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5. Goal orientation. The learner is very aware of the goals of learning, or of specific learning activities, and directs his or her effort towards achieving
them. 6. Perseverance. The learner consistently invests a high level of effort in learning,
and it is not discouraged by setbacks or apparent lack progress. 7.Tolerance of ambiguity. The learner is not disturbed or frustrated by situations
involving a temporary lack of understanding will come later.
E. Basic Assumption
In learning a foreign language, there are some difficulties faced by the learners. For the students of SD Negeri Kentingan No. 79 Surakarta, vocabulary
mastery is considered as the most difficult skill. The students are not interested in English class, they think English is a difficult lesson, some students do not pay
attention to the teacher, and the way of her teaching vocabulary is not attractive. Besides, the students lack of time to study vocabulary. Subsequently, the lack of
teaching aids and sources only from book make the students so bored. To overcome problems above, here, the writer decided to use graphic
organizer that is one of visual aids which can make the new content vocabulary is clearly presented by structuring the words that have relation based on topic
concept on graphic. It helps the students to create their own organizers as they become more comfortable. They understand content better there is definition
about the meaning of word, and help the students to structure their learning, visualize the way information is presented in teacher and organized in texts, map
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out stories to improve comprehension, and see the relationships among vocabulary and concepts.
From the explanation above, it can be assumed that graphic organizers can improve students’ vocabulary mastery of the fifth grade students of SD Negeri
Kentingan No. 79 Surakarta.
F. Hypothesis
Based on the theory above, the action hypothesis can be formulated as follows: graphic organizers can improve students’ vocabulary mastery of the fifth
grade students of SD Negeri Kentingan No. 79 Surakarta.
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CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Research
This action research is carried out in SD Negeri Kentingan No. 79 Surakarta. It is located on Jalan Ir. Sutami No. 52, Jebres Surakarta 56172.
Meanwhile, the research is conducted from July to October 2010.
B. The Subject and the Object of the Research
The subjects of the study are the students of the fifth year of SD Negeri Kentingan No. 79 Surakarta. It is one class that consists of 33 students, 19 boys
and 14 girls. However, the object of the study is improving students’ vocabulary mastery through graphic organizers.
C. The Method of the Research
This chapter presents the discussion about the research or classroom action research as follows:
1. The Nature of Action Research
The seeds of action research are to be found as early as the late nineteenth century in the Science in Education movement and a variety of other social reform
initiatives McKernan:1996. It also grew out of the moves by progressive educators, such as John Dewey and Kurt Lewin .There are some definitions of
action research. The first is by Kemmis in Elliott: 63 who states:
