THE EFFECT OF WORD WALL ON STUDENTS’ VOCABULARY ACHIEVEMENT IN READING DESCRIPTIVE TEXT AT SEVENTH GRADE STUDENTS OF SMP NEGERI 3 PANGARIBUAN.
THE EFFECT OF WORD WALL ON STUDENTS’
VOCABULARY ACHIEVEMENT IN READING DESCRIPTIVE
TEXT AT SEVENTH GRADE STUDENTS IN SMP NEGERI 3
PANGARIBUAN
A Thesis
Submitted to Fulfill the Partial Fullfillment of the Requirements for the
Degree of Sarjana Pendidikan
By:
SRI ERTINA SIREGAR
Reg.Number 2112121034
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Siregar , Sri Ertina. Registration Number: 2112121034. The Effect of Word Wall on
Students’ Vocabulary Achievement in Reading Descriptive Text at Seventh Grade
Students of SMP Negeri 3 Pangaribuan. A Thesis. English Educational Program, State
University of Medan, 2016
This study deals with the effect of Word Wall on Students’ Vocabulary Achievement in
Reading Descriptive Text. The population of this research was students of grade VII SMP
Negeri 3 Pangaribuan, which are consisted 105 students. There were 61 students from the
population taken as the sample in this research. The sample was divided into randomized
groups: experimental and control group. The experimental group was taught by using Word
Wall, while the control group was taught by using dictionary. To obtain the reliability of the
test, the researcher applied Kuder Richardson 21 formula (KR21). The result of the reliability
was 0.98. The data were analyzed by using t-test formula. The analysis showed that the
scores of the students in the experimental group were significantly higher than the scores of
the students in the control group at the level of significance 0.05, with the degree of freedom
(df) 59, t-observed value 6.13> t-table value 2.00. The finding indicated that using Word
Wall significantly affected on students’ vocabulary achievement on reading descriptive text.
Therefore alternative hypothesis (Ha) was accepted.
Keywords: Word Wall, Vocabulary Achievement, Reading Descriptive Text
i
ACKNOWLEDGEMENT
The deep thankfulness to the Almighty God, Allah SWT for blessing, strength, and
patience to the researcher so that she can accomplish this thesis as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at the English Department of Faculty
Languages and Arts, State University of Medan. Then peace and blessing be upon Prophet
Muhammad SAW, as the prophet who guide people to the right path and as the best motivator
for muslims.
The historical and meaningful process of realizing this thesis, surprisingly has
created the relationship and involvement between the researcher and a great number of
people who have contribution for whom the researcher would like to give special thanks to:
-
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
-
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.
-
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department
and her ThesisSupervisor.
-
Nora Ronita Dewi, S.S, M.Hum., the Head of English Educational Study
Program.
-
Dra. Tjut Ernidawati,and Rafika Dewi Nasution, S.Pd., M.Hum,her Thesis
Supervisors.
-
Dr. Anni Holila Pulungan M.Hum, her Academic Advisor.
-
Prof. Amrin Saragih, M.A, Ph.D, and Dra. Sri Juriati Ownie, M.A, her Thesis
Reviewers.
-
All the Lecturers of English Department who have taught and guided her
throughout the academic years.
ii
-
Rahmat Siregar and Mery Tambunan, her lovely parents for the support, pray,
love, struggle and every other things they have given that can make the researcher
finished her study program. The researcher’s sincere gratitude also goes to her
belovedsisters and Brothers, Tetty Rosalina Siregar,Zivanna Keisha Siregar,
Amrul Hajrat Siregar, Andika Juniari Siregar and Ariel Jainalsyah Siregar ,
for the supports and noises.
-
Headmaster, Vice Headmasters and English teachers in SMP Negeri 3
Pangaribuan , for time, chance and cooperation.
-
Eis Sri Wahyuningsih, M.Pd for all helps and advices to finish this study
program.
-
Her Friendship: Ika, Mira, Dwika, Aini, Vanfeinzure Friends, Akhwat UKMI
Ar-Rahman FBS and UNIMED, and her Sisters in Kost An-Najihah who
regularly or suddenly had interaction and helped the researcher in finishing all
requirements for achieving Bachelor Degree.
