COMPARING STUDENTS’ ACHIEVEMENT IN LEARNING VOCABULARY THROUGH CLUSTERING TECHNIQUE AND DERIVATIONAL EXERCISES AT THE SECOND GRADE OF SMAN 1 KALIREJO

COMPARING STUDENTS’ ACHIEVEMENT IN LEARNING VOCABULARY THROUGH CLUSTERING TECHNIQUE AND DERIVATIONAL EXERCISES AT THE SECOND GRADE OF SMAN 1

KALIREJO

(Script)

By Titik Oktavia

TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY

BANDAR LAMPUNG 2014

i ABSTRACT

COMPARING STUDENTS’ ACHIEVEMENT IN LEARNING VOCABULARY THROUGH CLUSTERING TECHNIQUE AND

DERIVATIONAL EXERCISES AT THE SECOND GRADE OF SMAN 1 KALIREJO

By

Titik Oktavia

This research was intended to compare which one gives higher achievement between Clustering Technique and Derivational Exercises in improving students’ gain of vocabulary achievement. The research was conducted based on the problem in learning vocabulary. The problems were whether there is significant difference between students’ gain achievement in learning vocabulary who were taught through Clustering Technique and Derivational Exercises and which one gives higher gain achievement between the techniques.

This research was quantitative research which used Two Group Pre-test Post test Design. The researcher chose two classes for the sample as the experimental classes to conduct the research. The data were collected from the result of pre-test and post test for the sample students in both classes. Both classes were given treatments, the first class using Clustering Technique and the second class using Derivational Exercises. After getting the data, the researcher analyzed it using Independent Group T-Test.

The result showed that the mean score of post test in the first class was 76.55 and the mean of post test in the second class was 62.79. Probability level (p) was 0.000 and it showed that it was lower than 0.05 (p<0.05). It means that Clustering Technique was significantly better than Derivational Exercises in improving students vocabulary achievement. Clustering Technique was a simple technique to be used in the classroom so that it can increase better for the students’ vocabulary achievement. On the other hand, Derivational Exercises was rather complex technique because it includes grammatical rules to use it. It made the students difficult to increase their vocabulary achievement.

iv

CURRICULUM VITAE

The writer’s name is Titik Oktavia. She was born on October 7th

1991 in Sribasuki, Kalirejo, Central Lampung. She is the forth child of Sarwan Efendi and Sri Surati. She started her study from Elementary School at SD Negeri 1 Sribasuki in 1998 to 2004 and then continued at SMP Negeri 1 Kalirejo and graduated in 2007. In the same year, she pursued her study at SMA Negeri 1 Kalirejo, Central Lampung and graduated in 2010.

In 2010, she was registered as a student of English Education Study Program at the Education and Pedagogy Faculty, Lampung University. Then, in 2013 she conducted her Teaching Training Practice (PPL) as one of the requirement for FKIP students at SMP Negeri 3 Gunung Agung, Tulang Bawang Barat. She carried out her research for 1 months (from April to May 2014).

During her study in Lampung University, she became a member of HMJPBS in the first year. In the second year, she became a secretary of Education Department and promoted to be a vice President of HMJPBS in the third year of her study. In the fourth year in university, she became a secretary of Controlling Department in DPM FKIP Unila and after a half year she was promoted to be a vice president of DPM FKIP Unila 2013-2014.

v DEDICATION

This Script is fully dedicated to:

My beloved mother and father, Sri Surati and Sarwan Efendi

My beloved sisters and brothers: Fitria Irwati, Dwi Yunita, Tri Wahyudi and Arif Iskandar

My niece and nephew: Shafa Salsabila and Keona Pranaja Wahyudi All English companions 2010, especially Agustina Dwi Jayanti, Esy Octa Utami

and Zakia Permata Sari All member of HMJPBS 2012-2013

All family of KKN/PPL Sumberjaya, Tulang Bawang Barat DPM FKIP 2013-2014

vi MOTTO

Which then, of the favours of your Lord will you deny? (Q.S. Ar Rahman, 55:13)

Difficulty is only thing that you create in your mind (Budi Kadaryanto, S.Pd., M.A)

vii

ACKNOWLEDGEMENT

Praise is merely to Allah SWT for His blessing and mercy that the writer is able to accomplish this script entitled “Comparing Students’ Achievement in Learning Vocabulary through Clustering Technique and Derivational Exercises at the

Second Grade of SMA Negeri 1 Kalirjo”. This script is submitted as a compulsory

fulfillment of the requirements for S1 degree of English Education Study Program at Education and Pedagogy Faculty, Lampung University.

Gratitude and honor are addressed to all people and institutions that helped and supported the writer until completing this script. Here, the writer would like to akcnowledge her sincere gratitude to Prof. Ag. Bambang Setiyadi, M.A., Ph.D., as

the writer’s first advisor, and Drs. Sudirman M.Pd., as the second advisor, who have given assistance, guidance, encouragement, and scientific knowledge within the process until accomplishing the script. Her sincerity is due to Hery Yufrizal M.A., Ph.D., as the examiner, who has given contributions in revising and giving valuable suggestion for this script. The writer also would like to thank and honor to all English Lecturers who have educated and broadened the writer’s knowlwdge, especially about English during study in this university.

The appreciation is also addressed to Drs. Sudiono, M.M., as the headmaster of SMA Negeri 1 Kalirejo Central Lampung, who has given the opportunity to conduct the research and has guided the writer during the research. Moreover, the writer would like to express her happiness to all my wonderful students,

viii

Central Lampung, for their willingness to cooperate and participate in this research.

The full gratitude is presented to her beloved mother, Sri Surati and her beloved father, Sarwan Efendi. It is truly undoubted that loves, cares, and timeless prayers during day and night, which supported me to finish my study. Her great thank is also given to her sisters and brother, Fitria Irwati, Dwi Yunita, Tri Wahyudi, and Arif Iskandar for their love, support and encouragement. A great love is given to her niece and nephew Shafa Salsabila and Keona Pranaja Wahyudi, who always cheered her up when she got stress. The writer also whises to thank to whole mates in English Education 2010 for sharing, helping, inspiring, and challenging time to pass each day, especially for Agustina Dwi Jayanti, Esy Octa Utami and Zakia Permatasari. Last but not least, the writer would like to extent her thanks for all people who ever work together with her in institution, HMJPBS and DPM FKIP and all family of KKN/PPL Sumberjaya, Tulang Bawang Barat who give many experiences and become a family for the writer.

Finally, the writer realizes that this script still has some weaknesses. Therefore, critics and suggestions are invited for its improvement. Hopefully, this script can give benefit to the readers or those who waht to carry out further research.

Bandar Lampung, June 2014 The writer

ix

TABLE OF CONTENT

Page Abstract ... Approval ... Admitted ... Curriculum Vitae ... Dedication ... Motto ... Acknowledgement... Table of content... List of Tables... List of Figure ... List of Appendices ...

