF THE RELATED THEORIES
A. Review on Vocabulary
1. The Nature of Vocabulary
Linse (2005: 121) defines vocabulary as the collection of words that
an individual knows. Ur (1996: 60) defines vocabulary as follows:
Vocabulary can be defined, roughly, as the words we teach in the
foreign language. However, a new item of vocabulary may be more
than just a single word: for example, post office and mother-in-law,
which are made up of two or three words, but express a single idea.
A useful convention is to cover all such cases by talking about
vocabulary items rather than words.
Diamond and Gutlohn (2006) in www.readingrockets.org retrieved
on December 3
rd
, 2009, state that vocabulary is the knowledge of words and
word meanings. The knowledge of words and word meaning here implies how
that word fits into the world, not only implies a definition.
According to John (2000) vocabulary is knowledge involving
knowing the meanings of words and therefore the purpose of a vocabulary test
in to find out whether the learners can match each word with a synonym, a
dictionary tape definition, or an equivalent word in their own language
(http://scribd.com/doc.18475644/vocabulary-mastery, retrieved on December 3
rd
,
2009).
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Nation (2008: 7 -12) divides vocabulary into three of four levels
largely on the basis of how often it occurs in the language (its frequency) and
how widely it occurs (its range).
a. High frequency words
High frequency words are word needed in formal and informal uses of the
language, in speech and in writing, and in novels, conversation,
newspapers, and academic texts.
b. Academic words
Academic words do not occur so often in other kinds of language use.
These words are used in academic writing and academic text book like
economics or geography texts, academic articles such as articles from
journals, and laboratory manuals.
c. Technical words
Technical words are words with more special purposes and these area the
words that are very common in one particular area, such as the vocabulary
of Physics or the vocabulary of Applied Linguistics.
d. Low frequency words
Low frequency words include (1) words that are not quite frequent or wide
range enough to be high frequency words (abort, absorb, accelerate,
accent, accusation, acid, acre), (2) technical words from other areas (one
persons technical vocabulary is another persons low frequency
vocabulary), and (3) words that just occur rarely.
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Each sentence consists of words (vocabulary) having different
function. Each of the functions is classified as a different part of speech
(Frank, 1972: 1). They are as follows:
Part of Speech Explanation Example
a. Noun
Noun could be the name
of person, place, things
or idea
magazine, umbrella,
coffee, stone, etc.
b. Verb
It is words expressing
action
to teach, to play, to
cook, etc
c. Adjective
It is the word used to
qualify noun or pronoun Mr. Adam is smart;
smart is the adjective
d. Adverb
It is a word used for
qualifying the meaning
of verb, adjective, or
another adverb
Mrs. Nurul is teaching
in the classroom
e. Conjunction
It is a word used to
relate one word to
another one, or one
sentence to another one
I have to call him
before I go
f. Pronoun
It is the word which can
take the place of a noun
They are my lecture
g. Interjection
It is a word put into a
sentence to express a
sudden feeling of mind
or emotion
Hurrah! I am the
winner
Based on the explanation above, vocabulary is words related to the
worlds to give name for everything in the world. Vocabulary taught in school
is not only noun, but also the other parts of speech like verb, adjective,
adverb, conjunction, pronoun, and interjection.
2. Vocabulary Mastery
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Cameron (2002) in http://scribd.com/doc.18475644/vocabulary-
mastery, retrieved on December 6
th
, 2009, says that Persons said to know a
word if they can recognize its meaning when they see it.
Nation in Nation (2008: 61) give the aspects in knowing a word,
they are as follows
In column 3, R = receptive knowledge, P = productive knowledge
Form Spoken R
P
What does the word sound like?
How is the word pronounced?
Written R
P
What does the word look like?
How is the word written and spelled
Word parts R
P
What parts are recognizable in this word?
What word parts are needed to express the
meaning?
Meaning Form and
meaning
R
P
What meaning does this word form signal?
What word form can be used to express this
meaning?
Concept and
Referents
R
P
What is included in the concept?
What items can the concept refer to?
associations R
P
What other words does this make us think
of?
What other words could we use instead of
this one?
Use Grammatical
Function
R
P
In what patterns does the word occur?
In what patterns must we use this word?
collocations R
P
What words or types of words occur with
this one?
What words or types of words must we use
with this one?
Constraints
on use
(register,
frequency ..)
R
P
Where, when, and how often would we
expect to meet this word?
Where, when, and how often can we use
this word?