-
All Students of English Education and Literature 2011 for togetherness, fights,
laughter, time and helps that they experienced in class and outside the campus in
achieving Bachelor Degree. Thank you.
Medan, March 2016
The researcher
iii
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................
i
ACKNOWLEDGEMENTS ...........................................................................
ii
TABLE OF CONTENTS...............................................................................
v
LIST OF TABLES .........................................................................................
vii
LIST OF APPENDICES .............................................................................
viii
CHAPTER I.INTRODUCTION...................................................................
1
A. The Background of The Study......................................
1
B. The Problem of The Study............................................
4
C. The Objectiveof The Study...........................................
4
D. The Scope of The Study ...............................................
5
E. The Significance of The Study .....................................
5
CHAPTER II.REVIEW OF RELATED LITERATURE ..........................
6
A. Theoritical Framework
1.
Vocabulary............................................................
6
a. Definition of Vocabulary.....................................
7
b. Types of Vocabulary...........................................
8
c. The Source of Vocabulary..................................
9
d. Aspect of Learning Vocabulary..........................
10
e. Students’ Vocabulary need.................................
16
2.
Descriptive Text................................. ...................
16
3.
Word Wall .............................................................
18
a. The Way to Create Word Wall..................... ....
19
b. Process of Teaching Learning by Using Word
wall ............................................................. ...
20
4.
The Advantages and Disadvantages of Word Wall
22
5.
Using Dictionary....................................................
23
iv
B. Relevant Studies ...........................................................
24
C. Conceptual Framework ................................................
25
D. Hypothesis ...................................................................
26
CHAPTER III.RESEARCH METHODOLOGY .......................................
27
A. The Research Design .....................................................
27
B. Population and Sample ..................................................
27
C. The Instrument of Collecting Data ................................
28
D. Score of theTest .............................................................
28
E. The Research Procedure ...............................................
29
1. Pre-test ..............................................................
29
2. Treatment ..........................................................
29
3. Post-test...............................................................
31
F. Validity and Reliability of the Test ................................
32
G. Data Analysis ..................................................................
33
H. Statistical Hypothesis ......................................................
34
CHAPTER IV.DATA AND DATA ANALYSIS .........................................
36
A. The Data …....................................................................
36
B. Data Analysis .................................................................
38
C. Testing Hypothesis ........................................................
40
D. Research Findings ..........................................................
40
CHAPTER V. CONCLUSION AND SUGGESTIONS ..............................
42
A. Conclusion .....................................................................
42
B. Suggestion......................................................................
42
REFERENCES ...............................................................................................
44
APPENDIX .....................................................................................................
46
v
LIST OF TABLES
Pages
Table 2.1 Kinds of Pronoun .................................................................................................... 13
Table 3.1 Research Design ..................................................................................................... 27
Table 3.2 Treatment in Experimental Group .......................................................................... 29
Table 3.3 Activities in Control Group ..................................................................................... 31
Table 4.1 The Score of Experimental Group ........................................................................... 35
Table 4.2 The Score of Pre-test and Post-test in Control Group ............................................ 37
vi
LIST OF APPENDICES
Pages
Appendix A. The Score of Pre-test and Post-test of Experimental Group .............................. 46
Appendix B. The Score of Pre-test and Post-test of Control Group ........................................ 47
Appendix C. The Calculation of Pre-test and Post-test of Experimental Group ..................... 48
Appendix D. The Calculation of Pre-test and Post-test of Control Group ............................. 49
Appendix E. The Calculation of the T-test ............................................................................50
Appendix F. Table of Distribution Test .................................................................................52
Appendix G. The Reliability of the Test ...............................................................................54
Appendix H. Lesson Plan ......................................................................................................56
Appendix I. Post-test Items ...................................................................................................69
Appendix J. Pre-test Items ....................................................................................................76
Appendix K. Students’ Answer Sheet of Pre-test in Control Group.....................................83
Appendix L. Students’ Answer Sheet of Post-test in Control Group....................................85
Appendix M. Students’ Answer Sheet of Pre-test inExperimental Group............................87
Appendix N. Students’ Answer Sheet of Post-test in Experimental Group.........................89
vii
1
CHAPTER 1
INTRODUCTION
A. The Background of the Study
Language means as a tool of communication in human life. English is a
language that we use to communicate each other, whether it is spoken or written
language. English has function as communication tools to access information,
interlace the interpersonal relationship, and change information.