I. INTRODUCTION

1.1.Background ... 1

1.2.Problems ... 6

1.3.Objectives ... 6

1.4.Uses ... 7

1.5.Scope ... 7

1.6.Definition of Terms ... 8

II. LITERATURE REVIEW 2.1.Vocabulary ... 10

2.2.Teaching Vocabulary ... 12

2.3.Clustering Technique ... 16

2.4.Derivational Excercises... 19

2.5.Clustering Technique in Teaching Vocabulary ... 22

2.6.Derivational Excercises in Teaching Vocabulary ... 24

2.7.Theoretical Assumption ... 26

2.8.Hyphotesis ... 27

III.METHODS 3.1.Design ... 28

3.2.Population and Sample ... 29

3.3.Instrument ... 30

3.4.Data Collecting Technique... 31

3.5.Validity and Reliability ... 33

3.6.Procedure ... 37

3.7.Data Treatment ... 37

x

4.1.Result of Try Out Test ... 40

4.2.Result of Pre-test ... 41

4.3.Result of Learning Process ... 41

4.4. Result of Post test ... 43

4.5. Increase of Vocabulary Aspects ... 45

4.6. Hypothesis Testing ... 46

4.7.Discussion ... 47

V. CONCLUSION 5.1.Conclusion ... 58

5.2. Implication ... 59

5.3. Suggestion ... 60 REFERENCES

xi

LIST OF TABLES

Table Page

1. Table of Specification of Pre-test ... 31

2. Table of Specification of Post test ... 31

3. Reliability of the Test ... 36

4. Table of exercises mean score... 42

5. Table of improvement of exercise score ... 43

6. Table of Mean Score of Pre-test and Post test ... 44

7. Table of mean score of Aspects of Vocabulary ... 45

8. Table of Mean Score of Pre-test and Post test ... 46

xii

LIST OF FIGURE

Figure Page

xiii

LIST OF APPENDICES

Appendices Page

1. Research Schedule ... 62

2. Pre-test of Vocabulary & Key Answer ... 63

3. Lesson Plan 1,2 Clustering Technique ... 65

4. Lesson Plan 1,2 Derivational Exercises ... 71

5. Students Excercises 1,2 & Key Answer ... 77

6. Post tes of vocabulary & Key Answer ... 83

7. Distribution of Test Tabulation in Try Out Items ... 86

8. Homogeinity Test ... 88

9. Normality Test ... 89

10.The Result of Pre-test and Post Test ... 90

11.The Increase of Students’ Vocabulary Achievement ... 91

12.Gain of Each Class Word ... 100

I. INTRODUCTION

This chapter introduces about the topic of the research that will be explained about background, problem(s), objective(s), uses, scope and definition of terms.

1.1. Background

Vocabulary is a complex aspect in learning a language, especially in learning second/foreign language. Because it has complicated components to be mastered such as meaning, form, and the use of the word itself. It also becomes an important thing to choose a good technique when a teacher teaches vocabulary in the class. Tarigan (1986) as cited in Faransari (2011) states that the quality of

one’s language depends upon the quantity of his or her knowledge of vocabulary, the richer one’s vocabulary is the more one master a language. And a good technique will have an important role to make the students get better achievement and better understanding about vocabulary itself. Moreover, students can use vocabularies based on the context when they are practicing a language.

When learners are learning a new language, they should have enough vocabulary in order to make use their language into four language skills that is listening, speaking, reading, and writing. Wolter (2002) as cited in Baleghizadeh et al. examined the relationship between language proficiency and word associations and concluded that, the result being statistically significant though not totally convincing, there is still a relationship between these two. Without

2

having enough vocabulary, learners are difficult to practice the language skills. The higher level of achieving vocabularies, the better the students understand a language.

In the curriculum of KTSP, there are no specific material about vocabulary which should be taugh as an English knowledge or, in another word, the students are not taugh vocabulary directly. But, vocabulary should be integrated when teacher teaches four language skills. For example, the students should read a text first before they learn the vocabularies inside the text. Usually, the teacher asks the students to find difficult words and try to find the meaning from dictionary. That is the common strategy used by teacher in teaching vocabulary.

Today, the teacher should help the students to learn the vocabularies by finding the meaning of vocabulary by themselves. On the other hand, Ko (2012) L2 learners cannot make intelligent guesses in the same way as native speakers due to their lack of vocabulary knowledge or general proficiency level. Also, a given context often does not provide sufficient clues to L2 readers. Learners need to know the surrounding words well in order to guess words correctly. Teacher should make the students understand the vocabulary in the context and make the students use the vocabularies when they are practicing the language skills. It makes the teacher to choose a good technique when the teacher is teaching so that all aspect of language can be covered and understood by the students.

Nation (2005) states that discovering learning burden in teaching vocabulary can help the teacher to know what should be involved in learning vocabulary. Furthermore, he defines the aspects that should be involved in learning

vocabulary. The first aspect involved in learning vocabulary is meaning which is related to form and its meaning, concept and referents, and word association. The second is form which is related to spoken form (pronunciation and spelling) written form and word part. And the last is the use which is related to gramatical functions, collocation and constraint of use. The teacher should consider these three aspect when teaches vocabulary in the classroom.

Baleghizadeh and Naeim (2011) states that a good example of a meaningful

technique, on the other hand, is “inference” or “guessing” techniques where

learners are asked to infer, or at other time guess, the meaning of a certain word in a context, using any clues provided before or after that word in the context or even any other strategies (e.g. examining the root, previxes, or suffixes) which might be helpful to arrive at the meaning of the unknown word) or we might use the technique that allow the students to find their own word to be learned. Teacher just lead them by using a word as a core-word then asks the students to develop it based on their knowledge.

Nation (1990) as cited in Faransari (2004) that if the teacher’s aim is to get the learners to remember the word form and its meaning, then it is useful to attract the

learners’ attention and encouraging them to make an effort. When teacher is able to make an impression and bring the students’ experience about language knowledge in teaching learning process, students can learn and develop it based on their own interest. It will make the students easier to remember the material that have been discussed in the classroom. And also it will make the students get higher level of vocabulary achievement. Because vocabulary is a language

4

knowledge, it will be a possibility if the students learn based on their own interest, they will develop their ability to capture many vocabulary unconciously not only in teaching learning process but also in their daily activity.

Word cluster is one interesting method where can make the students focus on specific words to learn from the passage. When the students have understood the words, then teacher can direct them to more word in relation. Brody (2005) states that the clustering uses proximity relations rather than sentence structure, and the patterns they seek are of a specific nature – common phrases. Using a hierarchal clustering method could provide us with more precise generalization, and is suggested as a possible improvement. This effect can also be used in query expansion – adding elements to a user's query in order to increase the chance of finding relevant information. When given a query, the system may decide to enhance it with similar words or clauses which have a larger likelihood of appearing. It means that when the students learn word in cluster the students will learn words in relation. It will be more acceptable to be learned and make the students easy to structuralize it in their memory.

On the other hand, derivational word which come from word formation also has a good impact when it is used to teach language vocabulary. Bauer (2004) states that Word-formation has two functions, firstly a function of lexical enrichment, whereby new words are coined to denote new, or newly salient, concepts, and secondly a transpositional function, whereby lexemes (which we assume to have a fixed word-class) are permitted to appear in a new word class so that the same meaning can be transferred to a new function in a sentence. By

using derivation the students can find other concept from one language that can be used in another way of constructing a sentence. This technique make the students enrich their vocabulary achievement in context.

Reffering to the study from Ko (2012) which states that learners need to know the surrounding words well in order to guess words correctly. Research suggests that to achieve accurate contextual guessing, learners need at least 3,000 word families, and 5,000 to 10,000 word families for university-level texts (Coady, 1997; Huckin and Coady, 1999). It means that a senior high school students also need a total number of vocabulary achievement in order to understand the text. According to the curriculum used in the second grade of SMAN 1 Kalirejo, the students should master at least 1.500 word as they study in senior high school. But, most students at the second grade of SMAN 1 Kalirejo have not mastered a number of vocabulary yet. Furthermore, the students found difficulties to understand the idea of the text when they read it. The students are also difficult to practice other language skills because of the lack of vocabulary mastery.

Arbainaya (2012) found in her research that the students’ vocabulary

achievement taught through clustering technique was significantly difference with students who taught through conventional technique. This research used descriptive text as the material. The students could increase their vocabulary achievement to understand vocabulary used in descriptive text itself easily. On the other hand, Wafa (2012), who examined about students’ achievement in learning vocabulary through derivational affixes also found that derivational affixes could

6

These research were found effective to teach vocabulary. These techniques made the students interest in learning vocabulary and help them improve their vocabulary achievement.

The reason that has been explained before encourage the writer to compare about which one is better between clustering technique and derivational exercises in order to know the students achievement in learning vocabulary. Therefore, this

reaserch is entitled “Comparing the Students Achievement in Learning

Vocabulary through Clustering Technique and Derivational Exercises at the Second Grade of SMAN 1 Kalirejo”.

1.2. Problem(s)

Based on the explanation of the background above, the researcher formulates the problem as follows.

