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 SDN 6 METRO PUSAT KOTA METRO
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 important 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 speaking, reading, and writing. Vocabulary is the base of language skill.
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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 are chosen because both have been using in the teaching learning process where translation is one of the conventional vocabulary learning strategies that is usually
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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 entitles the research” A comparative study of students’ 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?”
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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 animals’ name, fruits and tools were used in this research.
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II. FRAMES OF THEORIES
2.1 Vocabulary
This part discusses about definition of vocabulary, vocabulary and language skill, and types of vocabulary. The theories are as follow:
2.1.1 Definition of Vocabulary
Wallace (1988) states that vocabulary is a vital aspect of the language. It is the base of a language and has an important role in language. By having adequate vocabulary one can communicate with other. Furthermore Rivers (1970:462) states that it would be impossible to learn a language without vocabulary.
Burton (1982: 98) asserts that a large number of vocabularies help us to express our idea precisely, vividly and without repetition of words. He also explains that with larger vocabulary, we can better perform in all aspects of English language work. So, by mastering a large number of vocabularies, we will learn foreign language easily.
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Byrne (1976: 10) asserts that in order to communicate effectively, the learners need an adequate mastery of vocabulary. Mastery of large number of vocabulary will enable learners to cope with some communication barriers.
In summary, it can be concluded that vocabulary is a list of words that has
meaning and form which is needed to communicate with other people. Words are divided into three types. They are simple words, compound words, and idioms. Simple words are words that may or may not have an additional letter or group of letters in front of a word and behind a word. Compound words are words made up of two or more words. Idioms are group of words with have their own meaning, but they have different meaning if the words break into single words.
2.1.2. Vocabulary and Language Skill
Dawson (1984: 5) says that learning a language means learning pronunciation, vocabulary, and grammar by practicing the four skills: listening, speaking, reading, and writing. It means that vocabulary is one of the three components in learning language that must be related to the four skills of the language. Thus, we cannot learn the four skills without having adequate vocabulary.
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Pronunciation refers to the way a word or a language is usually spoken.
Grammar means rules for making sentences. Vocabulary is a list of words that has meaning and form which is needed to communicate with other people. These three components have correlation with learning the four skills of the language.
Davies (1976: 3) says that listening and reading are both receptive skills. Students are passively receiving and processing information. Speaking and writing are productive skills; that is, “some product” is expected. It means that a person who learns receptive skills (listening and reading) is able to process information but unable to produce one. On the other hand, person who learns productive skills (writing and speaking), will be able to produce a sentence either in spoken or written forms. In language learning, vocabulary helps the learners to learn productive and receptive skills.
Referring to the statement above, it can be inferred that vocabulary and language skills have a close relationship to each other. We cannot learn vocabulary
independently. It must be related to the four skills of the language.
On the other hand, we cannot learn the four skills without having adequate vocabulary. Furthermore, vocabulary helps us to produce sentences in learning productive skills (writing and speaking) and to process information in learning receptive skills (listening and reading). Thus, vocabulary helps the learners to master the four skills of the language.
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2.1.3. Types of Vocabulary
Fries (1974: 4) classifies vocabulary into four types, they are;
1. Content words which are classified into four types, noun (pencil, book, bird), verb (eat, play, walk), adjective (beautiful, good, ugly), adverb of frequency (seldom, always, sometimes), adverb of degree (too, fairly, quite), adverb of manner (carefully, beautifully), adverb of place (here, there), adverb of time (now, yesterday, last week).
2. Function words are those words which are used as a means of expressing relation of grammar structure, such as conjunction (and, but, because), article (a, an, the), auxiliaries (do, does, did).
3. Substitute words, words do not represent individual things or specific action, but function as substitute for whole form classes of words. In this group there are personal pronoun e.g. I, you, she, he (subject pronouns), me, you, her (object pronoun), mine, your, hers (possessive pronouns), negative expressions (nobody, nothing, etc) and quantity of number (each, both).
