INCREASING STUDENTS’ VOCABULARY ACHIEVEMENT BY USING SUBSTITUTION AND CUED RESPONSE DRILLS AT FIRST GRADE OF SMP N 10 BANDAR LAMPUNG

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ABSTRACT

INCREASING STUDENTS’ VOCABULARY ACHIEVEMENT BY USING SUBSTITUTION AND CUED RESPONSE DRILLS

AT FIRST GRADE OF SMP N 10 BANDAR LAMPUNG

By Diena Yashinta

This research is intended to find out whether there was a significant increase of students’ vocabulary achievement after being taught by using substitution and cued response drills. Substitution and cued response drills are used as the techniques which are considered useful in increasing students’ vocabulary achievement.

This research was conducted at SMP Negeri 10 Bandar Lampung and applied one group pre-test post-test design with he subject of this research was VII C consists of 38 students.

Based on the calculation, the result shows that substitution and cued response drills techniques has impact of students’ vocabulary achievement. The mean score of pre-test was 58.42 and in post-test was 80.98, the gain was up to 22.56 points. The T-test also reveals that the result is significant (p < 0.05, p=0.000). According to the result of the increase of vocabulary aspects, the highest increase was reached by noun. Thus, it is concluded that there is a significant increase before and after post test, and substitution and cued response drills has a better impact on students’ vocabulary achievement.

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LIST OF APPENDICES

Appendix Page

1. Lesson Plan 1... ... 80

2. Lesson Plan 2... 91

3. Lesson Plan 3... 101

4. Try Out Test ... 111

5. Distribution of Students’ Score of Try Out ... 116

6. Tabulation of Try Out Test (Upper Group) ... 117

7. Tabulation of Try Out Test (Lower Group) ... 118

8. Level Difficulty ... 119

9. Discrimination Power ... 120

10. Reliability of Try Out ... 121

11. Computation of Reliabilty Try Out Test... 122

12. Tabulation of Try Out Test Validity... 123

13. Pre Test ... 125

14. Tabulation Pre Test ... 130

15. Post Test ... 131

16. Tabulation Post Test ... 136

17. Result of Students’ Pre Test Score ... 137

18. Result of Students’ Post Test Score ... 138

19. Gain Result of Pre Test and Post Test Score ... 139

20. Table Frequency of Pre Test and Post Test ... 140

21. Hypothesis Testing ... 142

22. Normality Test of Pre Test and Post Test ... 143

23. T-table ... 145

24. Students’ Answer Sheet of Try out ... 147

25. Students’ Answer Sheet of Pre Test ... 150

26. Students’ Answer Sheet of Post Test ... 154

27. The Permit of Research ... 158

28. Official Statement of Conducting Research ... 159

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I. INTRODUCTION

This chapter consist of background of the problem, formulation of the problem, objective of the research, uses of the research, scope of the research, and definition of terms, as follows:

1.1 Background of the Problem

Language is a media for communication in daily life. Each person uses a certain language in order to communicate with other people in his environment, whether there is in his family or community. Without language, people found some difficulties in communication and it causes the activity in social environment was disturbed. It was supported by Halliday (1993) who states that it is no small thing, through language, we learn how to “mean things” and how to share all of those meanings with others.

There are two types of communication; oral and written communication. Oral communication consists of listening and speaking, while written communication is representation of oral communication and consist of writing and reading.

Oral or written communication cannot be constructed without vocabulary, because vocabulary is a main item in arranging a sentence in order to make the language of its sentence be meaningful and understandable. It is supported by Wilkins (1983)

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that without grammar very little can be conveyed, without vocabulary nothing can be conveyed.

Elsjelyn (2010) states that vocabulary is an important component in English (language). In the other word, vocabulary is the core of the language itself. When a person learns a language, she or he learns vocabulary directly. By mastering enough vocabulary, there will be no difficulty in communication.

There are many factors which influence in mastery English vocabulary. For example, vocabulary is a complex elements of language which consist of noun, verb, adjective, adverb, and conjuction, logically the students of Junior High School are difficult to master English vocabulary quickly, in the other hand the students of Junior High School are supposed to master approximately 600 to 1500 words, but in the reality it is hard to be reached. It was caused by many factors. According to the researcher’s pre observation at SMP Negeri 10 Bandar Lampung, it was found that most of the students of SMP Negeri 10 Bandar Lampung have a problem in mastering English vocabulary. The same problem also found on the researcher’s teaching practice program (PPL) at SMP Negeri Satu Atap 1 Merbau Mataram. The problems were caused by several reasons; first, the students were difficult to master English vocabulary because they remember the words only from the lists that they have made and they forgot it soon. Second, the students were not interested in learning English. It caused a wrong opinion from the students that stated English is difficult and tedious subject. Third, the students have low motivation when they learn English.

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Deddi (2012) conducts his research on vocabulary achievement. He stated that the students still think that English is a different subject, so that it was very difficult for them to understand the material given by the English teachers. It means, increasing students’ vocabulary achievement need a process to make sure that the new words are being permanently in the students’ mind. Choosing the right techniques in teaching activity can made the process of learning being interesting .

There are many ways which could be used to develop students’ vocabulary achievement (Napa, 1991). Remembering some words is the one way to learn vocabulary but it needs a process. The other ways to learn vocabulary can be in the form of making a note or list of words, or memorizing the words by exercises continually. Among many techniques that can be applied in teaching learning process and increasing students’ vocabulary achievement, it was better for English teacher to consider some techniques that used in teaching vocabulary in order to make learning activity to be attractive and effective. Thus, teaching learning vocabulary more useful and enable for the students to reach the target language of vocabulary as much as they can.

From the explanation above, the researcher attempts to use drill for teaching vocabulary, with the aim to find out whether there is significant increase of students’ vocabulary achievement. Drill is a technique that prepare the students to master vocabulary by using oral practice repeatedly.

Drill is a part of Audio Lingual Method. Audio Lingual method is a method which was introduced in the United States of America (USA) in 1940s (taken from Setiyadi, 2006:53), which prepares people to master foreign language in short

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time emphasizes oral form of language. This research use substitution and cued response drills. The reason is that both of substitution and cued response drills are techniques which can help the students to increase their vocabulary and improve their four basic skills; listening, speaking, writing, and reading.

Substitution drill is a technique that the language learners were required to replace one word with another. They may replace a word of the model sentence with a pronoun, number, or gender, and make some the necessary change (Setiyadi, 2006: 63). The students may to replace the word with the other new words according to the teacher’s instructions. This technique enables the students to focus just on the structure of the sentence while learn vocabulary.

Cued response drill is a technique that language learners are provided with a cue before or after question (Setiyadi, 2006: 64). The students might to response the teacher’s question after they catch the cue that the teacher meant. This technique makes the students to be active while teaching learning activity on the process, because the students learn to arrange the structure directly to response the teacher’s question based on the cue.