The first step that we have to reach in mastering English is by knowing
the meaning through vocabulary mastery.Vocabulary is the words units that the
meaning is known and can be used by a person in a language to arrange a new
sentence.The vocabulary riches of someone generally regard as description of
her/his intelligency or education level.Jordan (1997:149) states that teaching
vocabulary is such an important task in teaching English because vocabulary
achievement is related to all language learning and it concerns to all four language
skills, they are speaking ability, reading ability, listening ability, and writing
ability.
According to Hiebert and Kamil (2005), vocabulary is knowledge of
knowing the meaning of the words, and words represent complex and multiple
meanings. Furthermore, these complex and multiple meanings of words need to
be understood in the context of other words in the sentences and paragraphs of
texts.
1
2
The text used in this research was descriptive text. Descriptive text is a
text which describe a particular person, place or thing (Garot and Wignell
1994).The students were not only expected to understand words in descriptive
texts, but also texts could be expected to introduce them to many new words. So
this research was about vocabulary achievement helps students in reading
comprehension. The students were expected to be able to understand and know
the meaning of the words according to the contex of text. If the students could
understand and know the words meaning in descrriptive text, they wold be able to
comprehend the text well. Reza (2012) stated, If learners do not have sufficient
vocabulary knowledge, they will have difficulties in recognizing the content
thereby failing the vocabulary learning test and lose interest in reading.
Nowadays, the students still often face the difficulty to comprehend the
decriptive text. Because they have or face some difficulties in knowing and
understanding the meaning of the words in some contexts. It was because of the
students English vocabulary mastery is still not good enough.They have limited
vocabulary to comprehend the meaning of the words in the text, so they are
difficult to comprehend the content.
The researcher observed teaching learning process in the class of seventh
grade students in SMP Negeri 3 Pangaribuan, and founded that the teacher still
uses theold method of learning activity. If the students face the difficulty to know
the meaning of a word as long as the learning process, the teacher asksthe
students to look for the meaning in dictionary or tells the meaning directly.
3
Sometimesteacher also asks them to read the text first, then find difficult
words with their meaning, but the students were still difficult to understand and
know the meaning of the vocabulary, because not all of the students have the
dictionary or may be sometimes they left their dictionary at home. The students
also will always depend on the dictionary meaning not on the word context
understanding, and the students will often wait the teacher to tell the meanings. If
they can not recognize the content of the text, of course they will be difficult to do
the task. Finally some of students couldn not pass the passing grade (KKM).
The students often choose the wrong answer of the question from the text,
because they don’t understand the content of the text. For example, objective test
wich was given by the teacher, such as multiple choice question, where the
alternative answer of the question were provided by the teacher, and the students
were asked to choose the correct answer of the question based on the text. The
students could find the correct answer by raeding the text and comprehending the
content. In fact, they still often do or choose the wrong answer of the question,
whereas the correct answer cuold be founded from the text by reading it. It was
because the students didn’t understand the content of the text, so they couldn’t
find the correct answer from the alternative answer given.
In this case,students faced difficulties to recognize the content of the text,
because they didn’t know the vocabulary. So,the teachers were expected to have
and make some interesting way in language teaching, especially English
Language. The teacher could use some models to make it easier and attract the
4
students attention.One of the models isword wall . Word wall is collection of
words which are displayed in large visible letters on a wall, bulletin board, or
other display surface in a classroom. A word wall is a display of words on the
wall or bulletin board of a classroom that is used as a visual reminder of material
that is being learned, Bauman (2007).
The word wall is designed to be an interactive tool for students or others to
use, and contains an array of words that can be used to improve the students’
vocabulary mastery. The words display have been used in this research was words
related to description text to help them remind the material learned. Therefore , by
applying word wall , the researcher hope that the students could know new
vocabularies and able to comprehend the decriptive text well.
B. The Problem of Study
Based on the background of the study, this research problem was
formulated as the following: “ is there any effect of word wall on students’
vocabulary achievement in reading decriptive text of the grade VII SMP Negeri 3
Pangaribuan?”
