The Effect of Demonstration Technique toward the Students’ Vocabulary”, A Quasi Experimental Study at Seventh Grade Students of Madrasah Tsanawiyah Negeri (MTsN) 13 Jakarta.

(A Quasi Experimental Study at the Seventh Grade Students of Madrasah Tsanawiyah Negeri 13, Jakarta)

A “Skripsi”

Presented to the Faculty of Tarbiya and Teachers’ Training In a Partial Fulfillment of the Requirements

For the Degree of S.Pd ( Bachelor of Arts) in English Education

By:

Amelia Sartikarani

109014000018

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 2014

All praise be to Allah Lord of the worlds, The Almighty God for His blessing, guidance, help and love until the writer can accomplish this “skripsi”. Peace and Salutation be upon to the Prophet Muhammad SAW, his descendants, his companions, and his followers.

This “skripsi” is presented to English Education Department, Faculty of

Tarbiya and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta as a partial fulfillment of the requirements for the degree of S.Pd.

In this occasion, the writer to express her gratitude, appreciation, and

honor to all people who have helped the writer in finishing this “skripsi”. The

writer is absolutely conscious that she could not carry out this work without

others’ helping either material or spiritual.

The writer is greatly indebted to Mrs. Dr. Ratna Sari Dewi, M.Pd and Mr. Teguh Khaeruddin, M.AppLing, as the writer’s advisors, for their time, guidance, kindness, contributions, and patience in correcting and helping the writer in

finishing this “skripsi”.

And then the writer sincere gratitude goes to:

1. Nurlena Rifa’i, MA. P.hd, as a Dean of Faculty of Tarbiya and Teachers’

Training at UIN Syarif Hidayatullah of Jakarta

2. Drs. Syauki, M.Pd, as a Head of English Education Department

3. All inspiring lecturers of English Education Department who have taught the writer during her study at UIN Syarif Hidayatullah of Jakarta

4. Retno Dewi, M.Pd, as a headmaster of MTs. Negeri 13 Jakarta

5. Reni Wahyuni, as an English teacher of seventh grade at MTs. Negeri 13 Jakarta

6. The writer also must to say acknowledgement to the writer’s family for their help. Especially for the writer’s father (Drs. Nunung Nurmudin), the writer’s mother (Yuniarti Iriani, S.Pd), and the writer’s brother (Muhammad Aghni Nur

constructive criticism and suggestion would be accepted to make this “skripsi”

better.

Jakarta, July 2014

Technique toward the Students’ Vocabulary”, A Quasi Experimental Study at Seventh Grade Students of Madrasah Tsanawiyah Negeri (MTsN) 13 Jakarta. Skripsi of English Education at Faculty of Tarbiya and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.

Keywords: Vocabulary and Demonstration Technique

This research investigated the use of demonstration technique in teaching vocabulary. The use of demonstration technique gives students an opportunity to active and helps each other in teaching learning process in order to master the subject material. The method that used in this research is experimental research. The experiment research design applied in this study was a quasi experiment. It means that the writer as an observer taught English directly in the class. The study was conducted following procedures of the quasi experimental research; there were two classes for the research, namely experiment class and control class. The subjects of the study are 7.F and 7.G, with 7.F is chosen as an experiment class and 7.G as a control class. Before starting the treatment, the writer gave pre-test to

know the students’ competence toward vocabulary especially English vocabulary. After giving the pre-test, in the first meeting the writer taught the vocabulary by using demonstration technique in experiment class and by using conventional technique through rote memorization learning in control class. Then the last meeting, the writer gave post-test to find out whether there was an effectiveness using demonstration technique in teaching vocabulary.

The result of data analysis using t-test showed, the value of thitung is 5.38

with degree of freedom 62 in the significance degree (α) of 5%, tt is 1.67, then in

the significance of 1% = 2.38. It means that, to > tt (thitung is higher than ttabel). So,

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

that there is a significant difference of students’ vocabulary achievement between students who are taught by demonstration technique and students who are taught memorization learning. The Mean score of students’ posttest in experiment class is higher than in control class. It means that the use of demonstration technique in teaching and learning vocabulary give effect in improving toward the students’ vocabulary.

Technique toward the Students’ Vocabulary”, Sebuah Quasi Eksperimen di Kelas Tujuh Madrasah Tsanawiyah Negeri (MTsN) 13 Jakarta. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.

Katakunci : Vocabulary dan Demonstration Technique

Penelitian ini meneliti kegunaan teknik demonstrasi dalam mengajar

vocabulary (kosakata). Penggunaan teknik demonstrasi sebagai teknik pembelajaran memberikan siswa kesempatan untuk aktif dan saling membantu dalam proses pembelajaran dengan tujuan untuk menguasai materi yang diajarkan. Metode yang digunakan dalam penelitian ini adalah penelitian eksperimental. Ini artinya bahwa penulis sebagai seorang peneliti yang mengajarkan bahasa Inggris secara langsung di kelas. Penelitian ini dilakukan mengikuti prosedur penelitian

quasi experiment; disana ada dua kelas dalam penelitian, yaitu kelas eksperimen dan kelas kontrol. Subjeknya adalah siswa kelas 7.F dan 7.G, dengan 7.F dipilih sebagai kelas ekperimen dan 7.G sebagai kelas kontrol. Sebelum memulai penelitian, penulis memberikan pre-test untuk mengetahui kompetensi siswa terhadap kosakata khususnya kosakata bahasa Inggris. Setelah memberikan pre-test, pertemuan pertama penulis mengajar kosakata dengan menggunakan teknik demonstrasi di kelas eksperimen dan menggunakan teknik konvensional melalui pembelajaran rote-memorization di kelas kontrol. Kemudian dipertemuan terakhir, penulis memberikan post-test dengan maksud untuk menemukan apakah disana ada sebuah keefektifan menggunakan teknik demonstrasi dalam mengajar kosakata.

Hasil analisis data menggunakan uji-t menunjukan bahwa nilai t hitung sebesar 5.38 dengan t table pada taraf signifikasi 5% sebesar 1.67, sedangkan pada taraf signifikasi 1% sebesar 2.38. Itu artinya t hitung lebih besar daripada t tabel. Oleh karena itu hipotesis nol ditolak dan hipotesis alternatif diterima, bahwa ada perbedaan kosakata siswa yang signifikanantara siswa yang diajarkan dengan menggunakan tehnik demonstrasi dan siswa yang diajarkan menggunakan rote-memorization. Dengan nilai posttest rata-rata di kelas ekperimen lebih tinggi dari kelas control, itu artinya penggunaan teknik demonstrasi memberikan efek dalam perubahan kosakatasiswa.

ENDORSEMENT SHEET ... iii

ACKNOWLEDGEMENT ... iv

ABSTRACT ... vi

ABSTRAK ... vii

TABLE OF CONTENTS ... viii

LIST OF TABLES ... xi

LIST OF APPENDICES... xii

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

B. Identification of the Problem ... 4

C. Limitation of the Problem ... 5

D. Formulation of the Problem ... 5

E. Objectives of the Problem ... 5

F. Significances of the Study ... 5

CHAPTER II LITERATURE REVIEW A. Theoretical Description ... 6

1. Vocabulary ... 6

1.1 Definition of Vocabulary ... 6

1.2 Kinds of Vocabulary ... ₈

1.3 Constructs of Vocabulary Mastery ... ₁₀

... 16

2.3 Teaching Vocabulary by Using Demonstration Technique ... 18

B. Previous Study ... 19

C. Thinking Framework ... 20

D. Research Hypothesis ... 23

CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Research ... 24

B. Method of the Research ... 24

C. Population and Sample ... 24

D. Technique of Data Collection ... 25

E. Technique of Data Analysis ... 26

F. Statistic Hypothesis ... 28

CHAPTER IV RESEARCH FINDING A. Description of Data ... 29

B. Analysis of Data ... 32

C. Hypothesis Testing ... 36

D. Interpretation of Data ... 37

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... ₃₉

Table 4.1 ... 29

Table 4.2 ... 31

High School ... 44

Appendix 2 Lesson Planning in Experiment Class and Control Class ... 50

Appendix 3 Question Matrix of Validity Test ... 87

Appendix 4 Question Sheet of Validity Test ... 89

Appendix 5 Question Matrix of Pre-test ... 94

Appendix 6 Question Sheet of Pre-test ... 96

Appendix 7 Question Matrix of Post-test ... 101

Appendix 8 Question Sheet of Post-test... 103

Appendix 9 Pre-test and Post-test Score of Experiment Class ... 108

Appendix 10 Pre-test and Post-test Score of Control Class ... 109

1

A.