Both of the techniques applied in the material at the same time because it can make new variance techniques in teaching and expecting to create the material more interesting, in order to minimize the monotonous ways in learning English vocabulary and the aim is to increase vocabulary achievement. Therefore, in this research, the researcher proposes substitution and cued response drills as the teaching techniques to help the students to increase their vocabulary achievement and to find out whether there was any significant increase of students’ vocabulary

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achievement before and after being taught by using substitution and cued response drills.

1.2 Formulation of the Problem

Based on the background of problem above, the research question of this research as follows:

Is there any significant increase of student’s vocabulary achievement at the first grade of SMP Negeri 10 Bandar Lampung after being taught by using substitution and cued response drills?

1.3 Objective of the Research

Concerning to the problem above, the objective of this research as follows:

To find out whether there is any significant increase of student’s vocabulary achievement of the first grade of SMP Negeri 10 Bandar Lampung through substitution and cued response drills as the techniques.

1.4 Uses of the Research

1. Theoretically

The result from this research can be used to contribute useful information to English teachers in teaching vocabulary.

2. Practically

It may be a review for English teacher that Substitution and Cued Response Drills can be used as the alternative wayin teaching vocabulary.

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1.5 Scope of the Research

This research was conducted at the first grade students of SMP Negeri 10 Bandar Lampung. In this research, the researcher focus on the implementation of substitution and cued response drills as the techniques in teaching learning process and content words related to the kind of occupation as the target language in teaching English vocabulary.

1.6 Definition of Terms

Some terms are defining in order to give basic understanding of the relate variables and concepts. These are the terms stated below:

Vocabulary

A set of words that are part of a specific language which is very important in making the language be meaningful and useful in communication activities. Drill

An activity which consist of four basic skills; listening, speaking, writing, and reading that do in a regular time with the same continually procedure which prepares somebody to master English orally, quickly, and permanently.

Substitution drill

A technique which replace a words to the other new word according to the teacher’s instruction.

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Cued Response drill

A technique which the students are provided with a cue before or after the question that given by the teacher.

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II. FRAME OF THEORIES

This chapter discusses about the concept of vocabulary, concept of teaching learning vocabulary,concept of noun, concept of verb, concept of adjective, concept of adverb, concept of drill, principles of drill, substitution and cued response drills as the technique in teaching English vocabulary, procedure of teaching English vocabulary through drill, the advantages and disadvantages of drill, theoretical assumption, and hypothesis.

2.1 Concept of Vocabulary

Vocabulary is a basic part of a language. In making a simple or a complete sentence, vocabulary has an important role. It cannot be separated from the language when learning listening, speaking, writing, and reading. Rivers (1970: 462) states that it would be impossible to learn a language without vocabulary. Dellar H. and Hocking D. in Harmer (2004) state “if you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words.” According to Dellar H. and Hocking D. theory, it means that vocabulary is a great aspect in communication, without grammar somebody can build a communication but without vocabulary it can be nothing.

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Learning vocabulary does not mean understanding the meaning of the words only, spelling and how to pronounce were parts of vocabulary. Hatch and Brown (1995: 1) define vocabulary as a list or set of words for a particular language or a list or set of word that individual speakers of language might use. It can help the students to prove their four skills; there are listening, speaking, writing, and reading. It can be inferred that vocabulary is important factor of learning language because if we have many vocabularies of language we can practice the language in our daily life (Novita, 2011:10). In the other word, the quality and quantity of a communication that happen in our activity was measured by the mastery of vocabulary.

There are many forms of vocabulary. Kamil and Hiebert (2005:3) state that generally, vocabulary is the knowledge of meanings of words. They divide vocabulary into four types, there are :

1. Oral Vocabulary

Oral vocabulary is the set of words for which we know the meanings when we speak or read orally.

2. Print Vocabulary

Print vocabulary consists of those words for which the meaning is known when we write or read silently. These are important distinctions because the set of words that beginning readers know are mainly oral represesntation. As they learn to read, print vocabulary comes to play an increasingly larger role in literacy than does the oral vocabulary.

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3. Productive vocabulary

Productive vocabulary is the set of words that an individual can use when writing or speaking. They are words that are well-known, familiar, and used frequently.

4. Receptive or Recognition Vocabulary

Receptive or recognition vocabulary is that set of words for which an individual can assign meanings when listening or reading. These are words that are often less well known to students and less frequent in use.

In the other hand, Nation (1990: 19) describes that vocabulary into four types, namely:

1. High Frequency Word

These words occur frequently in all of texts. It consists mainly of short words that cannot be broken into meaningful, such as age, people, find, etc.

2. Academic Vocabulary

These words are useful for learners who study in upper secondary school or at university or in a technical institute. The examples of these words are converse, energy, afficient, design, etc.

3. Technical Vocabulary

These words occur only in limited area, within a certain topic or subject area. They may occur several times but they are unlikely to occur in text outside that subject area, for examples fossil, squid, dinosaur, lever, etc.

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4. Low Frequency Words

These words occur only one in the text and they are unlikely to be met again for long time. These words are very large groups which are made from much smaller number of word part. The words impose for example, are made of two parts  im and  pose.

Fries (1974) stated that vocabulary are classified into four types, there are: 1. Content Words represent:

a. Name of subject or things, that is nouns. According to Frank (1972:6) noun can be classified into five types. They are proper noun (Mr. Adam, Paris, Dutchman), concrete noun (boy, girl), abstract noun (honesty, beauty), countable (doors, cars) or non countable noun (sand, coffee), and collective noun (group, gank).

Example:

1. Paris is the center of world’s fashion. 2. He likes her beauty.

3. They put some chairs in the room.

4. The comminttee looks tired after the event.

b. Action done by with those things, that is: verbs. According to Frank (1972:47) verbs are divided into five types, they are predicative or linking verbs (look, seem), transitive verbs (eat, see), intransitive verbs (sleep, walk), reflective verbs (express oneself, wash oneself), auxiliary verbs (be, am, is), and finite or in-finite verbs.

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Example :

 He looks confused.

 My sister writes a letter for me.

 He washes his car.

Renata (2011: 10) c. Qualities of the things, that is: adjectives. According to Frank (1972:109) adjectives are classified into : determiners (the, a, an), demonstrative adjectives (this, that), possessive adjectives (my, your, the girl’s), numeral adjectives (four, fourth, twenty, twentieth), adjective of indefinite quantity (some, few), relative and interrogative adjectives (which, whose), descriptive adjectives (a French dish, a Catholic church), participle adjectives (a bored student), and adjective compounds (a good-looking girl, a never-to-be-forgotten plot).

Example :

 We will visit the museum today.  She left her purse.

 My mother cooked a French dish for dinner.

 Sarah is a good-looking girl.