1. Is there any significant difference between students’ gain vocabulary achievement taught through Clustering Technique and Derivational Exercises? 2. Which one gives higher gain achievement between Clustering Technique and

Derivational Exercises to the students in learning vocabulary?

3. Which aspect of vocabulary increase higher after being taught through Clustering Technique and Derivational Exercises?

1.3. Objective(s)

Related to the background and the problem, the researcher states that the objective of the research is in the following:

1. To find out whether there is any significant difference between students’ gain vocabulary achievement taught through Clustering Technique and Derivational Exercises.

2. To investigate which one gives higher gain achievement between Clustering Technique and Derivational Exercises to the students in learning vocabulary. 3. To identify which aspect of vocabulary increase higher after being taught

through Clustering Technique and Derivational Exercises

1.4. Uses

The researcher hopes that this research can be used theoretically and practically. Especially as follows:

a. Theoretically

- Support the previous theories related to the research on teaching vocabulary.

b. Practically

- As information for English teachers to find an alternative technique when teaching vocabulary.

- As information for other researchers who are intersted in the reaserch related to teaching vocabulary

1.5. Scope

The research focused on finding which one between clustering technique and derivational exercises which gave better achievement for the students in learning English vocabulary. And how far the techniques improved the students’

8

vocabulary achievement in mastering vocabulary in form of single word. The

students’ achievement in learning vocabulary were tested using a pre-test and post-test to know the students’ achievement before and after they are given a treatment. The vocabulary which was tested will be focused on content words these are noun, verb, adjective, and adverb because these words are frequently used by the students to communicate when the students learn a language. This research were conducted at the second grade students of SMAN 1 Kalirejo. The researcher chose second grade of Senior High School because it is assumed that the students are in the intermediate level based on their experience in learning English for about five years, so they could get better understanding in following the instruction of the techniques. The reasercher also wanted to use clustering technique and derivational exercises as an integated method with a technique for teaching language skills. So that the researcher focused on teaching vocabulary through reading skill as the introduction in teaching learning process.

1.6. Definition of Terms

In order to specify the topic of the research, the researcher provide definition of some terms related to the research. These are the definition of some terms which are related to the reseach:

a. Vocabulary is a list of words including single word, compound word, and idiom which is used to construct the language and make a meaningful sentence.

b. Teaching vocabulary is a process to make the students understand the meaning of word in different language and use it in appropriate context by using some kind of techniques.

c. Clustering technique is a technique where the students produce words by doing free associated listing which is started with a core-word and followed with related words.

d. Derivational exercise is an exercise in which a word is added by using affixes to change the word formation into different classes of words in a linguistics view.

e. Achievement is the gap between gain score of student in the pre-test and post test.

II. LITERATURE REVIEW

This chapter explains about some theories related to the research. The theories will be the references for the writer in conducting the research. The theories that will be explained are about vocabulary, teaching vocabulary, clustering technique, derivational exercises, clustering technique in teaching vocabulary, derivational exercises in teaching vocabulary, theoretical assumption and hyphotesis.

2.1. Vocabulary

Every language in this world has a list of words. This word is used to express human feelings or ideas in oral and written form. Every word in a language always has specific meaning, both literal and semantic meaning. And people will use suitable vocabularies to express their feelings or ideas in order to be understood by other people. By using vocabulary people can communicate each other in order to ask or deliver an information. This is why vocabulary has an important role in language use.

In English, vocabulary means every part of speech which is used to construct the sentences when people communicated each other. It includes content words (Noun, Verb, Adjective and Adverb) and function words (Pronoun, Preposition, and Conjuction). Fries (1973) as cited in Arbainaya (2012) classified English vocabulary or word into four groups, they are:

1. Content word

Content word represent the name of the subject or things, that is concrete noun (mosquito, disease, insect), action done by with these things, that is verb (reproduce, bite, fly), and the qualities of these things, that is adjectives (big, strong, sharp).

2. Function word

Function word are those words which are used as a means of expressing relation grammar structure. According to Collier-Macmillan (1971) the words which are included in function word are articles (the, a, and an), auxiliary verbs (are, be, have, do, etc), conjuctions (and, but, or, because, after, etc.), preposition (in, at on, during, until, etc.), pronoun (I, you, him, her, them, etc.), noun determiner ( which, this, that, each, much, some, many, etc.), subtitute nouns (all, little, some, such, etc.), intensifier (almost, enough, quite, rather, etc.), and special expression such as the indefinite pronoun (anybody, anyone,

3. Subtitute word

Subtitute word are those, which represent the individual things or specific action as subtitutes for whole form classes of words. In other words, subtituted words are indifinite pronouns such as anybody, anyone, anything, everybody, nobody, nothing, etc.

4. Distributed word

Distributed words are those are distributed in use according to grammatical matter as presence of a negative such as, either, too, or yet.

12

Evelyn Hatch and Cheryl Brown (1995) define vocabulary as a list or set of words for a particular language or a list or set of word that individual speaker of language might use. It means that vocabulary is not always consist of one word. In English, vocabulary can be more than one word. The word can be formed as a phrase such as noun phrase, adjective phrase, or prepositional phrase.

While according to Roget (1980:1036), Vocabulary is:

 An alphabetical list of words often defined or translated, the vocabulary includes idioms and two words verb.

 All the word of Language.

 Specialized expression indigenous to a particular fields, subject, trade or subculture.

Referring to Roget, it can be stated that every word produce by people which often defined and translated in an appropriate fields, subject, trade, or subculture. Then, English vocabulary is a list of word that included in part of speech which have meaning when it is used to construct a sentence to express human ideas in order to be understood by other people.

2.2. Teaching Vocabulary

In learning a languge, vocabulary becomes the most important things to be improved when the learners want to be success to improve their skill. When the students have a lot of vocabulary they will have many ways to express their ideas. Vocabulary should be learned and skills should be practiced.

Kriedler (1963) as cited in Sari (2004) says that in modern method of language teaching, vocabulary learning no longer consist of memorizing of list of words in isolation, but words are usually introduced in a meaningful context and practiced in appropriate sentence pattern. It is important that when the teacher teaches vocabulary he/she should make the students understand not only the meaning of vocabulary itself, but also how to use it in appropriate sentences.

Therefore, vocabulary should be taugh in context. Teacher also should find learning burden to know what should be involved in learning vocabulary. Nation (2005) states that discovering learning burden in teaching vocabulary can help the teacher to know what should be involved in learning vocabulary. Furthermore, he defines the aspects that should be involved in learning vocabulary. The first aspect involved in learning vocabulary is meaning which is related to form and its meaning, concept and referents, and word association. The second is form which is related to spoken form (pronunciation and spelling) written form and word part. And the last is the use which is related to gramatical functions, collocation and constraint of use.

If all the aspects can be covered, the students will understand the meaning and know when to use it in appropriate sentence. Because the same vocabulary will have different meaning when it is used in different context. It should be a focus for the teacher to be succesful in teaching vocabulary.

14

Kustardjo (1988) as cited in Sari (2004) says that there are five ways of teaching vocabulary as explained below.

1. Teaching vocabulary through creativity. The teacher should allow the students to decide what they want to learn. Teacher can make such technique which enables the students to be creative in producing the vocabulary. Kochappilly (2011) as stated in ELTWeekly Newsletter proposed some techniques to teach vocabulary creatively in the classroom. These are brainstorming, visual aids, playing with words, etc. Brainstorming makes the students can produce new vocabularies by theirselves. The teacher just need to write the key word and ask the students to find new related words. Visual aids can be picture, diagram or painting. This aids can help the students to memorize vocabulary by their colors or forms. Then, playing with words can be done by using some games such as scrabble, boggle, and crossword puzzle.

2. Teaching vocabulary through derivation, this way of teaching vocabulary is included in the term study word in families (Collier-Macmillan, 1971). It says that we can learn many related words if we understand the use of suffixes and prefixes. For example, the use of word “learn” in the sentence “The students

learn English twice every week”. Then, the word “learn” can be added suffix –er to be a noun such as in sentence “Every English learner should have a dictionary to be guide for studying.”

