Teaching vocabulary through collaborative learning : (a case study at the third year of SMK YAPRI Cilandak, South Jakarta)

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TEACHING VOCABULARY TROUGH COLLABORATIVE LEARNING

(A Case Study at the Third Year of SMK YAPRI Cilandak, South Jakarta) A SKRIPSI

Presented to the Faculty of Tarbiya and Teacher’s Training in Partial Fulfillment of the Requirements for the Degree of Strata I (SI)

IRMAN MUKHTAR MARDIANSYAH NIM: 1981414352

Approved by Advisor

PROF. DR. HADJID HARNAWIDAGDA M.Pd

ENGLISH DEPARTMENT

THE FACULTY OF TARBIYAH AND TEACHER’S TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 1427H / 2007 M

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LEGALIZATION OF EXAMINATION COMMITTEE

A Skripsi entitled” THE CORRELATION BETWEEN STUDENTS’ ACHIEVEMENT MOTIVATION AND ENGLISH SPEAKING PERFORMANCE” was examined at examination session of the Faculty of Tarbiyah of Syarif Hidayatullah State Islamic University Jakarta on ,… September 2004. This Skripsi has fulfilled the requirement for the Degree of Strata-I (S-I) at the English Department.

Jakarta, 14 September 2004

Examination Committee

The Head of Committee The Secretary of Committee

Prof. Dr. H. Salman Harun Dr. Dede Rosyada, MA

NIP. 1500062568 NIP. 150231356

Committee

Examiner I Examiner II

Drs. H. Atiq Susilo, M.A. Drs. Syauqi, Mpd. NIM: 150182900 NIP. 150246289

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ACKNOWLEDMENT

In the name of Allah, the Lord of the world the Beneficent and Merciful. Lot of love and prayers to be prayed to Allah the Almighty for giving the writer His compassion to finish the last assignment in my study. Peace and salutation be upon to the noble prophet of Islam, Muhammad SWT, the perfect man and the best leader in the world, his family, relatives, and all followers.

Many people have given contribution while this A Skripsi is process until becomes a complete work for the requirement at Sarjana Degree (SI).

Here, there are those who are mentioned below deserving honorable place in the writer’s heart, particularly to: Prof. Dr. H. Salman Harun, as the Dean of Tarbiyah and Teacher Science Faculty, Drs. Nasrun Mahmud, M.Pd. and Drs. Syauki as head and secretary of English Department. In particular, Drs. H. Atiq Susilo, MA who have been very patient to sacrifice his energy and time to assist the writer so that the writer could finish this skripsi writing.

The writer would like also to thank the following people who had contributed directly or indirectly to this writing. First, I would like to thank H. Mahdi Muchtadi and Siti Jubaedah, my parents for their constant prayer, precious help and support. Also for my aussie dad, Robert Wood who have helped me to overcome most of my problems. For Drs. Habib Chirzin and Nunik from the Indonesian National Commission on Human Rights, family of Initiatives of Change Indonesia and all over the world.

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Finally, the writer recognizes this writing is far from perfect. Therefore, it is really a pleasure for him to receive critics to accomplish it. And we hope that this work would be beneficial, particularly for me and for those who are interested in. The writer welcomes suggestions and comment from the readers for the improvement of this skripsi.

May God bless them by His love and compassion, Amen Jakarta, 14 September 2004

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TABLE OF CONTENTS

Acknowledgement ……… i

List of Tables……… v

CHAPTER I: INTRODUCTION ………..………. 1

1. The background of study ……… 2. The statement of problems ………. 3. The limitation of study ……… 4. The purpose and the use of study ………. 5. The organization of writing …..………

CHAPTER II: THEORETICAL FRAME WORK……….. A. I. TRANSLATION

a. Definition of translation ……… b. Kinds of translation ……… c. Procedure of translation ……… d. The process of translation ………

B. II. IDIOMS

a. Definition of Idioms ……….. b. Sources of Idioms ……….. c. Types of Idioms ………. d. The Function of idioms ………

CHAPTER III: ANALYSIS OF IDIOMS TRANSLATION

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a. The Instrumental of Collecting Data ………

b. Description of Data

………. c. The Test of

Hypothesis……… d. The interpretation

……….. e. The interpretation

……….

CHAPTER V: CONCLUSION AND SUGGESTION

a. Conclusion ……… b. Suggestion ………

BIBLIOGRAPHY ……….……….

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Acknowledgement

“Bismillahirrahmaanirrahiim”

Praise be to Allah, Lord of the world who has bestowed upon the writer in completing this “skripsi”. Peace and Blessing be upon our prophet Muhammad SAW, his families, his companions and his followers.

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

The writer would like to express his great honor and deepest gratitude to his beloved father (Drs. H. Iding Mujtahidin, M.Pd.), his mother (Hj. Maemanah S.Pdi), Rifki Firdaus, Fitriani Rahmah, Eva Nurfadillah, Ayu Kurmasari who always give support, motivation and moral encouragement to finish his study.

The writer would like to express his thanks and great gratitude to his advisor Prof DR. Hadjid Harnawidagda M. Pd. for his valuable help, guidance, corrections and suggestions for completing this “skripsi”.

His gratitude also goes to:

1. Prof. DR. Dede Rosyada as the Dean of Faculty of Tarbiya and Teacher Training.

2. Drs. Nasrun Mahmud, M. Pd. as the Head of English Department. 3. Nida Husna M. Pd. as the Secretary of English Department.

4. Mrs. Neneng as a Writer’s Academicals Advisor in English Department 5. All lecturers of English Department for their encouragement to the writer. 6. Drs. H. M. Yusuf Sulaiman as the head master of SMK YAPRI Cilandak for

giving chance and the help to have the research

7. Desi Puspasari who always gives support, motivation and moral encouragement to finish his study.

8. All his beloved friends in English Education Department (Muhammad Elka’bati, Ahmad Riyadi, Faisal).

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9. Afif Fauzi for his helping as a teacher in controlled and experimental class. 10.Johan, Urinaldi, Ema, Rifki, Euis, Rini, Eri and Gatot for giving support and

spirit to the writer in completing his study.

11.All his friends that he cannot mention them one by one who always help and give the writer support, time and remind him in accomplishing this “skripsi”. May Allah, The Almighty bless them all, amen.

Jakarta, August 7th 2007

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TABLE OF CONTENTS

The Legalization of Advisor The Legalization of Committee

Acknowledgement ………. i

Table of Content ……… iii

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

B. Limitation and Formulation of Problem...………. 4

C. Objective of Study……… ……… 5

D. Research Method ...………. ………. 5

E. Organization of Writing….……. ………. 5

CHAPTER II THEORETICAL FRAMEWORK A. Vocabulary 1. The Meaning of Vocabulary ………... 7

2. Types of Vocabulary ……….……….. 8

3. The Expected Learning Outcome of Vocabulary Instruction…. 9 B. Collaborative Learning 1. The Definitions of Collaborative Learning.………. 11

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3. The Principles of Collaborative Learning...………. 15

4. The Advantages and Disadvantages of Collaborative Learning.. 16

C. Grammar Translation Method 1. The Definitions of Grammar Translation Method .………. 17

2. The Theories Underlying Grammar Translation Method ……... 19

3. The Principles of Grammar Translation Method ...………. 20

4. The Advantages and Disadvantages of Grammar Translation Method………. 21

D. Thinking Framework ……….22

CHAPTER III METHODOLOGY A. Objective of the Study ……….. 26

B. Place and Time of the Study ………. 26

C. Research Method ………. 26

D. Population and Sampling ……….. 27

E. Instrument ……… 27

F. Techniques of Analyzing the Data ……… 29

CHAPTER IV RESEARCH FINDINGS A. Data Description ……….. 32

B. Test of Hypothesis ………... 36

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CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ……… 39

B. Suggestion ……… 39

BIBLIOGRAPHY ……….. 41

APPENDIXES A. Lesson Planning: Collaborative Learning..………42

B. Lesson Planning: Grammar Translation Method………...47

C. The instrument: test ……….………..52

D. Validity of the test ……….55

E. Reliability of the test ……….57 F. Official Statements

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CHAPTER I INTRODUCTION

A. Background of The Study

Language is the most important element in communication. Human being could know each other by language. Recently, there is one language that has significant role in connecting every people in the world that is English language. United Nation as international organization uses English language as one of communication languages since it was held in 1945.