(Renata, 2011: 10) d. How the action done, that is: adverbs. According to Frank (1972:148), he classify the adverb into five categories. They are adverbs of manner (loudly, freely), adverbs of place (inside, there), adverbs of time (last week, next month), adverbs of frequency (seldom, often) and adverbs of degree (completely, very).

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Example :

 She walks slowly.

 He puts the present inside the box.  He will visit an orphanage tomorrow.

 He sometimes go swimming.

 He was very angry.

Renata (2011: 11) 2. Function Words are those words, which one is used as a means of expressing relation of grammar or structure, such as conjunctions (and, but, however).

Example :

 Rina and Rini go swimming.

 Andi is as clever as Indah but Ronnie is not.

3. Substitute Words, those which represent the individual things or specific action as substitutes for whole form classes of words (anybody, anyone, somebody).

Example :

 Everyone has left the room.  Nobody is perfect.

4. Distributed Words, those are distributed in use according to grammatical matter as the presence or absence of a negative, such as any, either, neither, etc.

Example :

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 She cannot finih the task and I do not either.

Vocabulary itself include the nouns, verbs, adjectives, and adverbs (include into content words). Content words are forms of vocabulary that always be found in our daily communication. Novita (2011: 11) states that content words are often used in communication. Content words consist of noun, verb, adjective, and adverb.

According to the concepts of vocabulary above, the researcher has a notion that vocabulary is an important role in learning a language. Meanwhile, for some students, it is difficult to remember the new words that are strange for them, because they are not accustomed of it. Murcia (1987:253) says that students often claim that their primary problem in acquiring English is lack of vocabulary. A great number of vocabularies that is mastered by the students helped them to communicate with the others, in oral or written form. Vocabulary is defined as a stock of words used by the people, a particular class or people or even a person (Wallace, 1986: 30).

Vocabulary is not strange anymore, it is an enjoy thing in learning if the students know about the classification of the words (especially in content words). Therefore, content words could cover the material of this research, kind of occupation. Concerning the reason above, the researcher focus on content words in this research in order to help the students in increasing their vocabulary achievement and make them be easier to reach target language.

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2.2 Concept of Teaching Learning Vocabulary

Teaching is an activity that is causing the students to understand about they have learnt. Thus, after the teacher teach the students, she or he hope they (the students) understand what the teacher has taught in the end of teaching learning process so the teacher must choose the best method or techniques to make the students attract to the subject. Teaching vocabulary can be meaningful if the teacher conducts the process of teaching learning by using two or more techniques. It is supported by Harmer (2004:47) that teachers need to think of creative ways of developing activity to ensure memorability.

Choosing the right technique to teach is better to do in the big class because with the right technique making the students able to reach the target language of the subject. According to Nation (1990: 5) there are four vocabulary that will be considered by the teacher :

1. The word is very frequent and important for the learners. 2. The word causes particular difficulty.

3. The word is needed for another activity.

4. The word contains features or regular patterns. Knowledge of these patterns will help learners master words more easily.

As Nation (1990:44) states that it is important for teachers where English is not used much outside the classroom to know whether they can rely on a coursebook to provide enough repetition for vocabulary learning to be possible. On the other words, the statement means that the teacher needs to repeat the vocabulary often

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on teaching learning process, the aim is making the students understand what they have learnt.

Harmer (1991: 23) states that language students need to learn what words mean and how they are used. Students need a process to remember words or phrases after studying and teachers must to keep the new kind of exercises and to serve the different learning styles in order to make the students understand the learning process. As Nation (1990: 18) states, there are three things to be taught in teaching vocabulary :

1. Teaching the words form, they are spelling and pronounciation. 2. Teaching the meaning of the words.

3. Teaching the use of the words.

Scoot (2007) states that there are five basics instructional method of teaching vocabulary , there are:

1. Defitional methods

Include of anything where a student is given a word and a definition. The student may be given a list or words and have to look them upin a dictionary or the teacher may simply give an oral definition for new vocabulary words without discussing the meaning beyond definition. 2. Contextual methods of vocabulary instruction

Asking the students to create a meaning for a word based on the rest of sentence or paragraph. The instructional method also teaches students how to use a new vocabulary in the right context by writing original sentences using the new words.

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3. Organizational or semantic framework instruction

Students learn relationship between and among similar words. This type of instruction includes the use of concepts maps, semantics maps, and other graphics organizer.

4. Mnemonic instructional methods

make use of vital image as a way of help students learn and remember new terminology. Instead of memorizing abstract definition, students are encouraged the picture something that helps them associate a word meaning.

5. Structural methods of vocabulary instruction

Showing the students how to look at the parts of the word for clues about what the new word means.

In the process of learning vocabulary, the students learn the meaning, then they learn the pronounciation and spelling of its word, which are supported by the structure or grammar, the purpose is to enable the students to communicate both in written and spoken or oral form (Darmajati, 2003:9).

Darmajati (2003:9) mentions that learning vocabulary is a process of receiving the knowledge about word of language. The aim of all teaching learning process is the students can catch the meaning of the subject that the teacher explains, especially in vocabulary, and they able to answer the test correctly. In addition, the students cannot get that meaning (from what teacher explains about) in the same time. The role of the teacher as a guide is important. Using her or his voice and body movement can be useful in tranferring the material because the process of

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transferring the new words need a lot of time, but when the teacher teaches the new words to the students, he or she also teach the students how to pronounce and how to spell it because both of them (pronouncing and spelling) cannot be separated. Therefore, learning vocabulary is same like learning all aspects on the language.

Kustarjo (1988: 24) describes five possible ways of learning vocabulary, there are as follow:

1. Learning vocabulary through creativity

The teacher lets students decide many choices by themselves what they want. The teacher can choose any techniques which enable students to be creative in producing vocabulary, e.g.: game, picture, drama, flashcards, etc.

2. Learning vocabulary through context clues

The teacher can use a context clue in a word recognition by figuring out of meaning of a word based on the clues in the sorrounding context. The teacher can give students synonyms, antonyms, or definition of words. 3. Learning vocabulary through guessing

The teacher can encourage students to guess and to consult the words learned. Guessing correctly, the student should have a good rational. The teacher can give an example by pronouncing sentence, and then the student guess the word.

4. Learning vocabulary through derivation

The teacher involves the four classes of word in the passion of accuracy in English sentence patterns; the teacher asks the student to derive the words,

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for example : employ – verb, employer – noun, employable – adjective, etc.

5. Learning vocabulary through definition

The teacher guides students to define the meaning of words into the correct sentence. For example: a voter is someone who votes.

In this research, the researcher focused in learning vocabulary through drill. Drill is a technique which is the part of audio lingual method. The purpose of its technique is making the language learners to master English in short time by doing oral exercise continually (See page 28).

