A COMPARATIVE STUDY OF STUDENTS’ VOCABULARY ACHIEVEMENT BETWEEN THE STUDENTS WHO ARE TAUGHT THROUGH LOGICO AND THOSE TAUGHT THROUGH TRANSLATION AT THE THIRD YEAR OF SD N 6 METRO PUSAT

  ABSTRACT A COMPARATIVE STUDY OF STUDENTS’ VOCABULARY

  ACHIEVEMENT BETWEEN THE STUDENTS WHO ARE TAUGHT THROUGH LOGICO AND THOSE TAUGHT THROUGH TRANSLATION AT THE THIRD YEAR OF SD N 6 METRO PUSAT By

  EVA MARISSA SAVITRI Vocabulary is a base of language skill which should be learned by the students from the early age. The aim of this quantitative research is to find out whether there is a significant difference of students’ vocabulary mastery in terms of noun between the students who are taught through Logico and those through translation. Pretest posttest design was applied. This experimental method deals with two group: as experimental class, taught through Logico and a control class taught through translation. The population of this research was the third year of SD N 6 Metro Pusat. Both classes are given three treatments by using Logico and Translation. The data gained from this research were statistically analyzed by using Independent T-test through SPSS 16.0 for Windows. The result showed that there was a significant difference of students’ vocabulary mastery in terms of noun between the students who are taught through Logico and those who are taught through translation. The hypothesis test showed the value of two tail significant was p= 0. 000. The mean of the experimental class increase (17, 33) and it was higher than control class (8). It means that experimental class has a better improvement after the treatments.

V. CONCLUSION AND SUGGESTION

5.1. Conclusions

  After conducting the research at the third year of SDN 6 Metro Pusat and analyzing the data, the researcher draws the major conclusion as follows:

  1. There is a significant difference of students’ vocabulary mastery in terms of noun between the students who are taught through Logico and those taught through translation. It could be seen from the result of hypothesis test which showed that the value of two tail significance was smaller than alpha (sign<

  ά, 0.000< 0, 05). It was also supported by the data of the total increase of the students’ score from both classes. In the control class the students’ total increase was 8, while in the experimental class the total increase gained up to 17, 33. it means that using Logico was more effective in increasing students’ vocabulary mastery in terms of noun rather than by using translation.

  2. Logico can create interesting teaching learning process. As discussed earlier, the Logico method is great for children because it’s fun. The students can work in group discussion, while in the teaching learning picture and the definition, also the cards and the Logico plastic frame are highly motivating for children. This research shows that by showing pictures in Logico

  , the teacher can invite the students’ interest since the pictures are interesting to look. Besides, colorful pictures make students interested in learning the material.

5.2. Suggestions

  Based on the result of the research, some suggestion below might be considered by the teacher in teaching learning process using Logico. They are:

  1. Using this strategy, the students work in a group discussion. So, the teacher should arrange the students chair position (based on their group) into semicircle. It can make them to focus their attention to the activities. The teacher asks the students to arrange students’ chair position.

2. The teacher should tell clear instruction in teaching vocabulary.

  3. Matching test using picture is one of the instruments used to test students’ vocabulary mastery. For further research, it is better to use another type of test. This type of test tends to confuse the students since the picture not clear. It is better to use matching test using the definition of the word, putting clue letters toward the pictures, so that the students may be helped to guess the target objects.

I. INTRODUCTION

1.1 Background of the Problem English is one of international languages that we need to master for our future use.

  Nowadays, as we know, English has been taught from kindergarten or elementary school because it is important to learn English from the early age. Children between birth and somewhere around the age when a child enters puberty can more easily acquire language than post-pubescent children (Brown, 1994).

  Teaching English at elementary school is not an easy matter so that a good teacher should be able to choose appropriate techniques and to select the materials which are relevant to the student condition based on their needs and age. Harris (1969:1) states that in order to be successful in the English program, it requires more im portant teaching standards. They are referring to the teachers’ ability, the methodology used, the teaching materials, facilities, students” ability and technique applied.

  Language consists of language aspects and language skills. Language aspects are: phonology, structure, and vocabulary. Whereas, language skills are: listening

  Finnochiaro (1967) says that the essential area of language learning is the lexicon or vocabulary of the language. It means that learning a language, in this case English, should be started from learning vocabulary. Vocabulary becomes so important because it is the base of learning a language. By knowing many vocabularies we can communicate to other whether in written or oral form. Since the vocabulary is the base of the language, in order for the students at elementary school to be able use the language (English) in very simple communicative expression, the teaching should be begun from the teaching vocabulary.

  Among many techniques that can be applied in teaching vocabulary, in this research logico would be compared with translation. The reason is that translation belongs to Grammar Translation Method is still widely used in Indonesia by English teachers until now, where the students are supposed to be able to read a reading passage written in the target language, translate the target language into the students’ native language and memorize it. This translation technique would be compared with logico teaching learning media, because logico is one of the teaching learning media that can be used in teaching English vocabulary. Logico can motivate the students to learn language because Logico uses picture. Logico is a kind of media that uses a board and a picture, where the picture is one of the visual aids as anything visible which help the students to learn language more quickly and more accurately. It means that picture can facilitate the students to learn language, since the students see the thing being learned. These techniques used in teaching English and Logico is the new one. This research has compare the two techniques to find out the difference of vocabulary achievement resulted in after their application. The focus was on students’ vocabulary achievement because teaching English at elementary school is limited on introduction of vocabulary and simple communicative expressions which are appropriate with the students’ development in the English language acquisition.

  The research has been conducted at SD Negeri 6 Metro Pusat at the third year students, because there had not been any research on teaching vocabulary through

  Logico and translation conducted in the school before.

  From the explanation above, the writer entitle s the research” A comparative study of student s’ vocabulary achievement between the students who are taught through

  Logico and those taught through translation at SD Negeri 6 Metro Pusat.

1.2 Formulation of the Problem

  The background had led us to the following problem: “Is there any significant difference of students’ vocabulary mastery in terms of nouns between students who are taught through Logico and those taught through translation?”

1.3 Objectives

  The objective of this research was: “To find out whether there is a significant difference of students’ vocabulary mastery in terms of nouns between students who are taught through Logico and those taught through translation.”

  1. 4 Uses of the Research

  The uses of this research are: 1.

  Theoretically, the result of the research can contribute useful information to future quantitative research with the similar problem of vocabulary mastery.

2. Practically, this research will function as an alternative strategy for teaching vocabulary.

  1. 5 Scope of the Research

  This research is quantitative and has been conducted for three weeks at SD Negeri 6 Metro Pusat.

  The materials used in this research were the vocabulary that refers to noun. Nouns are divided into concrete noun and abstract noun. Only concrete noun in terms of