4. Distributed words, words that are distributed in use according to grammatical matter as a presence or absence of negative, such as any, either, yet.
Noun is a word used to name a person, animal, place, thing, and abstract idea. Frank (1972; 60) says that a concrete noun is a word for physical object that can be perceived by the sense, we can see, touch, smell the object. An abstract noun is a word for a concept. Noun also divided in two types. They are countable noun
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and non countable noun. Countable noun can usually be made plural by the addition of-s (two boys). Non countable nouns are words for concrete objects stated in an undivided quantity (coffee). It means that noun is word used to name the real object and abstract idea.
This research focused on the content words especially noun (in this case concrete noun), because most of English words belong to the content words.
2.2 Teaching Vocabulary
In teaching vocabulary, the technique that is suggested by Allan and Vallete (1977 Vallete (0977: 149) must be considered. This also means that in teaching
vocabulary the teacher must choose a proper way, strategy, or technique in teaching.
In teaching vocabulary, the teacher must select the words which can be learned in a limited time, which words should be chosen for teaching and which ones should be left out ( Bismoko, 1976: 64). It means that the teacher should be careful in determining the words to teach. The words should be based on stdents’ levels, ages, and their needs since students in different levels and ages have different capacity in learning vocabulary.
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As previously mentioned, in order to keep the students' interest and motivation in English, the presence of proper technique is absolutely required. The use of proper technique can help both the students and the teacher. Among many techniques available, which can be applied in teaching language (vocabulary), teacher can choose one or more of them to be used in teaching learning process. Of course the teacher should select the most appropriate one by considering to the condition of the students.
In teaching the vocabulary, vocabulary items are taught in the same way as we teach everything else. Teacher gives the students an understanding of the meaning in many ways; we dramatize, we illustrate using our students and ourselves, we show pictures or objects, we use appropriate technique (Finnochiaro and Bonomo, 1984:87).
Furthermore Pusat Pengembangan Kurikulum dan Sarana Pendidikan Pedoman Kerja Perbaikan Materi Kurikulum Pendidikan Dasar Menengah (1984:3) states That in order to be successful in increasing the students' vocabulary achievement, everything should be well prepared and selected appropriately.
There are four criteria in selecting vocabulary to be taught to the students, they are:
1. Frequency of Occurrence.
Vocabulary taught should not only be chosen from a high frequency of occurrence. It means that the teacher should not teach the vocabularies that often appear but the vocabulary that rarely appear. In other word, the
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2. Simplicity.
Vocabulary should be appropriate with the students' level of
capability.Vocabularies considered difficult for the students should be avoided. By following the English curriculum that is appropriate with the students' level of mastery, the students will be freed from the very difficult vocabularies.
3. Relevancy.
Vocabulary prepared or selected by the teacher should be relevant to daily life phenomena.
4. Quantity.
Presenting a large number of vocabularies should be avoided in order not to confuse the students. It is based on the consideration that the process of mastering vocabularies will be successful if it is done step by step. Moreover vocabulary learned in small numbers will stay longer in the students' mind.
The four criteria above were applied in teaching vocabularies (concrete noun). In this research that has been conducted on the third graders of elementary school. Those criteria seem to be appropriate with the condition of the students at elementary school.
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2.3. Logico
In the teaching learning process, the teacher should be able to motivate his or her learners. One of the ways to motivate them is by presenting pictures or symbol in the teaching learning process.
Logico is a learning system with self-checking for children with ages from 3 to 12. Self checking means when the children try to match the definition and the picture, they don’t need a teacher to know the right answer but only by changing the back page to be the front page that is suitable with their answer. By doing this, they can determine by themselves which the right or the wrong answer is. Logico
stands for excellence in learning materials. It is a high quality product.