The factors above are the reasons that English is studied in many levels. English Language becomes important to study. It could be seen that language has been learned in any levels of educational fields. For instance, in Indonesia, English language is taught from lowest level education into highest level (universities). When English language becomes main subject in school, Learning English language is obligatory. Students should master the language to pass the National Examination (Ujian Nasional).

Beside that, students should face the challenge of National Curriculum target. They can use the language for communication if they master several factors. As we know as communicative competences. These are discourse competence, linguistic competence, actional competence, socio cultural competence and strategic competence. These competences are the curriculums in Indonesia for the language teaching and learning.

Therefore, at least students should know the language from the basic element to master the language. They must master the vocabulary knowledge well to improve their language skill as a communicative language.

In fact, the students do not master yet. It can be proven that the students of SMK YAPRI Cilandak at third year grade always ask the meaning of words. Students could not pronunciate the words well. Students could not make a simple sentence with correct structure. These are the signs that students do not master the

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language as well. These are indicated the vocabulary of students is low. In fact knowing a lot of words in a foreign language is very important. The more words you know, the better your chance to understanding or making yourself understood.1 Without an extensive vocabulary and strategies for acquiring new vocabulary, students often achieve less than their potentials and may discourage from making use of language learning opportunities around them such as listening radio, listening to native speakers, using the language in different contexts, reading, or watching television….2.

As we know mastering vocabulary is not easy, yet other aspects of the language should be considered such as; sound and structure. Vocabulary is one of the most important elements in language. We could not speak the language well if we do not master it. No matter how well we learn grammar, how successfully the sound of a foreign language is mastered, without words to express a wider range of meanings, communication in the foreign language just could not happen in any meaningful way.3

There are many factors that make the students’ vocabulary low. They came from the internal factors and the external one. The internal factors are from the inside of the students themselves such as motivation, interest, intelligence etc. And the external factors are from the outside of the students that affect their learning process such as economic background, learning materials, teachers’ performance including their teaching methods.

Teaching method is the level which theory is put into practice and at which choices are made about particular skills to be taught.4 Teaching methods could be assumed as the causal factors that cause the students’ vocabulary problem. It is

Julian Edge, Essentials of English Language Teaching, (Singapore: Longman Singapore Publisher), 1993. p. 27

Jack C. Richards, Willy A. Renandya. Methodology in Language Teaching (an Anthology of current Practice). (Cambridge: Cambridge University Press. 2002}. p 255

A.M. Zaenuri, Vocabulary 1.2003. p. 1

Jack C. Richards, Theodore S. Rogers, Approaches and Methods in Language Teaching (a description and analysis), (Cambridge: Cambridge University Press, 1992), p. 15.

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implemented in teaching and learning. The better a teacher implements the methods the better result can be gotten. Before teachers teach in the classroom, they should prepare by the suitable method for teaching and learning activities.

Finding suitable methods for implementing in the classroom are not easy. For example, Grammar translation method has dominated Europe in foreign language teaching since 1840’s until 1940’s. This method is implemented by teacher in SMK YAPRI now. It is one possibility that indicates the students’ vocabulary is low. Writing and reading form is superior to use in the method than speaking and listening. Teachers just teach the students lexically. All the meanings of words are translated by mother tongue language. Meanwhile the meaning of words is complicated. It depends on many factors. Situations and the discourse of the speakers affect how the meanings are. Then, there are direct method, communicative language teaching, total physical responses and natural approach which have been developed by scientist to find the better one for language teaching and learning even though these methods are rarely used by teachers in Indonesia.

In teaching and learning process, what is important not only how much or how little teaching and learning are done in the classroom with the method, but also how active the students are in their leaning process. It has form the philosophy of learner-centered which is divided two focuses on the language process and the language content.

In learning vocabulary, students can not develop their vocabulary if they depend on the teacher themselves. So active learning is needed to improve the vocabulary knowledge. One of the methods to drive active learning is collaborative learning activities. In collaborative learning (activities), students generally work in groups two or more5. Collaborative learning could be called as an umbrella term for a variety of educational approaches involving joint intellectual efforts by students, or students and teacher together. Collaborative learning activities vary widely, but most

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center on students’ exploration or application of the course material. It is not only the teacher’s presentation.

In line with, Collaborative learning appears as one of the promising learning concept offering some new views in learning a second language. Particularly collaborative learning give learner the opportunity to think for themselves, compare their thinking with others, make a small research project and investigates subject matter with other learner; it can encourage students to think logically based on their mind and their belief.

Based on the theories mentioned above, the writer inspired to discuss the effectiveness of collaborative learning activities in teaching and learning vocabulary. How if Collaborative learning is used by teachers in English language teaching and learning and compared with grammar translation method.

Therefore, in this ‘Skripsi’ the writer would like to use the collaborative learning in teaching vocabulary in order to know its effectiveness in teaching vocabulary. Based on the statement above, the topic that will be discussed by the writer is teaching vocabulary through collaborative learning method.

B. Limitation and Formulation of Problem

In this paper, the writer limits the subject matters to discuss teaching vocabulary trough collaborative learning at the third year students of SMK YAPRI (Yayasan Pendidikan Raudlatul Ilmiyah) Cilandak. Then the writer uses grammar translation methods as a comparison to measure the effectiveness of the method.

The formulation of problem in this paper is “whether the using of collaborative learning improve the outcome of vocabulary teaching at the third year students of SMK YAPRI (Yayasan Pendidikan Raudlatul Ilmiyah) Cilandak than grammar translation method?, or in other words, is the average gained score of the students of experiment class higher than the controlled class?.

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This study aims to know the influence of optimizing collaborative learning in vocabulary teaching at the third year students of SMK YAPRI (Yayasan Pendidikan Raudlatul Ilmiyah) Cilandak.

D. Research Method

In writing this paper, the writer uses field research, which aims to collect the data by taking some samples from the third year students of SMK YAPRI (Yayasan Pendidikan Raudlatul Ilmiyah) Cilandak from variables. Then, the data will be analyzed by using the product moment theory. In social science, this field research is known as a quantitative research.

This research is an experimental study in which the experimental class and the controlled class were treated by the teachers who has the same educational background from State Islamic University in order to eliminate the bias. The writer told both of the teacher about the way of teaching and the lesson planning.

Before the treatment writer gave pre-test as comparison with the post-test were given after the treatment. It was given to know how the influence of collaborative learning to vocabulary knowledge of the students.

The treatment was done for eight meeting. After eight meetings the writer gave the test as we called post-tests to both of the class. The test was same in qualities and quantities to keep the reliability of the research.

A week he had two meeting divided into four hour lessons @ 50 Minutes each in control class and experimental class. It was meant two hours per day. The writer divided them into two kinds teaching learning. In one meeting is one hour were usual teaching learning as school recommended. And one hour were the research.

When all the researches have done, the writer used the t-test to measure the gain of experimental class and controlled class.

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This paper consists of five chapters. The first chapter is introduction which describes the background of study, the limitation and formulation of problem, the objective of Study, the method of research and the Organization of Writing.

The second chapter is theoretical framework which explains four matters. First, it explains some theories of vocabulary itself, from the meaning of vocabulary, types of vocabulary, the expected outcome in vocabulary instruction. Second, it explains the definition of collaborative Learning method, some theories of it, the advantages and disadvantages. Third, it explains the definition of Grammar translation method, some theories of it, the advantages and disadvantages. Fourth, it explains the thinking framework of the “skripsi”.

The discussion about research methodology is written in the third chapter. It includes the objective of study, place and the time of study, research method, population and sampling, instruments and techniques of analyzing data.

Research findings are written in the fourth chapter. It includes after the research data is collected, the research result is mentioned which includes description of data, analysis of data, the test of hypothesis and the interpretation and discussion of data.

Finally, the writer tries to give conclusion and suggestion in the fifth chapter.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Vocabulary

1. The Meaning of Vocabulary

Vocabulary can be defined lexically as a collection of words and phrases usually alphabetically arranged and explained or defined.6 It is a sum or stock of words employed by a language group or work or in relation to a subject (scope of language) or generally vocabulary is a list of a foreign language textbook of the words and phrases taught or used.