Background of the Study

Language is used by people as written, oral, or action symbol to give information. Brown defines language as “a system of arbitrary conventionalized vocal, written, or gesture symbols that enable members of given community to

communicate intelligibly with one another.”1

In other words, people using language as a means to express inner thoughts and emotions, and to interact with other people. Therefore, language is important aspects in people’s life to communicate.

Because language is important aspect in people’s life, In Indonesia many

people have foreign language mastery to communicate with other people around the world. That is English language.2 It is as International language that is used in order can be understood by the people in the world in communicating.3 Therefore, English is important to be learnt by the people in the world.

English is important to be learnt because it is taught from elementary and up to university level, as compulsory subject. Although for other students, English is assumed as difficult subject. Based on the writers’ observation when doing Praktik Profesi Keguruan Terpadu (PPKT) in junior high school, the writer found that the difficulties in learning English is about the English content, such as grammatical function, pronounce of words, and vocabulary.

From those difficulties, one of basic and main difficulty as a problem for students is difficulty in learning vocabulary, especially English vocabulary. The

1

H. Douglas Brown, Principles of Language Learning and Teaching 4th ed., (New York: Longman, 2000), p. 5.

2

Crystal as cited by Allan Lauder, The Status and Function of English In Indonesia: A Review of Key Factors, Journal of Social Humaniora, vol. 12, 2008, pp. 10.

3

Ummi Mukmin, Bahasa Indonesia, Bahasa Daerah, dan Bahasa Inggris: Pengajaran Bahasa dalam “Dilema”, 2013, (http://m.kompasiana.com).

problem is because the students have limitation knowledge of vocabulary. It can be the major or crucial problem confronting students of English as foreign language (EFL). According to Saengpakdeejit in his study “limited vocabulary knowledge can be a crucial problem which leads the learners to encounter

difficulties in language learning.”4

In other words, limited vocabulary for students is a major factor that influences the EFL students in learning English becomes difficult. It means if the students do not have vocabulary mastery, the students cannot master English skill comprehension fluently. Richards and Renandya define that “vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write.”5 However, the vocabulary contributes toward the students’ comprehension when learning English skill.

The problems in vocabulary for the students especially for non-native students usually it influenced some factors. Based on the writer’s observation when teaching English, the factors are caused by students or by English teacher. Some factors are faced by students such as some students think English vocabulary are difficult and complicated in pronunciation of words, and then some students are lazy and confused because English vocabulary has a lot of meaning in one word. The possible factor posed by English teacher is when using teaching technique, which is the students get boring and have low motivation in learning process because teaching technique which used by English teacher is not interest. Therefore, from those factors can be changed by the English teacher primary, because the English teacher has main role in teaching and learning process for students.

In teaching and learning process, the English teacher’s role is to give solution for students who get difficulty in learning vocabulary. The role is by

4

Rakchanok Saengpakdeejit, Awareness of Vocabulary Learning Strategies among EFL Students in Khon Kaen University, Journal for Academic, Vol. 4, 2014, pp. 1101-1108.

5

Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (New York: Cambridge University Press, 2002), p. 255.

using a variety of teaching technique. There are many teaching techniques can be used by English teacher, such as peer-tutoring, demonstration, games, discussion, etc. Although there are many techniques, but the teacher needs an alternative way to help students encourage their anxiety and motivate them to learn better, and then make the students are interested in learning vocabulary process. In this case, the writer tries to give alternative ways to overcome the problem in teaching and learning vocabulary, which is by using demonstration technique.

Demonstration technique maybe can help to enrich the students’ vocabulary. The meaning of words can be communicated or taught includes most of possibilities is by using demonstration. This technique, the information source by using an object, a cut-out figure, gesture, action, photographs, blackboard drawings or diagrams, and pictures.6 Finally, this way can be used by the teacher to make the lesson more interesting because the students can play the objects with social interaction and then it will build up the new atmosphere for students in learning English. Therefore, the English teacher can apply it in teaching vocabulary.

Based on the statement above, the writer is interested in conducting a research and decides to discuss and consider that there is the effect of teaching technique through demonstration technique to improve the students’ vocabulary score in teaching and learning English. In this study, the writer decided design a problem to be researched with the title “THE EFFECT OF DEMONSTRATION TECHNIQUE TOWARD THE STUDENTS’ VOCABULARY”.

B.

Identification of the Problem

The problem in learning English may be started at the process of acquiring the vocabulary. Generally, the students will get difficulties in learning English at all aspects because still lack of English vocabulary. The lack of vocabulary is caused

6

I.S.P. Nation, Teaching and Learning Vocabulary, (United States: Heinle&Heinle Publisher, 1990), p. 51

some factors from the students and the teacher. Some factors are involved in this problem:

1. Some students think that English is difficult and complicated in pronunciation.

2. Some students are lazy and confused in learning English vocabulary.

3. Some students have low motivation because teaching technique which used by English teacher is bored and not interest.

C.

Limitation of the Problem

In this research, there are many components that the writer would like to know and to find out the problem, such as the effectiveness of demonstration technique toward the students’ vocabulary, demonstration technique can make the students active in the class, and then have high motivation in mastering the English vocabulary. Those are impossible to talk all problems in this research; so the writer limits the research and focus on the effectiveness of demonstration technique toward the students’ at seventh grade students.

D.

Formulation of the Problem

The writer formulates the problem as follow: is Demonstration technique effective to improvement of students’ vocabulary?

To answer the question, the writer would like to try applying the demonstration as teaching technique in teaching English vocabulary at seventh grade students of junior high school.

E.

Objective of the Problem

The objective of this research is to know whether Demonstration technique effective in improving students’ vocabulary.

F.

Significances of the Study

The result of the research is expected give more information used to: 1. The Researcher

The result of this research is expected to give a new insight and more information about teaching English vocabulary by using demonstration technique in teaching and learning process.

2. The Teacher

The result of this research is expected to be able to give knowledge for English teacher in term of teaching English vocabulary and then to help the teacher to enrich the concept of teaching technique by using demonstration as a new atmosphere in teaching English especially teaching vocabulary.

3. The Student

This research is expected to encourage the students mastering the English vocabulary, to make the students getting motivation and enjoy in learning English, and then to solve the students’ problem in increasing students’ vocabulary through demonstration technique.

6

A.

Theoretical Description

In this chapter, the writer will discuss the theoretical description. The first is about vocabulary; there are definition of vocabulary, kinds of vocabulary, constructs of vocabulary mastery, and how to assess vocabulary. The second is Demonstration technique with definition of demonstration technique, the advantages of demonstration technique in teaching, and teaching vocabulary by using demonstration technique.

1.

Vocabulary

1.1Definition of Vocabulary

In learning a new language, first thing is the students have to master of vocabulary. It is caused vocabulary as one of the language aspects is supposed to be learned to be master of new language, beside other language element such as grammar and pronunciation. The students are going to speak fluently and accurately, write easily or understand what he/she reads, if he/she has vocabulary mastery. It is obvious that the vocabulary is very important basic skill in learning English. Richards

states, “Vocabulary is one of the most obvious components of language and one of

the first things applied linguists turned their attention to.”1

It means that vocabulary will make the students to overcome in learning language. If the students have a good vocabulary mastery, they can speak or listen English clearly and then write or read the sentences in English.