Learning with logico is easy and motivating. The logico frame is compact with an attractive design. No part can get lost. The following are logico milestone:
1. In 1993, logico was published in Germany with first title for mathematic and reading in primary school.
2. In 1992, the International WORLDDIDAC association granted logico the WORLDDIDAC Silver Award. WORLDDIDAC is a global trade
association for companies providing product for education and training at all levels.
3. In 1994, the first foreign educations of logico were published in Europe, 4. In 1996, publication of logico Rondo for learning at home for children
from 3 -6 years.
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in the Netherlands.
6. In 2000, logico trainer for learning at home for children from 7 years and up.
7. In 2001, The Pedagogical University of Lisabon, Portugal, recommended
logico.
8. In 2005, logico was one of the finalists in the Distinguished Achievement Award of the AEP(Assosiation of Educational Publishers), USA. Logico
received the Teachers’ Choice Award 2006.
9. In 2006, LogicoPrimo was awarded “new product to support the work of kindergarten directors” in the category of “Didactic Games” by the ECWN ( European Center for Kindergarten Directors and Teachers), Poland. Today,the Germany logico programme has about 200 tittles altogether and it is still growing. During the past years the Logico licenses have been sold to many countries worldwide. Logico has been translated into 22 languages and is available in over 30 countries all over the world.
2.4. Advantages and Disadvantages of Logico Teaching Learning Media a. Advantages
1. It enables the students to reinforce the vocabulary they have had. 2. It enables the students to enrich their vocabulary.
3. It can avoid boredom and monotonous teaching learning process. 4. Does not need electricity.
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b. Disadvantages
During the game the students tend to make noise. To overcome this problem the teacher can ask the students to weaken their voice and not to communicate with other groups.
Logico is a kind of media that using a board and picture, where the board is used to put the picture. In that board there are many colorful circle that can be used to match with the right answer in the picture.
2.5 Procedures of Teaching Vocabulary by Using Logico
The procedure of teaching vocabulary through Logico as follows: 1. Teacher shows the Logico to the students.
2. Teacher takes one piece of paper that contains several pictures and asks the students whether or not they are familiar with the pictures.
3. Teacher puts the picture into the Logico media and gives the example of how to use that.
4. Teacher asks the students to continue matching the picture with the definitions.
5. After finishing teaching the materials, teacher asks the students one by one to answer the right picture.
6. Teacher gives reinforcement by asking every student.
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2.6. Translation
Translation is a general term referring to the transfer of thought and ideas from one language (source of language) to other language (target language) whether the language in written or spoken form (Richard, 1976:1). While F. Garrow (1972:27) says that translation is changing a communication (a word, phrase, and sentence) to other terms or to another form (verbal or symbolic) or to another level
abstraction (simpler or more complex).
Concerning the description above, it is inferred that translation is the giving of the closest meaning or natural equivalent of the words, phrase and sentence of one language (source language) into another language (target Language) either in spoken or written form.
It is known that translation can be regarded as one of the techniques applied to present a material in a classroom. Translation technique belongs to traditional ways of teaching English. That is grammatical translation method or GTM. Setiyadi (2006:40) states that although GTM is an old method but some English teacher still like to teach English through the GTM. It seems that they prefer to use the method to other well-developed methods because it makes the presentation of language material in classroom and the evaluation of the process of language teaching easier. The medium of instruction is the mother tongue, which is used to explain conceptual problems and to discuss the use of particular grammatical structure. Using the mother tongue for the purpose of instruction is believed to give language learners a set of clear objective and a clear sense of achievement. Language learners also need sense of security and the use of mother tongue
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provides the security since the language learners can easily understand most of the instruction.
In accordance with the statements above, it is the fact that this technique is still widely used by the teacher in teaching English including at Elementary School, Junior High School and Senior High School. The reasons are related to the condition of the school, teachers' ability, time allocated and the number of students in every classroom.
2.7. Procedures of Teaching Vocabulary through Translation
The procedure of teaching vocabulary through translation is as follows: 1. Teacher explains the materials one by one and to make sure that the
students are familiar with the material.
