The Efectiveness of teaching vocabolary using hyphoymy games; a quasi experimental study at the first grade of MTs Daarul Hkimah Pamulang acdemic year 2009/2001

Academic Year 2009/2010)

A ‘skripsi’

Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the

Requirements for the Degree of S. Pd. in English Education

By:

Lilis Sulistyowati

205014000367

ENGLISH DEPARTMENT

FACULTY OF TARBIYA AND TEACHER TRAINING

SYARIF HIDAYATULLAH

STATE ISLAMIC UNIVERSITY

JAKARTA

Academic Year 2009/2010)

A ‘skripsi’

Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the

Requirements for the Degree of S. Pd. in English Education

By:

Lilis Sulistyowati

205014000367

ENGLISH DEPARTMENT

FACULTY OF TARBIYA AND TEACHER TRAINING

SYARIF HIDAYATULLAH

STATE ISLAMIC UNIVERSITY

JAKARTA

Daarul Hikmah Academic year 2009-2010)

was examined on session the Faculty of Tarbiya

and Teachers’ Training State Islamic University Syarif Hidayatullah Jakarta on Thursday,

December 8

th

, 2010. This “skripsi” fulfilled the requirement for the Degree of Strata (SI) at the

English Department.

Jakarta, December 8

th

, 2010

EXAMINATION COMMITTEE

CHAIRMAN

: Drs. Syauki , M.Pd

(

)

NIP. 196412121991031002

SECRETARY

: Neneng Sunengsih, S. Pd.

(

)

NIP. 197306251999032001

EXAMINER

: 1. Dr. M. Farhan, M. Pd

(

)

NIP. 196509192000031002

2. Dr. Fahriany. M. Pd

(

)

NIP. 197006111991012001

Acknowledged by:

Dean of Tarbiyah and Teachers’ Training Faculty

Prof. Dr. Dede Rosyada, MA

NIP. 195710051987031003

ii

Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements for the Degree of S. Pd. in English Education “Syarif Hidayatullah” State Islamic University Jakarta. Advisor: Drs. A. M Zaenuri M.Pd.

Key words: Vocabulary, Hyponymy, Games

The purpose of this study is to find the effectiveness of hyponymy games in teaching English vocabulary at first grade at MTs. Daarul Hikmah, Pamulang. This technique can improve and increase student’s ability to learn the target language and make them enjoy in the teaching learning process. It supposes to motivate students to learn English actively by using hyponymy games. Students also are encouraged to get long memorizing of the words and their meaning.

The method that is used in this research is the quasi experimental method by using t-test, to find out the significant difference between recent technique and hyponymy games technique through the score pre-test and post-test.

The result of analysis in the research showed that teaching vocabulary by using hyponymy games adequate success. Hyponymy games is effective, so it can be used as an alternative method in teaching vocabulary based on the result of gained post-test students’ achievement at the First Grade of MTs. Daarul Hikmah Pamulang Academic year 2009-2010.

iii

untuk Melengkapi Sebagian Persyaratan Memperoleh gelar Sarjana Pedidikan. Pembimbing Drs. A. M Zaenuri M.Pd.

Kata kunci : Kosakata, Hyponymy, Permainan

Tujuan penulisan skripsi untuk menemukan efektivitas game hyponymy dalam mengajar kosa kata dalam bahasa Inggris di kelas satu MTs. Daarul Hikmah, Pamulang. Teknik ini dapat meningkatkan kemampuan siswa untuk belajar bahasa target dan membuat mereka menikmati proses belajar mengajar. Teknik ini diharapkan dapat memotivasi siswa untuk lebih aktif. Siswa juga didorong untuk lebih mampu mengingat lebih lama kosakata dan artinya.

Metoda yang digunakan dalam riset ini adalah metode experimen semu dengan menggunakan test-t, untuk menemukan perbedaan yang penting antara tehnik yang terdahulu dengan tehnik hyponymy game melalui skor pre-test dan post-test.

Hasil dari analisa dalam penelitian ini menunjukkan bahwa mengajar kosa kata dengan menggunakan hyponymy game cukup sukses. Hyponymy game cukup efektif, sehingga dapat digunakan sebagai suatu metode alternatif dalam mengajar kosa kata berdasarkan pada hasil prestasi tes pada siswa kelas satu di MTs. Daarul Hikmah Pamulang tahun ajaran 2009-2010.

iv

All praises be to Allah, the lord of the world, who always gives His mercy and blessing upon the writer in completing this “skripsi”. Praying and greeting always be upon His messenger, our prophet Muhammad SAW, his family and his followers, who have spread Islam all over the world.

This “skripsi” is presented to English Department Faculty of Tarbiyah and Teacher Training State Islamic University Syarif Hidayatullah Jakarta as a partial fulfillment of the requirement for the Degree of strata-1 (S1).

This work could not be completed without a great deal of help from many people, especially Drs. A. M Zaenuri, M.Pd, her advisor who always guides and suggest the writer for making a “skripsi”, from the beginning until the end.

In this occasion, the writer would like to express the great honor, to her beloved parents, who always give support and motivation to finish the “skripsi”.

The writer also would like to convey her sincerest gratitude and acknowledgement to:

1. All lecturers at English Department, who have guided and given her valuable knowledge and chances in finishing her study.

2. Drs. Syauki, M.Pd as the head of English Department.

3. Neneng Sunengsih, the Secretary of English Department

4. Prof. Dr. Dede Rosyada, M.A, as the Dean of the Faculty of Tarbiya and

Teachers’ Training.

5. Hj. Sri Uswati as the Headmaster of, who has allowed her, doing research

of this “skripsi” at the institution she leads.

6. English teacher who had given the occupation and support to do the research, the big family of Mts. Daarul Hikmah who have assisted in collecting the data during the research.

7. Her beloved husband A. Wardiono, S.E and her son Gilang Adi Pramana

v

supports and encouragementto finishher study.

9. Her best friends Dwi, Juhay, Yongky, Nurul, Eza, Melly and for all of her friends in A-B class thanks always accompanied her when her sadness and happiness. Thanks for our togetherness, lovely time and deplorable moment. I Miss you,

10.All her friends in English Department ’05 who can not mentioned one by

one. Who gives nice experience and togetherness you are so amazing my friend.

May Allah bless them for all of what they have done, because only Him who knows how much contributions and motivations received by the writer, and finally the writer hopes the constructive critics to make this “skripsi” better.

Jakarta, 20 November 2010

vi

TABLE OF CONTENT ... vi

LIST OF TABLE ... vii

LIST OF FIGURE... viii

LIST OF APPENDIXES ... ix

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Objective of the Study ... 5

C. Scope of the Study ... 5

D. Statement of the Problem ... 5

E. The purpose of the study ... 6

CHAPTER II THEORETICAL FRAMEWORK A. Theoretical Description ... 7

A. Vocabulary ... 7

1. General concept of vocabulary ... 7

2. Definition of vocabulary... 7

3. Types of vocabulary ... 8

4. How to teach vocabulary ... 10

B. Hyponymy ... 17

1. Definition of hyponymy ... 17

2. Games ... 20

3. How to teach vocabulary using hyponymy games ... 21

B. Conceptual Framework ... 26

vii

3. Technique of Data Collecting ... 29

4. Technique of Data analysis ... 33

CHAPTER IV RESEARCH FINDING Research Findings ... 35

1. Data Description ... 35

2. Hypothesis Testing ... 41

3. Data Interpretation ... . …. 41

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 42

B. Suggestion ... 43

viii

Table 3.1 : The result of students’ pre-test ………... 34

Table 3.2 : The result of the students’ post-test………. 36

ix

Figure 2.2 : Example of hyponymy ...18

Figure 2.3: Hyponyms and super ordinates ... 19

Figure 2.4: Example of hyponymy ...20

Figure 2.5: Example of hyponymy ...21

Figure 2.6: Sun ray effect ...22

Figure 2.7: Example of hyponymy test ...24

x

3. Answer Key ... ……54

4. “Kisi-kisi soal” ... 50

5. Validity test ... ….. 56

1

CHAPTER I

INTRODUCTION

A. Background of Study

Language which is a means of human communication consists of words that have structure which is used together by a particular community or country in conventional way. As the system of communication, it is used to express thought by one person to another person. Gonzalez said that, “Language are more than skills; they are the medium through which communities of people engage with, make sense of and shape the world.”1 Accordingly, language is an effective tool to get communication, interaction, and information about other people, society and other groups.

Language helps us to understand ourselves and the world around us. Zaenuri says that “Language helps you to understand yourself and the world around you. “2 Without language, people will be easy getting confused with another. Therefore, language is the most important for human live.

1

Alison Philips and Mike Gonzalez, Modern Language- Learning and Teaching in an Intercultural Field, (London: Sage Publications, 2004), p. 2

2

A.M Zaenuri, English Vocabulary I, Revised Edition ,(Jakarta : unpublished, 2001), p. 9

Whenever we think about language, we usually think of mastering vocabulary. It means whenever we use language otomactly we use the words of the language. So, it is crucial for us to have large of vocabulary. By having large vocabulary, we can precisely open our ideas in communication. It also helps us travel in the past, present, and future.

It is important to master all of vocabularies in language. Mastering vocabulary means that we know all the words in the language which we use. Although, in fact, there is nobody can master all of words in language either native or foreign language. Yet someone who creates dictionaries can not do it either.

Schmitt and Mc. Carthey say that “Vocabulary is one of important skills in language.”3 We use words and arrange them together to make sentence, conversations, and discourse all things. We cannot express our ideas if we do not master it. Then, Harmer said “An ability to manipulate grammatical structure does not have any potential for expressing meaning unless words are used.”4 Furthermore, Rivers in Nunan has also argued that “The acquisition of an adequate vocabulary is essential for successful second language use because, without an extensive vocabulary, we will be unable to use the structures and the functions we may have learned for comprehensible communication.”5 So, no matter how well we master grammar, no matter how successfully the sounds of a foreign language is mastered, without words to express, communication can’t happen in meaningful ways.

There are many reasons for people to study language. Harmer concluded “there are six reasons, such as target language community, ESP, school curriculum, culture, advancement, miscellaneous.”6

3

Nobert Schmitt and Michael Mc. Carthey, Vocabulary in Language Teaching, (New York: Cambrigde University Press, 1997), p.40

4

Jeremy Harmer, The Practice of English Language Teaching (London : Longman Group, 2001) , p. 153

5

David Nunan, Language Teaching Methodology (London: Prentice Hall International, 1991) , p. 117

6

For Indonesian students, they have to study English language besides Indonesian language as the foreign language. Thus, English is the main subject in curriculum which should be learnt from secondary level up to university. Although in general, English is still considered as a difficult subject for the students because it is completely different from Indonesian language in the system of structure, pronunciation and vocabulary. The Indonesian government has also shown its attention in the 2004 English curriculum.

“Mata pelajaran bahasa Inggris bertujuan mengembangkan kemampuan berkomunikasi dalam bahasa tersebut, dalam bentuk lisan dan tulis. Kemampuan berkomunikasi meliputi menyimak (listening), berbicara (speaking), membaca (reading), dan menulis (writing).7

According to the statement above, the aims of teaching English in Indonesia are to develop the ability using English in many skills for example listening, speaking, reading and writing.

Therefore, the English teachers are supposed to be able to organize teaching learning activities. They may develop their students’ ability by using English as a target language in the classroom. They may give practice in pattern which contains the vocabulary items for everyday situations such as listening, speaking, reading and writing. “The best practice in any situation will depend on the type of student, the words that are targeted, the school system and curriculum, and many others factor.”8 The curriculum in Indonesia for example, said that students in first grade of junior high school have to have 500 vocabularies.9 So, the teachers have to encourage students to master 500 vocabularies in first grade

7

Depdiknas, Kurikulum 2004 Standar Kompetensi SMP dan MTS (Jakarta: Departemen Pendidikan Nasional, 2003), p.14.

8

Nobert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University Press, 2000), p. 142

9

of junior high school. But in fact, most of the students in Indonesia having problems in lackness of vocabularies. Because of that, the students fell difficult to follow the English classroom activities. Likewise, Nation said “Learners feel that many of their difficulties on both receptive and productive language use result from an inadequate vocabulary.”10

Based on the fact above, it is necessary and important for anyone who concerns in teaching English to find out the effective technique to make learning vocabulary easier and more pleasant for the students. So, they will enjoy following English class.

In the learning vocabulary process, students usually have problems in absorbing the new vocabulary and their meaning. Michael J. Wallace argued “Another teaching problem arises with words which are in the same rough area of meaning or semantic field.” 11

To solve this problem, the writer gives an alternative technique for the teachers to enrich students’ vocabulary that has connection with the area of semantic field. Why? Channel in Hedge argued that “Semantic links play an important role in production. This suggests the use of semantic field based on presentation method…”12 So, the writer uses one of parts of semantic field to teach vocabulary by using hyponymy. It likes synonymy (a word similar in meaning) and antonym (a word opposite in meaning) using words relation to explain the meaning of the target word. Murcia said “A common way for teacher to elucidate the meaning of a target word is to relate it to another word that the students already know.”13 Hyponymy is one way to make a hierarchy link by giving a word as a superordinate or general and some words as subordinate or

10

I.S.P. Nation, Teaching and Learning Vocabulary (Massachusetts: Heinle & Heinle Publisers, 1990), p.2

11

Michael J. Wallace, Teaching Vocabulary (London: Biddles Ltd, Guilford and King’s Lynn, 1989), p. 21

12

Tricia Hedge, Teaching and Learning in the Classroom (Oxford: Oxford University Press, 2000), p. 122

13

Marianne Celce Murcia,Teaching English as a Second Language or Foreign Language, Second Edition (Massachusetts: Heinle Publisher, 1991), p. 301

specific, such as, “flower” as a superordinate and “rose”, “jasmine”, “orchid”, etc. as the subordinate. It is hoped to help the teachers to explain vocabulary items easier by giving examples in the relation of a word with the other words. “What a word means is often defined by its relationship to other words.”14 Then, the students will have description about the vocabulary items which are explained by their teacher.

Finally, based on the background above, the writer would like to carry out the research under title “The Effectiveness of Teaching Vocabulary Using Hyponymy Games.”

B. Objective of the Study

The general objective of the study is to find out the effectiveness of using hyponymy games in teaching vocabulary.

C. Scope of the Study

The scope of this writing is about the use of hyponymy games in order to get understanding to the students about words and their meaning. Is the score of the hyponymy games better for students to learn vocabulary?

The writer uses one class. Then, the writer compares the results of the pre-test and post-pre-tests that giving before and the last meeting.

To support the study, the writer used field research. In the field research the writer conducted and an interview to the English teacher of the school. The research is done at the first grade of MTs Daarul Hikmah Pamulang.

D. Statement of the Problem

In this time, the writer wants to state the problem of the research in the result of the test that is given both of experiment class and the controlled class.

Does the effectiveness of using hyponymy games in teaching vocabulary increase students’ ability to master vocabulary?

14

E. Significance of the Study

Vocabulary is very important to improve our knowledge. It can be easier to understand what the other people say, to find all of information in whatever we read, and express our thought in speaking or writing by mastering large of vocabularies.

As the English teachers, we are supposed to smart to select and use more than one technique in order to make the lesson effective and enjoyable. “Teaching vocabulary is clearly more than presenting new words.”15 There are some ways to make this process easier, funnier, and more interactive.

The result of the study is hoped to give input for the teacher that using hyponymy games can be chosen as a technique in presenting new vocabulary.

15

7

CHAPTER II

THEORETICAL FRAMEWORK

A. THEORiTICAL DESCRIPTION I. Vocabulary

1. General Concept of Vocabulary

In everyday situation, we say something, express our feelings and tell what we want to say. All the things need the words, and these words are called vocabulary.

Vocabulary plays an important role in improving our skills in English. It becomes one of aspects for improving communication skill. Without having enough vocabularies, communication will end up in unpleasant situation and make the students difficult to continue their sentences or ideas.

Therefore it is highly essential for English teacher to help their students in mastering vocabulary.

2. Definition of Vocabulary

We can find many definitions of vocabulary from some experts. But, the writer only chooses several of them which are important to talk about.

In the Webster’s Dictionary, vocabulary is defined as follow:

1. A list of words and often phrases, abbreviation, inflectional form, etc. usually arranged in alphabetical order and defined or otherwise identified as in a dictionary of glossary.