Vocabulary is the entire accumulation of words in language for example estimates of the number words in English language range from about 415.000 to as high as 3.000.000.Vocabulary is the knowledge of words and word meanings.7 Specifically, vocabulary is list of words with their meanings, especially one which accompanies a text book in a foreign language.

As Steven Stahl (2005) said, "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." 8 Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. To increase the vocabulary knowledge, so vocabulary is acquired incidentally through indirect exposure to words and intentionally through instruction in specific words and word-learning

Philip Babvock Gove, Webster’s Third New International Dictionary, (Massachusetts: G & C Meriam Company, 1966), p. 2560

The New Book of knowledge, (Connecticut, Grolier incorporated, 1986), vol. 19 U-V p. 371

Linda Diamond and Linda Gutlohn, “Teaching Vocabulary ,” the article is accessed on April 16th, 2007 at http://www.ldonline.org/article/9943

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strategies.9 Vocabulary knowledge also needs to increase by continuity. Learners are expected to learn vocabulary creatively.

Jack C. Richards defines vocabulary as a core component of language proficiency and provides much of the basis how well learners speak, listen, read and write. Without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potentials and may be discouraged from making use of language learning opportunities around them such as listening radio, listening to native speakers, using the language in different contexts, reading, or watching television.10

It can be seen from the explanation the vocabulary is also the collection of words a person knows and uses in speaking, writing, reading or listening. It means vocabulary is whole words that are used in communication.

Based on some definitions above, the writer can conclude that vocabulary is a list of word collections and phrases usually arranged and explained or defined in some subjects, activities, various registers, and particular sphere (group) that are related to the meaning of the words and the way to use them in communication.

2. Types of Vocabulary

According the New Book of knowledge, an individual vocabulary varies in size according to the type of vocabulary being considered.11 The first type of vocabulary is that a person gains in a hearing vocabulary. Most babies respond correctly to spoken words long before they are able to use those words in their own speech. the number of words a person recognizes when he hears them remain larger than the number he can use correctly in his own speech or writing when children start to read, they begin to acquire a sight vocabulary, or words they recognize in print. They also learn to use a large number of words in their writing.

Linda Diamond and Linda Gutlohn, “Teaching Vocabulary ,” …………..

Jack C. Richards, Willy A. Renandya. Methodology in Language Teaching (an Anthology of current Practice). (Cambridge: Cambridge University Press. 2002), p 255

1111

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These words are nearly always fewer in number than the speaking, hearing, or reading vocabularies. A person’s total vocabulary consists of the sum of all the words he can understand or use correctly, whether in speaking, listening, reading or writing.

Specifically, a person has two kind vocabularies those are active and passive vocabulary. The active or use vocabulary is made up of words used in speaking or writing. Active vocabulary is also called productive vocabulary. This kind of vocabulary is used appropriately in speaking and writing. Meanwhile the passive or recognition vocabulary is also called receptive vocabulary. This vocabulary can be understood in the context of reading or listening. The passive or recognition vocabulary consists of words a person understands when listening or reading. Many people have recognition vocabulary several times larger than their use vocabulary. This means that they understand words they hear or read but do not habitually use in speaking or writing. As we know, the type of vocabulary not just for meaning but it is used in speaking, listening, reading and writing.

These two kind of vocabulary is stated by Jo Ann Aebersold. She classifies the vocabulary into active and passive vocabulary

a. Active Vocabulary is called as productive vocabulary. This vocabulary is used appropriately in speaking and writing.

b. Passive Vocabulary is called as receptive vocabulary. This vocabulary can be understood in the context of reading or listening. 12

3. The Expected learning Outcomes of Vocabulary Instruction

Generally, in Indonesian context, based on curriculum 2006, the learners who are learning English language, are expected to improve their communication ability in language skill to form their productive and receptive skills fluently. Building understanding about different language is important. There is English

Jo Ann Aebersold, From Reader to Reading Teacher, (New York: Cambridge University Press, 1997), p. 139

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language as a second language become one of the main language studies. When learners understand about this language, the learners are expected to improve their understanding about the meaning of different culture to broad their cultural understanding. These goals can be called as the language use.

To reach these expected learning outcomes, vocabulary knowledge is needed as a basis of a language. Large vocabularies help learners to express our ideas precisely in communication. Vocabulary knowledge enables language use, language use enables the increasing of vocabulary knowledge, and knowledge of the word enables the increasing of vocabulary knowledge and language use and so on.13 Without vocabulary, students could not able to understand how the language is. The role of words is to know how the language is used, practiced and communicated.

Furthermore, Celce-Murcia stated there is a common assumption that the more words a learner knows, the larger is the learner’s vocabulary knowledge.14 Learners are forced to know a lot of words to increase their vocabulary knowledge. With large vocabulary knowledge, the learners are expected to know the meaning of words and understanding the second languages.

As we know, deciding the meaning of an unknown word from the way it is used in a sentence is the vocabulary skill most worth working for.15 For that reasons, the expected learning outcomes of vocabulary instruction taken from John Read’s opinions that the learners are expected to:

a. Know lexical items of various kinds.

b. Know a word means knowing the degree of probability of encountering that word in speech or print. For many words we also know the sort of words most likely to be found associated with the word.

c. Know a word implies knowing the limitations on the use of the word according to variations of function and situations.

Norbert Schmitt, Vocabulary in Language Teaching, (New York: Cambridge University Press, 2000), p. 6

Marianne Celce-Murcia, Teaching English as A Second or Foreign Language, (Wadsworth: Heinle & Heinle Publishers, 1991), p. 306

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d. Know a word means knowing the syntactic behavior associated with the word. e. Know a word entails knowledge of the underlying form of a word and the

derivations that can be made from it.

f. Know a word entails knowledge of the network of associations between that word and other words in the language.

g. Know a word means knowing the semantic value of a word.

h. Know a word means knowing many of different meanings associated with word. 16

Frank W. Kerr divides the words those are needed to be understood and applied vocabulary in the context of a phrase or larger structure.17 The words that need to be understood appear in brief context (a phrase, a clause or a short sentence) could be seen as follows:

a. Diction: Choice of words to express ideas; distinct pronunciation.

b. Synonym: one of two or more words having essentially the same meaning. c. Antonym: a word opposite in meaning to another word.

d. Homonym: a word pronounced like another but different in origin, meaning, and often in spelling.

e. Derivative: a word form obtained from another word by adding prefixes or suffixes.

f. Lexicon: a compiling word as in dictionary; the special vocabulary of an art or activity.

g. Etymology: the history of the origin or derivation and development of a word. h. Linguistics: the study of human speech including the parts, structures, and

changes in language.

i. Denotation: the lexical definition of a word.

j. Connotation: the suggestive, often emotional weight or significance of a word rather than its recognized denotative meaning.

k. Affix: any prefix or suffix added to a word, including plural, tense, and possessive endings, comparative indicators, etc.

l. Semantics: the science, study, and history of the changes in meanings of words; a part of linguistics.

m. Colloquialism: informal, conversational words and expression, primarily spoken rather writing.

n. Dialect: the particular language (colloquialisms, pronunciations, sayings, etc.) of an area as it differs in this aspects from some other area.

John Read, Assesing Vocabulary, (Cambridge, Cambridge University Press, 2000) p. 25

Frank W. Kerr, Expression and Meaning (A Handbook for Vocabulary Development), (Belmont: Dickenson Publishing Company, 1966), p. 10

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o. Slang: a nonstandard, frequently short-lived, but currently popular, sometimes abusive and vulgar, almost always colorful word or phrase. 18

The need for vocabulary is one point on which teachers and students agree.19 Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. So vocabulary is English words that are related to the meaning of the words and the way to use them in communication

B. Collaborative Learning

1. Definition of Collaborative Learning

Collaborative learning as we know today found its roots in the 1870’s when four research groups working independently in Israel and United Sates began to design and study collaborative learning models for classroom context.

From various sources, there are at least four definitions of collaborative learning. First Gokhale stated that the term “collaborative learning” refers to an instruction method in which learners at various performance levels work together in small group toward a common goal. 20 The learners are responsible for helping one another. Collaborative learning offers more opportunity for language development and language integration. In practical term, collaborative learning makes students working together to achieve common learning goals.