2.3 Concept of Noun

Noun is the name of thing or subject. Furthermore, in Renata (2011:20) Frank (1972:6) classified noun into five categories:

1. Proper noun (Mr. John Smith, Paris, Dutchman, Thanksgiving Day) Examples :

 Mr. John is my favorite teacher.  Paris is the center of wold’s fashion. 2. Concrete noun (book, pencil)

Examples :

 This is Yulita’s book.  She needs a pencil. 3. Abstract noun (beauty, justice)

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 He likes her beauty.

 He disappointed with Indonesia’s justice. 4. Countable noun (chairs, tables)

Example :

 I need some chairs for this room.  We need some tables for our cafe. Uncountable noun (sugar, coffee, sand, water)

Examples :

 Give me a glass of water.

 How much sugar do you want?

6. Collective noun (class, crew, committee) Examples :

 We are trans 7’s crew.

 The class is so big.

Based on the example above, concrete noun is the noun that can be touched by somebody, abstract noun is the noun that can not be touch but it can be felt and looked, countable noun is the noun that can be counted and uncountable noun is the noun that can not be counted by somebody and need a media to measure the quantity of its thing. Considering the defitions of each types of nouns, the researcher conducted the research only focus on proper noun in order to make the students be easier to learn vocabulary.

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2.4 Concept of Verb

Verb is the name of an action done. According to Crystal (1995: 206) verb is the words which express an action or help to make a statement. There are some types of verb :

1. Auxiliary verb

This helping verb assists the main verb in a clause to express several basic grammatical contrasts, such as in a person, number and tense. They do not follow the same grammatical rules as main verb, which is why they must be considered as a separate class. Auxiliaries can be used before the word “not”. It is also put before the subject in order to ask a question.

The examples are:

 They do not understand what he said.

 Does she have a boyfriend?

 Sinta does not want to meet her anymore.

2. Inchoative verb

Inchoative verb is a verb that describes a change of state. The examples of inchoative verb are freeze, dry, burn, rise, etc. The examples are:

 The refrigerator freezes everything in it.  The fire burns the wood.

3. Modals

The function of modals is only as an auxiliary verb, expressing meaning which is much less definable, focused, and independent than those of lexical verbs. There are nine verbs in this class: can, could, may, might,

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will, would, shall, should and with dare, need, ought to and used to having a very similar function.

Examples of using modals in sentences:  I will go to the beach.

 You should obey your parents.

4. Phrasal verb

Phrasal verb is a set of verbs which demonstrate some unique properties. It appears with what looks to be a preposition, traditionally referred to as particle.

Here are the examples of phrasal verb:  The plane took off.

 I am looking for my watch.

5. Regular and irregular verb

A regular verb is the verb that follows the pattern of taking –ed for the past tense and past participle or –d if the word ends in e, such as walk = walked, for example:

 He walked alone to school.

An irregular verb is the verb that does not take the –ed ending for the past tense and past participle forms. Some irregular verbs do not change: put = put = put, while others change completely: drink, drank, drunk, for examples:

 He put my book on the table.  She drank a cup of milk.

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According to Frank (1972:47) restated by Renata (2011:9), verb can be classified into five types, there are :

1. Predicative or linking verbs (be, seem, look) Examples :

 The flowers seem very beautiful.

 I look for him.

2. Transitive verbs (eat, see) Examples :

 I see him.

 I eat my breakfast.

3. Intransitive verbs (sleep, walk) Examples :

 She sleeps in the morning.

 They walk around the garden.

4. Reflective verbs (express oneself, wash oneself) Examples :

 He washes his car by himself.

 He buys a bar of chocolate for himself.

5. Auxiliary verbs (be, have, do) Examples :

 I am happy.

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Considering the defitions of each types of verbs above, the researcher conducted the research only focus on irregular and regular verb in order to make the students be easier to learn and comprehend the target language, especially on mastering those types.

2.5 Concept of Adjective

It is the name of qualities of the things. According to Crystal (1995) It is the word used to qualify noun and pronoun. An adjective modifies a noun or a pronoun by describing, identifying, or quantifying words. An adjective usually recedes the noun or the pronoun which it modifies.

In the following examples, the underline words are adjectives:

 The small boat foundered on the wine dark sea.

 The back room was filled with large, yellow rain boots.

An adjective can be modified by an adverb, or by a phrase or clause functioning as an adverb in the sentence, for example:

 My husband knits intricately patterned mittens.

1. Possessive adjective

A possessive adjective (my, your, her, his, its, our, and their) is similar or identical to a possessive pronoun; however, it is used as an adjective and modifies a noun or a noun phrase, as in following sentences:

 I can’t complete my assignment because I don’t have the

text book.

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2. Demonstrative Adjective

The demonstrative adjective this, these, that, those, and what are the identical to the demonstrative pronouns, but are used as adjectives to modify nouns or noun phrases, as in the following sentences:

 When the librarian tripped over that cord, she dropped a

pile of books.

 This apartment needs to be fumigated.

Frank (1972:109) categorizes the types of adjectives into several form : 1. Determiners articles (the, a, an)

2. Demonstrative adjectives (this, that) 3. Possessive adjectives (my, your) 4. Numeral adjectives (four, fourth)

5. Adjective of indefinite quantity (some, few, many) 6. Relative and interrogative adjectives (whose, which) 7. Descriptive adjectives (Catholic church, mosque) 8. Participle adjectives (an interesting book)

9. Adjectives compound (a good-looking girl)

Generally,adjective can be classified into four categories. There are: 1. Attribute adjectives. Adjectives that modify noun. Example :

 Nice girl. (“nice” precedes “girl”) 2. Predicative adjectives. Example:

 They are hungry. (“hungry” modifies “they” and linked or

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3. Absolute adjectives. Adjectives that modify subject of sentence, noun, or pronoun.

Example :

The girl with blue skinny jeans is my sister. 4. Nominal adjectives. Example :

Playing with the young man. (“the young” is nominal adjective, means “that which is young”).

According to the explanation of the types of adjectives above, the researcher used to apply adjective of indefinite quality in this research. It was caused the type was suitable of the students level, junior high school, and it was very often used in daily communication with some people.

2.6 Concept of Adverb

Adverb is the way of the action done or modifies the verbs. adverbs can modify another adverb (very carelessly).

According to Frank (1972), adverbs devided into several categories : 1. Adverbs of manner (loudly, freely).

Example :

Your voice, loudly please...! 2. Adverbs of place (inside, there).

Example :

I want to go there.

3. Adverbs of time (last week, next month). Example :

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I will visit you next month.

4. Adverbs of frequency (seldom, often). Example :

He calls me too often.

b. Adverbs of degree (completely, very). Example :

He is very young.

Based on the defition of types of adverb above, the researcher deals to use adverb of frequency and manner in applying content words in treatments and vocabulary test. It caused both of adverb were appropriate in junior high school syllabus and their level.