2. An interrelated group of non verbal symbols, sign, a particular art, skill, etc. 1

Murcia said that “Vocabulary can be defined, roughly, as the words we teach in the foreign language.”2

Read argued that “Vocabulary has been defined in separated meaning such as word.”3

Moreover, in another definition, Schmitt said “We must consider what we mean by vocabulary. The first idea that probably springs to mind is words, a formulation that is admirably adequate for the layperson.”4 From the statements above, it shows that vocabulary is English words that are related to the meaning of the word and the way to use them in communication.

3. Types of Vocabulary

Many experts say that there are several types of vocabulary.

Nation has divided vocabulary in the specific reference such as word: 1. Receptive knowledge, involves knowing how to recognize the word when

it is heard or when it is seen, being able to distinguish it from word with a similar form, being able to judge if the word form sounds right or looks right, being able to recall its meaning when it is met, being able to see which shade of meaning which most suitable for the context that it occurs in, and being able to make a various associations with other related words.

1

Philip Babcov Gove, Webster’s Fourth Edition New International Dictionary (Massachusetts: Massachusetts. G and C Meriam Company, 1999), p.3060

2

Marianne Celce Murcia, Teaching English as a Second Language or ForeignLanguage, Second Edition (Massachusetts: Heinle Publisher, 1991), p. 60

3

John Read, Assessing Vocabulary, (Cambrigde: Cambridge University Press, 2000), p.25

4

Norbert Schimtt, Vocabulary in Language Teaching (Cambridge: Cambridge University Press, 2000), p.1

2. Productive knowledge, involves knowing how to pronounce the word, how to write and spell it, how to use it in correct grammatical patterns, and using word to stand for the meaning it represents and being able to think of suitable substitutes for the word if there are any.5

Meanwhile Read stated vocabulary divided into two kinds, namely: Function words and content words.6

According to Cameron said that “The words of a language split into two groups according to how they are used to construct sentences. Content words are those that carry a lexical meaning, even out of the context, whereas function

words seem to be mainly used to carry grammatical meaning.”7

Moreover, Harmer distinct vocabulary becomes two types. “A distinction is frequently made between ‘active’ and ‘passive’ vocabulary. The former refers to vocabulary that students have been taught or learnt- and which they are expected to be able to use – whilst the latter refers to words which the students will recognize when they meet them but which they will probably not be able to produce.

Most of the early words will be constantly practiced and so can, presumably, be considered as ‘active’. But at intermediate levels and above the situation is rather more complicated. We can assume that students have a store of words. But, a word that has been ‘active’ through constant use may slip back into the ‘passive’ store if it is not use.”8

5

I.S.P. Nation, Teaching and Learning Vocabulary (New York: Heinle & Heinle Publisers, 1990), p. 31-32 (paraphrase by the writer)

6

John Read, Assesing Vocabulary, (Cambrigde: Cambridge University Press, 2000), p.18

7

Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge University Press, 2001), p. 82

8

Jeremy Harmer, The Practice of English Language Teaching (London : Longman Group, 1983), p. 159

Furthermore, Schimtt concluded vocabulary into two parts. “Being able to understand a word is known as receptive knowledge and is normally connected with listening and reading. If we are able to produce a word of our own accord when speaking or writing, then that are considered productive knowledge (passive and active are alternative term).” 9

As well as the others, Jo Ann Aebersold and Mary Lee field said “Vocabulary that readers recognize when they see it but do not use when they speak or write is known as receptive vocabulary. Readers have general sense of a word’s meaning but are not sure of its many meaning or nuances of meaning.

Productive vocabulary is the vocabulary that people actually use to speak or write.”10

From the definitions above we can say that vocabulary is divided generally into two categories, receptive and productive vocabulary. Knowing a word includes being able to recall its meaning and see which shade of meaning is most suitable for the context that occur in.

4. How to Teach Vocabulary

In this part, the writer will divide it into two. First, she will discuss what students need to know about vocabulary and how to teach vocabulary.

A. What students need to know about vocabulary

Before we discuss how to teach vocabulary, first we are supposed to understand about the concept of vocabulary known as word knowledge and what students need to know about lexical system of English.

We know that teaching vocabulary is teaching words. It means teaching about the form and how the words are used in the correct formation and syntax which is used in spoken and written language.

1. Word Knowledge

“We can now develop the comments that we made about vocabulary and look at words in more detail.”11 The detail of vocabulary can be concluded as “knowing words” that contains:

9

Nobert Schmitt and Michael Mc Carthey, ibid, p. 4

10

Jo Ann Aebersold and Mary Lee Field, From Reader to English Teacher (Cambrigde: Cambrigde University Press, 1997), p.139

11

a) Meaning

The first thing to realize about vocabulary items is that they frequently have more than one meaning. The word ‘book’, for example, sometimes means the kinds of thing we read but it can mean a number of other things.

And the other fact, sometimes words have meanings in relation. Thus students need to know the meaning of ‘vegetable’ as a word to describe any one of other things- e.g. carrots, cabbages, potatoes, etc. ‘Vegetable’ has a general meaning whereas ‘carrots’ is more specific.

b) Word Use

What a word means can be changed, stretched or limited by how it is used and this is something students need to know about:

- word meaning is frequently stretched through the use of metaphor and

idiom.

- word meaning is also governed by collocation – that is which words go with each other.

- We often use words only in certain social and topical context. What we say is governed by the style and register we are in.

c) Word Formation

Word formation, then, it means knowing how words are written and spoken and knowing how they can change their form.

d) Word Grammar

Just as words change according to their grammatical meaning, the use of certain words can trigger the use of certain grammatical pattern. For example, we make a distinction between countable and uncountable nouns.

We can summarize ‘Knowing a word’ as following way:

Meaning in context

Sense relation

Metaphor and idiom

Collocation

Style and register

Parts of speech

Prefixes and suffixes

Spelling and

pronunciation Noun: countable and uncountable, etc.

Verb complement

Adjectives and adverb

Figure 2.1: Knowing a word adapted from The Practice of Language Teaching by Jeremy Harmer12

Schmitt also said “In addition, there is the practical matter of mastering either the spoken or the written form of the word before it can be used in communication. A person who has not thought about the matter may believe that vocabulary knowledge consists of just these two facets- meaning and word form. But the potential knowledge that can be known about a word is rich and complex. Nation proposes the following list of the different kinds of knowledge that a person must master in order to know a word:

12

Jeremy Harmer, ibid, p. 158

WORD

MEANING

WORD USE

WORD FORMATION

 The meaning(s) of the word

 The written form of the word

 The spoken form of the word

 The grammatical behavior of the word

 The collocation of the word

 The register of the word

 The associations of the word

 The frequency of the word

These are known as word knowledge, and most of them are necessary to be able to use a word in the wide variety of language situations one comes across.”13 So, we have to give an understanding that knows words not only know the form and the meaning but also many other factors that affect it.

2. What students need to know about lexical system of English a) Denotative and connotative meaning

Denotative and connotative meanings are the first aspect of meaning that concerns about the link between meaning and the world to which words refer. If a word has reference to an object, action, or event in the physical world this can describe as its referential or denotative meaning. As well as denotative meaning, learners have to deal with the complexities of connotative meaning. This term relates to the attitudes and emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. Connotative meanings derive from a mix cultural, political, and historical source and learners will be aware of this phenomenon in their own language. Notice, for example, the effect of choosing the word ‘smashed’, similar in meaning to the more neutral ‘destroyed’ but with associations of shocking personal violence.14

13

Nobert Schmitt and Michael Mc Carthey, Vocabulary in Language Teaching (New York: Cambrigde University Press,1997), p. 5

14

Tricia Hedge, Teaching and Learning in the Classroom (Oxford: Oxford University Press, 2000), p. 112-113(paraphrased by the writer)

b) Meaning relations among words

The second aspects of the meaning involve the sense relations that exist among words. It is divided into two parts, they are:

b.1. Syntagmatic relation

Syntagmatic relations are relations between words as they occur in

sequence for example ‘the dog barked’ (not ‘roared’) or the sun shone (not ‘glowed’). These are collocation.

b. 2. Paradigmatic relations

Words not only have sequential relationship, but exits in complex relationship with other words in the language in a network of meaning. The most common are synonymy, antonymy, and hyponymy.

Synonymy

A simple way of defining synonymy is to say that, in a given context, one linguist item can be exchanged for another without changing the meaning of the sentence or utterance. For example:

Depressed, …what does this mean?...yes he’s unhappy, he’s sad, look at the picture…he’s…yes…miserable, he’s depressed.

Antonymy

The term antonymy covers a number of relationships often thought of as opposites for example, ‘male’ and ‘female’, ‘parent’ and child, and ‘dead’ and ‘alive’.