Second, Smith and McGregor write that collaborative learning is an educational approach to teaching and learning that involves group of learners working together to solve a problem, complete a task, or create a product21. In

John Read, Assesing Vocabulary, ………..p. 26

Virginia French Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford University Press, 1983), p 1

David Nunnan, Collaborative Language Learning and Teaching (Cambridge: Cambridge University Press, 1992), p.3

Smith and McGregor, What is Collaborative Learning, http://learningcommons. evergreen. edu /pdf/collab.pdf, July 24th 2007

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collaborative learning classroom, students are divided into several groups. Each group will finish their task together and take the conclusion themselves based on

the tasks or problem are given. Third, different from two definitions above that view collaborative

learning specifically as an approach to teaching and learning, Panitz stated that collaborative learning as a philosophy of interaction and personal lifestyle not just a classroom technique. 22 He further writes that in all situations where people come together in group based other group members. With different interaction and personal lifestyle of students is expected to appear the understanding in their mind.

In addition, Mel Silberman defined collaborative learning as placing students in groups and giving then tasks in which they depend on each other to complete the work is a wonderful way to capitalize on the social needs of students.23 Social need of learning is a human need to respond to others and operate together to reach the objective. The learning becomes interesting because the learners doing it with their group. The learners also have to talk with others what they are experiencing or explaining which is lead to the connection. This connection motivates learners to stimulate learner.

Fourth, even broader than Panitz’s and Silberman, Bruffee makes an emphasis on the process of reaculturation, he defines collaborative learning as reaculturative process that become members of knowledge communities whose common property is different from the common property of knowledge communities they already belong to. Bruffee further writes that collaborative learning helps learners to build understanding of knowledge and learning that are already taking place in their society. Every person belongs to “several

Ted Panitz, Collaborative learning Versus Cooperative Learning, http;/www.city.londonmet .ac.uk/delibertaiion/colab.leraning/panitz.html. May 11th 2007

Mel Silberman, Active Learning (101 strategies to teach any subject), (Massachusetts: Allyn & Bacon, 1996), p. 6

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interpretative or knowledge communities” 24 that forms many aspects such as point of view, histories, values, conventions and interests. Therefore, at this point, it is necessary to help learners learn to realize and discuss the line between the communities they already belong to and the community represented by the teacher academic discipline which the learners want enter.

From the four definitions discussed above, it can be summed up that the definitions and the concept of collaborative learning are quite varied and broad. Placing students in groups and giving them tasks in which they depend in each other to complete the work is a wonderful way to capitalize on the social need of students.25 In working together, students are enforced to know other thinking. Differences between students can increase understanding about some materials or lessons. Good communication is needed to achieve the goal.

From the explanation above, the writer concludes collaborative learning as one method that uses students-group for teaching and learning. In collaborative classroom, students decide their own goal in learning. The role of teacher is just as a mediator and a knowledge transferor. Differences of knowledge in the groups are expected increasing the understanding of the students of learning materials.

2. The Theories Underlying Collaborative Learning

There are three theories on how collaborative improves the educational and physiological outcomes for learners, these can be broadly described as cognitive, social constructivism and motivational.26 These theories based collaborative learning as an approach in teaching learning.

First in relation to cognitive theory, working in the small group, learners have the opportunity to rethink their understanding with others and to be exposed to other mind. The share-cognitive approach places the focus on the social context

Kenneth Bruffee, Sharing Our Toys; Cooperative VS Collaborative Learning – Cover Story, http://findarticles.com/p/articles/mi_m1254/is_n1_v27/ai_16739700, May 11th 2007

Mel Silberman, “Active Learning”,……….

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that is claimed to make the collaborative happens and not just presence of collaborating shared cognition provides a forum for the peers to learn knowledge and skills in context where they are applicable. Moreover, by linking together specific context and the knowledge to be learned, peers condition make knowledge applying and eventually leading to creative thinking.

Second theory is social constructivism. Relating to this theory there is a social discourse that leads to the conceptual framework which relates the new knowledge.27 Social constructivism focuses on individual development with respect to the social interaction. In collaborative learning, social interaction is needed as a way to make the students more understand about what they have learned.

The third theory is motivational; the motivational theorists believe that structure of collaborative learning creates an environment which motivates learning. For instance, if group and individual performance are components of final assessment. Individuals are motivated not only to learn the material but also to encourage all group members to understand the basic of knowledge. Here is a driving force to foster positive interdependent relationship between group members.

3. The Principles of Collaborative Learning

While there are different definitions of collaborative learning, collaborative learning has four general characteristics. The first and the second begin from the relationships between teachers and students. The third characterizes the teachers with new approaches to the instructions. The fourth addresses the composition of a collaborative learning.

Kenneth Bruffee, Sharing Our Toys; Cooperative VS Collaborative Learning – Cover Story………..

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a Shared knowledge among teachers and students

In traditional classroom, the dominant view for teaching is the teacher as information giver; knowledge is given only one way from teacher to student. In contracts, the real of collaborative learning is shared knowledge.28 In collaborative classroom, teachers are the main knowledge. The teachers have content, skills, instruction and information that should be given to the students. With the students-group, it is expected can value and build the knowledge, personal experiences, languages, strategies, and culture that students take to the learning classroom. Sharing between teachers and students it is important to drive collaborative learning.

b Shared authority among teachers and students

In collaborative classroom, teachers share authority with students in very specific ways. In most traditional classrooms, the teacher is largely, responsible for setting goals, designing learning tasks, and assessing what is learned.29

Inviting students to set specific goal in learning is done by the teachers. To set his specific goal, teachers are depended on what is being taught and how the activities and assignments are. Collaborative teachers encourage students to use of their own knowledge, ensure that students share their knowledge and their learning strategies, treat each other respectfully, and focus on high levels of understanding. They help students listen to diverse opinions, support knowledge claims with evidence, engage in critical and creative thinking, and participate in open and meaningful dialogue.

TB. Tinzmann, et.al., What is Collaborative Classroom? http://www.arp.sprnet.org/Admin/supt/ collab2.htm, May 21st 2007

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c Teacher as mediators

As knowledge and authority are shared among teachers and students, the role of teacher increasingly emphasize mediated learning. 30 Successful mediation helps students connect new information to their experiences, also helps figure out what to do when they are learning and how to learn. The teacher as a mediator adds the information and supports to maximize the ability to take responsibility for learning.

d Heterogeneous grouping of students

The perspective, experiences, and backgrounds of all students are important for enriching learning in the classroom. As learning beyond the classroom increasingly requires understanding diverse perspectives, it is essential to provide students opportunities to do this in multiple contexts in schools. 31

Heterogeneous in collaborative teaching and learning bring the different knowledge, experience and culture to the classroom situation. Students are taught to tolerance to other mind. It is expected with these differences that students’ understanding can be increased by themselves.

4. The Advantages and Disadvantages of Collaborative Learning There are some advantages of collaborative learning, they are:

a. Flexibility; the students are frequently ‘observer’ of others, and work to an externally imposed pace. In small group and pair work, on other hand, the possibility of an individual learning preferences being engaged is correspondingly increased.

TB. Tinzmann, et.al., What is Collaborative Classroom? http://www.arp.sprnet.org/Admin/supt/ collab2.htm, May 21st 2007

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b. Dynamic; there are a number of different people to react it, to share ideas with and so on; exchange of information is sometimes more ‘natural’ in smaller-scale interaction.

c. Positive atmosphere; collaborative learning can promote a positive atmosphere or ‘affective climate’. Motivation is improved if learners feel less inhibited and more able to explore possibility self expressions; therefore collaboration in the classroom is encouraged.

One of the important aspects of collaborative learning is that it is helping promote collaborative behavior and better group relations among students. It is simultaneously helping students with their academic writing.

The disadvantages of collaborative learning are:

a. It takes much time to organize the group. The teacher should make the groups that combine all the students that have different intelligences (heterogeneous groups).

b. The class becomes noisy. It could annoy other students.

c. The learners become confuse at the beginning. When the role of teacher just as the mediators, the learners is expected to learn with their groups. The learners are confused about the learning goal. They must take the conclusion and opinion based many different discussions and minds.

