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CHAPTER I

INTRODUCTION

1.1 Background

English is considered as the first foreign language, and it is regarded as

important one for various reasons. Realizing the importance of English for the

progress of our country, its language should be taught as one of compulsory

subjects at Junior High School to University level. Realizing the importance of

English for the progress of our country, the government suggest to the teaching of

English from elementary school as a local content. The objective of teaching

English in Indonesia as has been stated in English curriculum that “English

function is to develop the students’ English mastery as a way of self development

to get knowledge technology and culture covering the skill of listening, speaking,

reading, and writing. Generally speaking, English is expected to become the

people need especially for those who want to continue their study at the

university.

Based on the 1994 English curriculum for both of Junior and Senior High

School levels, the students should master four skills of the target language,

namely; listening, speaking, reading, and writting. Besides, there are also three

components within the language should be learned such as vocabulary, grammar,

and pronunciation. These three components play an important role in supporting

the four main skills of English language. Nevertheless, each of these components

is not taught in certain topic but all of them are inclusively in those four language

skills especially in the reading text.

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In relation with the above description, the writer interprets that one of the

language elements which is very important for the learners especially for the

beginners is vocabulary such as adjective, noun, and verb as the basic component

of vocabularies should be mastered by the foreign language learners. The writer

thinks that the more vocabularies the learners have the easier for them to develop

skill, or the less vocabularies the learners have the harder for them to develop their

language skills. By learning vocabulary, the learners will experience the parts of

vocabulary such as adjective, noun, and verb as the basic component the writer

look at this research.

The mastery of English vocabulary is supposed as the important element

in learning English to support as the four skills of English itself. In accordance

with Wachidah (2001) who stated that developing the language competence as a

mean of communication can only be gained by teaching of language qcomponent

such as vocabulary. In addition, Kustaryo (1988:2) stated that to understand the

text or massage, students must have a good command of English vocabulary of

the target language.

Therefore, it is an absolute that vocabulary mastery is very important for

the learners of the target language since it can support those four language skills

as stated in the curriculum. That’s why the writer is aware of conducting this

research in order to make a brief result about the students’ vocabulary

achievement on those who join English course and never join English course at

the seven grade student of SMPN 3 Tongauna.

Based on the writer’s observation at this school, it was found that

most of students join English course but there are some students who never
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join English course. That is why the writer was interested to know and

compare the vocabulary achievement both kind of those students because the

writer thinks that students who join English course and who never join

English course have a different result in their vocabulary achievement .

1.2 Research Question

In connection with the explanation on the background above, the writer

formulates a research question as follows:

“Is there a significance difference of students’ vocabulary achievement

between the students who join english course and students who never join

english course at the seven grade of SMPN 3 Tongauna?”

1.3 Objective of the Study

Based on the research question above, the objective of this research were:

“To know whether there is or not a significant difference of students'

vocabulary achievement at the seven grade of SMPN 3 Tongauna between

students who join English course and who never join English course”.

1.4 Significance of the Study

The expected significances of this study consists of theoretical

significance and practical significance.

1. Theoretical significance is that the result of this study can give

contribution to the development of English teaching at SMPN 3

Tongauna.

2. Practical significance is that the result of their study can give guide line to
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the English teacher and parents of the students in effort to increase the

English teaching quality, especially vocabulary achievement that refer to

the learning achievement.

3. The English teacher can provide the different instructive process for those

who join English course and who do not.

1.5 Hypothesis of the Study

The hypothesis of this study is "There is a significant difference of

students’ vocabulary achievement who join English course and those who do

not at the seven grade of SMPN 3 Tongauna ”.

1.6 Scope of the Study

This study focused on the students' vocabulary achievement who join

English course and those who do not join English course at the seven grade

of SMPN 3 Tongauna. The vocabulary that had been investigated are noun, verb,

and adjective, based on the book used at seven grade of SMP Negeri 3 Tongauna.

1.7 Definition of the Terms

To avoid misunderstanding of the term used in this research, the writer

defined the technical term were as follows:

1. Students’ vocabulary achievement in this study is score that gained by the

students after doing the 45 items vocabulary test

2. Vocabulary in this study is the words which consist of nouns, verbs, and

adjectives that have been studied by the seven grade of SMP Negeri 3

Tongauna.
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3. English course is an English learning activity which students done out of

school schedules.
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CHAPTER II

LITERATURE REVIEW

2.1 Learning Process

Wynkel (1987 : 36 ) states that the learning process is a mental physic

activity that effects the interaction with one’s environment change in undertaking

the knowledge, skill, and attitude value. This statement is close related to Runch (

1984 ) that learning is a process that brings the change in the individual way of

responding as a result of contact with the environmental and physichological

aspect.

Based on the above statements, the writer interpreted that the important

element in learning process is the existing of interaction between the learners and

their environment. This interaction actually is a complex system because it scopes

many dimensional factors, include the teachers, facilities, students, social and

cultural background, the appropriate materials, and the convenient methods. All of

these factors are very essential to give the impacts of successful in learning

process and they are independent.

The concept of learning may be different from the concept of teaching. But

in the field of implementation, both learning and teaching cannot be separated.

However, someone teaches something (teacher) if at least there is a man or

woman who learn something (student).

In learning process, there are some logical considerations which attracts the

attention, they are:

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1. Learning process is focused on how the teachers support and encourage the

students to be the independent learners.

2. People tend to use the term “learning” than “ teaching “ because in the teaching

process the main focus is concentrated on how transfers the knowledge from

teacher to the student, meanwhile in teaching process teacher tends to

motivate students to learning independently.

Richards and King (1971) argues that three phases in learning process must

be existed, namely; (1) presentation, (2) practice, and (3) production. The most

important thing is in presentation is giving the information to the students about

the objectives and targets of every course material in subject matter. This way is

the one where the teacher starts the lesson and the student are activated to

participated in preparing their psychological mentality to accept the lesson. The

student can also make themselves a plan concerning to prepare the time for

additional hours to study in order the traditional class pattern, teacher – centred is

changed into the new one, it is student – centred. This step is to generate to

students motivation and interest in order they are enthusiastic to join the class

activity.

In the phrase of practise, the teacher gives a certain assignment to the

students to evaluate how far their material understanding. By doing it, the teacher

at least attains a feedback is useful to design a remedial teaching activity. The

production phrase is the last one which is expected the students are highly

competence in language skills means that they can use the target language as a

mean of communication with their own way.

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As has been mentioned above that the main responsibility of teacher is not

to transfer the knowledge to the student but how to give and generate the students

motivation for being independent learners as the Chinese proverb which in

English says “Give him a fish you feed him for a day, teach a man how to fish,

and you feed him for a life time.” Now exists a question; what kind of method

should be used by teachers of English in handling the class to make their students

successful in learning? Here, under the writer tries to present a glance of methods

and techniques in teaching English language.

2.2 Learning Achievement

The achievement in learning is something done through various efforts to

undertake diligently in order to gain a certain result. This statement concerns with

definition of achievement in American Herritage Dicitonary ( in Rusli, 1995 : 18 )

which states that achievement in the act of accomplishing or finishing something

that has been accomplished successfully especially by means exertion, skill,

practice or perseverance.

Learning achievement is the indicator of modification level that has been

reacted by students who undertake the learning activities and directly knowledge

authority, capability, skill and attitude that has been reached. Therefore, Winkel

(1984 ;17 ) says that achievement is a proof of successfulness of someone’s effort

gained.

Based on the statement above, it can be concluded that learning process that

resulted by the students will produce the changes in knowledge or understanding

filed in skill, in the norm and attitude aspect. The existence of that change appears

in learning achievement resulted by the students toward questions or assignment

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given by the teacher. Therefore, the teacher’s role towards student’s achievement

is very needed. The teachers task is how to indicate or how to initiative their

students so as to reach the changes as much as possible. In addition, the teacher

much knows more things that may hamper students in learning.

2.3 Factors that influence learning process

Generally, factors which influence learning process could be grouped

in two factors e.g. internal and external factor. An internal factor is the factor

emerging from inside of student such as motivation, interest, attention, talent,

attitude and health.

Interest and attention in learning are two factors that can't be

separated each other. A student who feels interested to one subject visually

inclined to get attention to a subject continuously, it means there is a

students, both girls and boys who studies on one subject with full of interest

and attention can hopefully get a good mark on the contrary, students who

could not put their attention certainly will get a lower mark.

Everyone has a different talent and it will influence the students test

score on one subject learned. For instance, a student who has talent in

English subject will be easier to increase his knowledge than they who no

talent in English. There are some influences factors in learning English,

which are divided into parts, they are: (1) Internal factor and (2) External

factor.

2.3.1 Internal factors

Internal factor is the factor that come oat from the individual itself

which can influence the learning of the students and it consist of the two
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factors are explained. Furthermore, those factors can be described as follows

as follows:

1. Physical Factor

Includes in this factor are a condition of health and the condition of

the body (physical handicapped). If the condition of our health is not too

good of course it can influence the activity or the process of learning because

we will be setting tired soon. They are easy to get sleepy, lock of spirit often

to be dizzy, or other physical sickness. The physical condition like this night

make the less of absorptive power toward the material of learning and will

arise perception such as this "a learning is a heavy working'.

2. Psychological factor

Psychological factor influenced the result of the students learning are

intelligence, motivation, attitudes, interest, and attention.

A. Intelligence

Intelligence is very important in learning English because the

successful of learning activity is closely correlated with the intelligence

grade. The intelligence grade of a child in methodically determined by 10

(intelligence Quotient) and it has an important role to the successful of a

child in learning.

Intelligence includes at least the ability demanded in the solution of

problem, which require the comprehension, and use of symbol. The statement

above mean that intelligence is very importance in solving the problem. That

is why the intelligence is required to solve any problems by using the

comprehension as well as symbol.

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B. Motivation

Motivation means drive or desire which forces one to behave. Drive or

desires emerges because of needs. Blair, Jones, and Simpson state that

motivation may be describe as a process in which energies produced by needs

are expended in the direction of goal: and Brown explained that "motivation

is commonly thought of as inner drive, impulse, emotion or desire treat

moves on to particular action" (Brown, 1980) so that, motivation for student

is importance because motivation can serve as both on objective itself and

means for furthering achievement of other can educational objective.

Generally, there are two kinds of motivation i.e. intrinsic motivation

and extrinsic motivation. Intrinsic motivation is a motivation through which

learning activity is begin and continued based on the inner drive. Intrinsic

motivation is evidence when ever student's natural curiosity and interest

energies learning when the educational environment, provides optimal

challenge, rich resources of stirriv.1ation, and a context of antonym.

Extrinsic motivation is a motivation in which learning activity is begin and

continued based on the drive, but this drive in indefinitely related to the

learning.

The string thing of students, motivation may give some one much

energy to do all learning activities. This the teacher will easy to do the

expectation change to reach on optimal learning activities, and weak

motivation causes the week of learning activities.

Motivation of learning is sometimes derive from internal and external

without together function to generate and control the act of learning. In other
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word, strong motivation function will lead to strong effort itself Kartono in

Munawar (1999:21) state that: "In studying should be have hard motive. It

will enlarge activate and effort to reach high prostration.” On the other hand,

we can say that motivation is energy exchange in selves somebody who paper

forefeeling and gone head conception toward the aim.

Motivation has relationship with interest is in learning or studying.

Winkle (1984:27) states that motivation is a physics factor which is non

intellectual. It is a noticeable feeling in passion and spirit of learning and

students with strong motivation will have much energy to do learning

activity. Moreover Hilgard and Russel (1984:189) put that “the evidence

seems rather clear too that motivation is not something applied from the

learning situation but is an intrinsic or it. The quotation above may mean that

string thinning students’ motivation will give him all energy to do all

learning activity.

C. Interest and Attention

Interest and attention have to a close relationship with motivation.

Pade in Samaniah (2004:12) state: “Interest is an inclination to reach with a

certain manner to word something it means that there in an inclination to be

kept i n country with out interest there will not be an inclination to pay

attention something. While Getzelles (1954:321) defines interest as the

disposition which impels and individual to seek out particular object,

activities, understanding, skill and goals for attention.

Suryabrata in Achir (2002:13) states that: "Minat adalah

kecenderungan untuk memberikan perhatian terhadap orang, benda, aktivitas,

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atau situasi dengan disertai perasaan senang." Based on the explanation

above, it can be understood that interest has greatest influence toward the

students learning achievement. It makes them focus their attention fully to

the learning activity which enables them to study hard to gain satisfactory

result.

D. Attitude

Attitude is very important for the students because a good attitude in

teaching English, it can be basic useful capital to study harder so the

student's if can create a good spirit in learning English, his ability or

knowledge will be increasing. Wiliam in Suryabrata (1973:168) stated that an

attitude maybe defined a person’s capacity or hypothetical potential,

acquisition of a certain more or less well defined pattern of behavior

involved in the performance of a task respect to which the individual has had

little or no previous training.

2.3.2 External Factors

External Factor is the facto emerging from outside of students such as

family factor, parent’s education, economical parents’ condition.

A. Family factor

The family environment is a basic factor in forming student's identity

in the supporting factors for the formal education, so parent’s role in

increasing the children at school is needed because the success or the failure

of student in learning process also depends on supporting of parents. In term

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of this, Slameto says that: Siswa yang belajar akan menerima pengaruh dari

keluarga berupa cara orang tua mendidik anak, relasi antara keluarga,

suasana rumah tangga, keadaan ekonomi keluarga dan pendidikan orang tua,

(Slameto, 1988:62).

B. Parents Education

Talking about the education problem level of parents related to the

students learning performance is how the parents educated their children, so

it determine by the background of educational level of the parents. Parents’

way to educate the children has a great influence to child in learning process.

In term of this Slameto (1995:62) says that: the student who study will

receive influence from their parents such as economic and their parents’

education. The students learning achievement can be influenced by the

education background level of their parents.

C. Economical Parents condition

The economical function cannot be separated in reaching the aim of

education. The children who are in learning process must be completed if a

family has enough financial (economic). Both external and internal factor

pixy an importance role to determine the student's ability, ach i evement and

successful in learning -Includes answering the test items of the test score of

male and female. In term of this, Vazey in Munawar (1999:19) stated that

education is part super structural from society (social) is based on economy.

2.4 Concept of Vocabulary

There are some definitions of vocabulary we can find from resources.

According to the Advanced Learners of Current English, “Vocabulary is (change

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of words known to or used by a person in trade, profession” (Ornby, 1974:

239).Vocabulary is the content and function words of language, which are learned

so thoroughly that they become a part of child’s understanding, speaking and later

leading and writing vocabulary.

Vocabulary is the words having meaning when learned or seen even

though not produced by individual himself to communicate with others (Good,

1979:642). Penny (1969: 10) in his book “A course in language Teaching” states

that vocabulary can be defined, roughly, as the words we teach in foreign

language. However a new item of vocabulary may be more than a single word, for

example: post office and mother in law, which is made of two or three words but

express single idea.

It is also in the New Grolier Webster in International Dictionary of the

English Language, vocabulary is:

1. Stick of words used by people or by particular class or person.

2. A list of collection of words of language, book, author of the science or like

usually in alphabetically order defined.

3. The words of language, a word book glossary, (Webster, 1965, 159).

Kridalaksana, (1983: 98) says that vocabulary is:

a. Component of language, which over all information about meaning or words

in language.

b. The rich words which have by speaker

c. The list of words like dictionary but complete with description briefly.
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By looking all the above definition we can see that vocabulary is the

words, which is having meaning and function of language. The meaning is not

isolation but meaning in context.

2.5 Types of Vocabulary

In teaching learning process the teacher usually don’t need to spend the

same amount of time and care in presenting all new vocabulary will be more

important to student than other. Basically there are two types of vocabulary,

namely active vocabulary and passive vocabulary. The active vocabulary consists

of the words use in conversation and writing. The passive vocabulary consists of

the words that are not usually used, but which are recognized understood when

read. The passive vocabulary is usually more than the active vocabulary.

Shaw and De vet (1990: 19) state that there are two types of Vocabulary,

they are:

a. Active vocabulary. Words which students will need to understand and also

used themselves. In teaching, active vocabulary, it is usually worth spending

time giving example and asking questions, so that students can really see haw

the word is used.

b. Passive vocabulary. Words which we want the students to understand (e.g.

when reading a text), but which they will not need to use themselves. To save

time, it is often best to present it quickly with a simple example. If it appears

as part of text or dialogue, we often leave the student to guess the word from

the context.
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Besides, he also remind that emphasize that students should understand

and far more words than they can produce, so we should not try treat all new

words as active vocabulary, he adds that there is another types of vocabulary.

2.6 Vocabulary Achievement

The teacher should know the students’ English vocabulary achievement in

order to help them whether they have enough vocabulary to do particular task.

Vocabulary achievement refers to the students’ capability in mastering the

meaning of words that they have learned. Teacher or researcher in testing

vocabulary frequently use various new words.

Various test technique are uses to know the learners ability in mastering

vocabulary. Teachers can uses one or more technique that recommended by

Tarigan (1984:28) as mentioned below:

1. Identification, the students are required to give response in writing or orally to

identify appropriate words based on the definition.

2. Multiple choice, in this test, students are required to choose one or more of

right words that have been provided in the sheet.

3. Matching, this test tends to be alike to the multiple choice because students are

also invited to choose one or more words in one of a pair columns which are

provided. This choice is to match the item in the two columns.

4. Checking, in this test, students are provided with some words and are asked to

check the words they have been recognized and then make a definition of the

words.

There is still may be other test technique which have or not been

mentioned in this study but have been found during of experience in teaching and
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learning L2. However, those four test techniques are expected to have had a great

contribution to teacher in identifying the learners achievement in vocabulary.

Whereas, Heaton (1975) states that test of vocabulary measure the

students’ knowledge of the meaning of certain words and words group, such a test

may test the students’ active vocabulary or passive vocabulary.