2. Teacher asks the students to what domain the materials taught refer to. 3. After explaining the materials, the teacher gives the meanings of the words
in Indonesian.
4. Teacher pronounces the words one by one and asks the students to repeat. 5. After finishing the material, the teacher reinforces the students' mastery of
the words taught by asking the students to answer some questions. 6. At the end, teacher gives a test.
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2.8. Teaching English in Elementary School
To get success in teaching learning process is not easy. It depends on teacher's ability, the methodology used, and the material. Harris (1991:61) states that some factors that should be considered in order to be successful in the English program are referring to the teacher's ability, the methodology used, the teaching material facilities, students' ability, and technique applied, etc. Wilkins (1993) adds that the students learning depends on the effectiveness of the teacher's technique.
The students of elementary school are children, especially in grade IV when they are 9-10 years old. In this case they are called beginner. Scott (1991:1 -5) states that students with ages of 5-7 are all at level one (the beginner stage), and those 8-10 years old may also be beginner stage. For learning foreign language in
Indonesia, English has been introduced in grade IV; means refer to 8-10 years old. Children of 10 years have 2 characters; they are adult side and childish side.
Scott (1991:1-5) describes the characteristics of children of these ages: They can tell the difference between fact and fiction.
They ask questions all the time.
They rely on spoken words as well as the physical world to convey and to understand meaning.
They are able to make some decisions about their own learning. They have definite views about what they like and do not like doing. They are able to work with other and learn from others.
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By the age of 10, the children can: Understand abstracts.
Understand symbols (beginning words). Generalize and systemize.
Besides, Brown (1980:54) argues that children's ego is dynamic, growing and flexible through the age of puberty. So it is clear that foreign language, in this case English, is possible to be taught starting from Elementary School. The students can easily adopt language.
As a teacher we have to consider the technique that will be used in the class. In this case, Logico was choosen because it can be used to teach vocabulary and motivate the students to learn. Beside logico, was also used translation because there were many teachers at elementary school who still used this technique. In this research, the two techniques have been compared in order to find a better alternative in teaching vocabulary.
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2.9. Theoretical Assumption
Logico can be used in classroom activities as a teaching learning strategy to help the students remember the meaning of words. This can motivate the students to use their ability to predict the meaning of words.
Based on the frame of theories above, it was assumed that Logico could be used to overcome difficulty in learning vocabulary and create a good atmosphere in the classroom. It means that Logico could help the students to increase the students’ vocabulary achievement.
2.10. Hypothesis
Based on theoretical assumption above, the hypothesis was formulated as follows: Ho There is no significant difference of students’ vocabulary achievement
between the students who are taught through Logico and those taught through translation.
H1 There is a significant difference of students’ vocabulary achievement between the students who are taught through Logico and those taught through translation.
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III. METHODS OF THE RESEARCH
3.1 Research Design
This research is a quantitative research. Hatch and Farhady (1982) states that quantitative is a kind of research in which the data used tend to use statistics as measurement in deciding the conclusion. The design which is used in this research is Pretest - Posttest Control Group Design, which employed two groups, one group as the experimental group, and the other group as the control group. The schematic representation of the design is:
G1 = T1xT2 G2 = T1xT2 Notes:
Gl = Experimental group G2 = Control Group Tl = Pretest
T2 = Posttest x = Treatment
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3.2. Population and Sample
The population of this research was the third graders of SDN 6 Metro Pusat. The third graders of SDN 6 Metro Pusat consisted of three classes, each class consist of 30 students. Two classes were taken randomly sample of this research. One class was the experimental class and the other the control class. In determining the experimental class and the control class simple probability sampling was used by flipping a coin. One other class was also used as the try out class.