Hyponymy

Hyponymy is relationship whereby one word includes others within a hierarchy, so that we have superordinate words and subordinates words for example ‘flower’ is superordinate word and ‘carnation’ and ‘rose’ being

subordinates hyponyms of ‘flower’ and co-hyponyms of each other.15

15

Another example, we can say that ‘house’ is superordinate word and ‘kitchen’, ‘garage’, ‘dining room’ are subordinates hyponyms of house and ‘living room’ and ‘bed room’ are co-hyponyms of each other.

2. How to teach vocabulary

There are many ways of teaching vocabulary and presenting the meaning of the new items, such as follow:

- concise definition (as in dictionary; often superordinate with

qualifications, for example, a cat is an animal which….) - detailed description (of appearance, qualities,…)

- examples (hyponyms)

- illustration (picture, object)

- demonstration (acting, mime)

- context (story of sentences in which item occurs)

- synonyms

- opposites (antonyms)

- translation

- associated ideas, collocation16

Meanwhile, Harmer said that “There are many occasions when some forms or presentations and/or explanation are the best way to bring new words into the classroom. We will look some examples:

(a) Realia

One way of presenting words is to bring the things they represent into the classroom- by bringing ‘realia’ such as ‘ruler’, ‘pen’, ‘ball’, etc.

(b) Pictures

Bringing a pen into the classroom is not a problem. Bring a car in, however, is. One solution is the use of pictures. Pictures can be drawings, wall pictures and charts, flashcards and any other non-technical visual representation. (c) Mime, action and gesture

It is often impossible to explain the meaning of words and grammar either through the use of realia or in pictures. Actions, in particular, are probably better explained by mime for example ‘running’ or ‘smoking’.

(d) Contrast

We can present the meaning of ‘empty’ by contrasting with ‘full’, ‘cold’ contrasting it with ‘hot’, ‘big’ by ‘small’.

(d) Enumeration

16

Penny Ur, A Course in Language Teaching: Practice and Theory (New York: Cambridge University Press, 1996), p. 63

Another sense relation was that of general and specific words. We can use this to present meaning. We can say ‘clothes’ and explain this by enumerating or listing various items. The same is true of ‘vegetable’ or ‘furniture’, for example. (e) Translation

Translation is a quick and easy way to present the meaning of words but it is not without problem. In the first place it is not always easy to translate words, and in the second place, even where translation is possible, it may make it a bit too easy for students by discouraging them from interacting with the words.17

As it has been mentioned above, many ways have been used to teach vocabulary or new item of words. Furthermore, we will discuss about the principles in vocabulary teaching. Sokmen in Schimtt said that there are several key principles in teaching vocabulary, they are:

 build a large sight vocabulary

 integrate new words with old

 provide a number of encounters with a word

 promote a deep level of processing

 facilitate imaging

 make new words “real” by connecting them to the student’s new world in

some way

 use a variety technique

 encourage independent learning strategies.18

Wallace also gave several principles to manage and to learn the target vocabulary, such as:

 Aims

First, the teacher has to be clear about his or her aims: how many of the things listed does the teacher expect the learner to be able to do and with which words are used.

 Quantity

The teacher may have to decide on the quantity of the vocabulary to be learnt. How many new words in a lesson can the learner learn?

 Need

Control of the amount of vocabulary inevitably means choice as to specific items to be taught.

 Frequent exposure and repetition

17

Jeremy Harmer, ibid, p.161

18

Nobert Schmitt and Michael Mc Carthey, Vocabulary in Language Teaching (New York: Cambrigde University Press,1997), pp. 146-147

There has to be amount of repetition until there is evidence that the student has learned the target word.

 Meaningful presentation

As well as the form of the word, the learners have a clear and specific understanding of what it denotes or refers to.

 Situation presentation

We saw that the choice of words can vary according to the situation in which we are speaking, and according to how well we know the person to whom we are speaking.

 Presentation in context

Words very seldom occur in isolation. So from very beginning the word must appear in its natural environment as it were, among the words it normally collocates with.

 Learning vocabulary in the mother tongue and in target language

We should pause and see how the principles which we have established so far relate to the learning of vocabulary in the L1 (or mother tongue) and L2 (target language).

 Inferencing (guessing) procedures in vocabulary learning.19

We know that there are many ways and principles for us to teach new items of vocabulary. But, Schimtt argued that “There is no “right” or “best” way to teach vocabulary. The best practice in any situation will depend on the type of student, the words are targeted, the school system and curriculum, and many others factor.”20 So, we should selective on choosing the best technique to present new vocabulary that suitable with condition of our students and the curriculum.

B. Hyponymy

1. Definition of Hyponymy

As we discuss in previous part, hyponymy is included in semantic relations besides synonymy and antonym that can be used to present meaning.

“When the meaning of one form is included in the meaning of another, the relationship is described as hyponymy. When we consider hyponomous connections, we are essentially looking at the meaning of words in some type of hierarchical relationship.

19

Michael J. Wallace, Teaching Vocabulary (London: Biddles Ltd, Guilford and King’s Lynn, 1989), pp. 31-32

20

For example:

living thing

creature plant

animal insect vegetable flower tree

dog horse snake ant cockroach carrot rose banyan pine

poodle asp

Figure 2.2 : (adapted from The Study of Language by Yule)21

Looking at diagram, we can say that “horse” is a hyponym of “animal” or “cockroach” is a hyponym of “insect”. In these two examples, animal and insect

are called the superordinate ( = higher level ) terms. We can also say that two or more words that share the same superordinate term are co-hyponyms. So, dog and

horse are co-hyponyms and the superordinate term is animal.22

Another linguist said that “Hyponymy is a relationship whereby one word includes others a hierarchy, so we have superordinate words and subordinate words. So, ‘flower’, ‘carnation’, and ‘rose’ are in hyponymous relationship, ‘carnation’ and ‘rose’ being subordinate hyponyms of ‘flower’ and co-hyponyms of each other.”23

21

George Yule, The Study of Language –Third Edition, ( New York: Cambrigde University Press, 2006), p.105

22

George Yule, ibid, p.106

23

Barret gave another opinion about hyponymy. “Hyponymy is the relation between a subordinate term (e.g. cow) and a superordinate term (e.g. mammal ).24

Harmer said that,” Another relationship which defines the meaning of words to each other is that of hyponymy, where words like banana, apple, orange, lemon, etc. are all hyponyms of the superordinate fruit. And fruit itself is a hyponym of other items which are members of the food family. We can express this relationship in the following diagram:25

Food

Meat fish fruit cereals

Banana apple orange lemon

Figure 2.3: Hyponyms and superordinates (adapted from The Practice of English Language TeachingBy Harmer)26

Nation argued that “The relationship between items in a hierarchy is called hyponymy (tree is the hypernym, beech is the hyponym). Hypo- means ‘under’ as in hypodermic – an injection under the skin.”27

Thornbury gave his opinion that “Hyponym is another –nym word that is

useful when talking about the way word meanings are related. A hyponymous relationship is a kind of relationship, as in A hammer is a kind of tool or A kiwi is a

24

Martyn Barret, The Development of Language, (London: Psychology Press, 1999), p.138

25

Jeremy Harmer, The Practice of English Language Teaching (London : Longman Group, 1983), p. 18

26

Jeremy Harmer, Ibid, p.25

27

I.S.P. Nation, Learning Vocabulary in Another Language, (Cambridge: Cambridge University Press, 2001), p.53

kind of bird (and a kind of fruit). Thus, hammer is hyponym of tool; kiwi a hyponym of bird (and fruit). Co-hyponyms share the same ranking in a hierarchy:

hammer, saw, screwdriver are all co- hyponyms; tool is the superordinate term. But saw also has a superordinate relation to different kinds of saw: fretsaw, chainsaw, jigsaw, etc.

We can illustrate these relations like these:

Tool

hammer screwdriver saw

fretsaw chainsaw jigsaw

Figure 2.4: (adapted from How to Teach Vocabulary by Thorbury) 28

From the explanation above, we know that the teacher’s job in this stage is to present the students with the clear information about the language they are learning. We can give the new ideas about new word by relating or connecting those with the others word that make it happily and easily.

2.Games

Games are effective ways to encourage students to more active in the teaching learning process. Beside that, games make the students to more creative and make them interest in learning English.

Allen said that “Games are helpful because they can make students feel that certain words are important and necessary.” 29 So, the aim of recommending games for vocabulary learning is to create conditions which encourage vocabulary expansion, and a well- chosen game can help the students acquire English words.

28

Scott Thorbury, How to Teach Vocabulary, (London: Longman, 2002), p. 10

29

Virginia French Allen, Techniques in Teaching Vocabulary,(Oxford: Oxford University Press, 1983), p. 52

3. How to Teach Vocabulary Using Hyponymy Games

The experiment suggests that in teaching “new vocabulary”, we begin with giving example or connecting one word with other words that has relation. It is suitable with Marianne Celce Murcia that said “A common way for a teacher to elucidate the meaning of a target word is to relate it to another word that the students already know. Another useful word relation is that of lexical set. One can facilitate the identification of an item by showing to what superordinate class of items belongs.”30

Then, she gave an example; a “rose” belongs to the class of items “flower”. Additionally, one can place the items against other items that are in the same set; for example, “gray” belongs with “black”, “blue”, “green”, since it is also a color.

We can conclude it in sketch below: flower

rose orchid jasmine

or

gray

black blue green

Figure 2.5 : (is concluded by the writer that is taken from Teaching English as a Second or Foreign by Murcia) 31

Tricia Hegde gave another way how to teach vocabulary using hyponymy. She called it “Building word network.” She argued that “Native speakers are

30

Marianne Celce Murcia, ibid, p. 301

31

certainly able to cross-refer to synonyms, antonyms, and hyponyms and are able to retrieve, very quickly, word with similar spelling or similar prefixes and suffixes. It also seems to be the case (as word-association games attest), that we organize words by meaning and that a particular word will gradually become part of a semantic cluster or lexical set: for example, ‘egg’, ‘bacon’, ‘cereal’, ‘toast’, and ‘jam’ as the typical constituents of an English breakfast; ‘apple’, ‘pear’, ’peach’, ‘nectarine’, and ‘plum’ as edible fruits, or ‘father’, ‘mother’, ‘son’, and ‘daughter’ as members of nuclear family. In fact, a good deal of language teaching material is based on the assumption that learners categorize words systematically, building careful networks of meaning, which include the various relationships.”32

Penny Ur also has the same idea how to present new vocabulary that has same concept with teaching vocabulary using hyponymy. She called it “Brainstorming round an idea” that is explained in following statements:

Write a single word in the centre of the board, and ask students to brainstorm all the words they can think of that are connected with it. Every item that is suggested is written up on the board with a line connecting it to the original word, so that the end result is a ‘sun-ray’ effect. For example, the word tree might produce something like the sketch below.

bird

green forest

climb leaf

branch TREE family

shade high

flowers roots trunk

Figure 2.6: Sun ray effect (adapted from A Course in Teaching by Ur)

32

This activity is mainly for revising words the class already knows, but new ones may be introduced, by the teacher or by the student. Although there are no sentences or paragraphs, the circle of associated items is in itself a meaningful context for the learning of new vocabulary. The focus is on the meaning of isolated items. “33

Woodward, 1985 in Nation gave an example of class activity of teaching vocabulary using hyponymy. He said that “The teacher provides the learners with a list of categories like food, household objects, numbers, jobs, etc. Each learner chooses or is given one category. The learner then has to write as many words as possible under the category heading on a piece of paper. So, food should contain items like bread, meat, etc. The learners should write known words, not look up unknown words. After set time, a learner passes their paper to the next learner who then tries to add words not already listed. Then the paper is passed on until each learner regains their original sheet of paper. The learner has to check the spelling with a dictionary and then these sheets become a class dictionary that is added to as new words are met.”34

Another description is given by Carter that said “Such access to word-meanings may also be much more productive than looking up words in dictionary since words are best defined in relation to each other, so that fine gradations and differences of meaning can begin to be measured in as efficient and economic a manner as possible.”35

33

Penny Ur, A Course in Language Teaching: Practice and Theory (New York:

Cambridge University Press, 1996), p. 69

34

I. S. P. Nation, ibid, p. 107

35

Ronald Carter, Vocabulary- Applied Linguistic Perspective- Second Edition (New York: Routledge, 2000), p. 219

He also gave an example as student’s activities in the class.

a. Here is ‘vocabulary network’. Can you complete it with words from the box? (Then add one more object for each room.)

Figure 2.7: Example of hyponymy test adapted from Vocabulary – Applied Language Perspective by Ronald Carter36

b. In which room do you normally: Listen to music? Waste time?

Daydream? Think about your problems?

Have arguments? Feel most relaxed?

Now compare your answer with a partner!

36

Ronald Carter, ibid, p. 219

HOUSE LOUNGE

saucepans shower sofa towels alarm clock kettle video sheets sink washbasin chest of drawers coffee table

Buckby creates two games connected with hyponymy games: Variation 1:

Preparation

Prepare (mentally or on paper) a list of topics which you would like to practice, e.g. work, school, holidays, food, college or school, home, sports, hobbies, animals, seasons

1. Write several topics on the board, for example: school, holidays, food, hobbies.

2. Ask learners to copy the words from the board and to write at least three words they associate with each topic. The teacher can say whether the three words should be general associations or personal associations. For example, we might all agree that school can be associate school with

worry, bullying, noise, friends and games.

3. Each learner shows their collection of associated words to at least one other person who must try to guess which topic is referred to. Or, instead of showing their three words to other individuals, learners can display their words on a notice board so that others can read them and decide which topic or story they describe.37

Variation 2: Words webs

1. Demonstrate, on the board, how to make a word web centering on a topic,

shown by word or short phrase. The web of associated words can be general associations or personal associations.

2. Brainstorming with the learners, make a list of about 20 topics on the board.

3. Ask each learner to choose three topics from the list and make webs of words they associate with each one, being careful not to identify the topic on their word webs. In other words, the central circle should be left empty.

37

Andrew Wright, David Betteridge, and Michael Buckby, Games for Language Learning, (Cambridge: Cambridge University Press, 2006), p.102

4. Tell the learners to circulate, showing their webs to at least three other learners, who must try to identify the topic of each word.

Engine

Wheel Light

Window Brake

Seat Example of a general word web for car

Figure 2.8: Adapted from Games for Language Learning by Buckby

B. CONCEPTUAL FRAMEWORK

Students at the first grade in junior high school in Indonesia depending on curriculum are supposed to have 500 words. In fact, most of them have vocabularies under 500 words.

As it has been mentioned in previous chapter, the problem that the students faced in learning vocabulary was the difficulties in memorizing meaning of the words. In other words, the students were lack of vocabulary. They often feel bored easily in learning activities because of those problems. It also happen because they fell bored in teaching technique in teaching vocabulary.

Because of that, the writer tries to offer new technique by teaching vocabulary using hyponymy games. Using hyponymy games to increase the students’ vocabulary is one of the alternatives in teaching vocabulary. It makes teaching and learning process easier and funnier because the words are grouped. So, the students will easier to remember it too.

C. RESEARCH HYPOTHESIS

This research is to know whether using hyponymy in teaching vocabulary better for the students to learn English. To find the answer of the problem, the writer should propose alternative hypothesis (Ha) and null hypothesis (Ho) as below:

1. Alternative Hypothesis (Ha) : There is a significant difference between teaching vocabulary by using hyponymy games for the students at Mts. Daarul Hikmah Pamulang.

2. Null Hypothesis (Ho) : There is no a significant difference between teaching vocabulary by using hyponymy games for the students at Mts. Daarul Hikmah Pamulang

28

CHAPTER III

METHODOLOGY OF RESEARCH

A. Methodology of Research 1. Place and Time of Research

The writer did the research at Daarul Hikmah Islamic Junior High School which located at Jl. Surya Kencana number 25 Pamulang, Tangerang.

She conducted this research from January up to May 2010. It began by observation of Daarul Hikmah Islamic Junior High School from January to February. Then, from March to May 2010, the writer held an experiment by using hyponymy games in teaching vocabulary. In addition, the teaching processes were held for two meetings for each class, so the totals are six meetings included giving pre test.

2. Method of Research

To collect data the writer uses field research by quasi experimental method. Field research is carried out by teaching practice and test with the teachers concerned. The population is all of the students of first grade at Daarul Hikmah Islamic Junior High School. But, the writer just takes one class as the sample. The objects of the study isthe first grade students of 7-A class.

She held the field research by taking the students’ scores of the vocabulary tests (pre-test and post-test).