Ur (1996: 60) also give the knowledge needs to be taught in
teaching vocabulary:
a. Form: Pronunciation and spelling
1
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The learners have to know what a word sounds like (its pronunciation) and
what it looks like (its spelling).
b. Grammar
When teaching a new verb, for example, we might give also its past form,
and we might note if it is transitive or intransitive. Similarly, when
teaching a noun, we may wish to present its plural form or draw learners
attention to the fact that it has no plural at all.
c. Collocation
The collocations typical of particular items are factor that makes a
particular combination sound right or wrong in a given context. In the
other words, Collocation is words organization.
d. Aspects of meaning
1) Denotation, connotation, appropriateness
The meaning of a word is primarily what it refers to in the real world
is called denotation. A less obvious component of the meaning of an
item is its connotation: the associations, or positive or negative
feelings. A more subtle aspect of meaning that often needs to be taught
is whether a particular item is the appropriate one to use in a certain
context or not.
2) Meaning relationships
Here are various meaning relationships:
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a) Synonyms: items that mean the same
b) Antonyms: items that mean the opposite
c) Hyponyms: items that serve as specific examples of a general
concept
d) Co-hyponyms or co-ordinates: other items that are the same kind
of thing.
e) Superordinates: general concepts that cover specific items.
f) Translation: words or expressions in the learners mother tongue
those are (more or less) equivalent in meaning to the item being
taught.
e. Word formation
Vocabulary items, whether one-word or multi-word, can often be broken
down into their component bits. Exactly how these bits are put together
is another piece of useful information perhaps mainly for more advanced
learners.
Hornby (1995: 721) defines mastery as complete knowledge or
complete skill. It is supported by Swannel (1994: 656) who states that mastery
is comprehensive knowledge.
Based on the definition above, it can be concluded that vocabulary
mastery is knowledge of the aspects of words including form (pronunciation
and spelling), grammar, usage, aspect of meaning, and also word formation
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(for advance learners). The knowledge is used to expresses physical objects or
ideas, moreover, it can be used in the appropriate context in communication.
3. Teaching Vocabulary to Young Learners
Decarrico (2001: 285) states vocabulary learning is central to
language acquisition, whether the language is first, second, or foreign. In
every language, vocabulary mastery is important because the lack of
vocabulary makes the communication not run smoothly. Because of that
reason, vocabulary should be introduced to the learners with the appropriate
technique.
According to McKeown and Beck in Linse (2005: 122), it is
important to use both formal and informal vocabulary instruction that engages
students cognitive skills and gives opportunities for the learners to actually
use the words. The cognitive skills are needed by students to think and
analyze which of two words would be a better choice in a sentence
Linse says that teaching vocabulary should be integrated into
teaching the four skills listening, speaking, reading and writing. For
example, the teachers introduce students to specific lexical items that they
would encounter as part of their reading lesson (2005: 122).
Nation in Nunan (2003: 135 - 140) mentions the principles for
teaching vocabulary as follows:
a. Focus on the most useful vocabulary
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Teaching useful vocabulary before less useful vocabulary gives learners
the best return for their learning effort. The most useful depends on the
goals of the learners (for example vocabulary for elementary school,
junior high school, senior high school, or vocational school).
b. Focus on the vocabulary in the most appropriate way
Here are the examples of vocabulary learning strategies: word parts,
guessing from context, using word cards, and using dictionaries.
c. Give attention to high frequency words across the four strands of a course
Vocabulary should get deliberate attention through teaching and study and
should be met and used in communicating messages in listening, speaking,
reading and writing.
d. Encourage learners to reflect on and take responsibility for learning
There is an important principle that lies behind choosing and learning and
that is that learners need to realize that they must be responsible for their
own learning.
Nation in Cameron (2001: 85) gives basic techniques by which
teachers can explain the meaning of new words in the young learner
classroom:
a. By demonstrating
1) Using an object, a cut-out figure, pictures, photographs
2) Using gesture or performing an action
3) Drawing diagrams on the board
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b. By explanation
1) Analytical definition
2) Putting the new word in a defining context (e.g. an ambulance takes
sick people to hospital)
3) Translating into another language
Ur (1996: 63) also gives ways of presenting new vocabulary to the
students as follows:
a. Concise definition (as in a dictionary; often a superordinate with
qualifications: for example, a cat is an animal which . . . . . )
b. Detailed description (of appearance, qualities, . . . . . )
c. Examples (hyponyms)
d. Illustration (pictures, objects)
e. Demonstration (acting, mime)
f. Context (story or sentence in which the item occurs)
g. Synonyms
h. Opposites (antonyms)
i. Translation
j. Associated ideas, collocations
Teaching young learners is not easy. They have different
characteristics from adult. Children life cannot be separated from playing.