After conducting the pretest for both classes; (experimental class and control class), it was necessary to measure whether they had the same basic ability or in other word whether they had equal knowledge. The homogeneity of the scores between the two classes was measured by using T-test, in which the hypothesis for homogeneity of variance test is:
Ho : there is no significant improvement (equal) Ha : There is significant improvement (not equal)
The criterion for the hypothesis was:
Ho is accepted if Sign >ά. In this case, level of significance 0, 05 was used.( See
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3.3. Data Collecting Technique
The data were collected from the pretest and posttest A. Pretest
The researcher gave the pretest to the students. It was necessary to know the
students’ ability about vocabulary related to noun before giving treatment,
because the researcher would see whether there was significant improvement after teaching vocabulary by using Logico. The researcher compared the pretest scores and the posttest scores.
B. Conducting the Treatments
The treatment using Logico was conducted three times. It was necessary to ensure whether the increase would be caused by Logico application. The material taught
was concerned with “food’. For the first meeting, it was related to ‘fruits’ (mango, orange, apple), the second meeting to ‘vegetables’ (spinach, cucumber, carrot) and the third meeting to ‘food’ (bread, noodles, beef).
C. Posttest
Researcher gave the posttest to the students after conducting treatment for three
times. It was necessary to get information whether Logico can increase students’
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forms of the pretest and posttest were twenty items. The test items were multiple choices.
3.4. Test Instrument
The researcher conducts the three treatments in the class. The researcher gave two tests; pretest and posttest. The researcher tried out the pretest and posttest tests to know whether the test items of the pretest and posttest are good or not.
The pretest is given to know the students’ abilities about vocabulary related to
food before the treatments. The researcher gave the posttest to the students to
know the students’ vocabulary achievement after the treatments.
The total number of Pretest and Posttest was 20 items. And test items were multiple choices.
3.5. Criteria of a Good Test
The test is said to have a good quality if it has a good validity.
In this research, the researcher administered the try out test in order to know whether the test has a good quality. Some aspect to consider concerning the quality of the test are reliability, level of difficulty, and discrimination power. Reliability is a kind of calculation to see whether the test give consistent result hen administered under similar condition. Level of difficulty is a kind of
calculation to judge whether the test are easy or difficult. Discrimination power is a kind of calculation to see whether the items can discriminate between the testees, separating the upper group from the lower.
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1. Validity
To judge the validity of the test, the researcher judges it from construct and content validity. Heaton (1991: 159) says that the validity of the test is the extent to which it measures what it is supposed to measure and nothing else. It means that the test must measure certain skills that the students have already learnt in their learning activity that is vocabulary that related to Food.
Content validity depends on a careful analysis of the language being tested and of the particular objective. The test should be constructed as to contain a
representative sample of the course. In the content validity the material given were suitable with the curriculum. In this case, the researcher used vocabulary that supposes to be comprehended by the third year students.
Table of Specification (pretest)
No Vocabulary target Items numbers percentage
1 Fruits 1, 3, 8, 16, 19 25%
2 Foods 2, 4, 6, 12, 13, 14, 30%
3 Vegetables 5, 7, 9, 10, 11, 15, 17, 18, 20 45%
20 100%
Table of Specification (posttest)
No Vocabulary target Items numbers percentage
1 Fruits 3, 5, 10, 15, 17 25%
2 Foods 2, 4, 6, 13, 14, 19 30%
3 Vegetables 1, 7, 8, 9, 11, 12, 16, 18, 20 45%
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Construct validity concerns with the correlation of the theory of testing certain
language skill. As a result, the test should measure the students’ achievement of
vocabulary of kinds of food (fruits, vegetables, food).
2 Reliability of the test.
The reliability of a test is the consistency with which a test measures the same thing all the time. The test should not be elastic in their measurement; if a student takes a test at the beginning of the course and again at the end, any improvement in his score should be the result of the differences in his skill and not inaccuracies in the test.
To know the coefficient of reliability between the odd and even numbers, the writer used statistical formula, namely Product Moment Correlation (Pearson Method).