According to Hornby as cited by Zaenuri says, “If we look up the meaning of

vocabulary in the dictionary, it can be defined as the total number of words that (with

1

Jack C.Richards, Curriculum Development in Language Teaching, (New York: Cambridge University Press, 2002), p. 4.

ruler for combining them) make up a language.”2

In line by Linse states that vocabulary is the collection of words that a person can know.3 From those definitions, vocabulary is a set of words in language and vocabulary is a component of language which is needed everyone in mastering language especially to foreign language. To make the students easy in learning English, the words of vocabulary can be found in the dictionary because there have a lot of words and meanings. Therefore, the students understand English through the vocabulary easily.

If the students have mastered of vocabulary, it will help the students to communicate with everyone, make the students understand all information from other country, and vocabulary also help the students to can speak and listen English clearly with native speaker, and then the students understand when they read the English words from newspaper, book, magazine, etc. National Institute of Child Health and Human Development (NICHHD) as cited by FLaRE journal points out that,

“Vocabulary is stored information about the meanings and pronunciations of words

necessary for communication.”4

In the other word, the vocabulary as one of facilities to provide and receive the oral or written information in English is needed.

From the statements of all definition above, vocabulary is a central and part of language, because it cannot be separated from language; it is important part of language. Vocabulary is also the knowledge toward the number of words which is used by people to express their information or ideas as necessary to communicate, especially in using foreign language. Moreover, vocabulary should be taught since young students who learn English first. The other word that Vocabulary is a key which the students can understand all about English subject such as the learner can speak English fluently and can listen or writing or reading the English easily. For this

2

A.S. Hornby as cited by A.M. Zaenuri, Vocabulary I, (Jakarta: UIN Jakarta Press, 2003), p. 1.

3

Caroline. T. Linse, Practical English Language Teaching : Young Learners, (New York: McGraw-Hill Companies, Inc, 2005), p. 129

4

National Institute of Child Health and Human Development (NICHHD) as cited by FlaRe Journal, Vocabulary, Journal of Teaching Academy, (US: Florida Literacy and Reading Excellence Professional Paper, 2000), p. 1.

reason, it is very important for students to build up the skill of English words, which is vocabulary.

1.2Kinds of Vocabulary

To know English vocabulary not only tells about the definition, but there are several kinds of vocabulary. The students in learning vocabulary should know kinds of vocabulary in order to the students understand the content of vocabulary. The writer have found about it from some books and journals. The kinds of vocabulary

have own meaning to describe the words. In Hiebert’s and Kamil’s book, they

describe the kinds of vocabulary into some classes.

What complicates the definition of vocabulary is the fact that words come in at least two forms: oral and print. Oral vocabulary is the set of words for which we know the meanings when we speak or read orally, and Print vocabulary consists of those words for which the meaning is known when we write and read silently. And then they continue, that knowledge of words also comes in at least two forms: receptive and productive. Receptive vocabulary or recognition is set of words for which an individual can assign meanings when listening or reading. Productive vocabulary is the set of words that an individual can use when writing or speaking.5

Based on the statement above, vocabulary is distinguished into some classes such as oral vocabulary, print vocabulary, receptive, and productive vocabulary. Oral vocabulary is focused in speaking or reading orally and print vocabulary is focused in writing or reading silently. Furthermore, receptive vocabulary can assign meanings when listening or reading, and productive vocabulary is used when writing and speaking. The writer think that the kinds of vocabulary above have the same meaning where it is related into English skill in learning such as listening, speaking, reading, and writing.

5

Elfrieda H. Hiebert and Michael L. Kamil, Teaching and Learning Vocabulary, (New Jersey: Lawrence Erlbaum Associates Publishers, 2005), p.3

The kinds of vocabulary in FlaRe paper journal, according to International Reading Association (IRA) explains has delineated various types of vocabulary into listening vocabulary, speaking vocabulary, reading, writing, and sight vocabulary. Listening vocabulary is the words needed to understand what is heard, speaking vocabulary is the words used when speaking, reading vocabulary is the words needed to understand what is read, writing vocabulary is the words used in writing, and sight vocabulary is those words that can be identified without explicit decoding during reading.6 It means that vocabulary has portions based on the purpose of skill needed such as listening focus to heard, speaking to tell or speech, reading is needed to understand the reading material, and writing is used in written.

Meanwhile, Aebersold and Field as cited by Zaenuri classify the kinds of vocabulary into active and passive:7

a. Active vocabulary; it is also called as productive vocabulary, which the learner can use appropriately in speaking and writing. To use the productive vocabulary, the students must know how to pronounce it well, they must know and be able to use grammar of the target language, they also must be familiar with collocation and understand the connotation meaning of the words, because in fact it is more difficult to practice

b. Passive vocabulary; it is also called as receptive vocabulary, which that can be recognized and understood in reading or listening.

The statements above almost same with the previous statement, that active vocabulary as same as productive vocabulary, it is focused appropriately in speaking and writing. Then, passive vocabulary as same as receptive vocabulary, which is recognized in reading and listening.

To sum up the statements about kinds of vocabulary that it has relate with English skill such as listening, speaking, reading, and writing, and then there are

6

International Reading Association (IRA) as cited by FlaRe Paper, Evidence-based Reading Instruction: Putting the National Reading Panel Report Into Practice, (Newark, DE: International Reading Association, 2002), p. 112

7

Jo Ann Aebersold and Marry Lee Field as cited by A.M. Zaenuri, Vocabulary I, (Jakarta: UIN Jakarta Press, 2003), p.1

passive and active. It makes the students know that the English skill have difference vocabulary use and usage. But, those all are very useful to be learned by students in learning foreign language, which is English.

1.3Constructs of Vocabulary Mastery

There are many teachers especially English teachers try to develop students’ vocabulary in order the students’ vocabulary improve to be better. In teaching process, the teacher usually gives activity that can improve the students’ vocabulary such as exercises at school, give homework, and give test which is related to vocabulary materials. The purpose is the students mastering vocabulary in learning English.

The material of vocabulary is given by teacher supposed to be adjusted what students need to know in learning vocabulary. The teacher looks at words in more detail that there is far more to a vocabulary item than just one meaning. Harmer points out that for a start teacher must look at what ‘meaning’ really is:8

a) Meaning

The first thing to realize about vocabulary items is that they frequently have more than one meaning. It is caused one word in English have more than one meaning. Sometimes the words have meanings in relation to other words. When we come across a word, then, and try to decipher its meanings we will have to look at the context in which it is used. There is, synonym and antonym include in it. As far as meaning goes, then, students need to know about meaning in context and they need to know about sense relations.

b) Word Use

Word meaning is frequently stretched through the use of metaphor and idiom.

Word meaning is also governed by collocation, which is the words go with each other. The people often use words only in certain social and topical

8

Jeremy Harmer, The Practical of English Language Teaching, (Cambridge: Longman Handbooks, 1991), p. 156

contexts. What we say is specified by the style and register we are in. Therefore, the students need to recognize metaphorical language use and they need to know how words collocate. The students also need to understand what stylistic and topical contexts words and expressions occur in.

c) Word Formation

Words can change their shape and their grammatical value, too. Students need to know facts about word formation and how to twist words to fit different grammatical contexts. The students also need to know how suffixes and prefixes work. Here, students need to know how words are spelt and how they sound. It make the students are to be able to understand and use words in speech.

d) Word Grammar

Here, students make a distinction between countable and uncountable nouns. The former can be both singular and plural. There are many other areas of grammatical behavior that students need to know about adjectives and adverbs.

From the explanations above, this section is that knowing a word means far more than just understanding (one of) its meanings. The teacher has to help the students to understand in learning vocabulary to a language, because the teacher has important role in teaching and learning process which the teacher know what students should learn or what do students need to know. Therefore, the teacher has known various kinds of material in teaching and learning vocabulary. Those can summarize

‘Knowing a word’ in the following way:9

9 Ibid.

Meaning in context Sense relations Metaphor and Idiom Collocation

Style and Register

Part of Speech

Prefixes and Suffixes Spelling and Pronoun Noun: countable and Uncountable, etc. Verb complementation Adjectives and Adverbs

1.4How to Assess Vocabulary

In teaching and learning vocabulary, English teacher almost gives many ways in practicing the vocabulary for students in mastering vocabulary. But, those exercises do not show that the students have master of vocabulary. Therefore, to construct and find out the students’ vocabulary size by scoring accurately, the teacher can use a test. It is one of ways to assess the students’ vocabulary mastery which students have. According to Madsen says the goal of vocabulary tests is to measure

students’ comprehension and production of word used.10

Vocabulary test has various kinds to evaluate vocabulary mastery for students. There are four general kinds of vocabulary tests are presented based on Madsen:11

10

Harold H. Madsen, Techniques in Testing, (New York: Oxford University Press, 1983), p. 12

11

Ibid., p. 14-30 WORDS

MEANING

WORD USE

WORD FORMATION

WORD GRAMMAR

a) Limited Response

It is a test which emphasize to children or beginning level students and this activity use physical responses and visual directly. The students do not focused to master of speaking, writing, or reading. This test can be presented individual or group testing.

b) Multiple-choice Completion

It is a test in which a sentence and make the students focused on context clues and sentence meaning. The test is with a missing word is presented, and then the students choose one of four vocabulary items are given. This test has alternate ways toward the vocabulary materials to prepare vocabulary multiple-choice completion items, following about definition, phrase completion (idioms/appropriateness), phrasal context (not sentence

completion), and multiple-choice cloze. c) Multiple-choice Paraphrase

It is a test in which as sentence with the word is underlined and then the students choose close answer or has similar meaning with the underlined word. It is called to find the best synonym or related word. This test has alternate forms of testing vocabulary. Following ways to write paraphrase items, there are idiom and other phrases, phrasal context, reading passage context, related-word identification, and unrelated-word identification.

d) Simple Completion (Words)

It is a test emphasizes word-formation which the students write in the missing parts of words that appear in sentences. The missing parts are usually focused on prefixes and suffixes, for example un- in untie and –ful in thankful. Here are four additional ways to prepare simple completion questions, there are stem-first procedure (changes when suffixes are added), phrasal context (grammatical clues are sometimes given), compounds, and inflectional cloze.

Those statements above, the English teacher can use those tests to measure the comprehension of students’ vocabulary. The teacher should be able combine the vocabulary test in examining, in order the students more pay attention to understand in learning vocabulary, especially English vocabulary. Therefore, the students are not restricted just to multiple-choices questions.

A careful selection, or sampling, of lexical items for inclusion in a test is generally a most exacting task. The first task for the constructor of test is to determine the degree to which he or she wishes to concentrate on testing the students’ active or passive vocabulary. Heaton points out that it can be thought into following the four major language skills. If the test constructor concentrates to passive vocabulary, he or she should be taken listening and reading. Then if he or she concentrates to active vocabulary, test constructor should be taken speaking and writing.12 There are in testing vocabulary almost same the type of test, based on Heaton classify into some classes such as Multiple-choice Items (A), Multiple-choice Item (B) Completion, Sets (Associated Words), Matching Items, More Objective Items, and Completion Items.13 In here, the writer thinks the explanation of test items more clearly and simple to be applied by English teacher in testing vocabulary.

To sum up, there are some tests items can be used by test constructor or teacher in testing vocabulary. The test can be given through multiple-choice question, matching item, or completion items, etc. Those tests can be chosen and used based on

the teacher’s and students’ need in testing vocabulary.

2.

Demonstration Technique

2.1Definition of Demonstration

In teaching and learning process, the teachers should make a classroom situation become enjoy and interest for the students when the teacher conveys English

12

J. B. Heaton, Writing English Language Tests, (Nwe York: Longman Group UK Limited, 1988), p. 51

13

materials. To teach vocabulary can be showed in many different ways. There are various ways through the teaching techniques in presenting the vocabulary; one of them is by using demonstration technique. It is belong into the categories of controlled technique in taxonomy of techniques. Demonstration technique is also called role-play in processing, because the students are emphasized to play an illustration to be showed to other people. Crookes and Chaudron as cited by Brown

states, “Role-play demonstration is selected students or teacher illustrates the

procedure (s) to be applied in the lesson segment to follow. It includes brief

illustration of language or other content to be incorporated.”14

It means that the activity of demonstration technique is through role-play and it can be used to identify or to illustrate the words in many situations based on the materials.

According to Petty that a demonstration is showing something (‘how’) by

example and the teacher also can using in any subjects.15 In other words,

demonstration technique belong an action concept by showing something. Here, the students doing how to do something and it can be applied in all subjects. Harmer

points out, “It is often impossible explain the meaning of words and grammar either

through use of realia or in pictures. Actions, in particular, are probably better

explained by mime.”16

Therefore, the writer thinks that learning vocabulary can be presented through the action concept to explain the meaning or to introduce the new vocabulary by using mime with the object. It means will make easy for students understand the meaning of words that they remember when using the action or mime in presenting.

In teaching English, the teacher can perform the material of vocabulary by using demonstration that is each student showing the gesture or action to introduce

the vocabulary. McNeill says, “Gesture in initial, Action, part highlights the other

approach, which of gesture as part of the social interaction in which the person

14

H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagody, (New York: Pearson Education Inc, 2007), p. 185

15

Geoffrey Petty, Teaching Today, ( United Kingdom: Nelson Thornes Ltd, 2004), p. 173 16

participates. Part of the story of gesture is the role that it performs in interaction:

gesture as something engaged in our social lives.”17

It means that gesture or action is part of approaches the social interaction and the students can perform to show or to introduce the vocabulary. Therefore, each student can be corporate and active in teaching and learning process in the class.

From all statements above, demonstration technique is called an action, a mime and gesture to show or to introduce the vocabulary, which is how to do something. It will become new experience for students in learning English vocabulary and it will help the students remember the English words through hand or body movement. It is also teach the students to have social interaction and corporate to other students or other people. By teacher is it will help the teacher to present the vocabulary clearly for students, where it is focused the students are active during learning process. Therefore, demonstration technique is one of good ways can be used to make easy in teaching and learning vocabulary.

2.2Advantages of Demonstration Technique in Teaching

Many times an effective demonstration is an excellent way to introduce new moves. In order the students feel enjoy and active when learning vocabulary, the teacher can apply by using demonstration as one of techniques in teaching and learning process. There are advantages or strength of demonstration technique in teaching vocabulary. Wehrli and Nyquist said that the advantages of demonstration

technique follow, “Helps people who learn well by modeling others, promotes

self-confidence, provides opportunity for targeted questions and answers, allows attention

to be focused on specific details rather than general theories.”18

It means that demonstration is a tool that can help the English teacher in teaching vocabulary, and

17

David McNeill, Language and Gesture, (United Kingdom: Cambridge University Press, 2000), p. 11

18

Wehrli G and Nyquist J.G., Teaching Strategies/Methodologies: Advantages, Disadvantages/Cautions, Keys to Success, Journal of Teacher and Educational Development. 2003, p. 2

then help the students get self confidence and focus on specific details to the material especially material of vocabulary.

In other opinion according to Newby, et al as cited by Journal of Purdue University Cooperative Extension points out that advantages of demonstrations include the students can see, hear, have experiences an actual event directly, get good stimulus, they can present ideas and concepts clearly, and also demonstration technique can reinforce learning for students.19 It means that demonstration technique gives good impact toward students’ response in teaching and learning vocabulary which is students become interested. The students present their ideas clearly and provide direct experiences. Therefore, it will make the students are interested and active when they learn vocabulary in the class.