Children also love games. Rixon in Brumfit, et al. (1991: 33) state that It is
commonplace that young children learn better through play or at least can be
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induced to go along with teaching that is tempered by fun activities. In line
with that opinion, teaching vocabulary for young learner should be presented
in fun activities.
Based on the explanation above, teaching vocabulary for young
learner should be integrated into teaching the four skills listening, speaking,
reading and writing. The teachers should choose appropriate technique to
introduce new words to young learner. Remembering that young learner can
not concentrate on one thing in a long time, the technique chosen should be
fun as the childrens life. Dealing with this research, technique chosen to
introduce new words is using diagram but it is presented in fun activity, like
a game. The diagram is word webs. To explain the meaning, pictures are
chosen because they are fun and children like it.
B. Review on Word Webs
1. The Definition of Word Webs
As what is explained above, one technique to explain new words is
using diagram. For young learner the use of diagram should be presented in an
enjoying activity. The teachers can use word webs in the game to make
students interested in learning new vocabularies. Johnson (in Cox, 1998: 61)
defines word webs as diagram that helps children see how words are related to
one another.
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Decarrico says that word webbing is an activity that helps bring into
consciousness relationships among word in a text and helps deepen
understanding by creating associative networks for words (2001: 288).
Estes (1999) in Journal of Reading in Content Areas defines word
webs as a strategy for graphically representing concepts. Word webbing
builds a side-by-aside graphical representation of students knowledge and
perspectives about the key themes. It is useful when teaching a key word or
concept in depth. Students can help brainstorm words that relate to the key
word or concepts and, with the teacher's help, categorize the words
(http://www.readwritethink.org/lessons/lesson, retrieved on November 22
nd
,
2009).
The concept of word webs is like mind map. It is a diagram used to
represent ideas linked to and arranged around a central key word or idea
(www.wikipedia.com, retrieved on November 22
nd
, 2009). According to Linse
(2006) word webs is graphic organizer to help learners visually organizing the
information into different clusters.
Based on some definitions above, it can be concluded that word
webs is diagram to present the relationship among the words. This activity is
used to build students vocabulary skill. By using this technique, the students
are expected to be able to internalize the words theyve learned. As what is
stated before that teaching vocabulary should be integrated into the four skills,
here, word webs can be used as brain storming before the activity and post
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activity to organize the relationship between the previous vocabularies having
been understood and the new ones.
2. Procedures of Making Word Webs
Anderson (in Nunan, 2003: 80) says that word webs are a very good
activity for building students vocabulary mastery. Here are the procedures of
making word webs:
a. Begin by writing a key concept in the middle of board/paper inside the
rectangle/circle
b. Write secondary ideas inside the smaller circles
The figure below gives the example of word webs:
l
M
L D
d
8 P
d D
C
8 8 C
!
l
S
v
C
8
8
d
W
C
& C
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3. Word Webs in Teaching Vocabulary to Young Learner
Teaching vocabulary should be integrated with the four skills:
listening, speaking, reading and writing. The important thing is how the
teachers present the new words to the students. One activity of teaching
vocabulary is brainstorming around a topic before the main activity. Ur (1996:
68 69) suggests to use diagram to show words association (word webs). This
activity is mainly for revising words the class already knows, but new ones
may be introduced, by the teacher or by students. This technique is not only
for teaching noun, the teachers can also gives stimulus-words by asking the
students think the possible verb, adjective or adverb dealing with the noun.
Teaching vocabulary to young learners is purposed to prepare them
to communicate in both written and spoken. Young learner or children love
games. In line with that reason, teaching vocabulary to young learner should
be presented in fun activity. As what is stated above, word webbing is
showing the words relationship to internalize the meaning and presenting in
fun activity (like a game). This technique can be applied in teaching
vocabulary to young learner.
Johnson and Pearson (in Cox, 1998: 61) suggest using the following
strategy:
a. Choose a key word related to students ideas, inters, or current studies.
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b. Write the word in the middle of the chalkboard or large piece of chart-
paper.
c. Brainstorm other words that are related to the key word, and classify the
new words in categories that you or the students suggest.
d. Label the categories that emerge.
e. Discuss the words and their relationships and meanings.
Word webs is useful when teaching a key word or concept in depth.