3. Technique of Data Collecting

The techniques of collecting data used in this research are:

a. Teaching

The writer did the teaching learning process six times, three times in control class and three times in experimental class before giving the post test to the students.

b. Test

The writer makes the instrument of this research that consisting of 25 questions vocabulary test. It is divided into three forms; the first part is multiple choices, the second part is structured essay and third part is unstructured essay. They are divided into three categories: easy (30 %), middle (60 %), and difficult (10 %). The test was made by the teacher class.

Multiple choices consists of 15 items from number 1 to number 15. The score per items is 1. It means if students can choose the answer of 1 item correctly, they will get 1 score and if they can choose the answer of 15 items correctly, they will get 15 scores.

Matching test consists of 10 items from number 16 to number 20. It’s score per item is 4. It means if students can choose the answer of 1 item correctly, they will get 4 score and if they can choose the answer of 5 items correctly, they will get 20 scores.

Fill in the blank test consists of 5 items from number 20 to number 25. It’s score per item is 3. It means if students can choose the answer of 1 item correctly, they will get 3 score and if they can choose the answer of 5 items correctly, they will get 15 scores. If the students answer all item correctly, they wil get scores 50. To get score 100, the score cross 2. So, 50 X 2=100.

From the description of each test from above, we can see that the high score of this test is 100 scores.

Test Drive of Instrument

Test drive of instrument is done to know its validity and reliability before being used to collect data.

a. Validity

According to Scarvia B. Anderson in Suharsimi Arikunto said a test is valid if it measures what it purpose to measure.1 In testing of items validity is used product moment formula from Pearson as follow:

rxy =



 







₂ 2





₂

 

2

















   Y Y N X X N Y X XY N

rxy = Coefficient of correlation between X Variable and Y Variable

(Koefisien korelasi antara variable X dan variable Y)

X = Sum of score in X distribution (skor tiap butir soal untuk setiap uji coba) Y = Sum of score in Y distribution (skor total tiap siswa uji coba)

X² = Sum of X quadrate (jumlah kuadrat dari X)

Y² = Sum of Y quadrate (jumlah kuadrat dari Y)

N = Sum of sample (jumlah siswa uji coba)

From the calculation about this test, the valid number that are 2, 4, 6, 7, 8, 10, 13, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25. It means from 25 question that was given, there 16 numbers which are valid. And 9 questions were not valid.(see appendix)

b. Reliability

According to Edward L. Vockell and J. W. Asher “Reliability addresses the question of whether the results of measuring processes are consistent on occasions when they should be consistent”2 The formula to be used to find out reliability by K-R. 20 (Kuder-Richardson 20) formula as follow:

1

Prof. Dr. Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2003) p. 65.

2

Edward L. Vockell and J. W. Asher, Educational Research, ( New Jersey:Prentice Hall, 1995), Second Edition, p.88.

r11 = n

S² - ∑ p.q dengan S² = ∑ x² - ∑ x ²

n-1 S² n n r11 = Coefficient of reliability all of items test

(Koefisien reliabilitas seluruh item tes). S² = Variance of items test ( Variasi butir soal ) N = Sum of items test ( Banyak Butir Soal ) P = Propose of student which the true answer

( Proporsi siwa yang menjawab item dengan benar). q = Propose of student which the wrong answer

(Proporsi siswa yang menjawab item dengan salah) With interpretation coefficient of reliability as follow:

DP : 0.00 – 0.20 = Poor

DP : 0.21 – 0.40 = Satisfactory

DP : 0.41 – 0.70 = Good

DP : 0.71 – 1.00 = Excellent

DP : Negative = All of poor

From the calculation of pre-test, the reliability score that the writer get is r11 = 0.83. The conclusion is that test reliable and include in category excellent. (see appendix )

c. Discriminating Power

According to Suharsimi Arikunto “discriminating power adalah kemampuan sesuatu soal untuk membedakan antara siswa yang pandai

(berkemampuan pandai) dengan siswa yang bodoh (berkemampuan

rendah)”(Discriminating power is the capacity test to discriminate between clever student and below student).3(see appendix)

The formula to be used to find out discriminating power as follow: D = BA – BB = PA – PB

JA JB

3

Explanation:

JA = Total of upper group (Banyaknya peserta kelompok atas)

JB = Total of lower group (Banyaknya peserta kelompok bawah)

BA = Total of upper student who answer the test correctly

(Banyaknya peserta kelompok atas yang menjawab soal itu dengan

benar)

BB = Total of lower student who answer the test correctly

(Banyaknya peserta kelompok bawah yang menjawab soal itu dengan benar)

PA = Propose of upper student who answer the test correctly

( Proposi peserta kelompok atas yang menjawab benar)

PB = Propose of lower student who answer the test correctly

(Proposi peserta kelompok bawah yang menjawab benar) Classification of discriminating power (DP):

D : 0.00 – 0.20 = Poor

D : 0.21 – 0.40 = Satisfactory

D : 0.41 – 0.70 = Good

D : 0.71 – 1.00 = Excellent

D : Negative = All of poor

d. Index of Difficulty

According to Suharsimi Arikunto “Bilangan yang menunjukkan sukar dan mudanya sesuatu soal disebut indeks kesukaran”(Difficulty index is the number which indicate difficult and easy of a test).(see appendix). The formula to be used to find out difficulty index as follow:4

P = B JS Explanation:

P = Difficulty index (Indeks kesukaran)

B = Sum of student who answer the test correctly

(Banyaknya siswa yang menjawab soal itu dengan betul) JS = Sum of all students (Jumlah seluruh siswa peserta tes)

4

Classification of difficulty index: 0.00 – 0.15 = Very difficult

0.15 – 0.30 = Difficult

0.31 – 0.70 = Average

0.71 – 0.85 = Easy

0.86 – 1.00 = Very easy

4.Technique of Data Analysis

The writer used a quantitative data which is related to numerals and it is analyzed by statistics. She used “t-test” formula to calculate the data by comparing students’ pre-test and post-test.

After collecting the data she needed in research, the data processed and analyzed through the following steps:5

a. Investigating students’ vocabulary test, giving score, and

describing score in table.

b. Determining mean of variable x with formula:

N

Σx

M

c. Determining mean of variable y with formula:

N

Σy

My

d. Determining deviation standard of variable x and y with formula: SDD = ∑ D2 - ( ∑ D)2

N (N)

e. Determining standard error of mean of difference with formula: SEmD = SDD

√N-1

5

Drs. Anas Sudjono, Pengantar Statistik Pendidikaan, (Jakarta: PT. Raja Grafindo Persada, 2000), p.300

f. Determining mean of difference MD = ∑ D

N

g. Determining test of hypothesis (to)

to = ∑ MD

SEmD

h. Determining degrees of freedom (df )

df = (N-1)

M = the average of score

X = the score of pre-test

Y = the score of poet-test

CHAPTER IV

RESEARCH FINDING

Research Findings 1.Data description

To know the the results of the students pre-test and post-test, the writer makes the table of the students, score such as follows:

The test results of the experimental class are tabulated and calculated in the following table:

Table 3.1

The result of students’ pre-test

Students Pre-test

1 45

2 63

3 65

4 55

5 71

6 53

7 56

8 72

9 55

10 54

11 46

12 62

13 71

Based on the table above, the writer calculated the result of variable x ( ∑x ) is 2212, and seeking the mean score of variable y, the higher score, and the lower score of the students’ pre- test with formula:

 Mx = ∑x = 2431 = 60, 52 = 60,5

N 40

 The higher score = 71

15 54

16 56

17 71

18 65

19 59

20 78

21 62

22 71

23 62

24 45

25 55

26 45

27 64

28 63

29 66

30 65

31 62

32 56

33 71

34 53

35 67

36 59

37 58

38 61

38 58

40 71

 The lower score = 45

Table 3.2

The result of the students’ post-test

Students Post-Test

1 75

2 76

3 64

4 61

5 70

6 65

7 67

8 87

9 75

10 71

11 68

12 69

13 72

14 62

15 71

16 69

17 80

18 65

19 73

20 79

21 71

22 73

23 70

24 61

25 61

26 63

27 72

28 75

29 69

30 65

31 75

32 67

Based on the data collected in post-test, the writer calculated the result of variable y ( ∑y ) is 2212. Then she calculated the mean score of variable y, and seeking the higher score, and the lower score of the students’ pre- test with formula:

 My = ∑y = 2787 = 69.6 = 69

N 40

 The higher score = 87

 The lower score = 61

 The Comparison of Students’ Pre-test and Post-test

After getting the data, the writer analyzed it by using statistic calculation of test formula.

Table 3.3

The result of the students’ English pre-test and post-test

34 61

35 64

36 60

37 73

38 72

38 62

40 78

Total 2787

Students Pre-test Post-Test D=(x-y) D2 = (x-y)

1 45 75 -30 900

2 63 76 -13 169

3 65 64 +1 1

4 55 61 -6 36

5 71 70 +1 1

6 53 65 -8 64

7 56 67 -11 121

Notes:

N = Number of cases

9 65 75 -10 100

10 54 71 -16 196

11 46 68 -22 484

12 62 69 -7 49

13 71 72 -1 1

14 56 62 -6 36

15 54 71 -17 289

16 56 69 -13 169

17 71 80 -9 81

18 65 65 0 0

19 59 73 -14 196

20 78 79 -1 1

21 62 71 -9 81

22 71 73 -2 4

23 62 70 -8 64

24 45 61 -16 196

25 55 63 -8 64

26 45 61 -16 196

27 64 72 -8 64

28 63 75 -12 144

29 66 69 -3 9

30 65 65 0 0

31 62 75 -13 169

32 56 67 -21 441

33 71 76 -5 25

34 53 61 -8 64

35 67 64 +3 9

36 59 60 -1 1

37 58 73 -15 125

38 61 72 -11 121

38 58 62 -4 16

40 71 78 -7 49

x = the score of pre-test

y = the score of post- test

D = difference

∑x = the total score of x

∑y = the total score of y

∑D = the total of difference

∑ D2

= the total of quadrate difference

According to the data in the table above, the writer calculated the result of the students’ pre-test (variable x) and post-test (variable y).

The first steps was seeking the difference between variable x and y and we got it by using formula x-y = D, ∑D= -721 and ∑D2 = 15405. After that, we seek the standard of difference between two variables (x and y) using formula as fllows:6

SDD = √ ∑D2 - (∑D)2

N (N)

= √4861 - (-361)2 40 ( 40 ) = √121,525- (-9,025)2

= √121,525-81,45

= √40,075 = 6,33

After finding the result of SDD, we can seek SEMD (Strandard Error of the

Mean difference) using formula: SEMD = SDD

6

Anas Sudijono, Pengantar Statistik Pendidikan (Jakarta: PT. Gaya Grafindo Persada, 1999) , p.306

√N-1

= 6,33 √40-1 = 6,33 √ 39

= 6,33 6,24 = 1,014

After the result of SEMD was found, we seek MD (Mean of Difference)

using formula as follows:7

MD = ∑D

N = -361 40 = -9,025

Finally, we seek to (Test of Hypothesis), using formula as follows:

to = MD

SEMD

= -9,025 1, 014 = - 8.9

df =



N1N2 -2



= 40 + 40 -2 = 78

There is no degree of freedom for 78, so the writer uses the close df from 80. At significance 5 %= 2,64

1 %= 1,99

7

2. Hypothesis Testing

To prove the hypothesis, the data obtained from the experimental class and the controlled classes are calculated by using the t-test formula with assumption as follows:

If to > tt : There is a significant diffrerence and the alternative

hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.

If to< tt : There is a significant diffrerence and the alternative

hypothesis (Ha) is rejected and null hypothesis (Ho) is accepted.

3.Data Intepretation

From the result of statistic calculation, it is obtained the value of to is 8,9

and degrees of freedom (df) is 78.

To know whether it is significant or not, we have to look at the table in appendix I. The result of significant 5% is 2,64 and 1% is 1,99. So t_{0> than t t .}

The comparison between t-score with t-table t-score = 2,64 <8,9> 1,99

It means that hypothesis of the research is accepted, or there is significant difference between the results of teaching vocabulary through hyponymy games for the students at Mts. Daarul Hikmah Pamulang.

CHAPTER IV

RESEARCH FINDING

Research Findings 1. Data description

To know the the results of the students pre-test and post-test, the writer makes the table of the students, score such as follows:

The test results of the experimental class are tabulated and calculated in the following table:

Table 3.1

The result of students’ pre-test

Students Pre-test

1 45

2 63

3 65

4 55

5 71

6 53

7 56

8 72

9 55

10 54

Based on the table above, the writer calculated the result of variable x ( ∑x ) is 2212, and seeking the mean score of variable y, the higher score, and the lower score of the students’ pre- test with formula:

11 46

12 62

13 71

14 56

15 54

16 56

17 71

18 65

19 59

20 78

21 62

22 71

23 62

24 45

25 55

26 45

27 64

28 63

29 66

30 65

31 62

32 56

33 71

34 53

35 67

36 59

37 58

38 61

38 58

40 71

 Mx = ∑x = 2431 = 60. 52 = 60.5

N 40

 The higher score = 71

 The lower score = 45

Table 3.2

The result of the students’ post-test

Students Post-Test

1 75

2 76

3 64

4 61

5 70

6 65

7 67

8 87

9 75

10 71

11 68

12 69

13 72

14 62

15 71

16 69

17 80

18 65

19 73

20 79

21 71

22 73

23 70

24 61

25 61

26 63

27 72

28 75

Based on the data collected in post-test, the writer calculated the result of variable y ( ∑y ) is 2212. Then she calculated the mean score of variable y, and seeking the higher score, and the lower score of the students’ pre- test with formula:

 My = ∑y = 2787 = 69.6 = 69

N 40

 The higher score = 87

 The lower score = 61

2. The Comparison of Students’ Pre-test and Post-test

After getting the data, the writer analyzed it by using statistic calculation of test formula.

Table 3.3

The result of the students’ English pre-test and post-test

30 65

31 75

32 67

33 76

34 61

35 64

36 60

37 73

38 72

38 62

40 78

Total 2787

Students Pre-test Post-Test D=(x-y) D2 = (x-y)

1 45 75 -30 900

2 63 76 -13 169

3 65 64 +1 1

4 55 61 -6 36

5 71 70 +1 1

7 56 67 -11 121

8 72 87 -15 125

9 65 75 -10 100

10 54 71 -16 196

11 46 68 -22 484

12 62 69 -7 49

13 71 72 -1 1

14 56 62 -6 36

15 54 71 -17 289

16 56 69 -13 169

17 71 80 -9 81

18 65 65 0 0

19 59 73 -14 196

20 78 79 -1 1

21 62 71 -9 81

22 71 73 -2 4

23 62 70 -8 64

24 45 61 -16 196

25 55 63 -8 64

26 45 61 -16 196

27 64 72 -8 64

28 63 75 -12 144

29 66 69 -3 9

30 65 65 0 0

31 62 75 -13 169

32 56 67 -21 441

33 71 76 -5 25

34 53 61 -8 64

35 67 64 +3 9

36 59 60 -1 1

37 58 73 -15 125

38 61 72 -11 121

38 58 62 -4 16

40 71 78 -7 49

Notes:

N = Number of cases

x = the score of pre-test

y = the score of post- test

D = difference

∑x = the total score of x

∑y = the total score of y

∑D = the total of difference

∑ D2

= the total of quadrate difference

According to the data in the table above, the writer calculated the result of the students’ pre-test (variable x) and post-test (variable y).

The first steps was seeking the difference between variable x and y and we got it by using formula x-y = D, ∑D= -721 and ∑D2 = 15405. After that, we seek the standard of difference between two variables (x and y) using formula as fllows:1

SDD = √ ∑D2 - (∑D)2

N (N)

= √4861 - (-361)2 40 ( 40 ) = √121.525- (-9.025)2

= √121.525-81.45

= √40.075 = 6.33

1

Anas Sudijono, Pengantar Statistik Pendidikan (Jakarta: PT. Gaya Grafindo Persada, 1999) , p.306

After finding the result of SDD, we can seek SEMD (Strandard Error of the

Mean difference) using formula: SEMD = SDD

√N-1

= 6.33 √40-1 = 6.33 √ 39

= 6.33 6.24 = 1.014

After the result of SEMD was found, we seek MD (Mean of Difference)

using formula as follows:2

MD = ∑D

N = -361 40 = -9.025

Finally, we seek to (Test of Hypothesis), using formula as follows:

to = MD

SEMD

= -9.025 1, 014 = - 8.9

df =



N₁N₂ -2



= 40 + 40 -2 = 78

2

There is no degree of freedom for 78, so the writer uses the close df from 80. At significance 5 % = 2.64

1 %= 1.99

2. Hypothesis Testing

To prove the hypothesis, the data obtained from the experimental class and the controlled classes are calculated by using the t-test formula with assumption as follows:

If to > tt : There is a significant diffrerence and the alternative

hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.