3. Teaching vocabulary through translation. This method is considered as ancient one. Here the teacher teaches vocabulary by translating the words into their mother tongue. The teacher talked the word into English, then translate

the word into the students’ mother tongue. For example when the teacher said

“Good morning my students!”, he/she will continue to say “Selamat pagi

anak-anak”. This method used to make the students understand the meaning of the word precisely.

4. Teaching vocabulary through guessing. This technique is very useful especially when we are reading. Collier-Macmillan (1971) states educated guessing will be used especially in reading when we will find words whose exact meaning is not absolutely necessary for us to know in order to understand the sentence.

5. Teaching vocabulary through context clues. Acccording to Collier-Macmillan (1971) this technique is included in studying word in families. Here learners learn the words that are related in meaning. The teacher can use a context clue by giving list of items that naturally occur together. For example the words travelling, foul, jump, dribbling, shoot, etc. These word have related meaning

and occur together in a context clues “basket ball”.

Teaching vocabulary will be less effective if the teacher can not match the technique. A good technique will make the students interested in learning vocabulary and easier to remind the meaning. Regarding to the five ways of teaching vocabulary above, the writer interested in two ways that is teaching vocabulary through derivation and through clustering technique that can be assumed as an interactive technique to teach vocabulary and are relevant with those ways proposed by Kustardjo. Furthermore, teaching vocabulary is a process to make the students understand the meaning of word in different language and use it in appropriate context by using some kind of techniques.

16

2.3. Clustering Technique

Clustering technique is a technique which is often used in many task. This technique is adapted from mathematical concept. When we are using any form of clustering technique, The fundamental requirement is some ways to measure similarity or, conversely, distance between any two points. Brody (2005) states that the clustering uses proximity relations rather than sentence structure, and the patterns they seek are of a specific nature – common phrases. Using a hierarchal clustering method could provide us with more precise generalization, and is suggested as a possible improvement.

In language learning, clustering technique used to make the learners easier to memorize the word they learned. Because every word in clustering technique always has a relationship with another word. According to Nation (1990) as cited in Arbainaya (2012) cluster is word grouped around a central point when new word are met, they can be fitted into the most suitable place in the cluster, and this always provides good opportunity for revising related words. It means that the students can add a new word based on their own creativity as long as the word still has a relation with the central word. The students will be more remember the word they add because they are actively included in thinking.

Moreover Nation (1990) gives example of clustering word as below.

Figure 1. The example of words cluster

From the diagram above, it can be seen that the core-word “school” has many related word both physic and activity which exist in the school. Some words that have been mentioned above can be defined into three word classes that is noun (building, teacher, schedule, students, and knowledge), verb (teach and study) and

adjective (discipline). In addition, the word “building” which has relation with the

core-word “school” also can be a core word for related words which describe more specific term from building that is classroom, library and office which also still have relation with the main core-word “school”. These words can be used by

the students to make a sentence. For example “The teacher teaches Physics to the

SCHOOL

Students (N)

Teach (V) Study (V)

Building (N)

Teacher (N) Discipline (Adj)

Schedule (N) Knowledge (N)

classroom (N) Office (N)

18

students in the classroom”. So, the students can combine some words into a good sentence and it makes the students easier to understand the context of the word.

By using the words in diagram above, the students can make some sentences.

For example “The school makes some rules to make the students to be

discipline.”, “There are some kinds of building in my school such as classroom, teachers office, library, etc.”, and “The teacher teaches the students based on the schedule.” This sentences will be easily made by the students because they understand the context of the sentences. It also will be effective by the students to be memorized.

Macdonald and Macdonald (1996) as stated in Faransari (2011) said that clustering is a type of free associated listing. It begins with a core-word, a word that acts as a mental stimulus to make the writer come up with related terms that branc out from the center term. One term leads to another to create a complex network of diverse idea, all related back in the same way to the core stimulus word. As we can see from the figure 1, there are a core-word „school’ which lead

another word around it. The words have close relation with the word „school’ and

it can lead the students to memorize or even use the words to arrange a sentence. For example, the students can make a sentence like this, “The teacher teaches the

students to study in the school”.

From the example above, we can conclude that the students will memorize a high number of vocabulary with only one word as a core to trigger the learners to find out another word related to the core-word. It will help the students to be

easier to memorize the vocabularies because they found it based on their own experience.

2.4. Derivational Exercises

In English linguistics, there is a matter about word formation which can be divided into inflection and derivation. Inflection is the formation of word where

the word’s changing will not change its class. While derivation is the formation of

word where it will change the word classes. Both inflection and derivation need affixes (prefixes and suffixes) to change into another form and make a new meaning. Plage (2002) states that the basis of this criterion (i.e. lexeme formation), a distinction has traditionally been made between inflection (i.e. conjugation and declension in traditional grammar) as a part of grammar. On the other hand, derivation and compounding as part of word-formation (or rather lexeme formation).

Furthermore, Plage (2002) divides suffixes into four categories as follows. 1. Nominal suffixes are often employed to derive abstract nouns from verbs,

adjectives and nouns. The suffixes which is included into nominal suffixes are –age, -al, -ant, -cy/ce, -dom, -ee, -eer, -er, -(e)ry, -ess, -ful, -hood, -an (and its variants –ian, -ean), -ing, -ion, -ism, -ist, -ity, -ment, -ness, and -ship. For example:

Motivate + ion motivation

The teacher always gives motivation to the students after learning English. Argue + ment argument

20

2. Verbal suffixes are four suffixes which derive verbs from other categories (mostly adjectives and nouns), -ate, -en, -ify, and –ize.

For example:

real + ize realize

The students haven’t realized that reading habit is very important yet.

organ + ize organize

Nadia can easily organize her schedule every day.

3. Adjectival suffixes (in English) can be divided into two major groups these are relational adjectves, whose role is simply to relate the noun the adjective qualifies to the base word of the derived adjective. And the second is qualitative adjectives that express more specific concept. The example of this suffixes are –able, -al, -ary, -ed, -esque, -ful, -ic, -ing, -ish, -ive, -less, -ly, and

–ous.

For example:

Value + able valuable

There are many valuable books in the library which have not being read by the students.

Effect + ive effective

Teachers should have an effective way to make the students understand English well.

4. Adverbial suffixes consists of –ly which is the most part sintactically triggered and obligatory, and it can therefore be considered as inflectional. And the second is –wise that derives adverb from noun, with two distinguishable sub-group: manner/ dimension adverbs, and so called

view-point adverbs. For example in the sentence “They make no special demands

for food-wise”. For example:

Easy + ly easily

The students can understand English easily when they practice it.

Happy + ly happily

Finally, Snow White and The Prince can live happily ever after.

In addition, derivation also can be form by adding some prefixes as cited in Coller and Macmillan (1971). The prefix which can change word form is “en-“. This prefix can change adjective and noun into verb. For example:

1. Adjective into verb Large enlarge

“My father decided to enlarge our house by adding a new room.”

2. Adjective into noun Title entitle

“The author published the new book entitled The Beauty of the World.”

Bauer (2004) stated that word-formation has two functions, firstly a function of lexical enrichment, whereby new words are coined to denote new, or newly salient, concepts, and secondly a transpositional function, whereby lexemes (which we assume to have a fixed word-class) are permitted to appear in a new word class so that the same meaning can be transferred to a new function in a sentence.

22

Thornbury (2002) says that rather than talk about the number of individual words a person knows, it makes more sense to talk about the number of word families. Scott (2005) a number of features of word can influence the attention that readers pay to it as well as the ease with which they remember it. One of the feature is morphology. Furthermore, morphemic analysis involves the derivation

of a word’s meaning by examining and using its morphological structure, such as

word roots, prefixes, suffixes, and inflected endings (Edwards, et all, 2004). The statements above support that derivation can be one of the good way in order to make sense the vocabulary learning, so it can make students pay attention to the words being taught

From the explanation above, derivation has an advantage when it is used to teach vocabulary. The learners can find more than one meaning and form in a one word. When the learners pay attention to the words, they will find it easier to remember the words. It will be easier for students to understand the word and use it based on the context. It makes derivational exercises used in many occasions when a teacher teaches vocabulary.