Students can help brainstorm words that relate to the key word or concepts
and, with the teacher's help, categorize the words. The benefit of using word
webs in teaching vocabulary are as follows:
a. Increase their knowledge of synonyms for common words
b. Expand their written and oral vocabularies
c. Identify clues in context for more specific word choices
(http://www.readwritethink.org/lessons/lesson_view.asp?id=282, retrieved on
November 22
nd
, 2009)
Based on the explanation above, word webs is appropriate
technique for teaching vocabulary to young learners. Word webbing is a fun
activity which can show the word relation by drawing diagram.
C. Teaching English to Young Learners
1. Young Learners and Their Characteristics
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Pribilova (2006: 10) says that young learner can be anybody from
the age of three to the age of eighteen. Although they are categorized as young
learners, of course, they have different learning development. There are some
children learning faster, while the others need more time.
The term young learners can be used to categorize the following
learners:
a. Pre-school learners
b. Primary school learners
c. Secondary school or teenage learners (www.teaching-young-learners.htm,
retrieved on November 22
nd
, 2009)
Young learners have different characteristics from the adults. The
characteristics cover their ways of thinking and their attitude. Holden in
Brumfit (1995: 7) writes that children cannot concentrate on one thing for a
long period and the lesson should therefore be divided into a series of
activities lasting no longer than five or ten minutes because children are
bombarded with new experience and information. Here are the other
characteristics of children in their language learning:
a. Children respond the language well through concrete things (visual things)
rather than abstract things,
b. Children need physical movements and real activities to stimulate their
thinking,
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c. Children will be enthusiastic if they are taught using fun activities or being
involved in activities,
d. Children love to play, and learn best when they are enjoying themselves,
e. Children learn well through something that is close to their culture,
f. Children like to work together (http://peni.staff.uns.ac.id/2008/10/10/young-
learner-characteristics/, retrieved on November 22
nd
, 2009).
2. Teaching English at Elementary School
Teaching second language to all age groups is actually similar. Both
adult and children are recognizing new language. The difference lies on how
the teachers deliver the materials because the childrens way of thinking and
attitude are different from adults.
Brumfit (1997) states the reason of teaching English for elementary
students. One of the reasons is because in the early age, elementary student,
for example, is the best time to learn second language. The earlier students
start, the more time they get.
It is believed that when a child is introduced to a second language at
an early age their chances of becoming more proficient in the target language
will be higher (www.teachingenglish.org.uk/think/ methodology/young_learner,
retrieved on December 20
th
, 2009). In learning language, spoken language
comes naturally before reading and writing. Here are the stages in picking up
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English (www.britishcouncil.org/parents-help-how-children learnlanguages.htm,
retrieved on December 20
th
, 2009):
a. Silent period
When babies learn their home language, there is a silent period, when
they look and listen and communicate through facial expression or
gestures before they begin to speak. When young children learn English,
there may be a similar silent period when communication and
understanding may take place before they actually speak any English
words. During this time, parents/teachers should not force children to take
part in spoken dialogue by making them repeat words. Spoken dialogues
should be one-sided, the adults talk providing useful opportunities for the
child to pick up language.
b. Beginning to talk
After some time, depending on the frequency of English sessions, each
child (girls often more quickly than boys) begins to say single words
(cat, house) or ready-made short phrases (Whats that?, Its my
book, I cant, Thats a car, Time to go home) in dialogues or as
unexpected statements. The child has memorised them, imitating the
pronunciation exactly without realising that some may consist of more
than one word. This stage continues for some time as the child picks up
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more language using it as a short cut to dialogue before they are ready to
create their own phrases.
c. Building English
Gradually children build up phrases consisting of a single memorised
word to which they add words from their vocabulary (a dog, a brown
dog, a brown and black dog) or a single memorised language to which
they add their own input (Thats my chair, Time to play). Depending
on the frequency of exposure to English and the quality of experience,
children gradually begin to create whole sentences.
Linse (2005: 2) mentions the of young learner teachers job; those
are providing care and providing instruction. Providing care means that the
teachers should know the childrens need and want. They have to provide
interesting, fun and comfortable situation in order that the children can study
well in the class. To give best possible instruction, the teachers need to adjust
educational experiences to meet the developmental stages of the individual
child according to their stage of learning development. For example, a child
having developed strong oral language skills in her native language is better
prepared to begin reading than a child who has not. A young learner who can
comprehend a sequence of events is better prepared to understand a story than
a child who cannot. According to Dunn in www.britishcouncil.org, retrieved on
December 20
th
, 2009, children should not be told they have made a mistake
because any correction immediately demotivates. Mistakes may be part of the
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process of working out grammar rules of English or they may be a fault in
pronunciation. I goed soon becomes went if the child hears the adult repeat
back yes, you went; or if the adult hears zee bus and repeats the bus. As
in learning their home language, if children have an opportunity to hear the
adult repeat the same piece of language correctly, they will self-correct in
their own time.