If to< tt : There is a significant diffrerence and the alternative

hypothesis (Ha) is rejected and null hypothesis (Ho) is accepted.

3.Data Interpretation

From the result of statistic calculation, it is obtained the value of to is 8,9

and degrees of freedom (df) is 78.

To know whether it is significant or not, we have to look at the table in appendix I. The result of significant 5% is 2.64 and 1% is 1.99. So t_{0> than t t}.

The comparison between t-score with t-table t-score = 2.64 <8.9> 1.99

It means that hypothesis of the research is accepted, or there is significant difference between the results of teaching vocabulary through hyponymy games for the students at Mts. Daarul Hikmah Pamulang.

43

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

According to the research of the analysis of the research, it shows that the value of “tt” (t test) is bigger than the value of “tt” (t table). So,

the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is

accepted. Or it can be said that there significant influence of using hyponymy in teaching vocabulary.

It can be concluded that teaching vocabulary using hyponymy games is adequate success. It can be seen from the calculation above and from the table of the students’ vocabulary scores by using hyponymy games is increase from pre test to post test. It means there is significant influence of using hyponymy in teaching vocabulary.

B. Suggestion

Based on the conclusion above, the writer gives suggestions about teaching vocabulary by using hyponymy. The suggestions are as follow:

1.The English teachers should promote active learning in English teaching learning process so the students will easy and fun to learn new knowledge.

2.The English teacher should have the comprehensive knowledge about all sort teaching methods to get teaching more effective, in order to make students easier to understand the new vocabulary they learn and use it.

3.The English teachers are encouraged to use varies teaching method so the students can achieve the better material understanding.

4. The English teachers should be creative in developing the teaching learning activities in classroom to make the class alive and theirs students do not get bored.

5.The English teachers should encourage the students to be active participating in teaching process so the students will get long memories easier.

49

LESSON PLANNING

I. Identity

School : MTs. Daarul Hikmah Subject : English

Class : 7A

Time Alocation : 2 X 30 menit Academic year : 2010/2011

Target word : reading, magazine, news paper, cooking, frying, boiling, stove, listening to the music, sport, swimming, swimming suit, camping, tent, rope, hiking, travel bag, fishing, fishing rod, ship, boat, sailor

II. Teaching aids : hand out, board makers, board

III. Teaching activity First activity:

1. The teacher opens the class activities with Assalamualaikum. Wr. Wb. or another greeting expression.

2. The teacher asks the students’ condition.

3. The teacher writes the topics on the board. It is “hobbies in indoor activity”.

4. The teacher asks the students to copy the words from the board and to write at least three words they associate with topic. The teacher can say whether the three words should be general associations or personal associations.

5. Each student reads their collection of associated words. Then, the teacher displays their words on a notice board so that others can read them.

6. The teacher asks the other students to find the meaning. If the meaning does not find, they have to look up in the dictionary, find the meaning and the spelling.

50

7. The students have to write all of the words and their meaning in students note book.

8. The teacher asks the students to spell and to pronounce the words correctly.

Second activity:

1. The teacher writes the topics on the board. It is “hobbies in out door activity”.

2. The teacher asks the students to copy the words from the board and to write at least three words they associate with topic. The teacher can say whether the three words should be general associations or personal associations.

3. Each student reads their collection of associated words. Then, the teacher displays their words on a notice board so that others can read them.

4. The teacher asks the other students to find the meaning. If the meaning does not find, they have to look up in the dictionary, find the meaning and the spelling.

5. The students have to write all of the words and their meaning in students note book.

6. The teacher asks the students to spell and to pronounce the words correctly.

PROFIL OF MTs. DAARUL HIKMAH

MTs. Daarul Hikmah is located on Jl. Surya Kencana no. 25 Pamulang, South Tangerang 15417. This school will be explained below:

A. Facilities

MTs. Daarul Hikmah is an islamic junior high school established in 1988 by H. Saidi. The building is built on 900 m2 lands. To support the teaching learning process, it has some facilities shown in the table below:

The Facilities of MTs. Daarul Hikmah

NO Facilities Total Condition

1 Class room 12 Good

2 Head Master room 1 Good

3 Teacher room 1 Good

4 Administration room 3 Good

5 Physic laboratory 1 Good

6 Computer laboratory 1 Good

7 Language laboratory 1 Good

8 Library 1 Good

9 Psychology room 1 Good

10 Mosque 1 Good

11 Koperasi 1 Good

12 Teachers toilet 2 Good

13 Students toilet 2 Good

B. Vision and Mision

Vision:

To materialize the students become creative, smart, religious, and have good attitude.

Mission:

To make usual the students with polite attitude, suitable with rukun iman and islam, creative, simple, cheerful, and tawadhu’.

C. Teaching Staff

The following table shows the academic and teaching staff in this school.

Table 3.1

Data Guru dan Karyawan

MTs. Daarul Hikmah Pamulang –Tangerang Tahun 2009 – 2010

NO Nama L/P Jabatan Pend. Terakhir Bid. Studi

1 Sri Uswati Hj. Dra P Kep. Sek IAIN Jakarta Fiqih 2 M. Thoni Rz, BA L Guru IAIN Jakarta B. Indonesia 3 Syarifuddin AR. L Bid. Cur IAIN Jakarta Fisika 4 M. Zaini K. A. Ma. L Bid. Siswa AMIK Jakarta Kertakes 5 M. Yamien Drs. L Guru A.Ma. Serpong B. Indonesia

6 Asip S. SH.MH. L Guru UNPAM

Pamulang

PPkn

7 Fauzi A. Drs L Guru UNISA Bekasi IPS

8 Hariyadi H. S.Ag L Guru IAIN Jakarta IPS

9 Wawan S. S.Pd L Guru

STKIP-Arrahmaniyah

Biologi

10 Mukhlisoh S.Ag P Guru IAIN Jakarta Matematika 11 Jaelani H. S.Ag L Guru STAI Bandung Akidah 12 O. Holidin S.Pd L Guru IAIN Bandung Penjaskes 13 Syamsuddin N. H L Guru MAN 3 Jakarta B. Arab 14 M. Sholahudin SHI. L Guru IAIN Jakarta SKI 15 Isroil M. S.Ag L Pb. IAIN Jakarta B. Inggris

Pramuka

16 Badruddin S.Ag L Bendahara IAIN Jakarta Staff TU 17 Yuniawati F. S.Pd. P Pemb.

OSIS

IAIN Jakarta Matematika

18 Sehabudin N. S.Th.I

L Guru IAIN Bandung Mulok

19 Nislam S.Kom L Guru IAIN Jakarta Komputer

20 Nur Ali Hasan L TU SLTA/MA Kaur TU

21 Liati S.Pd. P TU

STKIP-Arrahmaniyah

Akidah/Akh/TU

22 Yusnah P TU SLTA/MA Staf TU

23 Siti Z. S. Sos. I P Guru IAIN Jakarta B. Indo/ SKI 24 Budi Fujiana SE. L Bid. Mutu Budi Luhur

Jakarta

B. Inggris

25 Rusli A.Ma. L Guru IPB. Bogor Fisika

26 Diana K. S.Psi P BP/BK UIN Jakarta Mulok

27 Romilah SE. P Guru UMJ Jakarta IPS

28 Eti Zunaeti S.Pd. P Guru UPS Tegal Matematika 29 Azis Muslim S.Ag. L Guru IAIN Jakarta SKI

Based on the data above, we can conclude the school has good staffs. It is lead by the good head master is Dra. Hj. Sri Uswati. There are 23 teachers and five academic staffs that most of them graduated from university.

D. The Student

MTs. Darul Hikmah has 763 students divided in 19 classes. There are six classes in first grade (A-F), seven classes in second grade (A-G) and six classes in third grade (A-F).

All of the students of this school use moeslem uniform. Most of them follow many kinds of extra curricular for example marawis, PMR, Pramuka, badminton, etc.

The school also gives several lessons relating to Islam lesson for example Fiqih, Arabic, Sejarah Kebudayaan Islam (Islamic Cultural History), Al Qur’an Hadist, etc. So, the students will get Islamic values.