CHAPTER II REVIEW OF RELATED LITERATURE
This chapter provides the theories of the study. It is divided into six parts: previous studies, definition and theory of action research, general view of
vocabulary, definition of IMO SMCP, definition and theory of Back Chaining Drills technique, definition and action hypothesis.
2.1. Previous studies
There has been substantial literature of previous studies conducted by language teachers that attempted to empirically draw conclusion of effective
vocabulary teaching. Riswanto and Endang Haryanto 2012 did research about improving students’ pronunciation through communicative drilling technique by
using classroom action research method. This research was held in SMAN 07 South Bengkulu in 2012. The researchers held three cycles in this research. There was
imp rovement in students’ pronunciation achievement in each cycle. The data were
analyzed by using percentage. There were five types of score, those were excellent, very good, good, low, and failed. The percentages of excellent, very good, and good
scores increased while the percentage of low and failed scores decreased. The researchers concluded that communicative drilling technique improved the
students’ pronunciation achievement. Another research was done by Septian Maharani 2012 about improving
students’ vocabulary mastery through the use of wall charts by using classroom action research. This research was held in SDN Parangjoro 1 Sukoharjo. The
researcher combined wall chart with games and drilling. She held the research into
two cycles while each cycle consists of three meetings. The result of this research showed that there was improvement in student
s’ achievement especially about vocabulary mastery. The result was showed by using achievement score. The mean
score of pre test was 54.5, in post test 1 was 66.2, and in post test 2 was 77. It means that the use of wall chart combined with games and drilling could improve the
students’ vocabulary mastery. Other researches were done by Zunita Widyasari 2012 about the use of
crossword puzzle to improve vocabulary mastery by using classroom action research. This research held in
the first year students of MA Al Bidayah Candi Bandungan.
The teaching learning process by using crossword puzzle gives the positive effect in improving the student’s vocabulary and the student’s motivation
in learning vocabulary. This is shown by the students’ enthusiasm
in doing crossword puzzle and most of the students more understand what the teacher said in cycle II than in cycle I. Moreover, the student’s achievement of
vocabulary has improved by using crossword puzzle in teaching learning process. When the researcher compare between pre test and post test, she will know
that the students’ score in post test is greater than pre test. Furthermore the result of t-test calculation in cycle I is 5, 97 and in cycle II is 6, 33. It indicates that by
applying crossword puzzle, the students’ vocabulary has improved. Yosephus Setyo Nugroho 2012 did the action research in SD Negeri II
Watuagung. The research was about improving vocabulary mastery by using flashcards. There are two cycles of action. The researcher chose flashcards because
the use of flashcards is related to the characteristics of elementary school students
as children who commonly feel interested in something with attractive shapes and color. In collecting the data, the researcher used qualitative and quantitative
methods. The technique of qualitative data was interview, observation, document analysis, and test. For the quantitative data, the data are analyzed by finding and
comparing the mean scores in pre-test and post-test descriptive statistics. Based on interview, observation, analyzing the document, and test result,
the students made improvement in vocabulary mastery. The students can learn vocabulary easier than before. When flashcards are used, in the first and the second
cycle, students are active and enthusiastic in joining learning activity. The tests score results shows an improvement of the students’ achievement. The
students’mean score in the pre-test is 45.70, in post-test 1 is 70.52, and in post-test 2 is 80.13. It can be concluded that teaching English vocabulary by using flashcards
as media can improve the students’ vocabulary mastery. The result of the research
implies that English teachers need to choose the appropriate media in teaching vocabulary; one of them is flashcards.
Lusiana Dewi Kusumayati 2010 did the research about improving students’ vocabulary by using contextual teaching and learning. This research was
conducted in SD Negeri Kalimacan, which is located in Jalan raya Solo-Purwodadi KM. 15, in the district of Kalimacan, Kalijambe, Sragen. From the research,
teaching vocabulary using contextual teaching and learning can improve the students’ vocabulary mastery and change the students’ behavior. The improvement
after CTL is applied in the teaching and learning process could be seen in the increasing students’ participation in learning English. There were improvement of
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