C. Grammar Translation Method

5. The Definitions of Grammar Translation Method

The Grammar Translation method is a method of foreign or second language teaching which uses translation and grammar study as the main teaching and learning activities. At one time The Grammar-Translation Method was called

Jo Mcdonough and Cristopher Shaw, Materials and Method in ELT: a Teacher’s Guide, (Massachusets: Blakwell Publishing, 2003,) 2nd ed, p. 203

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Classical Method since it was first used in the teaching of the classical languages of Latin and Greek.33

Grammar Translation was in fact first known in the United States as the Prussian Method.34 The Grammar Translation method, or classical method emerged when people of the western world wanted to learn "foreign" languages such as Latin and Greek. Its focus was on grammatical rules, the memorization of vocabulary and of various declensions and conjugations, translations of texts, doing written exercises.

Mean while Richards and Rogers defined the Grammar Translation Method as a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language.35

The related argument that studying Greek and Latin helped to further a certain intellectual discipline: the mind being trained, it was asserted, by logical analysis of the language, extensive memorization of complicated rules and paradigms, and the application of these rules and paradigms in translation exercises.36 By this explanation Grammar-translation method is also called the ‘traditional method’. This does not mean that it is the oldest method. It has been, and still is used in language teaching and learning.

As we know, while teaching the text books the teacher translates every word into the mother tongue of students. Further, students are required to translate sentences from their mother tongue into English. These exercises in translation

Article “Grammar Translation method” assessed at 10 June 2007 http:// en. wikipedia.org /wiki/ Grammar_translation

Jack C. Richard & Theodore S. Rodgers. Approaches and Methods in Language Teaching, a Description and Analysis. (New York: Cambridge University Press, 1986), p. 3

Richards and Rodgers, Approaches and Methods., p. 3.

Roger Bowers, Applied Linguistics and English Language Teaching, (London: Macmillan Publishers, 1991), p. 147.

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are based on various items covering the grammar of the target language. The method emphasizes the study of grammar through deduction that is through the study of the rules of grammar. A contrastive study of the target language with the mother tongue gives a view into the structure not only of the foreign language but also of the mother tongue.

Classes are taught in the students' mother tongue, with little active use of the target language. Vocabulary is taught in the form of isolated word lists. Explanations of grammar are always provided. Grammar instruction provides the rules for putting words together; instruction often focuses on the form and inflection of words. Reading of difficult texts is begun early in the course of study. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue, and vice versa. Little or no attention is given to pronunciation.

From the explanation above, the writer interprets the Grammar Translation method as a traditional method that emphasizes in writing and reading skill. The translation to mother tongue is needed to support language teaching and learning. Learning literary is main focus in this method.

6. The Theories Underlying Grammar Translation Method

Generally speaking, the Grammar-Translation Method belonged to the school of traditional linguistics.37 Traditional linguists believed that the written form of language was superior to the spoken form. they gave priority to the written form and took words as their starting point. When discussing the rules of language, traditional linguists usually took a prescriptive approach. Traditional linguists emphasized correctness, the purity of a language, literary excellence and the use of Latin models.

Article “Grammar Translation method” assessed at 10 June 2007 http://blog.hjenglish. com/cxchun/archive /2005/10/06/146389.html

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The theory of language underlying the Grammar-Translation Method was derived from Comparative Historical Linguistics.38 The result of comparison between different languages indicated that the classical languages such as Greek and Latin were very much similar to the modern Indo-European languages. In the Grammar-Translation Method, Comparative Historical Linguistics believed that all languages were from one language and were ruled by a common grammar. In foreign language teaching, the target language was primarily interpreted as a system of rules to be observed in texts and sentences and to be related to the first language rules and meanings.

In the Grammar-Translation Method, the students’ first language was maintained as the reference system in the acquisition of the target language.39

The theory of learning underlying the Grammar-Translation Method was Faculty Psychology.40 The Faculty Psychologists believed that the mind of human beings had various faculties which could be trained separately. According to the Faculty psychologists, understanding and memorization of grammatical rules which are complicated are very important to develop students mental. The Grammar-Translation Method was an expression of classical humanism. The language was regarded as a body of esteemed knowledge to be learned with an emphasis on intellectual rigor.

There are three theories can be concluded in Grammar Translation method. The written form is superior in Grammar Translation method, the system of rules to be observed in texts and sentences and to be related to the first language rules and meanings is emphasized in this method and the last is understanding and memorization of grammatical rules which are complicated are very important.

7. The Principles of Grammar Translation Method

Article “Grammar Translation method” assessed at 10 June 2007 ……

Jack C. Richard & Theodore S. Rodgers. Approaches and Methods in Language Teaching….p.3

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A basic purpose of learning a foreign language in the Grammar Translation method is to gain the ability of reading the literature written in it. Literary language is superior to the spoken language. Student’s studies are limited with target language. Translating each language into each other is an important goal for learners. If they can do that, they are successful learners.

In this method the authority in the classroom is the teacher. Error correction in teaching learning is if a student answers of a question incorrectly, the teacher selects a different student to give the correct answer or replies the answer.

To be able to communicate with target language’s speakers is not among the goals. Grammar is taught deductively.41 Explicit grammar rules are given. Students should be aware of the grammatical rules in target language and when it is necessary, verb conjugations and some other grammatical paradigms should be memorized. The primary skills to be improved are reading and writing. Speaking and Listening are less important, pronunciation is not taught.

8. The Advantages and Disadvantages of Grammar Translation Method There are some advantages of Grammar Translation method, they are:

a. The phraseology of the target language is quickly explained.42 Translation is the easiest way of explaining meanings or words and phrases from one language into another. Other methods when explaining vocabulary items in the second language is found time consuming. A lot of time is wasted if the meanings of lexical items are explained through definitions and illustrations in the second language. Further, learners acquire some short of accuracy in understanding synonyms in the source language and the target language.

Jack C. Richard & Theodore S. Rodgers. Approaches and Methods in Language Teaching…p.4

“The Grammar Translation Method”, the article is accessed on April 26th, 2007 at http://purwarno- linguistics.blogspot.com/2006/01/grammar-translation-method_13.html

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b. Teacher’s labour is saved.43 Since the textbooks are taught through the mother tongue, the teacher may ask comprehension questions on the text that taught in the mother tongue. Communication between the teacher and the learners does not problems. Even teachers who are not fluent in English can teach English through this method. That is the reason why this method has been practiced so widely and has survived so long.

There are some disadvantages of Grammar Translation method, they are: a. It is an unnatural method.44 The natural order of learning a language is

listening, speaking, reading and writing. That is the way how the child learns his mother tongue naturally. But in the Grammar Translatio Method the teaching of the second language starts with the teaching of reading. Thus, the learning process is reversed.

b. Speech is neglected. The Grammar Translation Method lays emphasis on reading and writing. It neglects speech.45 Thus, the students who are taught English through this method fail to express themselves adequately in spoken English. Even at the undergraduate stage they feel shy of communicating through English. It has been observed that in a class, which is taught English through this method, learners listen to the mother tongue more than that to the second/foreign language. Thus, they have to pay a heavy price for being taught through this method.

c. Exact translation is not possible. Translation is a difficult task and exact translation from one language to another is not always possible.46 A language is the result of various customs, traditions, and modes of behaviour of a speech community and these traditions differ from community to community.

“The Grammar Translation Method”, the article is accessed on April 26th, 2007…..

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d. It does not give pattern practice. A person can learn a language only when he internalizes its patterns to the extent that they form his habit.47 But the Grammar Translation Method does not provide any such practice to the learner of a language. It rather attempts to teach language through rules and not by use. Researchers in linguistics have proved that to speak any language, whether native or foreign entirely by rule is quite impossible. Language learning means acquiring certain skills, which can be learnt through practice and not by just memorizing rules.

D. Framework Thinking

To use the language, mastering vocabulary is needed. Vocabulary is basic element to know the language. It is needed for understanding the meaning of words and using it in the communication. Vocabulary mastery can be reached by learning activities. It is not easy to learn vocabulary. The learners must learn actively. A suitable method is needed to improve the vocabulary.