Cohen and Manion point out that the motivational advantages of demonstration through simulation in learning process include:20

a. A heightened interest and excitement in learning.

b. A sustained level of freshness and novelty arising out of the dynamic nature of simulation tasks.

c. A transformation in the traditional pupil-teacher subordinate-superordinate relationship.

d. The fact that simulation is a universal behavioral mode.

The writer think that advantages of demonstration in learning process provide a lot of changes for the students to be better such as the students are interest and excitement, and then make students have fresh atmosphere and have super ordinate relationship in learning process.

From statements above that demonstration technique give good effects for students especially, which is the students are interest and enjoy in learning vocabulary and it bring out new atmosphere in the class. Therefore, it will help the teacher in

19

Newby, et al. as cited by Journal of Training Curriculum, Giving a Demonstration, Journal of Purdue University Cooperative Extension. 2001. p. 1

20

Louis Cohen and Lawrence Manion, Research Methods in Education, (London and New York: Routledge, 1994), p. 265.

teaching vocabulary and will have good social relationship for students from this way.

2.3 Teaching Vocabulary by Using Demonstration Technique

Teaching vocabulary is not easy to be increased without a proper way of how to build it up. Teaching vocabulary by using demonstration technique is one the alternative ways to students of elementary up to university for independent learning in or out of the class. Demonstration technique can be used by using action, gesture, or mime in learning process. Harmer describes, “Action, in particular, is probably better explained by mime. Concepts like running or smoking are easy to present it in

this way; so are ways of walking, expressions, prepositions (‘to’, ‘toward’, etc) and

times (a hand jerked back over the shoulder to represent the past, for example).”21 From explanation above, the teacher can present the vocabulary by using demonstration technique through mime, action, role play, or gesture because that is more effective and easy to be understood for learners. But, the materials have to be adapted when using demonstration technique such as about verb, adjectives, or nouns. Several ways that writer does to present the vocabulary by using demonstration based on the writer’s observation as the following:

a. Divides students for some groups with each group has five to ten students. b. The materials/objects already in the classroom

c. Materials/objects that can easily be brought such as picture card, cartoon, realia, students, etc)

d. Stationery by teachers or students, if necessary to make picture or sentences or anything before demonstrated

e. Next, demonstrate to show by actions or gestures based on the sentences or pictures.

f. After all students demonstrate, the teacher gives points or reward to the best group. In order the students have passion in learning process.

21

Other ways of teaching vocabulary through demonstration, Petty points out as illustrate: 22

The teacher mimes a simple story. The students then take turns to describe the story as it is mimed, for example:

“He was eating a meal. He dropped some food. He called the dog. The dog ate the dropped food. He patted the dog.”

The whole class repeats the story at the end. The teacher claps once if the class is to repeat only the last line; twice if he or she wants the whole story repeated from the start, with students taking a sentence each.

The activities, teaching vocabulary by using role-play in demonstration technique which the teacher gives a role in each of group of students, then they act out. For example, one student in each pair could be a hotel receptionist, with their partner playing a speaker of the target language who wants to make a booking. The students

can take turns to play each role. It helps to provide scenarios such as ‘You want a

quiet double room for a week’.23 It is the students practice the vocabulary based on situational in learning process which the students as actor or actress who play an action in the classroom. The writer’s hypothesis thinks that demonstration technique in teaching and learning vocabulary is an alternative ways with teaching aids because almost students like to do activity that interactive and fun, which is by using mime, gesture, action, or role-play in learning process.

B.

Previous Study

Some students of university had conducted similar research about teaching technique or teaching method in teaching vocabulary. The writer has found some researches that related the title, which is using teaching technique. One of the researches had written by Rachmad Setiawan with the title “The Influence of Using

Active Learning Method in Improving Students’ Vocabulary”. The purpose of this

research was to find out whether the use of active learning can develop students’

22

Geoffrey Petty, op. cit, p. 250. 23

vocabulary. The population of the research was the second year students of SLTP Negeri 128 Halim Perdana Kusuma. The number of students was 80 students. The result of the research by using active learning in learning vocabulary and from the tests is does not have significance influence in improving students’ vocabulary.

The writer also found another research not only from students’ research of

university, but the writer has found some articles and electronic books related with the theory. Some journals as references there are by Reinhardt H. Ruhnke with the

title “Improvement of Teaching Technique through the Demonstration Lesson”, by

Rakchanok Saengpakdeejit with the title “Awareness of Vocabulary Learning

Strategies among EFL Students in Khon Kaen University”, by Y.M. Adekoya and

R.A. Olatoye with the title “Effect of Demonstration, Peer-Tutoring, and Lecture

Teaching Strategies on Senior High School Students’ Achievement in an Aspect of

Agricultural Science”, and many more. Then, one of electronical books that writer

used to reference this research is by Steven J. Molinsky and Bill Bliss with the title

“Handbook of Vocabulary Teaching Strategies”. Actually, there is having some

journals and E-books as previous study to this research.

C.

Thinking Framework

Everyone really knows about vocabulary. The vocabulary can be defined as total of number or the collection of words has meaning, which is contributed to give information for the people. Vocabulary is also the basic skill and one of the important factors in learning foreign language especially English, because it will help the students more comfortable when they are reading, speaking, writing, or listening in learning process. Therefore, vocabulary is used as facility in developing language.

Learning vocabulary not only knows the meaning of word, but the students have to know that the vocabulary is distinguished into some classes. It seems that vocabulary has various kinds based on the purpose such as kinds of vocabulary into oral vocabulary and print vocabulary, or receptive and productive vocabulary, there is also listening vocabulary, speaking vocabulary, reading, writing, and sight

vocabulary, and then many more. However, there are lots kinds of vocabulary to be learned and to be known for students in learning process toward their English skill.

In here, the teacher has important role for students in teaching and learning vocabulary. The teacher not only teaches and presents the vocabulary, but the teacher should train the students through drilling in teaching vocabulary. It will make the students remember the English vocabulary continuously and make the students become accustomed. When the students learn the target language especially English, they are emphasized to learn the vocabulary primary and it is very important because it will give good impact for students in developing the foreign language. Mastery of vocabulary influence the students to read or speak English fluently, to express yourself effectively by using English, give self confidence with other people or a community from other country, can help the learners when doing English assignment or examination, etc. Therefore, that is the reasons why vocabulary is important for students in learning English.

Those all statements above must be thought by the teacher especially English teacher, by students, and by government of education department. It seems at some schools in Indonesia still has the students who cannot be able in mastering English because they have lack of the vocabulary. It is a crucial problem for teacher and students in learning foreign language. Lack of vocabulary mastery may be caused some factors from the students or teacher. But, the problems can be minimized through cooperate with teachers’ role. The teacher has important role toward

students’ vocabulary in learning language, because the teacher is one of ways to help

the students increasing the students’ vocabulary. To increase the students’ vocabulary, the teacher can use teaching technique creatively. The teaching technique that is used should be interest for students and make them active in the class when learn vocabulary. The writer thinks, the teaching technique that will makes the students feel interest and enjoy in learning process is by using demonstration technique.

Demonstration technique emphasize toward learning visually. In learning vocabulary through it, the students and teacher can use by mime, gesture, or action. In one of books tell about demonstration technique by mime, action, and gesture is one of examples of vocabulary teaching technique because the vocabulary becomes easy if presented in this way. According to Harmer in previous explain, “Action, in particular, is probably better explained by mime. Concepts like running or smoking

are easy to present in this way; so are ways of walking, expressions, prepositions, and

times.” It is teaching vocabulary by using demonstration technique through mime,

action, or action, which is will help the teacher or students explain the vocabulary with hand or body movement. Another resource from one of journals, demonstration technique involves the teacher and the students showing, which is how to do something. Demonstration can be done to be effective with both large and small groups. The other words that teaching vocabulary through demonstration technique will help the teacher or students to introduce new words easily and it make the students active in the classroom. It is caused this way more effective which is the teacher just as facilitator and the students doing social interaction in learning process, than other conventional techniques.

To sum up based on all descriptions above, the writer assumes basically vocabulary is knowledge of word mean and it is important part of in learning foreign language. Mastery of vocabulary will help the students’ problem who cannot be able in English fluently. Therefore, learning vocabulary in English is very important factor. But remember that the teacher has to make the students become interest and make them enjoy and easy when learn English vocabulary. So, the teacher has to be creative in using teaching technique. One of the teaching techniques is by using demonstration technique. In here, the teacher and students can do something in introducing the English words by mime, action, or gesture. Therefore, demonstration technique gives good impact to stimulus in improving the students’ vocabulary because the students learning by doing and has social interaction in learning process.

It differences with other techniques that usually just emphasize students’ memorize individually in learning vocabulary.

D.

Research Hypothesis

The statistic hypothesis states: 1. Alternative Hypothesis (Ha) :

“There is a significance difference of students’ vocabulary achievement between students who are taught by demonstration technique and students who are taught without by using demonstration technique.”

2. Null Hypothesis (Ho) :

“There is no significance difference of students’ vocabulary achievement between students who are taught by demonstration technique and students who are taught without by using demonstration technique.”

24

A.

Place and Time of the Research

The writer held this research at Madrasah Tsanawiyah Negeri 13 of Jakarta. It was focused in the classroom process at seventh grade students’ of academic 2013/2014. The research was held during the second term and the writer did the research from March 28, 2014 until April 11, 2014.

B.

Method of the Research

In collecting data, the writer used experimental research. The writer took to use quasi-experiment in this research. There were involved two classes for the research, namely experiment class and control class. Before starting the treatment, the writer gave pre-test (see appendix 6) to know the students’ competence toward their vocabulary. After the writer gave the pre-test, in first meeting the writer taught the vocabulary by using demonstration technique in experiment class and without using demonstration in control class. Then in last meeting, the writer gave post-test (see appendix 8) to find out whether there was an effectiveness using demonstration technique toward the students’ vocabulary. Both of pre-test and post-test are multiple-choice question because in order to take easy find out the result of the data.

C.

Population and Sample

The population of this research is seventh grade students at MTs. Negeri 13 of Jakarta. The seventh grade students of this school consist of four classes with about 30-38 students in each class. In selecting sample, the writer got recommendation class from the English teacher for the sample in this research.

technique of sample by take the subject not based on the stratum, random or area but based on the specific purpose. Commonly, this technique will take with some

consideration, such as time limit, personnel, and donation”.1

Then, the writer divided into two classes; they are VII-F class and VII-G class. VII-F is used as experiment class which consists of 32 students, and then VII-G is used to control class which consists of 32 students too. The total is 64 (sixty four) students to be sample of taken data and they are selected purposively as sample of the study.

D.

Technique of Data Collection

Collecting the data is one of the important things in this research. To make data accurately, the writer collected the data by using the test to students’ vocabulary. The test was given to get the objectives data of students’ vocabulary by using the treatments. The writer applied into two tests, those are pre-test and post-test. Pre-test was given in the beginning of attending class; before doing the treatment, and then post-test was given at the end of treatment meeting or in the last meeting after doing the treatment.

Before administering the pre-test, the writer analyzes the validity of pre-test instrument in order to find out whether the test is valid or good to be used. The

writer used software A ATEST to calculate the instruments’ validity. In this research, the writer implemented content validity to analyze validity of test. It depends on a careful analysis of the language being tested and of the particular course objective. There is strong tendency, especially multiple-choice testing, to test only those areas of the language which lend themselves readily to testing. To make the instrument test, the writer consulted it with English teacher, which is about descriptive and procedure text based on English material at seventh grade.

Based on the result of instrument’s validity that was examined in SMP egeri 89 of Jakarta, it was gotten the data from 45 (forty five) questions multiple

1

Suhassimi Arikunto, Prosedure Penelitian Suatu Pendekatan Praktek Edisi Revisi 5, (Jakarta: PT Rineka Cipta, 1998), p. 117

choices that was examined there are 32 (thirty two) questions that was valid (siginifikan/sangat signifikan) through ANATES software. Instrument that was valid are 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 14, 15, 18, 20, 22, 23, 24, 25, 27, 28, 30, 31, 32, 33, 36, 37, 38, 40, 41, 44, and 45. While the instrument that was not valid (NAN/minus) are 1, 13, 16, 17, 19, 21, 26, 29, 33, 34, 39, 42, and 43.

After the writer found out the valid questions, then the writer gave pre-test. The test is objective test which contains 30 (thirty) multiple choices questions for students in experiment and control class. Then, the writer gave post-test; it was given after the writer taught English vocabulary by using demonstration technique in experiment class and without using demonstration in control class. The post-test was also given that contains 30 (thirty) multiple choices questions to both of class. The writer gave all questions of multiple choices based on material of vocabulary at seventh grade and the result of pre-test and post-test were collected and compared. The tests were used as a data, to find out the effectiveness demonstration techniques toward the students’ vocabulary at experiment class.

E.

Technique of Data Analysis

The technique of data was conducted to analyze the validity and then pretest and posttest of the questions. This research was focused for seventh grade students at MTs. Negeri 13 of Jakarta. After the writer collected the data, then the writer analyzed the result of data from pre-test and post-test and then related both of them through the formulas of validity and reliability. The writer used the formula that is independent sample T-test. The formula used as follow according to Anas Sudijono:2

2

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2005), p.324-325.

Whereas :

M1 : Mean variable of experiment Class

M2 : Mean variable of control Class

SE_M : Standard Error of Experiment Class SEM : Standard Error of Control Class

The Procedure of calculation as follows: a. Formula to determine Variable X :

M

b. Formula to determine Variable Y : M

c. Formula to determine Standard of Deviation Score of Variable X: SD √

d. Formula to determine Standard of Deviation Score of Variable Y: SD √

e. Formula to determine Standard Error of Mean of Variable X :

_√

f. Formula to determine Standard Error of Mean of Variable Y: SEM

√

g. Formula to determine Standard Error of Difference of Mean of Variable X and Variable Y:

SEM - M √

h. Determining t0 with formula:

i. Determining t-table in significance level 5% (0,05) with degree of Freedom (df): df = (N + N ) – 2

Note:

Variable X: Teaching vocabulary by using demonstration technique Variable Y: Teaching vocabulary without using demonstration technique Criteria :

If means there is significance and Hα is accepted, Hο is rejected. If to ttable, means there is no significance and Hα is rejected, Hο is accepted.

F.

Statistic Hypothesis

The hypothesis of this study may be: Ho : µ1 > µ2

Ha : µ1 < µ2

1. Alternative Hypothesis (Ha) :

“There is a significancedifference of students’ vocabulary achievement between

students who are taught by demonstration technique and students who are taught without using demonstration technique.”

2. Null Hypothesis (Ho) :

“There is no significance difference of students’ vocabulary achievement

between students who are taught by demonstration technique and students who are taught without using demonstration technique.”

A.