C. The Objective of the Study
The objective of this study was to investigate whether the application of
Word Wall significantly affect the students’ vocabulary achievementin reading
descriptive text or not.
5
D. The Scope of Study
The scope of the study was focused on the application of Word Wall on
students’ vocabulary achievement in reading decriptive text. The students in this
case were the first year students in SMP Negeri 3 Pangaribuan.
E. The Significant of Study
The result of this study were expected not only to be the merely data
aggregation, but something more advantages theoritically and practically. It could
be described as follow:
Theoritically, the result of this study could be a reference for those who
are interested in teaching vocabulary and reading vocabulary.
Practically, the result of this study would be usefull for:
1. The students; hopefully this study could be usefull for them to enlarge
their vocabulary knowledge and help them recognize the content of the
descriptive text so they could improve their reading ability.
2. The teacher; this study was aimed to help teacher find the advantagous
information based on the content of this study which related to the
students’ vocabulary achievement in descriptive text, then teacher could
vary and use this technique as an alternative for teaching and learning.
3. The other researchers; this study was intended to be one of their resources
to make another research about sudents’ vocabulary achievement and
reading comprehension, and give additional information for the next
related study.
40
CHAPTER V
CONCLUSION AND SUGESTION
A. Conclusion
After analyzing the data, it was found that the scores of the student in
control group of pre-test was 1345 , the mean score 49.81 and the post-test was
1635, the mean score 60.55. Moreover, the total score in experimental group of
pre-test was 1700, the mean score 50 and the post-test was 2365, the mean score
69.55. It was concluded that Word Wall had significant effect on students’
vocabulary achievement in reading descriptive text and it showed that the
students’ scores of experimental group are higher than control group. Since the tobserved (6.15) is higher than t-table (2.00) for the degree of freedom 59 at level
of significant = 0.05. It means that the null hypothesis (Ho) was rejected and
alternative hypothesis (Ha) was accepted because there was significant effect of
applying word wall on Students’ vocabulary achievement in reading descriptive
text.
40
41
B. Suggestions
As discussed in previous chapter, this study is intended to give
advantageous information both theoretically and practically.
1) For the teachers
a. The teacher who has directly involved to the teaching-learning
process is suggested to improve the implementation of his/her
techniques in teaching vocabulary..
b. The teacher can vary and use word wall as an alternative for
teaching and learning.
2) For the students
a. The students are expected to enlarge their vocabulary knowledge
and learn more about descriptive text.
b. The students are expected to have more practices in reading text to
improve their reading comprehension ability and knowing the
vocabulary from the word wall as their reference while studying.
3) For other researchers
Other researchers should conduct varied researches about students’
vocabulary achievement and reading comprehenion in other kinds of
genre which are considered important for students’ needs in learning
English.
42
REFERENCES
Allen, Janet. 1999. Words, Words, Words. Portland: Stenhouse Publishers.
Allen, Janet. 2007. Inside Word, Tools for Teaching Academic Vocabulary
Grade 4-12. Portland: Stenhouse Publishers.
Angrraini, Decy. 2013. Improving Students’ Vocabulary Achievement through
Word Wall Strategy. Unpublished Thesis. Medan: State University of
Medan.
Bogaards, Paul & Laufer, Batia. 2004. Vocabulary in a Second Language:
Selection, Acquisition, and Testing. Amstrerdam: John Benjamins
Publishing Co.
Bromley, Karen 2007. Nine Things Every Teacher Should Know about Words
and Vocabulary Instruction. International Reading Association. 1594 (10):
528-537
Cronsberry, Jennifer. 2004. Word Walls: A Support for Literacy in Secondary
School Classrooms. W.W.W.Curriculum.Org.
Fadi, Maher K., and Ibrahim Fathih H. 2014. The Effect of Metacognitive
Strategies Instruction on Vocabulary Learning among Jordanian
University Students. International Journal of English and Education. 3(3):
102-113
Fahime Farjami, Nader Assadi Aidinlou. 2013.Analysis of the Impediments to
English Vocabulary Learning and Teaching.International Journal of
Language and Linguistics. 14 (1): 1-5.