Collaborative learning appears as one of the promising learning concept offering some new views in teaching and learning a second language especially vocabulary learning. Particularly collaborative learning give learner the opportunity to think for themselves, compare their thinking with others, make a small research project and investigates subject matter with other learner. It is expected in teaching and learning vocabulary that memorizing and spelling the words will be gotten by understanding the meaning with the context of a phrase or larger in group situation.

From the reasons above it is expected collaborative learning can be a suitable method for teaching and learning vocabulary, although the question of which method is most appropriate for teaching and learning a foreign language is still under debate. Although none is perfect, some these way are expected more successful than others.

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CHAPTER III METHODOLOGY

A. Objective of the Study

The study aims to know the influence of optimizing collaborative learning in vocabulary teaching at the third year students of SMK YAPRI (Yayasan Pendidikan Raudlatul Ilmiyah) Cilandak.

B. Place and Time of the Study

The writer did the research at SMK YAPRI (Yayasan Pendidikan Raudlatul Ilmiyah) Cilandak. He conducted this research at the school from the 16th of July 2007 to 5th of August 2007.

C. Research Method

This research is an experimental study in which the experimental class and the controlled class were treated by the teachers who has the same educational background from State Islamic University in order to eliminate the bias. The writer told the teacher about the way of teaching and the lesson planning.

Before the treatment writer gave pre-test for comparing with the post-test that was given after the treatment. It was given to know how the influence of collaborative learning and grammar translation method to vocabulary knowledge of the students.

The treatment was done for eight meeting. After eight meetings the writer gave the test as we called post-tests to both of the class. The tests had a same qualities and quantities to keep the reliability of the research.

A week he had two meeting that was divided into four-hour lessons @ 50 minutes each for both control class and experimental class. It was two hours each days. The writer divided them into two kinds teaching learning. A meeting was one hour that used usual teaching learning as school’s recommendation, so it was an hour for the research.

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D. Population and Sampling

The population of this research consists of two classes, namely class 12 SK1, class 12 PJ2. The sample of this research is 46 students, which is divided into 2 classes, namely class 12 SK1 and class 12 PJ2.

12 SK1, it is called as “Kelas Sekretaris”, and 12 PJ2, it is called as “Kelas Penjualan”. The writer found these classes have low vocabulary. So the writer used these two classes for the research because the writer found the problem in their vocabulary knowledge. Both of the classes used to use grammar translation method for language teaching and learning.

In the research the writer used SK1 for experimental class which is collaborative learning used and 12 PJ2 for controlled class which is grammar translation method used.

E. Instrument

The instrument of this research is vocabulary test which consisting of 30 (thirty) questions. The test is divided into two test form; they are multiple choices and matching tests. They are divided into three categories: easy (30%), middle (50%), and difficult (20%). Multiple choices consist of 20 items from number 1 to number 20. The 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 20 item correctly, he will get 80 scores.

Matching tests consist of 10 items from number 20 to number 30. It’s score per item is 2. It means if students can choose the answer of 1 item correctly. They will get 2 score and if they can choose the answer of 10 items correctly, he will get 20 scores.

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

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The instrument is divided into two tests, the first is try-out to know how valid and reliable the instrument is and the second is pre-test and posttest to know the gain of students’ vocabulary.

1. Validity

According to Burhan Nurgiyantoro, research instrument validity questions whether an instrument that will be used has a capability to measure something to be measured.48 Moreover, he mentions that product moment theory is used to measure research instrument validity.

Formula:

1) Mean total (Mt)

2) Standard Total Deviation (SDt)

3) Validity rpbi : rpbi

From the calculation about this test, the valid number that are 3, 5, 8, 9, 15, 21, 22, 23, 24, 25, 26, 27, 28, 29 and 30. it means from 30 question that was given, there are 14 numbers which are valid. And 16 questions those were not valid the writer changed the questions, so the questions were become valid.

Burhan Nurgiyantoro, Statistik Terapan untuk Penelitian Ilmu-Ilmu Sosial, (Yogyakarta: Gadjah Mada University Press: 2000), p. 296

N t X Mt =

∑

) (

)

( 2

N Xt N

SDt =

∑

−

∑

q P SDt

M M

rpbi

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2. Reliability

Reliability defines whether an instrument can measure something to be measured constantly. Burhan Nurgiyantoro stated that “…Realibilitas menunjuk pada pengertian apakah sebuah instrumen dapat mengukur sesuatu yang diukur secara konsisten dari waktu ke waktu. Jadi kata kunci untuk syarat kualifikasi suatu instrumen pengukur adalah konsistensi, keajegan, atau tidak berubah-ubah”(Realibity questions whether an instrument can measure something consistently from time to time. Thus, the key words for qualifying requirements are consistency or unchanged).49

The formula to be used to find out reliability; formula:

SDT2 = Varian Total

Σ piqi = piqi + p2q2 + p3q3 ....

K = total valid numbers

From the calculation of try out, the reliability score that the writer get is It 0,841. df = (20 – 2) = 18 r tabel = 5 % 18 = 0,444 The conclusion is r tabel < r hitung, so the test is reliable.

F. Techniques of Analyzing the Data

Burhan Nurgiyantoro, Statistik Terapan untuk Penelitian Ilmu-Ilmu Sosial………….

(

)

(

)

2 2 2 − − =

∑

n n X X n SDt ⎟ ⎟ ⎠ ⎞ ⎜ ⎜ ⎝ ⎛ − ⎟ ⎠ ⎞ ⎜ ⎝ ⎛ −

= . 2

∑

₂ 1 1

1 SDt Q P SDt K K KR

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To analysis and find out the differences of students score in using the collaborative learning in teaching vocabulary in teaching vocabulary, the writer uses t-test. The analysis has concerned between experiment class and controlled class

T-test is one of statistic test that is used for testing the null hypothesis of truth and fake. This t-test was taken from the different population. The writer used t-test for two connected small sample.50 Because the objects are just 23 person each class.

The formula to seek “t” or to in the condition with small sample (N<30) is

as follows:

If we use the formula to seek the result of “to”, the steps are needed to find it

that can be explained as follows:

1. Mean of Variable I (Variable X)

2. Mean of Variable II (Variable Y)

3. Standard Score Deviation of Variable X

Prof. Drs. Adang Sudijono, Pengantar Statistik Pendidikan, Jakarta, PT. Raja Grafindo Persada, 2006, p. 305

2 1 2 1 M M

SE

M

to

− −

=

1 1 N X M or

Mx =Σ

2 2 N Y M or

My =Σ

1 2 1 N X SD or

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4. Standard Score Deviation of Variable X

5. Standard Error of Mean of Variable X

6. Standard Error of Mean of Variable Y

7. Difference of Standard Error between Mean of Variable X and variable Y

8. The final is seek “to”

2 2 2 N Y SD or

SDy =

∑

1 1 1 1 − = N SD SD or SDMx M

1 2 2 2 − = N SD SD or SDMy M

2 2 2

1 2 _M _M

M or SE SE SE

SE M = +

2 1 2 1 M M

SE

M

to

− −

=

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CHAPTER IV RESEARCH FINDINGS

D. Data Description

After doing the research, the writer found the test score of experimental class and controlled class as follows:

Table 1

The Test Scores of the Experimental Class Students

Pre-test

post-test gained score

1 64 60 -4

2 48 64 16

3 50 66 16

4 46 56 10

5 62 64 2

6 66 64 -2

7 56 68 12

8 42 67 25

9 66 54 -12

10 64 76 12

11 58 78 20

12 72 78 6

13 78 82 4

14 36 64 28

15 52 62 10

16 58 76 18

17 48 64 16

18 68 67 -1

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20 84 98 14

21 70 76 6

22 70 96 26

23 54 54 0

Sum 222

Table 1

The Test Scores of the controlled class

Pre-test

Post-test Gained score

1 80 80 0

2 84 80 -4

3 76 76 0

4 80 64 -16 5 76 64 -12 6 32 54 22 7 44 68 24 8 44 72 28 9 49 68 19

10 60 58 -2

11 72 62 -10

12 57 62 5

13 49 58 9

14 62 52 -10 15 72 46 -26

16 46 70 24

17 64 50 -14

18 26 72 46

19 51 68 17

20 42 60 18

(44)