2.5. Clustering Technique in Teaching Vocabulary

Thematic clustering has been established to be a facilitating strategy in presenting words in a second language (L2) to be memorized (Tinkham, 1997). This technique is used to make language learners easier to memorize vocabulary, especially in learning English.

Many teachers use clustering technique to teach vocabulary. Everyone has different criteria to cluster their subject. Sometimes, the teacher clustered the word by categorize it in different part of speech such as verb, noun, adjective, and adverb. And the other categorize the word based on the topic which is being discussed. From the general one to be more specific such as sport that has relation with football, basketball, health, sweat, etc.

Clustering technique in language teaching was actually a technique which was used for writing. It is usually used in pre-writing activity to give a stimulus for the students to develope their ideas when they are writing. If we used Clustering Technique, it made our idea seems to be more conceptual. So that, the idea will be more undestandable by a reader.

The researcher did the process of teaching vocabulary through clustering technique as follow.

1. The teacher gave the texts to the students about Hortatory Exposition and Narrative

2. The teacher asked the students to read the text to get general information about the text and find the generic structure of the text.

3. After that, the teacher wrote a word which can describe the main topic from the text to trigger the students found some related words based on the text and their experience.

4. The teacher asked the students to writes the other words related to the core-word based on the text or their knowledge.

24

5. After getting a number of words, teacher asked the students to arrange a new sentences from the words which had been written by the student. This step was given to know whether the students understand the meaning of the word or not and to know whether the students could use the words in context or not.

In vocabulary learning, clustering technique also can give similar effect. The students will be more understand the vocabulary because they understand the context of vocabulary. They understand not only the meaning of the vocabulary but also when it was used and in what topic. Because the same vocabulary sometimes has different meaning when it was used in different topic.

2.6. Derivational Exercises in Teaching Vocabulary

Derivational exercises is one of the technique which is ususally used for teaching vocabulary. This technique is basically need the implementation of using vocabulary in complete sentence. So, the form of the exercises will be such kind of completing a sentence. Lamb (1963) as stated in Wafa (2012) said that most words in English are derivative, that is, they are derived from other words. The derivation word can be constructed by adding affixes that are prefixes and suffixes. This addition will give a new meaning of a word and change its class word grammatically.

The kind of derivational exercises in teaching vocabulary can be a word called root and the other words from the root word which has been added by affixes that should be matched in an incomplete sentence. In teaching vocabulary through

derivational exercises, teacher gave some exercises. These words should be matched in or filled in the incomplete sentence stated in the exercises.

This are the examples of the derivational excercise.

1. (protection, to protect, protected, protective, protectively) a. The princess lived a life.

b. If you are too of your children, they will never learn to

deal with life’s difficulties.

c. My health insurance me if i get sick.

d. Trees are a good against soil loss.

e. The mother bear stood in front of her baby cubs.

2. (distinction, to distinguish, distinct, distinctive, distinctly, distinctively)

a. Mrs. Karnowsky has the of being the oldest person to graduate from this college.

b. I remember the events that led up to the accident.

c. John’s girlfriend always wears jewelry.

d. She also dresses very .

e. The words on that page aren’t very . I can hardly read them. f. Can you different wines from each other by their

taste?

26

Here, the researcher arranged the way to teach vocabulary through Derivational Exercises.

1. The teacher gave the texts to the students about Hortatory Exposition and Narrative

2. The teacher asked the students to read the text to get general information about the text and find the generic structure of the text.

3. Teacher chose some important words from the text as a key words. Then, teacher made some items of Derivational Excercises using the words.

4. After that, the teacher gave an excercise such as the example above to the students based on the key words of the text.

5. The teacher and the students analyzed the answer of the exercises together to reinforce students understanding about Derivational Exercises.

Therefore, Derivational Exercises was one of the technique for teaching vocabulary in order to make the students easy to use the word in a sentence. This exercises made the students understand the meaning and get more number of vocabulary. Because of the students just need to memorize one word and they will understand more than one word in contextual use.

2.7. Theoretical Assumption

Referring to the theories above, the writer assumes that vocabulary learning should be integrated with other laguage skills. In order to make it easier, the teacher should have a good technique for teaching vocabulary. Since a good technique will make the students understand more about vocabulary more than its literal meaning but also its meaning in context. Undestanding the meaning of

vocabularies in context will make the students easier to use it to practice language skills.

Based on the assumption above, the writer thinks that one of the techniques between clustering technique and derivational exercises will give a good impact for students understanding in learning vocabulary. And it will make the students understand vocabulary more than its literal meaning. Beside that, the techniques have different way to be used in teaching vocabulary in the classroom. Therefore, the writer assumed that one of the techniques will be easier to teach vocabulary while other will be more complicated.

2.8. Hypothesis

The hypothesis which are proposed to be formulated in this research are bellow:

1. H0 : there is no significant difference of the students’ vocabulary achievement taught through Clustering Technique and Derivational Exercises.

H1 : there is significant difference between the students’ vocabulary achievement taught through Clustering Technique and Derivational Exercises.

These are the explanation about some theories related to the research. The theories will be used as a references to conduct the research.

III.METHODS

In this chapter there there are some discussions about research methods which consist of design, subject, instrument, data collecting technique, validity and reliability, procedure, data treatment, and hyphotesis testing. These topics will be explained as follows.

3.1. Design

This research was conducted to compare students’ vocabulary achievement between those who were taught through Clustering Technique and Derivational Exercises in Learning vocabulary. By comparing these techniques, the researcher found out which one was better between clustering technique and derivational exercises to increase students’ achievement in learning and also how far the techniques incease sudents vocabulary achievement. The researcher chose two groups or classes for conducting the research. Both classes were experimental classes. Both of the classes were given a pre-test of vocabulary. After that, the classes were given a treatment. One class used clustering technique and another class used derivational exercises. After giving the treatment, the researcher gave a post test for both classes.

The reseacher used quantitative approach using SPSS 16.0 to analyze the result of students’ vocabulary achievement before and after they were taught through clustering technique and derivational exercises. In this research, the

researcher used two groups pretest-post test design because the researcher investigated which one between clustering technique and derivational exercises that could be more effective for students’ achievement in learning vocabulary.

The research design, that is two group pretest-post test design, is illustrated as follow:

G1 T1 X1 T2

G2 T1 X2 T2

In which,

T1: pretest for students’ vocabulary achievement before treatment is given T2: post test for students’ vocabulary achievement after treatment is given. X1: clustering technique

X2: derivational exercises

In this research there were two variables that were dependent variable and independent variable. The dependent variable was the two techniques that were used as a treatment in teaching vocabulary for the students. On the other hand, independent variable was students’ score in vocabulary test. The score showed a data about students’ vocabulary achievement and be used to identify which one is better between clustering technique and derivational exercises.

3.2. Population and Sample

The population of this reseach were all of the students of the second grade students of SMAN 1 Kalirejo. There were seven classes of the second grade students that consisted of 33 students for each class. Furthermore, the researcher

30

chose two groups or two classes as the samples for her research. After choosing the two classes, the researcher determined which one would be taught through clustering technique and which one would be taught through derivational exercises randomly by using a coin. The researcher used purposive sampling because she tried to find the sample with equal ability between two classes for conducting the research. The researcher considered the score of mid semester test, and a suggestion from English teacher who taught the samples by looking at their assigment score to determine the samples of the research.

3.3. Instrument

In this research, the reasearcher used some instruments for conducting her research. The instruments were pre-test and post test of vocabulary in form of written test using incomplete text and the students was asked to complete the text with the words that had been provided following the test. The instrument of this reaserch would be explained as follow:

a. Pre-test of vocabulary

For the pre-test of vocabulary, the researcher used matching words. The researcher made 25 incomplete senteces and provided the mising words in the left side of the test. The students should match the word to fill in the incomplete sentences in the right side of the test. The omition words were the content words that is noun, verb, adjective and adverb. The researcher distinguished the total number of the omition words for each class based on the frequency of the words appearance. So, there were different number ommited for each word classes (noun, verb, adjective, adverb) according to

word frequency level. Then, the researcher gave the direction in the test to find the suitable word to complete the sentences.