Description of Data

In this part, the writer displays the description of pre-test and post test data. The data were collected from students pre-test and post-test in both two classes; experiment and control. It comes which consist of 32 students in each class. It shows in two tables. Tables 4.1 are the data from experiment class and table 4.2 is data from control class. It also shows the mean of both classes. The data which is obtained is described into tables as follow:

a. Experiment Class (VII-F)

Table 4.1

The Score of Experiment Class (see appendix 9)

STUDENTS

PRE-TEST SCORE

(Y)

POST-TEST SCORE

(X)

GAIN SCORE

(D)

1 70 70 0

2 80 63.3 -16.7

3 76.7 96.7 20

4 73.3 100 26.7

5 76.7 96.7 20

6 60 86.7 26.7

7 60 80 20

8 46.7 96.7 50

9 60 100 40

10 73.3 96.7 23.4

11 73.3 76.7 3.4

12 56.7 60 3.3

14 63.3 73.3 10

15 73.3 100 26.7

16 73.3 93.3 20

17 56.7 96.7 40

18 80 100 20

19 70 66.7 -3.3

20 70 100 30

21 73.3 96.7 23.4

22 76.7 100 23.3

23 53.3 93.3 40

24 73.3 73.3 0

25 20 83.3 63.3

26 66.7 96.7 30

27 73.3 96.7 23.4

28 53.3 100 46.7

29 46.7 90 43.3

30 56.7 96.7 40

31 53.3 96.7 43.4

32 53.3 100 46.7

∑ 2043.2 2876.9 26.05

Mean 63.85 89.90 833.7

In the table above, it can be shown that in experimental class there are 32 students. The mean of the pre-test in experiment class got 63.85 while in post-test got 89.90. The lowest score in pre-test is 20 and the highest score in pre-test is 80. While in post-test, the lowest score is 60 and the highest score are 100. Some students are higher in post-test than pre-test.

b. Control class (VII-G)

Table 4.2

The Score of Control Class (see appendix 10)

STUDENTS PRE-TEST SCORE (Y) POST-TEST SCORE (X) GAIN SCORE (D)

1 73.3 73.3 0

2 66.7 86.7 20

3 83.3 56.7 -26.6

4 83.3 83.3 0

5 66.7 80 13.3

6 76.7 86.7 10

7 83.3 86.7 3.4

8 80 66.7 -13.3

9 80 76.7 -3.3

10 70 76.7 6.7

11 60 73.3 13.3

12 66.7 86.7 20

13 70 56.7 -13.3

14 70 66.7 -3.3

15 83.3 66.7 -16.6

16 83.3 76.7 -6.6

17 66.7 90 23.3

18 76.7 86.7 10

19 70 70 0

20 80 70 -10

21 66.7 73.3 6.6

22 83.3 80 -3.3

23 56.7 76.7 20

25 63.3 33.3 -30

26 66.7 70 3.3

27 76.7 63.3 -13.4

28 66.7 80 13.3

29 70 76.7 6.7

30 66.7 66.7 0

31 76.7 80 3.3

32 80 63.3 -16.7

∑ 2330.2 2360.3 30.1

Mean 72.82 73.76 0.94

From the table above, it can be shown that in controlled class there are 32 students. The mean of the pre-test in controlled class got 72.82 while in post-test got 73.76. The lowest score in pre-test is 56.7 and the highest score in pre-test is 83.3. While in post-test, the lowest score is 33.3 and the highest score are 90.

B.

Analysis of Data

The writer analyzes the data using T-test formula. This technique is useful to prove statistically whether there is any significant difference between students’ vocabulary in experiment and control class. The experiment class was X variable and the control class was Y variable.

Before calculate t-test, the writer needs to make the calculation table, to gain the value of Mean, Standard Deviation and Standard Error from each variable.

Table 4.3 Students’ Achievement

In both Experiment and Control Class

No. X Y x y x^2 y^2

1 70 73.3 -19.9 -0.46 396.01 0.21 2 63.3 86.7 -26.6 12.94 707.56 167.44 3 96.7 56.7 6.8 -17.06 46.24 291.04 4 100 83.3 10.1 9.54 102.01 91.01

5 96.7 80 6.8 6.24 46.24 38.94 6 86.7 86.7 -3.2 12.94 10.24 167.44 7 80 86.7 -9.9 12.94 98.01 167.44 8 96.7 66.7 6.8 -7.06 46.24 49.84 9 100 76.7 10.1 2.94 102.01 8.64 10 96.7 76.7 6.8 2.94 46.24 8.64 11 76.7 73.3 -13.2 -0.46 174.24 0.21 12 60 86.7 -29.9 12.94 894.01 167.44 13 100 56.7 10.1 -17.06 102.01 291.04 14 73.3 66.7 -16.6 -7.06 275.56 49.84 15 100 66.7 10.1 -7.06 102.01 49.84 16 93.3 76.7 3.4 2.94 11.56 8.64 17 96.7 90 6.8 16.24 46.24 263.74 18 100 86.7 10.1 12.94 102.01 167.44 19 66.7 70 -23.2 -3.76 538.24 14.14 20 100 70 10.1 -3.76 102.01 14.14 21 96.7 73.3 6.8 -0.46 46.24 0.21 22 100 80 10.1 6.24 102.01 38.94 23 93.3 76.7 3.4 2.94 11.56 8.64 24 73.3 80 -16.6 6.24 275.56 38.94 25 83.3 33.3 -6.6 -40.46 43.56 1637.01 26 96.7 70 6.8 -3.76 46.24 14.14 27 96.7 63.3 6.8 -10.46 46.24 109.41 28 100 80 10.1 6.24 102.01 38.94 29 90 76.7 0.1 2.94 0.01 8.64 30 96.7 66.7 6.8 -7.06 46.24 49.84 31 96.7 80 6.8 6.24 46.24 38.94 32 100 63.3 10.1 -10.46 102.01 109.41

2876.9 2360.3 4816.61 4110.17

The formula of T-test as follows:

In order to get the calculation of T-test, there are several steps to be taken; determining Mean, Standard Deviation and Standard Error from each variable, the following steps describe as follows:

1. Determining Mean of variable X and Y, the formula in determining Mean as follow:

∑

∑

2. After getting the Mean in each variable, the next step is determining Standard of Deviation Score of each variable; X and Y. The formula in determining Standard deviation as follows:

√∑ √ √

√∑ √ √

3. After getting Standard of Deviation of each variable, the next step is determining Standard Error Mean of each variable; X and Y, with formula:

√

√

√

√

√

4. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula:

√

√ √ √

5. After getting the Mean of each variable and the Standard Error of different Mean from each variable, Finally, determining to with formula:

After getting the thitung, it is necessary determining Degrees of Freedom (df),

to know the value of ttabel with formula:

df

The value of df = 62 is as degree of freedom (df). The value of df 62 at the degree of significance 5% (0.05) = 1.671 (see appendix 11) and at the degree of significance 1 % (0,01) = 2.38.

1

Budi Susetyo. Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), p. 320.

C.

Hypothesis Testing

In this research, the writer proposes null hypothesis (Ho) and alternative hypothesis (Ha):

(Ho): There is no significance difference of students’ vocabulary achievement between students who are taught by using demonstration technique and students who are taught without using demonstration technique.

(Ha): There is a significance difference of students’ vocabulary achievement between students who are taught by using demonstration technique and students who are taught without using demonstration technique.

The assumption of this hypothesis as follows:

If , the Null Hypothesis (Ho) is rejected and alternative

hypothesis (Ha) is accepted. It means there is a significance difference of

students’ vocabulary achievement between students who are taught by using demonstration technique and students who are taught without using demonstration technique.

If t_hitung t_{table, the Null hypothesis (Ho) is accepted and alternative} hypothesis (Ha) is rejected. There is no significant difference of students’ vocabulary achievement between students who are taught by using demonstration technique and students who are taught without using demonstration technique.

Based on the description of data calculation, it can be inferred that: 1. The value of thitung is 5.38

2. The degree of freedom (df) is 62, so the value of ttable in the significance

5% (0.05) = 1.67

It shows that thitung ttable, it means that the Null Hypothesis (Ho) is rejected

D.

Interpretation of Data

Based on data description, in the seventh grade students’ of MTs. Negeri 13 that the students’ vocabulary is improved, especially by using demonstration technique. The result of data got from test that divided into pre-test and post-test. It showed from experiment class has the mean of pre-test is 63.85 before giving demonstration technique. Then, mean increased into 89.90 in post test after given the treatment by using demonstration technique. Therefore, the students that have the highest mean score of post-test in experiment class, which is given the treatment by using demonstration technique.