Frank, Marcella. 1993. Modern English. New York: Prantice Hall
Gairns, Ruth & Redman, Stuart. 1998. Working With Words,a Guide to Teach
and Learn Vocabulary. Cambridge: University Press.
Hiebert, Elfrieda H & Kamil, Michael M.
Vocabulary. London : LEA Publishers.
2005. Teaching and Learning
Iqra, Mubeen 2014. Notion of Vocabulary Learning among the Student of
University of Sargodha. International Journal of Acaemic Research and
Reflection 2:12-19
42
43
Kasim, Nur Aeni. 2011. Increasing Students’ Vocabulary Achievement by Using
Word Wall Media. Thesis. Makassar: Universitas Negeri Makassar.
Maimunah. 2013. Improving Students’ Vocabulary Achievement in Reading
Recount Text through Anagram Technique. Unpublished Thesis. Medan:
State University of Medan.
Maria, Roza and Melania Terazzas G. 2008. The Receptive Vocabulary of English
Foreign Language Young Learners. Journal of English Studies.
5(6):
173-191.
Meara M., Paul. 2014. Vocabulary Research in the Modern Language Journal:
A Bibliometric Analysis. Article, Swansea University and Cardiff
University
Mukoroli, Joseph. 2011. Effective Vocabulary Teaching Strategies for the English
For Academic Purposes ESL Classroom. Thesis. Vermont: SIT Graduate
Institute.
Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing: Metode Mengajar
Writing Berbasis Genre Secara Efektif. Yogyakarta: C.V. Ando Offset
Ramud, Meuthia. 2013. Improving Students’ Vocabulary Achievement by
Applying Word Wall Media. Unpublished Thesis. Medan: State University
of Medan.
VOCABULARY ACHIEVEMENT IN READING DESCRIPTIVE
TEXT AT SEVENTH GRADE STUDENTS IN SMP NEGERI 3
PANGARIBUAN
A Thesis
Submitted to Fulfill the Partial Fullfillment of the Requirements for the
Degree of Sarjana Pendidikan
By:
SRI ERTINA SIREGAR
Reg.Number 2112121034
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Siregar , Sri Ertina. Registration Number: 2112121034. The Effect of Word Wall on
Students’ Vocabulary Achievement in Reading Descriptive Text at Seventh Grade
Students of SMP Negeri 3 Pangaribuan. A Thesis. English Educational Program, State
University of Medan, 2016
This study deals with the effect of Word Wall on Students’ Vocabulary Achievement in
Reading Descriptive Text. The population of this research was students of grade VII SMP
Negeri 3 Pangaribuan, which are consisted 105 students. There were 61 students from the
population taken as the sample in this research. The sample was divided into randomized
groups: experimental and control group. The experimental group was taught by using Word
Wall, while the control group was taught by using dictionary. To obtain the reliability of the
test, the researcher applied Kuder Richardson 21 formula (KR21). The result of the reliability
was 0.98. The data were analyzed by using t-test formula. The analysis showed that the
scores of the students in the experimental group were significantly higher than the scores of
the students in the control group at the level of significance 0.05, with the degree of freedom
(df) 59, t-observed value 6.13> t-table value 2.00. The finding indicated that using Word
Wall significantly affected on students’ vocabulary achievement on reading descriptive text.
Therefore alternative hypothesis (Ha) was accepted.
Keywords: Word Wall, Vocabulary Achievement, Reading Descriptive Text
i
ACKNOWLEDGEMENT
The deep thankfulness to the Almighty God, Allah SWT for blessing, strength, and
patience to the researcher so that she can accomplish this thesis as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan at the English Department of Faculty
Languages and Arts, State University of Medan. Then peace and blessing be upon Prophet
Muhammad SAW, as the prophet who guide people to the right path and as the best motivator
for muslims.
The historical and meaningful process of realizing this thesis, surprisingly has
created the relationship and involvement between the researcher and a great number of
people who have contribution for whom the researcher would like to give special thanks to:
-
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of Medan.
-
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.
-
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature Department
and her ThesisSupervisor.
-
Nora Ronita Dewi, S.S, M.Hum., the Head of English Educational Study
Program.
-
Dra. Tjut Ernidawati,and Rafika Dewi Nasution, S.Pd., M.Hum,her Thesis
Supervisors.