Table 1. Table of Specification of Pre-test

No Aspect Items Total Percentage

1 Noun 2,3,5,6,7,8,9,12,13,17,18,23,24 13 52 %

2 Verb 1,10,19,20,21,22 6 24 %

3 Adjective 4,11,15 3 12 %

4 Adverb 14,16,25 3 12 %

Total 25 100%

b. Post test of vocabulary

Post test of vocabulary used a complete text. The researcher omitted 50 words in the text and listed the omitted words under the text randomly. The omitted words are the content words that is noun, verb, adjective and adverb. There were two kind of text in this test, Hortatory Exposition and Narrative text. Each text had 25 omition words to be completed by the students. The researcher chose these texts because it based on the teaching material that had been given in the treatment. Then, the researcher gave the direction in the test to find the suitable word to complete the texts.

Table 2. Table of Specification of Post test

No Aspect Items Total Percentage

1 Noun 1,3,5,10,11,13,15,16,22,23,26,31,32,33,38,40 ,43,45,47,49

20 40 % 2 Verb 2,4,8,9,14,17,21,28,36,39,41,42,48 13 26 % 3 Adjective 7,12,18,20,24,27,29,30,34,35,37,44 12 24 %

4 adverb 6,19,25,46,50 5 10 %

Total 50 100%

3.4. Data Collecting Technique

For collecting the data, the researcher gave pre-test and post test of vocabulary. The test was given before and after the treatment. Then, the

32

researcher scored the test so that the data was in form of interval data. After conducting pre-test and post test, the researcher compared the result to find out the students’ achievement in learning vocabulary and to analyze whether clustering technique or derivational exercises which gave a better improvement. Further explanation about pre-test and post test of vocabulary is given as follows:

a. Pre-test

The pre-test of vocabulary was intended to investigate that the two samples of the research are equal in vocabulary achievement. The material was based on the curriculum for the second grade of senior high school students in the second semester. The researcher made 25 incomplete sentences. The words omit was included in the content word that is noun, verb, adjective, and adverb. Time allocation is 45 minutes. The researcher gave this test in the first meeting before the students were given a treatment. The researcher gave this test on Monday February, 10th 2014.

b. Post test

Post test was done after the researcher gave a treatment in form of teaching activity. The post test was intended to know whether the students’ vocabulary achievement improved or not and how far the improvement was. This test used two incomplete texts consist of 50 words omitted. The researcher provided the missing words below the texts. Time allocation to do this test was 90 minutes. This test was done on April, 1st 2014.

3.5. Validity and reliability

In order to get the data which was needed by the research, the researcher tried to use an appropriate instrument to measure the result of the reaserch. The good research was a research which the instrument is based on validity and reliability. The researcher conducted try out of the test in order to know the validity and reliability of the instrument. So, the researcher used the same test item for pre test to be tried out before it is used to test the subject. This test consist of 25 items in form of written vocabulary test by completing the sentences with an appropriate word. Try out of the test was conducted to the population of the research. Here, the researcher gave a brief explanation about validity and reliability.

a. Validity

Heaton (1991) states that validity of the test is the extent to which it measures what it is supposed to be measure. It meant that the test should measure every items that included in one aspect that would be measured. So, when we were going to conduct the test, we should know or identify what kind of aspect or content included in the topic of the subject for the test itself. Furthermore, to know whether the test has a good validity, the researcher looks from the content and construct validity.

- Content validity

Based on Hatch and Farhady (1982) content validity is the extend to which the test measures a representative sample of the subject matter content. The focus of the content validity is adequacy of the sample and not simply on the appearence of the test. The researcher also tried to match the test with

34

teaching material in order to fulfill the requirement of content validity. Meanwhile, the researcher constructed the test in line with the material which was given when the researcher conducted the treatments. The researcher omitted a number of words based on their word classes by looking at the word frequency level. So, the number of every word class was omitted based on the frequency of its appearance in the text.

The number of the words omitted for each word class in the instrumen was decided as follows.

Wo = x Two

Wo = word which was omitted for each word class

Wc = total number of word in the same class in the text Wt = total number of word in the text

Two = total word which was omitted in the test

- Construct validity

Fries (1973) as cited in Arbainaya (2012) classified English vocabulary or word into content word, function word, subtitute word, and distributed word. The content word is divided into noun, verb, adjective and adverb. Based on the theory above, the researcher wanted to measure students’ achevement in learning vocabulary using written test of vocabulary. In this case, the researcher focused on vocabularies which is included in content word. These are noun, verb, adjective and adverb.

Validity for the test can be identified by using this formula:

r = _√

r = coefficient of point biserial correlation Mp = the average score of each items

Mt = the average score from the total score Sdt = standard deviation of the total score p = a number of students with correct answer q = a number of students with wrong answer

Both content and construct validity had been tested using inter rater validity by asking seven students of English Education Study Program. Most of them stated that the tests were acceptable to measure students vocabulary achievement.

b. Reliability

Reliability is consistency of the test. Heaton (1991) stated that reliability denotes the extend to which the same marks or grades are awarded if the same test papers are marked by (i) two or more different examiners or (ii) the same examiner on different occasions. In short, in order to be reliable a test must be consistent in its measurement.

Reliability for the whole test can be found by using this formula. ) )

Where N = the number of items in the test

36

x = the standard deviation of all the testees’ scores r = reliability

(Heaton:1991)

The criteria of reliability: High : 0,90 – 1,00 Moderate : 0,50 – 0,89 Low : 0,00 – 0,49

After analyzing the result of pre-test and post test of vocabulary from both classes using SPSS 16.0, the researcher found that cronbach’s alfa of the test was 0.457. It meant the reliability of the test was still low. This was the table of the analysis.

Table 3. Reliability of the test

Case Processing Summary

N %

Cases Valid 63 100.0

Excludeda 0 .0

Total 63 100.0

a. Listwise deletion based on all variables in the procedure.

Reliability Statistics

Cronbach's

Alpha N of Items

3.6. Procedure

The procedure of this research was explained as follow:

1. Constructing instrument for pre-test and post test and materials for teaching. 2. Selecting the population and samples of the research. The population used in

this research were the students in the second grade of SMAN 1 Kalirejo and the sample were class XI IPS 1 and class XI IPS 2.

3. Trying out the instrument (test of vocabulary), the try out test was done in class XI IPS 3.

4. Giving a pre-test for students in order to identify the level of vocabulary achievement.

5. Conducting a treatment. The reasercher taught vocabulary for the subject of the research using these two technique. One class used clustering technique and one another used derivational exercises.

6. After giving a treatment, the students were given a post test to identify whether the techniques give an improvement for students’ vocabulary achievement.

7. The last, after getting all the data, the researcher analyzed the data by using SPSS to know the result.

3.7. Data Treatment

After collecting the data, the researcher analyzed the data by using Independent Group T-Test in SPSS (Statistical Program for Social Science). The researcher collected the data by looking at the result of pre-test and post test of

38

vocabulary to find out the result of the students’ vocabulary achievement. The result of the test was in form of score or interval data. After getting the result the researcher analyzed how far the improvement of students’ vocabulary achievement after given a treatment and which one is better between clustering techniques and derivational exercises for teaching vocabulary.

Therefore, the writer used homogeinity and normality test to treat the data taken from result of pretest. The results of the treatment were as follows.

A. Homogeinity test

The homogeinity test was used to know whether the data in both experimental classes were homogenous or not. The data which were analyzed were the score from pre-test. From the result of the analysis, the data were not homogenous based on the criteria for the hypothesis if p>α by using level of significant 0.05. In this test level of significancy of the test was 0.003.

B. Normality test

Normality test was used to know whether the data in both experimental classes were normally distributed or not. Based on the analysis using SPSS 16.0 the data showed that there were distributed normally. In this research, the criteria for the hypothesis are H1 is accepted if p>α by using level of significant 0.05.