The formula is :
r =
(Arikunto, 1992)
r = Coefficient reliability between the odd numbers and even numbers N = Number of students
X = Total score of odd numbers
N Y Y N X X N Y X XY 2 2 2 2 .(26)
Y = Total score of even numbers X² = Square of X
Y² = Square of Y
To transform the split half correlation into an appropriate reliability estimate for the entire test. The Spearman Brown prophecy formula is employed:
r 11 = 2
(
r½
½
)
1 +
(
r½ ½
)
Notes:r
½
= Coefficient reliability between odd items and even items r 11 = Coefficient reliability for all items.The criteria of reliability are: 0, 90 – 1, 00 = High 0, 50 – 0, 89 = Moderate 0, 00 – 0, 49 = Low
(Hatch and Farhady, 1982: 286)
The result of reliability was 0,53. Based on the criteria of reliability, the result in range 0,50 – 0,89 has moderate reliability. It indicated that this instrument would produce consistent result when administered under similar condition, to the same participant and in the different time. It can be concluded that the test has fulfilled the criteria of reliability. It means that the test reliable.
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3. Difficulty Level
A good test is the one which is not too easy or too difficult. To find out the level of difficulty, this research used the following formula:
LD = N R
Where:
LD : level of difficulty
R : the number of students who answer correctly N : the total number of students following the test The criteria are:
< 0.30 = difficult
0.30 – 0.70 = average or appropriate > 0.70 = easy
(Shohamy, 1985: 79)
Based on the criteria above there were 2 easy items (9, 11). It was because the distracters in the test were not balance. Most of the students already knew the meaning. There were 2 difficult items (29, 30) and there were twenty six average items (1, 2, 3, 4, 5, 6, 7, 8, 10, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28). The items which were easy and difficult were dropped, meanwhile for the average items were used in the pretest and posttest ( See Appendix 7).
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4. Discrimination Power
Discrimination power is used to indicate the discrimination of the fail and the success of the students. To find out the discrimination power, this research used the following formula:
DP =
N L U
2 1
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 are:
1. If the value is positive discrimination a larger number of more
knowledgeable students then poor students got the item correct. If the value is zero, no discrimination.
2. If the value is negative, means that more low students than high level students got the items correct.
3. In general, the higher the discrimination index, the better. In the classroom situation most items should be higher than 0, 20 indexes.
(Shohamy, 1985:81)
Based on the try out test result related to those criteria there are 3 items(1, 7, 9) were poor, 4 items (11, 14, 22, 29) were bad, and 23 items (2, 3, 4, 5, 6, 8, 10, 12, 13, 15, 16, 17, 18, 19, 20, 21, 23, 24, 25, 26, 27, 28, 30) were satisfactory. The items which had bad discrimination power were dropped. Meanwhile, the items
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which had average difficulty level and satisfactory discrimination index were administered. The Discrimination power of try out test is shown on Appendix 7.
5. Scoring System
In scoring system the students’ on the test, the writer used Arikunto’s formula.
The highest score will be 100. the formula is :
S = 100 N R Notes: S = Score
R = The right answer N = number of items (Arikunto, 1993:240)
3.6 Research Procedure The research procedures are:
1. Determining the population and sample
The first step was selecting the class sample. The researcher took two classes as the sample of this research. They were experimental class and control class. In determining the experimental class, the researcher used simple probability sampling, using coin.
2. Administering the try out test
The researcher gave the try out to the students. The try out test consist of 30 items multiple choice. The maximal score was 100. it took 60 minutes. The
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test is given to find the quality of the test before it is used. The researcher gave the try out test to find out whether the test items are good or not in level of difficulty, reliability, and the discrimination power.
3. Administering the pretest
The researcher gave the pretest to the students. The pretest consist of 20 items multiple choice and it took 45 minutes with total score 100.
4. Conducting treatments by using Logico and Translation
The researcher applied logico in the experimental class and Translation in the control class.
5. Administering the post test
The researcher gave the post test to the students. The post test consist of 20 items multiple choice. Total score 100.and it took 45 minutes.
6. Analyzing the result of the test
The researcher analyzed the data using T-Test. The data computed through the Statistical Package for Social Science (SPSS) version 16.
3. 7. Data Analysis
In order to see whether there is significant difference of students’ vocabulary achievement in terms of noun between the students who are taught through Logico
and those taught through translation, the researcher analyzed the students’ score by using these steps:
1. Scoring pre test and post test.
2. Tabulating the result of the test and calculating the score of pre test and post test.
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3. Drawing conclusion from the tabulated result of pre test and post test that is statistically analyzed using Independent group T-Test computed through the Statistical Package for Social Science (SPSS) version 16.0.
3. 8. Data Treatment
According to Setiyadi (2006:168-169), using t-test for hypothesis testing has three basic assumption, they are:
The data is interval ratio
The data is taken from random sample in population The data is distributed normally
The researcher used these following procedures in the data treatment:
1. Random Test
Random test was used to make sure whether the data was random or not. SPSS version 16.00 was used by the researcher to calculate it. In this case, the researcher used mean as cit point run test. The hypothesis for the random test was formulated as follow:
H0 : the data is random
H1 : the data is not random
In this research report, the criteria are
H0 is accepted if Sig.>α. The researcher used the level of significant 0.05.
From the result of ( see appendixes 18), it can be determined that sig. > α in pretest and posttest of both of control class and experimental class. It proves
(32)
that H0 was accepted. In other words, the data were random.
2. Normality Test
The researcher used normality test to know whether the data in the experimental class and the control class are distributed normally. The hypothesis for the normality test as follow:
H0 : the data is distributed normally
H1 : the data is not distributed normally
H0 is accepted if Sig. < α. The researcher used the level of significant 0.05.
Based on the result (see appendix 19), we can see that sign > ά in all test (Pretest and Post test) of both experimental and control class. It means that Ho was accepted. In other words, all data were distributed normally.
3. 9. Hypothesis Testing
Ho There is no significant difference of students’ vocabulary achievement between the students who are taught through Logico and those taught through translation.
H1 There is a significant difference of students’ vocabulary achievement between the students who are taught through Logico and those taught through translation.
(33)
3. 10 Statistical Testing T- Test
The hypothesis analyzed at the level of significant 0.05 in which the hypothesis is
approved if Sig < ά. It means that the probability of error in the hypothesis is only
(34)
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 process the students are asked to arrange their chair position into
semicircle based on their group to avoid the monotonous. The Logico can make the students easily in remembering the words by matching the
(35)
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.
(36)
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.
(37)
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.
(1)
that H0 was accepted. In other words, the data were random.
2. Normality Test
The researcher used normality test to know whether the data in the experimental class and the control class are distributed normally. The hypothesis for the normality test as follow:
H0 : the data is distributed normally H1 : the data is not distributed normally
H0 is accepted if Sig. < α. The researcher used the level of significant 0.05. Based on the result (see appendix 19), we can see that sign > ά in all test (Pretest and Post test) of both experimental and control class. It means that Ho was accepted. In other words, all data were distributed normally.
3. 9. Hypothesis Testing
Ho There is no significant difference of students’ vocabulary achievement between the students who are taught through Logico and those taught through translation.
H1 There is a significant difference of students’ vocabulary achievement between the students who are taught through Logico and those taught through translation.
(2)
33
3. 10 Statistical Testing T- Test
The hypothesis analyzed at the level of significant 0.05 in which the hypothesis is
approved if Sig < ά. It means that the probability of error in the hypothesis is only
(3)
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 process the students are asked to arrange their chair position into
semicircle based on their group to avoid the monotonous. The Logico can make the students easily in remembering the words by matching the
(4)
42
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)
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.
(6)
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.