English in elementary school in Indonesia hasnt been a primary
subject. It is not urgent, but it is quite important. According to Permendiknas
tahun 2006, English should be taught in elementary school in order that the
students have been ready to study English in the higher level (junior high
school and senior high school). Every elementary school should consider
English as the secondary subject after their own local language in order that
the students can communicate using English and face technology
improvement since the early age.
Elementary school students are categorized as young learners.
Superfine (2006), a freelance teacher, mentions the characteristic of young
learner (children) in learning language as follows:
a. Young learners only just start their schooling so teachers have a clear
opportunity to mould the mind of the children and their expectation of life
in school.
b. They tend to be keen and enthusiastic learner than the older.
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c. Young learners need physical movement and activity as much as
stimulation for their thinking. They have a short attention span and have
very little inhibition. They are usually very spontaneous so an activity in
the form of games, songs and drama is recommended. When reviewing
the situation we return to the main explanations for better learning at a
younger age and the suggestion that the young brain is more adaptable
before puberty and the acquisition of languages is less inhibited in the
younger learner.
Considering the characteristic of young learners who tend to be
keen and enthusiastic and are usually very spontaneous, the use of word webs
is recommended. It is because word webs can attract the young learners.
When the teacher writes the main idea on the board then asks the learners
what is in your mind when you hear this word?, the students
enthusiastically will answer the teachers question. That activity can be used
as brain-storming before activity. During activity, the teacher can add the new
words to the diagram. After activity, the teacher can use word webs as a game.
The teacher can prepare words written on cards, then, ask the students to
organize or classify the words.
Piaget (in Cox, 1998: 50) views adults (teachers or other caretakers)
role in teaching language as creating situations in which children discover
meaning themselves. Those situations will stimulate children to gain the
language competence. When children discover the meaning of the learning by
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themselves, it is wished that they can keep the knowledge for a long time. By
using word webs as a game, the learners experience in learning new words.
Finally, they are expected to improve their vocabulary mastery.
Clark (1990: 6-8) states the characteristics of the children are as
follows:
a. Children are developing conceptually. They develop their way of thinking
from the concrete to the abstract thing.
b. Children have no real linguistic. They teach subject what school provides
for them
c. Children are still developing their common skill such as turn taking and
the use of body language. They learn more slowly.
d. Young children are very egocentric. They tend to resolves around
themselves.
e. Children get bored easily, they have no choice to attend school. The class
activities must be fun and interesting by setting up the interesting
activities.
f. Children are at early of their education, ensuring success and enhancing
the childrens motivation are important factors in promoting the success of
early start in foreign language learning.
g. Children are better mimics. It will take them more confident in attempting
the sound of foreign language and they delighted in playing the sound.
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h. Children forget quickly. Therefore, the teacher in teaching English needs
repetition.
The diagram shown in word webs can help students see how the
words relate one to the others. The lines of the diagram help students who still
develop their way of thinking from concrete to abstract. Word webs as game,
can attract the children who are easily bored in learning. Because children
have short term memory, they need a unique technique in making note of the
new vocabulary. Here, word webs also help students to memorize words. The
students can add small picture/template in the diagrams.
Based on the explanation above, teaching English at elementary
school is quite important. The teachers should know the childrens need and
want in learning foreign language. In order that the language can be received
and retained by the students, the teacher should choose the appropriate
methods and technique to teach English in elementary school.
D. Rationale
Teaching learning process is successful when all learners are active
and involved in the activity. Teaching English to young learner focuses on
teaching vocabulary because elementary school students still develop their
vocabulary knowledge. The knowledge of words consists of some aspects. They
are form (pronunciation and spelling), grammar, aspects of meaning and also
collocation (word usage).
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Indonesian students in elementary school have difficulties in
learning English because English is not their mother tongue and the difference
system (rule) between Indonesian language and English. The teacher of young
learners, as the caregiver, should know the students needs in learning the
language. Teaching English for young learner is not easy. They have different
characteristic with adults. Young learners, who like playing, will be interested in
the learning language, when the activity is presented in fun and warm situation.