-
Dr. Anni Holila Pulungan M.Hum, her Academic Advisor.
-
Prof. Amrin Saragih, M.A, Ph.D, and Dra. Sri Juriati Ownie, M.A, her Thesis
Reviewers.
-
All the Lecturers of English Department who have taught and guided her
throughout the academic years.
ii
-
Rahmat Siregar and Mery Tambunan, her lovely parents for the support, pray,
love, struggle and every other things they have given that can make the researcher
finished her study program. The researcher’s sincere gratitude also goes to her
belovedsisters and Brothers, Tetty Rosalina Siregar,Zivanna Keisha Siregar,
Amrul Hajrat Siregar, Andika Juniari Siregar and Ariel Jainalsyah Siregar ,
for the supports and noises.
-
Headmaster, Vice Headmasters and English teachers in SMP Negeri 3
Pangaribuan , for time, chance and cooperation.
-
Eis Sri Wahyuningsih, M.Pd for all helps and advices to finish this study
program.
-
Her Friendship: Ika, Mira, Dwika, Aini, Vanfeinzure Friends, Akhwat UKMI
Ar-Rahman FBS and UNIMED, and her Sisters in Kost An-Najihah who
regularly or suddenly had interaction and helped the researcher in finishing all
requirements for achieving Bachelor Degree.
-
All Students of English Education and Literature 2011 for togetherness, fights,
laughter, time and helps that they experienced in class and outside the campus in
achieving Bachelor Degree. Thank you.
Medan, March 2016
The researcher
iii
TABLE OF CONTENTS
Pages
ABSTRACT ....................................................................................................
i
ACKNOWLEDGEMENTS ...........................................................................
ii
TABLE OF CONTENTS...............................................................................
v
LIST OF TABLES .........................................................................................
vii
LIST OF APPENDICES .............................................................................
viii
CHAPTER I.INTRODUCTION...................................................................
1
A. The Background of The Study......................................
1
B. The Problem of The Study............................................
4
C. The Objectiveof The Study...........................................
4
D. The Scope of The Study ...............................................
5
E. The Significance of The Study .....................................
5
CHAPTER II.REVIEW OF RELATED LITERATURE ..........................
6
A. Theoritical Framework
1.
Vocabulary............................................................
6
a. Definition of Vocabulary.....................................
7
b. Types of Vocabulary...........................................
8
c. The Source of Vocabulary..................................
9
d. Aspect of Learning Vocabulary..........................
10
e. Students’ Vocabulary need.................................
16
2.
Descriptive Text................................. ...................
16
3.
Word Wall .............................................................
18
a. The Way to Create Word Wall..................... ....
19
b. Process of Teaching Learning by Using Word
wall ............................................................. ...
20
4.
The Advantages and Disadvantages of Word Wall
22
5.
Using Dictionary....................................................
23
iv
B. Relevant Studies ...........................................................
24
C. Conceptual Framework ................................................
25
D. Hypothesis ...................................................................
26
CHAPTER III.RESEARCH METHODOLOGY .......................................
27
A. The Research Design .....................................................
27
B. Population and Sample ..................................................
27
C. The Instrument of Collecting Data ................................
28
D. Score of theTest .............................................................
28
E. The Research Procedure ...............................................
29
1. Pre-test ..............................................................
29
2. Treatment ..........................................................
29
3. Post-test...............................................................
31
F. Validity and Reliability of the Test ................................
32
G. Data Analysis ..................................................................
33
H. Statistical Hypothesis ......................................................
34
CHAPTER IV.DATA AND DATA ANALYSIS .........................................
36
A. The Data …....................................................................
36
B. Data Analysis .................................................................
38
C. Testing Hypothesis ........................................................
40
D. Research Findings ..........................................................
40
CHAPTER V. CONCLUSION AND SUGGESTIONS ..............................
42
A. Conclusion .....................................................................
42
B. Suggestion......................................................................
42
REFERENCES ...............................................................................................
44
APPENDIX .....................................................................................................