According to the explanation of the content words above, the researher focused in applying the four aspects of content words in order to make the students more interested in increasing their vocabulary achievement and sharpen their creativity in combining the four aspects of content words into a good sentence when they used substitution and cued response drills in learning English Vocabulary. The four aspects above were applied not only in the treatments, but also in vocabulary test. Thus, it helped the students to comprehend the means of target language and made them to master it for a long time.

2.7 Concept of Drill

Drill is a key feature of audio lingual approaches to language teaching which is emphasis on oral communication part. In the other hand, as known, drill is a part

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from audio lingual method, which is introduced in United States of America (USA) in 1940s (Setiyadi, 2006:53).

In Audio Lingual Method, the main focus of its is the oral communication of the target language come first, and the understanding of its meaning come later, after the learners know how to pronounce the target language achieved. Therefore, the teacher gives the students conversation without reading and writing but the teacher gives them listening and speaking step at the beginning and also exercises how to pronounce and spell the target language with the right pronounciation. Drill, itself, is a technique where is creating the teaching learning process as a media for the students to practice the new words in regular time and continually with the purpose to make their mastering vocabulary permanently and strengthen the students’ ability to communicate to the other students actively.

There are many kinds of drill. Setiyadi (2006: 63-66) explained 13 types of drill in his book, as follow:

1. Repetition Drill. This drill is the simplest drill that istused in learning language patterns. It is used at the very beginning of language class.

Example :

T : I study in the morning. S1 : I study in the morning. T : I work in the morning. S1 : I work in the morning.

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2. Substitution Drill. Language learners are required to replace one word with another.

Example : T : John is cold. T : hungry.

S1 : Johnn is hungry. T : in the class.

S2 : John is in the class.

3. Transformation Drill. Language learners are required to change entences from negative to positive, from positive to interrogative, or from simple present tense to simple past tense depending on the instruction from the teacher. Example :

T : The book is new. S : Is the book new? T : We are in the class. S : Are we in the class?

4. Replacement Drill. It is the same drill as the substitution drill but it involves with a replacement (replace a noun with a pronoun).

Example :

T : I like the book. S1 : I like it.

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5. Response Drill. Language learners respond to somebody’s sentence. in this drill the answers are patterned after the questions. The drill may involve “wh” questions or “yes/no” questions.

Example :

T1 : Alice is at school. T2 : Where is Alice? T3 : At school.

6. Cued Response Drill. In this drill the students are provided with a cue before or after the question.

Example :

T : What did the man buy? (A book) S : The man bought a book.

7. Rejoinder Drill. It is almost similar with thee cued response drill. But in this technique the students are given instrunction of how to respond the teacher statement.

Example :

T : Come to my house. (Be polite) S : Would you like to come to my house. T : Your idea is not good. (Disagree) S : I disagree with your idea.

8. Restatement. The students rephrase an utterance and address it to somebody else, according to the content of the utterance.

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T : Tell him where you live.

S : I live at Raden Intan Street no. 5.

9. Completion Drill. The students are told to supply a missing word in a sentence or statement.

Example :

T : I bring my book and you bring ....

S : I bring my book and you bring your book.

10.Expansion Drill. The students build up a statement by adding a word or phrase.

Example : T : Mathematics.

S : We study mathematics. T : Everyday.

S : We study mathematics everyday.

11.Contraction Drill. The students replace a phrase or clause with a word or an expressions that will make the sentence be simple.

Example :

T : I did not mean to kill the bird. S : I did not mean it.

T : Do not go to that place. S : Do not go there.

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Example :

T : Which one do you think is true? The earth goes around the sun or the sun goes around the earth.

S : I think the eath goes around the sun.

13.Translation Drill. The students may translate a sentence from their mother tongue/L1/Bahasa into the target language.

The teacher can use more than one drill in teaching learning process. Using two or three drills will be better during it can be balance in conveying the target language.

In this research, the researcher focus on the using of Substitution and Cued Response Drills as the techniques in teaching learning activity to increase the students’ vocabulary achievement. In addition, both of the techniques are closely with Audio Lingual Method and the researcher assumes those of the techniques can make the students be easier to reach the target language in mastering vocabulary.

2.8 Principles of Drill

Drill has some principles which are important to be known before teaching learning activity is running. The principles are :

1. The students must be given an explanation about the target language before they do the exercises.

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2. At the beginning of teaching learning process, the perfect result from the practicing with drill technique will not run well. It indicates that the process of absorbing to the understanding about drill and target language are in processing.

3. The practice is relatively in the short time. 4. Exercises are given systematically.

The principles above as a measurement for the students and the teacher to build the effective teaching and learning process in order to reach the vocabulary achievement. The teacher being a guide and a corrector for the students when they are practicing a conversation or something else. Correcting the mistakes of the students directly when they are practicing to pronounce the new words helped them to revise their mistakes at that time.

2.9 Substitution and Cued Response Drills as the Techniques in Teaching English Vocabulary

In this research, the researcher use typical technique closely with the Audio Lingual method, those are Substitution and Cued Response Drills because the students can repeat the teacher’s statement as quickly and accurately.

2.9.1 Substitution Drill

Substitution drill can be used to practice different structures or vocabulary items (i. e one word or more word change during the drill). It can change with a pronoun, number, gender, job, activity, etc. (Setiyadi, 2006:63).

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Example:

(The teacher shows a picture that relate to the things that is mentioned, then she asks the students’ to repeat after the teacher).

Teacher : Marry is a doctor. Teacher : nurse.

Students : Marry is a nurse. Teacher : dentist.

Students : Marry is a dentist. Teacher : in the clinic.

Students : Marry is in the clinic. Teacher : Ben and Marry.

Students : Ben and Marry are in the clinic. Teacher : She goes to school.

Teacher : They.

Students : They go to school.

In Substitution Drill, the students follow the teachers’ instruction. For example, the teacher substitutes the noun from “she” to be “Mary” so the students must repeat the same statement but with the new noun “Mary”.

2.9.2 Cued Response Drill

In this drill, students are provided with a cue before or after the question (Setiyadi, 2006: 64). For example :

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Students : The man bought a book.

Teacher : Who will help us? (His brother) Students : His brother will help us.

According to te explanation above, the teacher is giving a question then she gives the students a cue to answer, but in the cued response drill the cue can be given before or after the question. Then, the students response it according to the teacher’s instruction or cue.

According to the examples of each techniques above, the researcher used both of the techniques in teaching English vocabulary. Those techniques were applied in combination in every meeting with the aim to make the students more active in language learning, especially in learning English vocabulary.

As Brown (2001: 143) stays that picture is ‘old-fashioned but that is very helpful as media in an instruction’. In applying both of those techniques, the researcher used pictures related to the topic as the media to subtitute a word or give a students cue in order to make the students be easier in reaching target language and achieving vocabulary.