One technique of teaching vocabulary is by demonstrating the
diagram. Considering that children like playing, the activity should be presented
in game. Word webs are one fun activity to show words relationship through
diagram. The teacher can use this technique to explain new word to the students.
Word webbing is also unique way in making note of words. Usually, the teacher
asks students to make a note by making a list of difficult words. By using word
webs, students can make a diagram to show the relationship of each word. To
explain the meaning of each word, the teacher can use picture by asking the
students stick the appropriate words for each words in the word webs. By
showing and recognizing the relationship among words and the meaning, the
learners are expected to apply the words in wider context, such as in sentence,
paragraph even in text. Then, it will be effective to use word webs to improve the
students vocabulary mastery.
E. Hypothesis
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Based on the theoretical above, it is assumed that students
vocabulary mastery can be improved by using word webs. Word webbing is fun
activity for young learner to see and show the relationship among the words so
that they know the concept and then can apply the words in communication
(spoken and written). Then, the researcher makes hypothesis that by using word
webs, the students vocabulary mastery can be improved.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter covers the setting and subject of the research, the method of
the research, and the steps of conducting the research. Each of them is discussed in
the following section.
A. The Setting and Subject of the Research
This research deals with improving students vocabulary mastery by using
word webs. It is conducted in SDN Sidorejo Lor 1 Salatiga. It is located in
Diponegoro street No. 134, in the district of Sidorejo Lor, Sidorejo, Salatiga. There
are 9 classrooms in the school because first until third grade have been parallel. SDN
Sidorejo Lor 1 Salatiga has many facilities which can make the students feel endure
there. There is a canteen between teachers office and fifth classroom. There are also
students health centre, rest rooms, mosque, library, and learning centre. All the
facilities are kept well. Every room is clean because there is a school guard and
gardener who clean the school. The students also help them to clean their own
classes.
This elementary school, which is led by Drs. Purwanto, M. Pd., is a national
standard school. It means that SDN Sidorejo Lor 1 Salatiga has implemented the
standard of education service as the governments rule. SDN Sidorejo Lor 1 Salatiga
uses KTSP (Kurikulum Tingkat Satuan Pendidikan) curriculum as the basic of
teaching learning process.
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This research itself is conducted in class 3A. The teacher who is responsible
to this class is Mrs. Meyna, S. Pd. This class consists of 25 students, 12 boys and 13
girls. The class is chosen because third grade of elementary school is the important
stage of learning English. Based on the syllabus, third grade of elementary school
students should be able to apply the words they learned (in first and second grade) in
the sentence. 3A is chosen as the subject of the research because they have high
motivation in learning, but they have difficulties in learning English.
Before doing research, the writer has done pre-research/observation in SDN
Sidorejo Lor 1 Salatiga in January 2010. The next action includes pre-test, the action
itself, and post test which are conducted from March to June 2010. Then, analyzing
the result of action research will be conducted from June 2010.
Here is the schedule of the research:
month
Activity
Jan Feb March April May June
Pre research (observation)
Analyzing problems
Planning the action
Doing action
Data analyzing
Reflection
1
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B. Research Method
This research will be conducted as classroom action research in order to
improve students vocabulary mastery by using word webs. The vocabulary in this
research is limited in the topics which are taught for the third grade student of SDN
Sidorejo Lor 1 Salatiga, those are, Things in My House and Food and Drink.
After the students words knowledge improves, they are expected to be able to apply
those words in sentence, paragraph, and even real communication.
1. The Definition of Action Research
There some definitions given by some experts. According to Burns
(1993: 30), Action research is the application of fact finding to practical problem
solving in social situation with view to improve the quality of action within
involving the collaboration and cooperation of researchers, practitioners and
laymen. According to Little (2001: 4) action research is a process to identify and
solve classroom instructional concerns within teachers own classrooms.
Kemmis (in Hopkin, 1993: 44) defines action research as:
. A form of self reflective enquiry undertaken by participants
in social (including educational) situations in order to improve the
rationality and justice of (a) their own social or educational practices,
and, (b) their understanding of these practice, and (c) the situation ins in
which the practices are carried out. It is most rationally empowering
when undertaken by participants collaboratively, though it is often
undertaken by individual, and sometimes cooperation with outsiders.
In education, action research has been employed in school based
curriculum development, professional development, school
improvement programs, and systems planning and policy
development.
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Bodgan and Biklen in Burns, 1999: 30 propose action research as the
systematic collection of information that is designed to bring about social change.