46
v
LIST OF TABLES
Pages
Table 2.1 Kinds of Pronoun .................................................................................................... 13
Table 3.1 Research Design ..................................................................................................... 27
Table 3.2 Treatment in Experimental Group .......................................................................... 29
Table 3.3 Activities in Control Group ..................................................................................... 31
Table 4.1 The Score of Experimental Group ........................................................................... 35
Table 4.2 The Score of Pre-test and Post-test in Control Group ............................................ 37
vi
LIST OF APPENDICES
Pages
Appendix A. The Score of Pre-test and Post-test of Experimental Group .............................. 46
Appendix B. The Score of Pre-test and Post-test of Control Group ........................................ 47
Appendix C. The Calculation of Pre-test and Post-test of Experimental Group ..................... 48
Appendix D. The Calculation of Pre-test and Post-test of Control Group ............................. 49
Appendix E. The Calculation of the T-test ............................................................................50
Appendix F. Table of Distribution Test .................................................................................52
Appendix G. The Reliability of the Test ...............................................................................54
Appendix H. Lesson Plan ......................................................................................................56
Appendix I. Post-test Items ...................................................................................................69
Appendix J. Pre-test Items ....................................................................................................76
Appendix K. Students’ Answer Sheet of Pre-test in Control Group.....................................83
Appendix L. Students’ Answer Sheet of Post-test in Control Group....................................85
Appendix M. Students’ Answer Sheet of Pre-test inExperimental Group............................87
Appendix N. Students’ Answer Sheet of Post-test in Experimental Group.........................89
vii
1
CHAPTER 1
INTRODUCTION
A. The Background of the Study
Language means as a tool of communication in human life. English is a
language that we use to communicate each other, whether it is spoken or written
language. English has function as communication tools to access information,
interlace the interpersonal relationship, and change information.
The first step that we have to reach in mastering English is by knowing
the meaning through vocabulary mastery.Vocabulary is the words units that the
meaning is known and can be used by a person in a language to arrange a new
sentence.The vocabulary riches of someone generally regard as description of
her/his intelligency or education level.Jordan (1997:149) states that teaching
vocabulary is such an important task in teaching English because vocabulary
achievement is related to all language learning and it concerns to all four language
skills, they are speaking ability, reading ability, listening ability, and writing
ability.
According to Hiebert and Kamil (2005), vocabulary is knowledge of
knowing the meaning of the words, and words represent complex and multiple
meanings. Furthermore, these complex and multiple meanings of words need to
be understood in the context of other words in the sentences and paragraphs of
texts.
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2
The text used in this research was descriptive text. Descriptive text is a
text which describe a particular person, place or thing (Garot and Wignell
1994).The students were not only expected to understand words in descriptive
texts, but also texts could be expected to introduce them to many new words. So
this research was about vocabulary achievement helps students in reading
comprehension. The students were expected to be able to understand and know
the meaning of the words according to the contex of text. If the students could
understand and know the words meaning in descrriptive text, they wold be able to
comprehend the text well. Reza (2012) stated, If learners do not have sufficient
vocabulary knowledge, they will have difficulties in recognizing the content
thereby failing the vocabulary learning test and lose interest in reading.
Nowadays, the students still often face the difficulty to comprehend the
decriptive text. Because they have or face some difficulties in knowing and
understanding the meaning of the words in some contexts. It was because of the
students English vocabulary mastery is still not good enough.They have limited
vocabulary to comprehend the meaning of the words in the text, so they are
difficult to comprehend the content.
The researcher observed teaching learning process in the class of seventh
grade students in SMP Negeri 3 Pangaribuan, and founded that the teacher still
uses theold method of learning activity. If the students face the difficulty to know
the meaning of a word as long as the learning process, the teacher asksthe
students to look for the meaning in dictionary or tells the meaning directly.
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Sometimesteacher also asks them to read the text first, then find difficult
words with their meaning, but the students were still difficult to understand and
know the meaning of the vocabulary, because not all of the students have the
dictionary or may be sometimes they left their dictionary at home. The students
also will always depend on the dictionary meaning not on the word context
understanding, and the students will often wait the teacher to tell the meanings. If
they can not recognize the content of the text, of course they will be difficult to do
the task. Finally some of students couldn not pass the passing grade (KKM).