2.10 Procedure of Teaching English Vocabulary through Drill

In teaching process, the teacher needs to make a procedure of teaching for presenting the materials with the aim to reach the target language. The skills that have a first role in teaching are listening and speaking. As Huebener in Setiyadi (2006:59) states the listening and speaking ability is the first skill to consider, the first procedure of teaching is more related to listening and speaking ability.

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According to Huebener in Setiyadi (2006:59) the procedures of teaching vocabulary through substitution and cued response drills consist of several steps, namely; listening, speaking, writing, and reading.

First, listening. In this step, the students listen the explanation from the teacher about the rules of the techniques (substitution and cued response drill). Then, the students listen the model from the teacher for several times.

Second, speaking. After the students listen the explanation about the rules of substitution and cued response drills and then the model, the students practice the model by themself. They learn how to pronounce the new words and make sure that there is no other activities except oral practice. Next, the students practice the dialogue based on the model that given by the teacher with their pair. Then, after it sets, they demonstrate the dialogue on their seat. The researcher controls the activity, and if there is any mistakes in students’ pronounciation the researcher have to correct the mispronouncing directly. Later, after they are finish, they were given some pictures and practice to arrange the new dialogue with their pair, and last go in front the class to demonstrate it to the other students.

Third, writing. Writing is a representation of oral practice from students’ dialogue. The teacher writes down the dialogue, that has been given, on the white board. Then the students write it on their book. Thus, the students know the representation of what they have to pronounce it before.

Fourth, reading. The students read the written form of their oral practice together. Grabe and Stoller (2002:17) define reading comprehension as the ability of

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understanding and interpreting information in a text correctly. The aim of reading comprehension of the representation of the students’ oral practice is to help them in memorizing the vocabulary and developing their knowledge.

Repetition is necessary to make sure that the students memorize each of words carefully. When repetition is running, mimic must be followed to makes the students more understandable with the meaning that the teacher wants to explain without translation. As the Huebener’s statement in Setiyadi (2006: 59), Audio Lingual Method is a method that are not introduce translation in teaching, when the teacher teaches in front of the class she or he needs to show their mimic while they exhibit a conversation. The researcher assumes that the statement from Heubener can be applied in drill as the teaching technique. The process of teaching learning activity must run naturally and the teacher is demanded to explain the material by using mimic or body language in the other hand to achieve the target language itself.

2.11 The Advantages and Disadvantages of Drill

Drilling is an effective technique in teaching English vocabulary. Some teachers use drill as their technique in teaching, helping the students to remember the new words quickly because drill is an continually activity. However, if the teachers rely only on drill itself, it makes a boredom for the students. They will feel bored and unattractive with drill. As known by another people, drills are very often help somebody in learning process but in the other hand it will be a statical if use drill very often. Drill has some advantages and disadvantages like Lewis (2013) states:

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2.11.1 The Advantages of Drill

The advantages of drill are:

1. Provides basic skills for the students

Drill gives students an opportunity to learn certain concepts quickly and effectively. Using various drills for various learning styles can help students integrate various tactics for remembering words or skills.

2. A way to help students solidify newly learned skills.

3. Memorizing and performing the pattern drills minimize the chance of producing mistakes.

4. Motivate the students to know the representation of the pronounciation the new words that they pronounce before.

As the advantages that are mentioned above, drill can be a good technique if at the same time, the teacher and the students are supported each other. Thus, the target language can be achieved.

2.11.2 The Disadvantages of Drill

The Disadvantages of drill are:

1. Hard for students to focus when done the drill too often.

Students who only learn through drills may get distracted and bored with practice drills especially if they have already mastered the skills. After every student demonstrated knowledge concerning the subject, the drills and practice exercises should be used occasionally to maintain proficiency. 2. Students may not truly be learning.

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If the learning becomes too predictable, students may not gain clear knowledge about the skills they are supposed to master. They may just be memorizing the material and that can cause problems for them later on when trying to accomplish more complex tasks and learn more advanced lessons.

2.12 Theoretical Assumption

The principles of ALM are filled in drill because drill is the technique of Audio Lingual Method. Thus, while the teacher teaches by using drills, there is no translation into first language during the process of teaching learning activity. When the teacher wants to explain about the target language, showing mimic is needed. Remembering the target language quickly enables the students to comprehend the subject matter deeply. Therefore, the researcher assumes that after the students understand about the target language deeply and quickly, it makes them easier to remember the vocabulary that needed by them when they are speaking or doing the oral and written communication. In the other hand, the students’ vocabulary achievement can increase.

According the explanation above, the researcher assumes that drills can be used to increase the students’ vocabulary, because drill helps the students to memorize the new words in the short time.

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2.13 Hyphothesis

Based on the theoretical assumption above, the researcher formulates the hypothesis that substitution and cued response drills have better impact to help the students to increase their vocabulary achievement in the short time.

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III. RESEARCH METHOD

This chapter consist of research design, population and sample of the research, research procedures, data collecting technique, instrument of the research, instrument of the try out, scoring system, data analysis, and hypothesis testing. Each of these points is described in detail as follows:

3.1 Research Design

This research conducted with the aim to find out whether there is any significant increase of students’ vocabulary achievement after being taught by using substitution and cued response drills. This research is a quantitative study. Hatch and Farhady (1982) state that quantitative is a kind of research in which the data used tend to use statistics as measurement in deciding the conclusion. The design of this research is one group pretest posttest design and represented as follows:

T1 X T2 T1 : pre-test

X : treatment T2 : post-test

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The researcher took one class as experimental class, VII C. Pretest administered before treatments and posttest conducted after treatments. The goal of pretest and posttest is to see whether there is any significant increase in students’ vocabulary achievement. Substitution and cued response drills was used as teaching techniques on the treatments.

3.2 Population and Sample of the Research

The population of the research is grade seven students of SMP Negeri 10 Bandar Lampung. There are six classes in first grade in 2012/2013 school year. Each class consists of 30-40 students. The researcher selected one class, VII C as the subject of the research. In this research, the researcher used simple random probability sampling by lottery (Setiyadi, 2006: 39).

3.3 Research Procedures

The procedures of this research are as follows: 1. Determining the population and selecting sample.

The population of this research was the first grade students of SMP Negeri 10 Bandar Lampung. The sample of this research was VII C which consists of 38 students.

2. Administering the try-out.

Try out administered with the aim to know the quality of its test and to determine the items that should be omitted for pre-test and post-test. The time allocation of the try out is 90 minutes with 50 questions.

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3. Administering the pre test

Pre-test was administered to measure the students’ mastery of vocabulary before treatments. The time allocation of pretest is 90 minutes with 40 questions.

4. Conducting the treatment.

After giving pre test, the students were given three times treatments by using substitution and cued response drills.

5. Administering the post test.

The post-test administered after treatments. The post-test was conducted in 90 minutes with 40 questions.

6. Analyzing the data.

The data was computed through SPSS version 17.0.