Wallace (1998: 18) says that action research is one method to develop the
teachers professionally on a continuing basis by reflecting on interesting and/or
problematic areas in a structured way to facilitate the reflective cycle.
Bramble and Mason (1997: 43) say that the results of action research
have direct application to real-world problem. Classroom action research is kind
of problem solving in the class to improve students achievement.
According to Kemmis and McTaggart (1998) in Burns (1999: 32),
action research is a dynamic and complementary process which consists of four
fundamental steps in a spiraling process. They are as follows:
1) Planning
Developing a plan of critically informed to improve what is already
happening.
2) Action
Act to implement the plan.
3) Observation
Observe the effects of the critically informed action in the context in
which it occurs
4) Reflection
Reflect these effects as the basis for further planning
The spiral model can be illustrated as follows:
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Table 3.2 An illustration of Action Research Spiral
Based on the definition proposed by some experts above, classroom
action research is not only a problem solving in teaching learning process, but
also a reflection for the teachers of the way of their teaching in their class in order
that the quality of their teaching and students achievement improve.
In this research, the writer conducts classroom action research as a way
of problem solving being faced in teaching vocabulary for third year students of
8
A
C
8
A
C
8
A
C
8
8
S l
S ll
S lll
n
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SDN Sidorejo Lor 1 Salatiga; moreover, this research is conducted to make social
and educational change and improvement of students vocabulary mastery.
2. The Feature of Action Research
Here are several features of action research as quoted by Tinker-Sach
(2000: 71):
Features Action Research
Duration Usually conducted over short period of time
Size the Project Involves one or more teachers from a school or
several schools
Ethical Consideration Usually informal consent is given as the students
participation are known to the teachers and the
purpose is beneficial to the parties involved
Focus Investigates one or more practical
teaching/learning factors
Design Practical and manageable in design to allow for
teacher workload and teaching process
Research Tools and Data
Collection Procedures
Utilizes one or more research tools to collect and
analyze the data
Usually simple and straightforward procedures
Results Usually localized to a specific class/ teaching/
learning community or context with practical
implications
Sharing of Result May be formal or informal and reported in local
international referred journals for the benefits of
those who teach
Context Classroom-based or school-based and may
involve one or more school contexts usually
within the same region
Table 3.3 The Features of Action Research
3. The Process of Doing Action Research
According to McNiff (in Burns, 1999: 35) action research should be
flexible. That flexibility makes difference interpretations of what are appropriate
processes for the circumstances of the research.
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Burns (1999) proposes action research as a series of interrelated
experiences involving the following phases:
a. Exploring
It is a starting point for conducting some initial action. Here, the researchers
make the document of general observations of the situation and look for
recent article or books to obtain ideas for research.
b. Identifying
This involves a fact finding process which enables the researchers to refine
their ideas about the general focus area, to prepare for systematic investigation
and finally to suggest further action.
c. Planning
It involves developing variable plan of action for gathering data, and
considering and selecting a range of appropriate research methods. This phase
is aimed at trialing a particular course of action and collecting data on the
outcomes of the action.
d. Collecting Data
During this period, the procedures selected for collecting data are developed
and put into action.
e. Analyzing/Reflecting
This phase is considered as a combination of both analysis and reflection. At
this stage, the data are analyzed using a systematic process of analysis and
interpretation according to agreed criteria.
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f. Hypothesizing/Speculating
The hypotheses drawn are based on the data that have been collected to this
point, on the analysis and reflections that have arisen form the analysis. The
hypotheses may form the basis for further action to test them out.
g. Intervening
This stage involves changing classroom approaches or practices in response to
the hypotheses one has made. It may involve some further deliberate
experimenting with different teaching methods.
h. Observing
This phase involves observing the outcomes of the intervention and reflecting
on its effectiveness. This involves a new set of teaching strategies and
activities and recycling back into a period of further data collection.
i. Reporting
This phase involves articulating the activities, data collection and results that
have come out of the research process within the research group.
j. Writing
This is very important phase because it aims to ensure that the research has a
chance of being disseminated to others, rather than remaining as a private or
isolated activity.
k. Presenting
This phase also aims at ensuring that the research is presented to a wider
audience.
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A. Technique of Collecting the Data
There are two kinds of data: qualitative and quantitative. The qualitative
data of the research will be collected by using some techniques of data collection
including: observation, interview, research diary, and document analysis. To provide
more accurate data, photographs are also taken during the implementation of the
research. The data which is collected in this study consists of the information
obtained during pre-research, the process, and the results of action research. The
application of data collection in this study is summarized in the table 3.4.