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CHAPTER III

METHODOLOGY OF THE RESEARCH

3.1 Design of the Study

This study applied quantitative descriptive design. It means that the

writer elaborated the factual and natural data gotten in the field of the study.

The data that described in this study is the student's vocabulary achievement

at the entire seven grade students of SMP Negeri 3 Tongauna in academic year

2012/2013.

3.2 Population

The population of this study was all of the seven grade students of

SMP Negeri 3 Tongauna in academic year 2012/2013. The population can be

seen in the following table:

Table 3.1 The Population of the Study

No Class Number of Students
1 VIIa 22
2 VIIb 18
Total 40

3.3 Sample

The sample of this study was taken through purposive sampling

technique from the students of seven grade of SMPN 3 Tongauna. The

sample consisted of two groups, namely the group of the students who join

English course and the group who do not join English course. For knowing
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the students who join and who do not join English course, the writer came to

the target school and asked the students to get factual data whether they join

English course or not. After getting the data, the writer then determined 22

students who join English course and 18 students who do not join English

course as the sample of this study.

Table 3.2 The Sample of the Study

No Students Number of Students
1 Join English Course 22
2 Never Join English Course 18
Total 40

3.4 Instrument of the Study

The instrument of this research was multiple choices, complete the

sentences, and matching item tests. The objective test consists of 45 items; 11

items of nouns, 15 items of adjective, and 19 items of verbs. These items (words)

were selected from the relevant book that used by the English for the seven grade

of SMPN 3 Tongauna.

3.5 Marking Schema

Furthermore, the writer decides marking schema of this research was 1 for

each the right answer and 0 for the wrong answer. The formula was as follows:

Score : Total correct answer x 10

Total of test item
(Sudjinah, 1980:39)

Then, the writer classified the criteria of students’vocabulary achievement:

8 – 10 = Very good
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7 – 7.9 = Good
6 – 6.9 = Enough
0 – 5.9 = Low
(Sudijono, 1987:17)

3.6 Technique of Data Collection

In collecting the data, the writer, firstly had a permission from the headmaster of

the school, then the writer had the following procedures:

1. Classifying the students who join English course and those who do

not join English course.

2. Collecting the data by giving the test to the students.

3. Examining the result of the test by giving the score of each respondent

4. Analyzing the data, by employing a computer calculating

3.7 Technique of Data Analysis

The data of this study analyzed by using descriptive analysis and

inferential statistics. Descriptive analysis was used to describe the findings of the

study, the writer computed result of the results of the test that was obtained by the

students as follows:

1. Scoring the students’ answer by using formula:

Score : Total correct answer x 10

Total of test item
(Sudjinah, 1980:39)
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2. Classifying the score of the students’ answer into the following measurement:

8 – 10 = Very good
7 – 7.9 = Good
6 – 6.9 = Enough
0 – 5.9 = Low
(Sudijono, 1987:17)

3. Calculating the percentage of the students score:

𝐹
𝑝 = 𝑥100 %
𝑁

Notation: P = the percentage

F = frequency

N = the total number of students

(Gay, 1981: 331)

4. Finding out the mean score of the students answers by using formula:

∑X
X= N

Notation:

X = the mean score

∑X = the students total score

N = the total number of students

(Gay, 1981: 29)

5. Finding out the standard deviation of the students join English course

and students do not by applying this formula:

N (∑ X2 ) − (∑ X)2
SD =
N (N−1)

Where:
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Sd : The standard deviation

∑x : The sum of all score

∑ x2 : The square of the sum all score

N : The total number of sample

Then, the inferential analysis was used to examine the hypothesis of the

study. In testing the hypothesis of the study, the writer used T-test with the

formula as follows:

T-Test = X1 – X2

(n-1)S12 + (n-1)S22 1 1
n1 + n2 – 2 n1 n2
Where:

t = The result of hypothesis

X1 = Mean score of students join English Course

X2 = Mean score of students never join English Course

S12 = Variance of students join English Course

S22 = Variance of students never join English Course

n1 = Number of students join English Course

n2 = Number of students never join English Course

(Sugiyono, 2009: 197).

3.8 Criteria of Hypothesis

The criteria of accepted and unaccepted of the hypothesis were as follows:

1. If t test > t table, it means that H0 is rejected. In other word, it means that

there is no a significant difference of students’ vocabulary achievement

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who join English course and those who do not at the seven grade of

SMPN 3 Tongauna.

2. If t test < t- table, it means that H0 is accepted, it means that there is a

significant difference of students’ vocabulary achievement who join

English course and those who do not at the seven grade of SMPN 3

Tongauna.