22 30 64 34

23 48 50 2

Sum 196

Table 2

The Calculation Result of Mean and Standard Deviation of Experiment Class and controlled class

N X Y x y x2 y2

1 -4 0 -13.652 -8.522 186.382 72.620 2 16 -4 6.348 -12.522 40.295 156.794 3 16 0 6.348 -8.522 40.295 72.620 4 10 -16 0.348 -24.522 0.121 601.316 5 2 -12 -7.652 -20.522 58.556 421.142 6 -2 22 -11.652 13.478 135.773 181.664 7 12 24 2.348 15.478 5.512 239.577 8 25 28 15.348 19.478 235.556 379.403 9 -12 19 -21.652 10.478 468.817 109.794 10 12 -2 2.348 -10.522 5.512 110.707 11 20 -10 10.348 -18.522 107.078 343.055 12 6 5 -3.652 -3.522 13.338 12.403 13 4 9 -5.652 0.478 31.947 0.229 14 28 -10 18.348 -18.522 336.643 343.055 15 10 -26 0.348 -34.522 0.121 1191.750 16 18 24 8.348 15.478 69.686 239.577 17 16 -14 6.348 -22.522 40.295 507.229 18 -1 46 -10.652 37.478 113.469 1404.620

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19 0 17 -9.652 8.478 93.164 71.881 20 14 18 4.348 9.478 18.904 89.837 21 6 42 -3.652 33.478 13.338 1120.794 22 26 34 16.348 25.478 267.251 649.142 23 0 2 -9.652 -6.522 93.164 42.533 Sum 222 196 0.000 0.000 2375.217 8361.739

From table 2 and 3, the writer have found that Σ X = 222, Σ Y = 196, Σ x2 = 2375.217, Σ y2 = 8361.739

The formula to seek “t” or to in the condition with small sample (N<30) is as

follows:

If we use the formula to seek “to”, the steps are needed as follows: 1. Determining Mean variable X with formula:

2. Determining Mean variable Y with formula:

3. Determining of Standard of Deviation of Variable X:

1 1 N X M or

Mx =Σ

23 196

= = 8,521

2 2 N Y M or

My =Σ

23 222

= = 9,652

1 2 1 N X SD or

SDx =

∑

₂₃

217 . 2375

= = 103.270

162 , 10 1= SD or SDx 2 1 2 1 M M

SE

M

to

− −

=

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4. Determining of Standard Deviation of Variable Y:

5. Determining of Standard Error of Mean Variable X:

6. Determining of Standard Error of Mean Variable Y:

7. Determining Standard Error Mean Difference of M1 and M2:

8. Determining to with formula:

2 1 2 1 M M o SE M M t − − = 23 739 . 8361

= = 363,553

067 , 19 2 = SD or SDy 2 2 2 N y SD or

SDy =

∑

1 1 1 1 − = N SD SE or

SEMx M

1 23 162 . 10 − = 22 162 . 10 = 690 . 4 162 . 10 = 065 , 4 2 = M SE or SEMy 1 2 2 2 − = N SD SE or SEMy M

1 23 067 . 19 − = 22 067 , 19 = 690 . 4 067 , 19 = 166 , 2 = M SE or SEMx 2 2 2 1

1 _M _M

or

SE

=

+

2 ₄_,₀₆₅

166 , 2 + = 499 . 16 691 , 4 +

= = 21,19

603 , 4

1or SE=

SEM 063 , 4 521 , 8 652 , 9 − =

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9. Determining t-table in significance level 5 % with df or db:

The writer gained t table for df = 44: S.L. 5 % = 2,02

10.The Comparison between t-score with t-table: t-score = -t-table <> t-score <> + t-table t-score = -2,02 < 0,245 > 2,02

E. Test of Hypothesis

As mentioned the analysis above, the writer has determined the alternative hypothesis (Ha) and null Hypothesis (Ho) as follows:

Ha: “There is a significant difference between the students’ vocabulary scores

taught by the Collaborative Learning and taught by the grammar translation method”.

Ho: “There is no significant difference between the students’ vocabulary scores

taught by the collaborative learning and taught by the grammar translation method”.

The hypothesis from experiment class and controlled class which are calculated by using t-test formula above, the criteria as follow:

If to > tt The alternative hypothesis is accepted and null hypothesis

is rejected. It means “There is a significant difference between the students’ vocabulary scores taught by the Collaborative Learning and taught by the grammar

(

1+ 2−2

) (

= 23+23−2

)

=44

= N N

063 , 4

131 , 1

(48)

If to < tt

translation method”.

The alternative hypothesis is rejected and the null hypothesis is accepted “There is no significant difference between the students’ vocabulary scores taught by the Collaborative learning and taught by the grammar translation method”

According the calculation above, it can be interpreted that the gained scores between teaching vocabulary through collaborative learning and teaching vocabulary using grammar translation method were difference. The mean score of Experimental class (variable X) is 9,652, while the mean score of controlled class (variable Y) is 8,521.

The calculation showed that the standard error mean was 4,063 with to 0,245.

This score was the result from the calculation of deviation standard X and Y, and the calculation from mean of difference standard error X and Y.

Between experiment class and controlled class the writer used the degree of significance of 5 %. From the calculation the writer found the degree of freedom (df)

is 44 obtained from (N1 + N2 – 2) = (23 + 23 – 2). in significance level 5 % with df or db, it can not be found the score of 44, so the writer determined the degree of freedoms score with 40. So the df was 2,02. Comparing the result of t-score with the value of degree of significance, the writer got -2,02 < 0,245 < 2.02. Since to score

obtained from the result of calculating is smaller than tt score in the table, so the

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

Because the alternative hypothesis is rejected and the null hypothesis is accepted, it was meant there is no significance difference between the students’ vocabulary scores taught in experiment class and controlled class.

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According to the explanation about the analysis of the result on the tables above, we can conclude that teaching vocabulary through the collaborative learning was not adequate success. It can be seen on the tables above that the students who learn in the experiment class and the controlled class Method do not have a significant differences.

Based on the data, the mean scores of experiment class is 9,652, controlled class is 8,521. So the to-score is 0,245. When the table is compared with

t-observation, the result showed that t-table is bigger than to-score. It means that there

is no significant influence of using the collaborative learning in teaching vocabulary and teaching vocabulary through grammar translation method. Although there are differences of the students’ vocabulary scores taught by the collaborative learning but they are not significant differences. So, the students’ vocabulary scores taught by the collaborative learning are not better than taught in controlled class.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

With regard to above result, the writer concludes that teaching vocabulary through the collaborative learning is not better than teaching vocabulary trough grammar translation method. It can be seen on the tables above that the students who there where in experiment class and there were in controlled class do not have a significant differences. It shows that:

1. The mean of test score between experiment and controlled class are not quite different. The mean score of experiment class (variable X) is 9,625, while the mean score of controlled class (variable Y) is 8,521.

2. The result of the analysis of the research shows the value of “to” is 0,245. It is

smaller than the value of t-table of the significance 5% that is 2,02. So the analysis can be interpreted that -2,02 < 0,245 < 2,02.

3. to score obtained from the result of calculating is smaller than tt score in the

table, so the alternative hypothesis (Ha) is rejected and the null hypothesis

(Ho) is accepted.

B. Suggestion

According to conclusion above, the writer suggests for the teacher who is teaching English language especially vocabulary. There are some suggestions that can be suggested connecting to the writer’s conclusion. The suggestions are as follows:

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1. Teacher is expected to have good planning in teaching for the learners. This is basic element when a teacher teaches the class. Especially to teach a vocabulary as known as a basis of language.

2. Teacher should employ various methods and techniques in teaching language especially vocabulary. Games, pictures, gestures are needed for remembering vocabularies so it can be understand clearly.

3. Teacher is not expected to be a mediator only but he should be a motivator too to motivate learners more active in their classroom activities. In the class, usually the active learners are partially. It is the teacher’s job to motivate them so they can learn fully.

4. In collaborative learning, it is better to employ it in more advanced level because collaborative needed more understanding in many aspects (individual environment and social environment).

5. The teacher is not expected to focus only on the grammatical forms, but also how to use the language to communicate. So the teacher must teach integrated language skill and sub-skill because the mean of the language is to communicate. With this suggestion is expected that the students will not get confused and misunderstanding.