Steps of the
Study
Objectives Participants Techniques Data
Pre-Research To know the
problems
faced by the
teacher
Teacher
Researcher
Interview
Observation
Result of
Interview
Field notes
Students
pretest
Implementation To know the
students
vocabulary
mastery
Researcher Observation
Photographs
Documents
Field notes
Photographs
of TL
process
Lesson plan
documents
Students
assessment
Result
discussion
To know the
students
improve-
ment
Teacher
Researcher
Researchers
diary
Reflective
notes
Students
post-test
Table 3.4Table of Collecting Data
As shown in table 3.4, the techniques of collecting data are interview,
observation, photographs, pretest, post test, document, and diary. The techniques will
be conducted as follows:
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a. Interview will be conducted to students and teachers.
b. Observation will be conducted during the implementation of the research.
c. Photographs will be taken during the implementation of the research
d. Document consists of lesson plan and students assessment.
e. Researchers diary will be noted during the research.
To take the quantitative data, the writer conduct test as the technique.
Heaton (1998: 51-63) gives possible types of vocabulary test. Here are the types of
the test:
a. Multiple-choice items (A)
1) Type 1
In this type of recognition item the stem is replaced by a picture. The testees
see the picture and have to select the most appropriate word relating to the
picture. This type is clearly very appropriate at the elementary stages.
2) Type 2
In this test, the testees have to select the correct option to which the definition.
Example:
A person who receives and pay out money in a bank
a. broker b. accountant c. creditor d. cashier
3) Type 3
This type asks the testees to select the best synonym or definition. Example:
Advocate
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a. support b. advise c. contradict d. damage
4) Type 4
The stem here consists of a sentence. Hence, this type of recognition items is
generally to be preferred to the previous three types in so far as the problem
word appears in context. Example:
It is rained continuously for two whole days.
a. without stopping c. regularly
b. heavily d. at odd moments
b. Multiple-choice items (B)
These kinds of test items are useful in many respects but may possibly belong
more to tests of grammar and structure. Example:
Ann . . . . . me of a girl I used to know
a. recalls b. reminds c. remembers d. recollects
Although the collocations in such items may be tested equally well without a
context, it is usually advisable to test them in sentence. Example:
I dont believe you: I think youre . . . . . . . . . . lies.
a. saying b. talking c. speaking d. telling
c. Sets (associated words)
1) Type 1: Recognition
Example:
Read each of the following lists of four words. One of word does not belong
in each list. Put a circle round the odd word in each list.
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Son happy arrive
Father married depart
Boy engaged go away
Brother single leave
2) Type 2: Production
Each group of words is related to a particular subject. Write down the
particular subject which is connected with each group of words.
Hand volume
Wrist track
Dial head
Face spool
(= watch) (= tape recorder)
d. Matching items
Example:
1. I hear the prisoner . . . . . . . yesterday and the police are still
looking for him
2. We were all relieved that Mr. Benson . . . . after the operation.
(etc)
e. More objective items
1) Type 1: word formation test items
Came about run into pulled through got away
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Example: write a word in each blank. The word you write must be the correct
form of the word on the left.
i. Care be _______ when you cross the road
ii. Cruel to mistreat animals is a form of _________
iii. Interest do you think this book is __________?
2) Type 2: items involving synonyms
Example: write in each space the best word to replace the words underlined in
each sentence.
Tom went at once to the dctors immediately
I came across an interesting book __________
3) Type 3: rearrangement items
Example: rearrange the following letter to make words.
p l a p (apple)
c e l p a (place), etc
f. Completion items
Example: complete each blank with the most appropriate word to replace each
number in the text.
Rosnah : whats the (1) ________ today?
Mohamed : its the seventh
Rosnah : At what (2) _________ does the concert start?
Mohamed : Seven oclock, I think.
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Based on the explanation above, the types of test to test the students
vocabulary mastery are: (1) rearranging items to test spelling; (2) multiple choice
items A type 2 (definition) to test the knowledge of words meaning; (3) multiple
choice items B to test the knowledge of word use; and to test pronunciation, the
researcher asks the students the pronounce some words. In collecting data, there are
two considerations. They are:
a. Validity
Wallace (1998: 36) says that validity means testing what are supposed to test, and
not something else. Validity is the degree to which a test measures what it claims
to be measuring. To measure the validity of the test, the researcher uses the
internal validity. The formula is as follows:
Where:
1
1
2
Where :