3.4 Data Collecting Technique

The instrument of the research is an objective English vocabulary test in the form of multiple choice items. The researcher gave pre-test and post-test as the measurement of English vocabulary achievement. The test held before (pre-test) and after the treatment (post-test).

1. Pre test

The pretest conducted before the treatments. The aim was to reveal the students’ vocabulary achievement before the treatments. The researcher used the objective test of the multiple choices for pretest. The time allocation of this test was 90 minutes.

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2. Post test

The posttest conducted after the students got treatments. The researcher used the objective test in form of multiple choices for posttest. The time allocation of this test was 90 minutes.

3.5 Instrument of the Research

The research instrument is vocabulary test in the form of objective test, multiple choice. In this research, the researcher administered three kinds of the test; try out test, pre-test, and post-test.

The total number of the items of the try out is 50 items, and the total number of the items for pretest and posttest was determined from the result of the try out test. In the three of the test contained content words, consist of nouns, verbs, adverbs, and adjectives. The content of try out test was presented in the table specification below:

Table 1. Table of Specification of Try Out Test

Table of specification of try out test No. Content

Words

Number of Items

Percentage

Item Numbers

1 Noun 13 26% 10, 12, 14, 16, 17, 20, 21, 22, 28, 29, 43, 45, 50

2 Verb 13 26% 1, 2, 3, 4, 5, 11, 33, 35, 36, 42, 46, 47, 48

3 Adverb 12 24% 6, 7, 15, 18, 19, 23, 27, 30, 31, 32, 34, 41

4 Adjective 12 24% 8, 9, 13, 24, 25, 26, 37, 38, 39, 40, 44, 49

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3.6 Instrument of the Try Out

In this research, try out is an important thing. It measures the students’ mastery of vocabulary before the students got pretest and posttest. The researcher conducted try out test in try out class that was VII B. The number of the studentsin this class was 40 students consisting 26 females and 14 males.

The try out test can be said have a good quality if it has a good validity, reliability, level of difficulty, and discrimination power.

3.6.1 Validity of The Test

The validity of a test is the extent to which it measures what it is supposed to measure and nothing else (Heaton, 1975: 159). Every test, whether it be a short, informal classroom test or public examination, should be as valid as constructor can make it. The test must aim to provide a true measure of the particular skill which it is intended to measure (Heaton, 1975: 159). There are four kinds of validity, but in this research, the researcher used two of them, content validity and construct validity.

3.6.1.1 Content validity

Content validity is concerned with whether the test is sufficiently representative and comprehensive for the test. The test should be so constructed as to contain a representative sample of the course (Heaton, 1975: 160). Researcher used the vocabulary that is supposed to be comprehended by first grade students of Junior High school. The

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researcher arranged the instrument related to which is content words because content words can cover the material. The material is vocabulary of occupation, contain: noun, verb, adjective, and adverb. The content of pre test and post test were presented in the table specification below:

Table 2. Table Specification of Pre test

Table of specification of pre test No. Content

Words Number of Items Percentage Item Numbers

1 Noun 11 27.5% 4, 8, 10, 12, 13, 16, 17, 18, 24, 37, 40

2 Verb 7 17.5% 1, 3, 9, 28, 30, 31, 38

3 Adverb 11 27.5% 6, 7, 11, 14, 20, 21, 22, 32, 33, 34, 39

4 Adjective 11 27.5% 2, 5, 15, 19, 23, 25, 26, 27, 29, 35, 36

Total 40 100%

Table 3. Table Specification of Post test

Table of specification of pre test No. Content

Words Number of Items Percentage Item Numbers

1 Noun 11 27.5% 2, 6, 8, 11, 13, 17, 24, 28, 35, 38, 40

2 Verb 7 17.5% 3, 5, 16, 21, 23, 26, 36

3 Adverb 11 27.5% 7, 9, 12, 14, 19, 27, 29, 30, 31, 32, 39

4 Adjective 11 27.5% 1, 4, 10, 15, 18, 20, 22, 25, 33, 34, 37

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3.6.1.2 Construct validity

According to Setiyadi (2006: 26) if the instrument just measures one aspect, for example vocabulary, the construct validity can be measured by evaluating all items in the test. If all items have measured vocabulary mastery, this instrument would have fulfilled construct validity.

3.6.2 Reliability of The Test

Reliability is a necessary characteristic of any good test: for it to be valid at all, the test must first be reliable as a measuring instrument (Heaton, 1975: 162). Reliability is a consistency of a measurement or how far that measurement can be measured the similar subjects in different time but showed the same result (Setiyadi, 2006: 16).

Knowing the reliability of the half of the test, Arikunto’s formula was used to get the result of the computation of try out test. After the researcher had obtained the reliability of half of its test, the researcher used Spearman Browns Prophecy formula to determine the reliability of the whole test (Hatch and Farhady, 1982:246).

Where :

r : coefficient of reliability between odd numbers and even numbers items x : total numbers of odd numbers items

y : total numbers of even numbers items



 







 





₂ 2 ₂ 2





    Y Y n X X n Y X XY n rxy

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n : numbers of students who take part in the test x2 : square of x

y2 : square of y

∑x : total score of odd number items

∑y : total score of even number items

( Arikunto, 2002: 157 in Sahlan 2012: 30) The criteria of reliability:

0.80 – 1.00 : very high 0.60 – 0.79 : high 0.40 – 0.59 : average 0.20 – 0.39 : low 0.00 – 0.19 : very low

To compute the coefficient correlation of the whole items, the researcher used Spearman Brown Prophecy formula.

rk : reliability of a full test rl : reliabilty of half test the criteria of reliability are: 0.90 – 1.00 : high 0.50 – 0.89 : moderate 0.00 – 0.49 : low

(Hatch and Farhady, 1982: 246) rl

rl rk

 

1 2

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The result of the computation by using Arikunto’s formula showed that reliability of the half test (rxy) was 0.78 (See Appendix 11). Using Spearman

Browns Prophecy Formula, it was found that the reliability of the whole of the test (rk) was 0.87 (See Appendix 11). Based on the criteria of the reliability,

the reliability 0.87 belongs to the moderate level. It indicated that data collecting technique instrument in this research was reliable.

3.6.3 Level Difficulty of the Test

To see the level of difficulty, the researcher used the following formula:

Where :

FV : index number difficulty / level of difficulty R : numbers of students answers correctly N : total number of the students

Heaton (1975: 182) states the criteria of the index of difficulty. The criteria are:

FV< 0.30 : difficult FV= 0.30 – 0.70 : satisfactory FV> 0.70 : easy

There were three criteria of level difficulty; easy, satisfactory, and difficult. The items or the test can be said it was good if the items were not too easy and difficult. From the test, the data has been analyzed and the computation of this test (See Appendix 8), it was found that there were 3 items which were less

N R

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than 0.30, it means that the items were difficult. There were 31 items were more than 0.70 that meant it was easy and 16 items were satisfactory (between 0.30-0.70).