6. Teacher is expected to create a comfortable classroom for the learners. Teacher can change the form of chairs or tables in the class to find a comfortable classroom for them.

Those are some suggestions which the writer offered especially to the teacher as an addition to complete the way of teaching learning process in the classroom.

(52)

BIBLIOGRAPHY

Aebersold, Jo Ann. From Reader to Reading Teacher. New York: Cambridge University Press. 1997.

Allen, Virginia French. Techniques in Teaching Vocabulary. Oxford: Oxford University Press. 1983.

Ann, Crandall Jo. Cooperative language Learning and Five Factors in Affects in Language Learning. Cambridge: Cambridge University Press. 1999.

Bruffee, Kenneth. Sharing Our Toys; Cooperative VS Collaborative Learning – Cover Story. http://findarticles.com/p/articles/mim1254/is n1v27/ai_ 16739700.

May 11th 2007

Bowers, Roger. Applied Linguistics and English Language Teaching. London: Macmillan Publishers. 1991.

Celce-Murcia, Marianne. Teaching English as A Second or Foreign Language. Wadsworth: Heinle & Heinle Publishers. 1991.

Davis, Nancy. Vocabulary Improvement. USA: McGraw-Hill Inc. 1967.

Diamond, Linda and Linda Gutlohn. “Teaching Vocabulary”. 2007 at http://www.ldonline.org/article/9943 the article is accessed on April 16th

Edge, Julian. Essentials of English Language Teaching. Singapore: Longman Singapore Publisher. 1993.

Grammar Translation method http:// en. wikipedia.org /wiki/ Grammar_translation.

10th_{June 2007}

Grammar Translation method. http://blog.hjenglish. com/cxchun/archive /2005/10/06/146389.html. 10th June 2007

Kerr, Frank W.. Expression and Meaning (A Handbook for Vocabulary Development). Belmont: Dickenson Publishing Company. 1966.

(53)

Mcdonough, Jo and Cristopher Shaw. Materials and Method in ELT: a Teacher’s Guide. Massachusets: Blakwell Publishing. 2003. 2nd ed.

Nunnan, David. Collaborative Language Learning and Teaching. Cambridge: Cambridge University Press. 1992.

Nurgiyantoro, Burhan. Statistik Terapan untuk Penelitian Ilmu-Ilmu Sosial. Yogyakarta: Gadjah Mada University Press: 2000

Panitz, Ted. Collaborative learning Versus Cooperative Learning. http;/www.city. londonmet .ac.uk/delibertaiion/colab.leraning/panitz.html. May 11th 2007.

Read, John. Assesing Vocabulary. Cambridge: Cambridge University Press. 2000 Richards, Jack C. Willy A. Renandya. Methodology in Language Teaching (An

Anthology of Current Practice). Cambridge: Cambridge University Press. 2002. Richards, Jack C. Theodore S. Rogers. Approaches and Methods in Language

Teaching (A Description and Analysis). Cambridge: Cambridge University Press.1992

Schmitt, Norbert. Vocabulary in Language Teaching. New York: Cambridge University Press. 2000.

Silberman Mel. Active Learning (101 strategies to teach any subject). Massachusetts: Allyn & Bacon. 1996.

Smith and McGregor. What is Collaborative Learning. httphttp:// learning commons. evergreen. edu /pdf/collab.pdf. July 24th 2007.

Sudijono, Prof. Drs. Adang. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada. 2006.

The Grammar Translation Method. http://purwarno- linguistics.blogspot. com/2006/01/ grammar-translation-method_13.html. April 26th, 2007.

(54)

Tinzmann, TB.. et.al.. What is Collaborative Classroom? http://www.arp. sprnet. org/ Admin/supt/ collab2.htm. May 12th 2007

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(1)

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

2. The result of the analysis of the research shows the value of “to” is 0,245. It is smaller than the value of t-table of the significance 5% that is 2,02. So the analysis can be interpreted that -2,02 < 0,245 < 2,02.

3. to score obtained from the result of calculating is smaller than tt score in the table, so the alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is accepted.

B. Suggestion

(2)

1. Teacher is expected to have good planning in teaching for the learners. This is basic element when a teacher teaches the class. Especially to teach a vocabulary as known as a basis of language.

2. Teacher should employ various methods and techniques in teaching language especially vocabulary. Games, pictures, gestures are needed for remembering vocabularies so it can be understand clearly.

4. In collaborative learning, it is better to employ it in more advanced level because collaborative needed more understanding in many aspects (individual environment and social environment).

6. Teacher is expected to create a comfortable classroom for the learners. Teacher can change the form of chairs or tables in the class to find a comfortable classroom for them.

Those are some suggestions which the writer offered especially to the teacher as an addition to complete the way of teaching learning process in the classroom.

(3)

BIBLIOGRAPHY

Aebersold, Jo Ann. From Reader to Reading Teacher. New York: Cambridge University Press. 1997.

Allen, Virginia French. Techniques in Teaching Vocabulary. Oxford: Oxford University Press. 1983.

Ann, Crandall Jo. Cooperative language Learning and Five Factors in Affects in

Language Learning. Cambridge: Cambridge University Press. 1999.

Bruffee, Kenneth. Sharing Our Toys; Cooperative VS Collaborative Learning –

Cover Story. http://findarticles.com/p/articles/mim1254/is n1v27/ai_ 16739700.

May 11th 2007

Bowers, Roger. Applied Linguistics and English Language Teaching. London: Macmillan Publishers. 1991.

Celce-Murcia, Marianne. Teaching English as A Second or Foreign Language. Wadsworth: Heinle & Heinle Publishers. 1991.

Davis, Nancy. Vocabulary Improvement. USA: McGraw-Hill Inc. 1967.

Diamond, Linda and Linda Gutlohn. “Teaching Vocabulary”. 2007 at http://www.ldonline.org/article/9943 the article is accessed on April 16th

Edge, Julian. Essentials of English Language Teaching. Singapore: Longman Singapore Publisher. 1993.

Grammar Translation method http:// en. wikipedia.org /wiki/ Grammar_translation.

10th_{June 2007}

Grammar Translation method. http://blog.hjenglish. com/cxchun/archive

/2005/10/06/146389.html. 10th June 2007

Kerr, Frank W.. Expression and Meaning (A Handbook for Vocabulary

(4)

Mcdonough, Jo and Cristopher Shaw. Materials and Method in ELT: a Teacher’s

Guide. Massachusets: Blakwell Publishing. 2003. 2nd ed.

Nunnan, David. Collaborative Language Learning and Teaching. Cambridge: Cambridge University Press. 1992.

Nurgiyantoro, Burhan. Statistik Terapan untuk Penelitian Ilmu-Ilmu Sosial. Yogyakarta: Gadjah Mada University Press: 2000

Panitz, Ted. Collaborative learning Versus Cooperative Learning. http;/www.city. londonmet .ac.uk/delibertaiion/colab.leraning/panitz.html. May 11th 2007. Read, John. Assesing Vocabulary. Cambridge: Cambridge University Press. 2000 Richards, Jack C. Willy A. Renandya. Methodology in Language Teaching (An

Anthology of Current Practice). Cambridge: Cambridge University Press. 2002.

Richards, Jack C. Theodore S. Rogers. Approaches and Methods in Language

Teaching (A Description and Analysis). Cambridge: Cambridge University

Press.1992

Schmitt, Norbert. Vocabulary in Language Teaching. New York: Cambridge University Press. 2000.

Silberman Mel. Active Learning (101 strategies to teach any subject). Massachusetts: Allyn & Bacon. 1996.

Smith and McGregor. What is Collaborative Learning. httphttp:// learning commons. evergreen. edu /pdf/collab.pdf. July 24th 2007.

Sudijono, Prof. Drs. Adang. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada. 2006.

The Grammar Translation Method. http://purwarno- linguistics.blogspot.

com/2006/01/ grammar-translation-method_13.html. April 26th, 2007.

(5)

Tinzmann, TB.. et.al.. What is Collaborative Classroom? http://www.arp. sprnet. org/ Admin/supt/ collab2.htm. May 12th 2007

(6)

Teaching vocabulary through collaborative learning : (a case study at the third year of SMK YAPRI Cilandak, South Jakarta)

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