3.8. Hypothesis Testing

After collecting the data, the researcher tried to analyze them in order to find out how far clustering technique and derivational exercises improve students’

vocabulary achievement and which technique gave better improvement for the students vocabulary achievement.

The hypothesis were as follow:

H0 : There is no significant difference between the students’ vocabulary achievement taught through clustering technique and derivational exercises.

H1 : There is significant difference between the students’ vocabulary achievement taught through clustering technique and derivational exercises.

After all the data had been collected, the writer used statistical analysis using Independent Group T-Test to test the hypothesis. Based on the result of the analysis, the data showed that both technique gave an improvement in students’ vocabulary achievement. But, there was a difference result gave by the techniques. Clustering Technique gave more significance improvement to the students’ vocabulary achievement than Derivational Exercises.

V. CONCLUSION

5.1. Conclusion

Based on the result of the analysis, the writer concludes that:

1. The techniques used in this research can improve students’ vocabulary achievement. Eventhough there were different result provided from the techniques. It showed that Clustering Technique gave more significant improvement than Derivational Exercises.

2. Clustering Technique was better to teach vocabulary because it was very simple. So, it could be used to all grades of learners starting from the beginner level until advanced level. The students who learned using Clustering Technique produced the words by their own creative thinking but do not really concern to grammatical rules. Therefore, they produced simple sentences easily, but made many mistakes in construsting the sentences. The aspects of vocabulary increased using this technique were adverb, noun, and adjective.

3. Derivational Exercises provided more complicated rules to be understood by the students. It made the students should have an extra effort to learn vocabulary using this technique. The students who learn using Derivational Exercises understood the pattern of grammatical construction by doing the exerxises. When the students did the exercises, they internalized the pattern of

sentence construction. The aspects of vocabulary increased using this technique were adjective, adverb, and noun.

5.2. Implication

The research finding that has been mentioned by the writer hopefully can be applied in some practical uses such as;

1. As an alternative for the teacher to choose an appropriate technique in teaching learning process for the students in order to make them easy to memorize vocabulary. Clustering technique and Derivational Exercises can be an alternative techniques to teach vocabulary with their advantage. Clustering technique can be very interesting in teaching learning process while Derivational Excercises makes the students learn both vocabulary and grammatical rules in one ocassion.

2. As consideration for the teacher to choose the appropriate technique related to the objectve of teaching vocabulary. Clustering Technique is good for developing a number of active vocabulary for the students and Derivational Exercises is good for comprehending active vocabulary and understanding the use of vocabulary based on grammatical construction. Meanwhile, different level of the students may make the teacher choose different technique to make the students increase their understanding. Furthrmore, Clusteing Technique is better to teach the students in the beginning level. On the other hand, Derivational Exercises is better to teach advanced level of students for comprehension.

60

3. As an information for other researchers who examine about related topic, especially in technique for teaching vocabulary. It is better for the researcher to find other techniques to increase students achievement or to make the students comprehend verb aspect because verb has many rules related to grammar. So, it is difficult for the students to understand or use verb when learning vocabulary.

5.3. Suggestion

Some suggestion that the writer would like to propose based on the conclusion are as follows:

1. English teacher are recomended to use Clustering Technique for teaching the students to develope a total number of passive vocabulary that can be easily memorized by the students.

2. The researcher are recomended to be careful to used Derivational Exercises because it related to grammar understanding. Therefore, Derivational Exercises can be use to teach the students to comprehend active vicabulary. So, the students are not only remember the words but also implement vocabulary into a good context use related to grammar rules.

3. For further researcher are recomended to make a good form of istrument to make the students easier to do the test of vocabulary. For example, multiple choice items with only five options to be chosen for each items. It will make the students easier to do the test because there are not many distractors in the options. So, it can make the result of the test valid and reliable.

4. For further researcher are recomended to find other technique to increase students’ score in aspect of verb because both technique were not succeed to increase students’ score in aspect of verb.

REFERENCES

Arbainaya, A. 2012. Increasing Students’ Vocabulary Achievement Taught ThroughClustering Technique at SMP Negeri 1 Abung Semuli North Lampung. Bandar Lampung: Lampung University.

Baleghizadeh, et al. 2011. Enhancing Vocabulary Retention through Semantic Mapping: A Single-Subject Study. The International Journal – Language Society and Culture. http:// www.educ.utas.edu.au/users/tle/journal/. Retrieved June 10, 2013.

Bauer, L. 2004. The Function of Word-Formation and the Inflexion-Derivation Distinction. Aertsen, Henk. Hannay, Mike. Lyall, Rod. Word in Their Places. Amsterdam: Vrije Universiteit.

Brody, S. 2005. Cluster-Based Pattern Recognition in Natural Language Text. Unpublished work.

Collier-Macmillan International. 1971. The Key to English Vocabulary. New York: the Macmillan Company.

Faransari, M. E. 2011. Increasing Students Vocabulary Achievement through Clustering Technique at The First Year of SMA Gajah Mada Bandar Lampung. Bandar Lampung: Lampung University.

Hatch, E. & Brown, C. (1995) and Roget (1980). Definition of Vocabulary. http://definitionofvocabulary_eifhty8hundred.htm. retrieved on October 6th, 2013.

Heaton, J.B. 1991. Writing English Language Tests. New York: Longman. Ko, M. H.2012. Glossing and Second Language Vocabulary Learning. TESOL

Quarterly volume 46 No.1.

Kochappilly, S. 2011. Creative Methods in Teaching English Vocabulary to the ESL Learners. ELTWeekly Newsletter Vol. 3 Issue#96

Markstein, Linda and Hirasawa, Louise. 1982. Expanding Reading Skill:

intermediate. Rowley: Newbury House Publishers.

Nation, I. S. P. 2005. Teaching Vocabulary. Robertson, P., Dash, P., Jung, J. (Eds.). The Asian EFL Journal Quarterly Volume 7 & Issue 3.

Nation, I. S. P. 2001. Learning Vocabulary in Another Language. Cambrigde: Cambrigde University Press.

Otten, S. 2014. Reflections on Some Work of Jean Piaget. Michigan: Michigan State University. Retrieved on May, 5th 2014.

Plag, I. 2002. Word Formation in English. Cambridge: Cambridge University Press.

Sari, M. 2004. Comparative Study Between The Students’ Achievement on Vocabulary Taught through Pictorial Presentation and Verbal Presentation at SLTPN 28 Bandar Lampung. Bandar Lampung: Lampung University. Scott, J. A. 2005. Creating Opportunities to Acquire New Word Meanings From

Text. Hiebert, Elfrieda H. & Kamil, Michael L. (Eds.). Teaching and Learning Vocabulary: Bringing Research to Practice. New Jersey: Lawrence Erlbaum Associates.

Setiyadi, Ag. B. 2006. Metode Penelitian Untuk Pengajaran Bahasa Asing: Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu. Setiyadi, Ag. B. 2006. Teaching English as a Foreign Language. Yogyakarta:

Graha Ilmu.

Thornbury, S. 2002. How to Teach Vocabulary. Malaysia: Longman. Wafa, S. 2012. A Comparative Study Between Students’ Achievement in

Mastering Vocabulary Taught through Derivational Affixes Explication and Translation Among First Year Students of SMA YP Unila Bandar Lampung. Bandar Lampung: Lampung University.

Research Schedule

Name : Titik Oktavia

SRN : 1013042068

Place of Research : SMA Negeri 1 Kalirejo, Lampung Tengah Script Title : Comparing Students’ Achievement in Learning

Vocabulary Through Clustering Technique and

Derivational Exercises at the Second Grade of SMAN 1 Kalirejo.

NO Day Date Activity Class

1 Monday February 10th 2014 Try Out Test XI IPS 3 2 Tuesday February 11th 2014 Pre-test XI IPS 2 3. Friday February 14th 2014 Pre-test XI IPS 1 4. Monday March 10th 2014 Treatment 1 XI IPS 2 5. Tuesday March 11th 2014 Treatment 1 XI IPS 1 6 Tuesday March 11th 2014 Treatment 2 XI IPS 2 7 Friday March 14th 2014 Treatment 2 XI IPS 1 8 Monday March 24th 2014 Treatment 3 XI IPS 2 9 Tuesday March 25th 2014 Treatment 3 XI IPS 1 10 Tuesday March 25th 2014 Treatment 4 XI IPS 2 11 Friday March 28th 2014 Treatment 4 XI IPS 1 12 Tuesday April 1st2014 Post Test XI IPS 1

Name : Class : No. :

Choose the appropriate word to complete the sentences!

1. Speaking is the way people with other people. 2. to speak English is very interesting.

3. The students make some groups to start the . 4. The teacher teaches English using an technique. 5. Reading habit can give an for students’

reading speed.

6. Students have different after they finish from school.

7. newspaper is a useful activity.

8. By reading newspaper, people will get many . 9. Teacher gives the for the students to do the test. 10.Narrative text is a text which has a function to the

reader.

11.Speaking English as much as can make the students easily learn the language.

12.The teacher provide some theories to support his 13.Every nation has different .

14.If you learn English, you can communicate with people from other countries.

15.Every Indonesian civilization should have identity card.

16.I need your help to do my homework.

17.The government always increase the of education. 18.Reading can give many information and . 19.Many students can not that learning English is

important.

20.Many students do not the difference between hortatory exposition and analytical exposition.

21.Mastering vocabulary can help the students to their language skills.

22.Music and song can make the students to learn English.

23.The government should make the campaign of reading 24.Reading can help the students to increase their vocabulary 25.Song can also help the students learn English

a. Achievement b. Activities c. Argument d. Communicate e. Culture f. Develope g. Direction h. Discussion i. Easiy j. Effectively k. Enjoy l. Entertain m. Habit n. Improvement o. Information p. Interesting q. Knowledge r. Learning s. Personal t. Possible u. Quality v. Reading w. Realize x. Really y. Understand

Key Answer 1. Communicate 2. Learning 3. Discussion 4. Interesting 5. Improvement 6. Activities 7. Reading 8. Information 9. Direction 10.Entertain 11.Possible 12.Argument 13.Culture 14.Easily 15.Personal 16.Really 17.Quality 18.Knowledge 19.Realize 20.Understand 21.Develope 22.Enjoy 23.Habit

24.Achievement 25.Effectively

LESSON PLAN

Institution : SMAN 1 Kalirejo

Subject : English

Class/Semester : XI / 2 Aspect/skill : Reading

Standard of Competence

11. understanding the idea of short fungsional text and essay in form of narrative, spoof, and hortatory exposition in daily life context and to access knowledge.

Basic Competence

11.2 Responding the idea and rhetorical steps in essay using written language style accurately, fluently, and acceptably in daily life context and to access knowledge in form of narrative, spoof, and hortatory exposition text.

Indicators

1. The students are able to identify the main topic of the text 2. The students are able to give comment about the topic 3. The students are able to give a solution related to the topic.

4. The students are able to find the keyword and related words from the text. 5. The students are able to produce a new sentence from the words.

6. The students are able to identify the generic structure of the text. Time allocation : 4 x 45 minutes

Objectives 1. Cognitive :

 The students are able to understand the topic and generic structure of hortatory text.

 The students are able to find out the main keywords from the text and and develop it by showing the related words.

2. Psychomotor:

 The students can write the related words from the core-word which has been written on the white board.

3. Afective:

 Character

The students can understand the importance of reading, culturulize reading behavior and criticize the information from an article.

 Social skill

The students can give and express the solution of the problem related to the topic based on their own words.

Material : Hortatory exposition text and vocabulary

Method/technique : Communicative language teaching/clustering technique

Scenario

Pre-teaching

 Teacher asks some questions to the students related to the topic “The importance of speaking English”.

 Teacher asks the students to answer the questions based on their own knowledge.

While teaching

 Teacher gives a text to the students about the importance of speaking English  Teacher asks the students to read the text to get the point of the article

 Teacher asks the students to find gneric structure of the text.

 Teacher write the word “learning English” on the whiteboard and asks the

students to write some words related to the word “learning English” as the branches of the core-word.

 After someword related to the word “learning English” have been written, teacher related the words to the article and asks the students to understand a meaningful sentence.

 Then, the students are asked some question similar to the questions in pre-teaching activity.

 The teacher asks the students to answer the questions based on the article.  The teacher asks the students opinion related to the topic “The importance of

speaking English”.

 The teacher asks the students to give some solutions about the problem related to the topic.

Post teaching

 Evaluation

Teacher asks the students to make the sentences based on the words they have written.

 Teacher gives a message about and motivate “The importance of speaking English”

Sources

Authentic material/hortatory expositition text

LESSON PLAN

Institution : SMAN 1 Kalirejo

Subject : English

Class/Semester : XI / 2 Aspect/skill : Reading

Standard of Competence

11. understanding the idea of short fungsional text and essay in form of narrative, spoof, and hortatory exposition in daily life context and to access knowledge.

Basic Competence

11.2 Responding the idea and rhetorical steps in essay using written language style accurately, fluently, and acceptably in daily life context and to access knowledge in form of narrative, spoof, and hortatory exposition text.

Indicators

1. The students are able to identify the main topic of the text 2. The students are able to give comment about the topic 3. The students are able to give a solution related to the topic. 4. The students are able to find the important word from the text. 5. The students are able to do the exercise.

6. The students are able to identify the generic structure of the text. Time allocation : 4 x 45 minutes

Objectives 1. Cognitive :

 The students are able to understand the topic and generic structure of hortatory text.

 The students are able to find out the important words from the text. 2. Psychomotor:

 The students can do the exercise provide with the text.

3. Afective:

 Character

The students can understand the importance of learning English and criticize the information from an article.

 Social skill

The students can give and express the solution of the problem related to the topic based on their own words.

Material : Hortatory exposition text and vocabulary

Method/technique : Communicative language teaching/derivational excercises

Scenario

Pre-teaching

 Teacher asks some questions to the students related to the topic “The importance of speaking English”.

 Teacher asks the students to answer the questions based on their own knowledge.

While teaching

 Teacher gives a text to the students about the importance of speaking English  Teacher asks the students to read the text to get the point of the article

 Teacher asks the students to find the generic structure of the text

 Teacher explains to the students about the rules of Derivational Exercises.  Teacher ask the students to find some important words from the text based on

their own idea.

 After some words have been written on the white board, the teacher eliminate the words into the word using in the exercise.

 After the students finish the excercises, they match it together.

 After getting the right answer, the teacher relates the excercise to the text and discuss the text deeper.

 Then, the students are asked some question similar to the questions in pre-teaching activity.

 The teacher asks the students to answer the questions based on the article.  The teacher asks the students opinion related to the topic “The importance of

speaking English”.

 The teacher asks the students to give some solutions about the problem related to the topic.

Post teaching

 Evaluation

Teacher gives a message about and motivate “The importance of speaking English”

Sources

Authentic material/Hortatory expositition text

LESSON PLAN

Institution : SMAN 1 Kalirejo

Subject : English

Class/Semester : XI / 2 Aspect/skill : Reading

Standard of Competence

11. understanding the idea of short fungsional text and essay in form of narrative, spoof, and hortatory exposition in daily life context and to access knowledge.

Basic Competence

11.2 Responding the idea and rhetorical steps in essay using written language style accurately, fluently, and acceptably in daily life context and to access knowledge in form of narrative, spoof, and hortatory exposition text.

Indicators

1. The students are able to identify the main topic of the text 2. The students are able to give comment about the topic 3. The students are able to give a solution related to the topic. 4. The students are able to find the keyword from the text.

5. The students are able to produce a new sentence from the word. 6. The students are able to identify the generic structure of the text. Time allocation : 4 x 45 minutes

Objectives 1. Cognitive :

 The students are able to understand the topic and generic structure of hortatory text.

 The students are able to find out the main keywords from the text and and develop it by showing the related words.