3.6.4 Discrimination Power of the Test

Discrimination power is used to indicate the discrimination of the fail and the success of the students. To find out the discrimination power the researcher used the following formula, adapted from Heaton ( 1975: 182):

Where:

DP : discrimination power

U : the proportion of upper group students L : the proportion of lower group students N : total number of students

The criteria of discrimation power are: 0.00 – 0.19 : poor

0.20 – 0.39 : satisfactory 0.40 – 0.69 : good 0.70 – 1.00 : excellent

- (negative) : bad items, must be omitted

From the computation of discrimination of try out test (See Appendix 9), it was found 8 items was poor the discrimination power of them were 0.00 –

n L U DP

2 1  

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0.19. There were 2 items was bad because the discrimination power of both were negative, 32 items were satisfactory (0.20 – 0.39), 8 items were good (0.40 – 0.69).

Based on the table of discrimination power (See Appendix 9), there were 10 items were dropped ( 1, 2, 3, 6, 17, 21, 42, 45, 47, 49), 1 item was revised (13), and 27 items were administered. The researcher took 40 items were administered in pre-test and post-test.

3.7Scoring System

In scoring the students’ test result, the researcher used Arikunto’s formula. The scores the pretest and posttest was calculated by using formula as follow:

Where:

S : the score of the test

R : the total of the right answer

N : the total items

( Arikunto, 1997: 212)

3.8 Data Analysis

After conducting pretest and posttest, the researcher analyzed the data. It was used to know whether there is significant increase of the student’s English vocabulary achievement.

The researcher examined the students score by using the following steps:

100

 

N R S

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1. Scoring pretest and posttest.

2. Calculating the total correct answer of pretest and posttest.

3. Tabulating the score of the student’s English vocabulary test results using t-test.

4. Drawing conclusion from the tabulated result of the pretest posttest, that is statistically analyzed by using SPSS ( Statistical Program for Social Sciences) in order to examine whether increase of the students gain is significant or not.

3.9 Normality Test

Normality test is used to know whether the data in pretest and post test are distributed normally or not. The hypothesis of the normality test is as follows:

H1 : The data is distributed normally

H0 : The data is not distributed normally

In this research, the criteria for the hypothesis are:

H1 is accepted if level of significance at 0.005 (Sig.>α). Meanwhile, H1 is

rejected if significant value does not exceed level of significance at 0.005.

3.10 Hypothesis Testing

The hypothesis testing is used to see that the hypothesis in this research is accepted or not and analyzed by using Repeated Measured T-test in order to find the significance of students’ vocabulary achievement. The hypothesis was analyzed at the significant level of 0.005 in which the hypothesis is approved if

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The hypothesis are:

H1 : There is any significant increase of students’ vocabulary achievement after

being taught by using substitution and cued response drills.

H0 : There is no significant increase of students’ vocabulary achievement after

being taught by using substitution and cued response drills The criteria for accepting the hypothesis are as follows:

1. If the t-ratio is lower than t-table: H0 is accepted if there is no difference of the

students’ vocabulary achievement after being taught by using substitution and cued response drills.

2. If the t-ratio is higher than t-table: H1 is accepted if there is any difference of

the students’ achievement after being taught by using substitution and cued response drills.

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V. CONCLUSIONS AND SUGGESTIONS

In this chapter, the writer comes to the conclusion and suggestion. This chapter consists of the results of the conclusions and suggestions for the English teacher and other researchers.

5.1 Conclusions

0.000 < 0.005 (See table 15) because t-ratio was higher than t-table (12.536 > 2.042) and according to the result of item analysis, it was found that noun increased significantly, seen from the mean 20.63 in pretest to 32.36 in posttest, the gain was 11.73 points, but the increase of noun was not followed by verb, it was caused the distribution of item numbers of each aspects of content words were not distributed evenly. Thus, it can be concluded that the increase of noun was caused the item numbers did not spread evenly.

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5.2 Suggestions

5.2.1 The English teacher:

1. The English teacher needs to pay attention in making a test, especially in spreading the specification item numbers on the test or on the evaluation for the students. The English teacher should make sure that there is no unbalanced numbers of the each aspects that wants to evaluate.

2. The teacher must have a good preparation (material, media, etc.) before he or she starts their teaching learning activity based on syllabus or curriculum, because the teaching learning objectives could not be reached if the teacher is wrong in chosing the inappropriate material.

5.2.2 Other researchers

In this research, the researcher concerns in substitution and cued response drills techniques at first grade of SMP Negeri 10 Bandar Lampung to find out a significant increase of the students’ vocabulary achievement in the topic of the kinds of occupation and use pictures as the media. Other researcher may to concern in the same of techniques but on the different level of students classes, for example, second year of junior high school and the material that will be used can be changed into the kinds of flora and fauna, parts of flower, etc.

The researcher hopes that the suggestions above can help English teacher of Junior High School to make sure their students learn vocabulary effectively and properly.

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The hypothesis are:

H1 : There is any significant increase of students’ vocabulary achievement after being taught by using substitution and cued response drills.

H0 : There is no significant increase of students’ vocabulary achievement after being taught by using substitution and cued response drills

The criteria for accepting the hypothesis are as follows:

1. If the t-ratio is lower than t-table: H0 is accepted if there is no difference of the students’ vocabulary achievement after being taught by using substitution and cued response drills.

2. If the t-ratio is higher than t-table: H1 is accepted if there is any difference of the students’ achievement after being taught by using substitution and cued response drills.

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V. CONCLUSIONS AND SUGGESTIONS

In this chapter, the writer comes to the conclusion and suggestion. This chapter consists of the results of the conclusions and suggestions for the English teacher and other researchers.

5.1 Conclusions

According to te results of pre test and post test, the researcher concluded that there is any significant increase after doing vocabulary test. It can be seen from the students’ correct answer before and after tests. The mean score of correct answer of pretest and posttest were 23.37 and 32.47, the gain of the total score was 9.10 points. The mean of students’ pre-test was 58.42 and posttest was 80.98 increase up to 22.56. The result of hypothesis test shows that H1 was accepted, sign < α, 0.000 < 0.005 (See table 15) because t-ratio was higher than t-table (12.536 > 2.042) and according to the result of item analysis, it was found that noun increased significantly, seen from the mean 20.63 in pretest to 32.36 in posttest, the gain was 11.73 points, but the increase of noun was not followed by verb, it was caused the distribution of item numbers of each aspects of content words were not distributed evenly. Thus, it can be concluded that the increase of noun was caused the item numbers did not spread evenly.

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5.2 Suggestions

5.2.1 The English teacher:

5.2.2 Other researchers

The researcher hopes that the suggestions above can help English teacher of Junior High School to make sure their students learn vocabulary effectively and properly.

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REFERENCES

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