In analyzing the data, the writer analyzed the hypothesis of pre-test and post-tests both of class. This step is the main step to know whether demonstration technique is significant toward the students’ vocabulary achievement or not. The writer analysis by conducting T-test formula, the significant used 5% (0.05), and the criteria is value of t-test (thitung) > t-table. The calculation showed that t-test

(thitung) got 5.38 and the value of t-table is 1.67 in t-student table (see appendix

11). It revealed that t-test (thitung) ttable (5.38 > 1.67). Based on the criteria for the

calculation that when value of thitung ttable, it means that the hypothesis null (Ho)

is rejected and the alternative hypothesis (Ha) is accepted. It can be concluded that

there is a significant difference on students’ vocabulary by using demonstration technique in learning process.

To sum up, the data of research had been conducted based on the procedures. As the interpretation of data calculation above, there is significance by using demonstration technique toward the students’ vocabulary, because the results show that the hypothesis of H0 is rejected and Ha is accepted. The

significance differences are between by using demonstration technique and without using demonstration technique.

In addition, an application of demonstration in learning is a role play that students or teacher illustrate a procedure and how they do something.2 It is also make the students get some advantages, they are the students become interested

2

H. Douglas Brown, Teaching by Principles: An Interactive Approach to Language Pedagody, (New York: Pearson Education Inc, 2007), p. 185

and excited in learning, the students have super ordinate relationship each other, and make mode of fresh and new simulation in learning process.3 Therefore, this research can give description of the importance of demonstration technique in teaching and learning vocabulary. It means will be useful for the teachers and the students that give effect in improving toward the students’ vocabulary.

3

Louis Cohen and Lawrence Manion, Research Methods in Education, (London and New York: Routledge, 1994), p. 265.

39

A.

CONCLUSION

After doing the experiment in teaching vocabulary by using demonstration technique and without using demonstration technique, analyzing the data of experiment, and then the writer continues to conclude it. Based on the data which has been processed, the writer looks that there is a significance difference of students’ vocabulary between students who are taught by demonstration technique and students who are taught without using demonstration. It is got from the results of statistic calculation in previous chapter.

The writer got the result of students’ vocabulary achievement between

students in experiment class by using demonstration technique and students in control class without using demonstration technique by comparing the post test score of these two classes. After the writer calculated the data, the writer analyzed the data by using t-test formula. It is concluded there is a significance of using demonstration technique toward the students’ vocabulary at seventh grade students of MTs. Negeri 13.

Finally, the use of demonstration technique is effective to seventh grade students at MTs. Negeri 13 of Jakarta. It means that using demonstration technique in teaching and learning vocabulary give improvement to students’ vocabulary achievement with the score.

B.

SUGGESTION

Dealing with the conclusion, the writer would like to give some suggestions as follow:

1. Teacher should improve their ways by using teaching techniques in teaching vocabulary.

2. Teacher should give motivation and stimulate to students by using teaching technique, which is by using demonstration technique because in order the students to be active and interested in learning vocabulary.

3. Teacher should make the students to be fun and enjoy when they learn English subject in the class, especially in learning English vocabulary.

4. By applying this teaching technique, the students could improve their English vocabulary.

5. For researchers who want to do the same research, it is hoped that they could develop their study deeply from any sources because the writer realized that her writing is still far from being perfect. The other suggestion is it is better if the research just focuses on the only one teaching technique, which is by using demonstration, in order to get more significant data.

41

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Harmer, Jeremy. The Practical of English Language Teaching. Cambridge: Longman Handbooks, 1991.

Heaton, J.B. Writing English Language Tests. New York: Longman Group UK Limited, 1988.

Hiebert, Elfrieda H., and Kamil, Michael L. Teaching and Learning Vocabulary. New Jersey: Lawrence Erlbaum Associates Publishers, 2005.

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Richards, Jack C. Curriculum Development in Language Teaching. New York: Cambridge University Press, 2002.

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KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP)

P

P

E

E

R

R

A

A

N

N

G

G

K

K

A

A

T

T

P

P

E

E

M

M

B

B

E

E

L

L

A

A

J

J

A

A

R

R

A

A

N

N

S

S

T

T

A

A

N

N

D

D

A

A

R

R

K

K

O

O

M

M

P

P

E

E

T

T

E

E

N

N

S

S

I

I

D

D

A

A

N

N

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K

O

O

M

M

P

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S

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A

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R

Mata Pelajaran : Bahasa Inggris. Satuan Pendidikan : SMP/MTs.

Kelas/Semester : VII/2

Nama Guru : ...

NIP/NIK : ... Sekolah : ...

STANDAR KOMPETENSI DAN KOMPETENSI DASAR TINGKAT SMP DAN MTs

Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Pertama (SMP) / Madrasah Tsanawiyah (MTs)

A. Latar Belakang

Bahasa memiliki peran sentral dalam perkembangan intelektual, sosial, dan emosional peserta didik dan merupakan penunjang keberhasilan dalam mempelajari semua bidang studi. Pembelajaran bahasa diharapkan membantu peserta didik mengenal dirinya, budayanya, dan budaya orang lain. Selain itu, pembelajaran bahasa juga membantu peserta didik mampu mengemukakan gagasan dan perasaan, berpartisipasi dalam masyarakat, dan bahkan menemukan serta menggunakan kemampuan analitis dan imaginatif yang ada dalam dirinya.

Bahasa Inggris merupakan alat untuk berkomunikasi secara lisan dan tulis. Berkomunikasi adalah memahami dan mengungkapkan informasi, pikiran, perasaan, dan mengembangkan ilmu pengetahuan, teknologi, dan budaya. Kemampuan berkomunikasi dalam pengertian yang utuh adalah kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan berbahasa, yaitu mendengarkan, berbicara, membaca dan menulis. Keempat keterampilan inilah yang digunakan untuk menanggapi atau menciptakan wacana dalam kehidupan bermasyarakat. Oleh karena itu, mata pelajaran Bahasa Inggris diarahkan untuk mengembangkan keterampilan-keterampilan tersebut agar lulusan mampu berkomunikasi dan berwacana dalam bahasa Inggris pada tingkat literasi tertentu.

Tingkat literasi mencakup performative, functional, informational, dan

epistemic. Pada tingkat performative, orang mampu membaca, menulis, mendengarkan, dan berbicara dengan simbol-simbol yang digunakan. Pada tingkat

functional, orang mampu menggunakan bahasa untuk memenuhi kebutuhan hidup sehari-hari seperti membaca surat kabar, manual atau petunjuk. Pada tingkat

informational, orang mampu mengakses pengetahuan dengan kemampuan berbahasa, sedangkan pada tingkat epistemic orang mampu mengungkapkan pengetahuan ke dalam bahasa sasaran (Wells,1987).

Pembelajaran bahasa Inggris di SMP/MTs ditargetkan agar peserta didik dapat mencapai tingkat functional yakni berkomunikasi secara lisan dan tulis untuk menyelesaikan masalah sehari-hari, sedangkan untuk SMA/MA diharapkan dapat mencapai tingkat informational karena mereka disiapkan untuk melanjutkan pendidikannya ke perguruan tinggi. Tingkat literasi epistemic dianggap terlalu tinggi untuk dapat dicapai oleh peserta didik SMA/MA karena bahasa Inggris di Indonesia berfungsi sebagai bahasa asing.

B. Tujuan

Mata Pelajaran Bahasa Inggris di SMP/MTs bertujuan agar peserta didik memiliki kemampuan sebagai berikut.

1. Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi functional.

2. Memiliki kesadaran tentang hakikat dan pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global.

3. Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dengan budaya.

C. Ruang Lingkup

Ruang lingkup mata pelajaran Bahasa Inggris di SMP/MTs meliputi:

1. kemampuan berwacana, yakni kemampuan memahami dan/atau menghasilkan teks lisan dan/atau tulis yang direalisasikan dalam empat keterampilan berbahasa, yakni mendengarkan, berbicara, membaca dan menulis secara terpadu untuk mencapai tingkat literasi functional;

2. kemampuan memahami dan menciptakan berbagai teks fungsional pendek dan monolog serta esei berbentuk procedure, descriptive, recount, narrative,