The students often choose the wrong answer of the question from the text,
because they don’t understand the content of the text. For example, objective test
wich was given by the teacher, such as multiple choice question, where the
alternative answer of the question were provided by the teacher, and the students
were asked to choose the correct answer of the question based on the text. The
students could find the correct answer by raeding the text and comprehending the
content. In fact, they still often do or choose the wrong answer of the question,
whereas the correct answer cuold be founded from the text by reading it. It was
because the students didn’t understand the content of the text, so they couldn’t
find the correct answer from the alternative answer given.
In this case,students faced difficulties to recognize the content of the text,
because they didn’t know the vocabulary. So,the teachers were expected to have
and make some interesting way in language teaching, especially English
Language. The teacher could use some models to make it easier and attract the
4
students attention.One of the models isword wall . Word wall is collection of
words which are displayed in large visible letters on a wall, bulletin board, or
other display surface in a classroom. A word wall is a display of words on the
wall or bulletin board of a classroom that is used as a visual reminder of material
that is being learned, Bauman (2007).
The word wall is designed to be an interactive tool for students or others to
use, and contains an array of words that can be used to improve the students’
vocabulary mastery. The words display have been used in this research was words
related to description text to help them remind the material learned. Therefore , by
applying word wall , the researcher hope that the students could know new
vocabularies and able to comprehend the decriptive text well.
B. The Problem of Study
Based on the background of the study, this research problem was
formulated as the following: “ is there any effect of word wall on students’
vocabulary achievement in reading decriptive text of the grade VII SMP Negeri 3
Pangaribuan?”
C. The Objective of the Study
The objective of this study was to investigate whether the application of
Word Wall significantly affect the students’ vocabulary achievementin reading
descriptive text or not.
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D. The Scope of Study
The scope of the study was focused on the application of Word Wall on
students’ vocabulary achievement in reading decriptive text. The students in this
case were the first year students in SMP Negeri 3 Pangaribuan.
E. The Significant of Study
The result of this study were expected not only to be the merely data
aggregation, but something more advantages theoritically and practically. It could
be described as follow:
Theoritically, the result of this study could be a reference for those who
are interested in teaching vocabulary and reading vocabulary.
Practically, the result of this study would be usefull for:
1. The students; hopefully this study could be usefull for them to enlarge
their vocabulary knowledge and help them recognize the content of the
descriptive text so they could improve their reading ability.
2. The teacher; this study was aimed to help teacher find the advantagous
information based on the content of this study which related to the
students’ vocabulary achievement in descriptive text, then teacher could
vary and use this technique as an alternative for teaching and learning.
3. The other researchers; this study was intended to be one of their resources
to make another research about sudents’ vocabulary achievement and
reading comprehension, and give additional information for the next
related study.
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CHAPTER V
CONCLUSION AND SUGESTION
A. Conclusion
After analyzing the data, it was found that the scores of the student in
control group of pre-test was 1345 , the mean score 49.81 and the post-test was
1635, the mean score 60.55. Moreover, the total score in experimental group of
pre-test was 1700, the mean score 50 and the post-test was 2365, the mean score
69.55. It was concluded that Word Wall had significant effect on students’
vocabulary achievement in reading descriptive text and it showed that the
students’ scores of experimental group are higher than control group. Since the tobserved (6.15) is higher than t-table (2.00) for the degree of freedom 59 at level
of significant = 0.05. It means that the null hypothesis (Ho) was rejected and
alternative hypothesis (Ha) was accepted because there was significant effect of
applying word wall on Students’ vocabulary achievement in reading descriptive
text.
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B. Suggestions
As discussed in previous chapter, this study is intended to give
advantageous information both theoretically and practically.
1) For the teachers
a. The teacher who has directly involved to the teaching-learning
process is suggested to improve the implementation of his/her
techniques in teaching vocabulary..
b. The teacher can vary and use word wall as an alternative for
teaching and learning.
2) For the students
a. The students are expected to enlarge their vocabulary knowledge
and learn more about descriptive text.
b. The students are expected to have more practices in reading text to
improve their reading comprehension ability and knowing the
vocabulary from the word wall as their reference while studying.
3) For other researchers
Other researchers should conduct varied researches about students’
vocabulary achievement and reading comprehenion in other kinds of
genre which are considered important for students’ needs in learning
English.
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