Using a picture comparison interactive medium to improve synonym mastery of the tenth grade students of SMA Negeri 7 Yogyakarta

USING A PICTURE COMPARISON INTERACTIVE MEDIUM

TO IMPROVE SYNONYM MASTERY OF THE TENTH

GRADE STUDENTS OF SMA NEGERI 7 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Martha Erika Diana Student Number: 131214136

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

USING A PICTURE COMPARISON INTERACTIVE MEDIUM

TO IMPROVE SYNONYM MASTERY OF THE TENTH

GRADE STUDENTS OF SMA NEGERI 7 YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Martha Erika Diana Student Number: 131214136

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA 2017

vi

ABSTRACT

Diana, Martha Erika. (2017). Using a Picture Comparison Interactive Medium to Improve Synonym Mastery of the Tenth Grade Students of SMA Negeri 7 Yogyakarta: English Language Education Study Program, Sanata Dharma University, Yogyakarta.

Vocabulary is very crucial in the process of learning a second language. In mastering English vocabularies, a lot of synonyms should be covered. One type of synonyms is what we call near-synonym. Near-synonyms is expressions that are more or less similar, but not identical in meaning (Lyons, 1996). According to the document of 2013 curriculum, near-synonym topic is not emphasized on the syllabus (Kementerian Pendidikan dan Kebudayaan, 2012). Somehow, neglecting any subtle differences between them may trigger emergence of any word choice problem. Therefore, the researcher proposed a picture comparison interactive medium which presents verbal and nonverbal explanations of near-synonyms in a customized computer multimedia. This study aimed to find out whether there was any significant improvement in students’ mastery level after the medium implementation.

The goal of this study is to answer a research problem: To what extent can a picture comparison interactive medium improve synonym mastery of the tenth grade students of SMA Negeri 7 Yogyakarta?

An experimental research was conducted towards 59 students. The research instruments were vocabulary pre-tests and post-tests, observation sheets and interviews. An implementation of the picture comparison interactive medium was conducted in an experimental group and an implementation of PowerPoint slides was conducted in a control group. Observation sheets were used to observe

the students’ behavior and 20 students were interviewed at the end of the lessons.

The results revealed that there were significant differences in the scores of the pre-tests and post-tests in both control and experimental group with p<0.05. However, the experimental group showed a higher improvement in the mean gain than the control group. Furthermore, the results of the observation sheets and interviews indicated that the picture comparison interactive medium could motivate the students to learn the materials better than PowerPoint slides.

For the conclusion, the picture comparison interactive medium was successful in improving the students’ mastery in near-synonyms. It could encourage them to be more interested, active, and enthusiastic in learning the materials. As recommendations, this study can be used to conduct another inquiry related to this topic and as one of the sources in learning English.

Keywords: Vocabulary, Synonym, Near-synonyms, Picture comparison, Learning media, Experimental research

vii ABSTRAK

Diana, Martha Erika. (2017). Using a Picture Comparison Interactive Medium to Improve Synonym Mastery of the Tenth Grade Students of SMA Negeri 7 Yogyakarta: English Language Education Study Program, Sanata Dharma University, Yogyakarta.

Perbendaharaan kata merupakan suatu hal yang sangat penting dalam proses pembelajaran bahasa kedua. Dalam menguasai kosa kata Bahasa Inggris, terdapat banyak sinonim yang harus dikuasai. Sinonim sempurna, salah satu jenis sinonim, adalah ungkapan yang kurang lebih serupa, namun tidak memiliki arti identik (Lyons, 1996). Berdasarkan dokumen kurikulum 2013, topik mengenai sinonim sempurna tidak ditekankan dalam silabus (Kementerian Pendidikan dan Kebudayaan, 2012). Mengabaikan perbedaan halus yang ada di antara sinonim sempurna dapat memunculkan masalah dalam pemilihan kata. Peneliti mengajukan media interaktif perbandingan gambar dengan penjelasan secara verbal dan nonverbal dalam sebuah multimedia komputer yang telah disesuaikan. Tujuan penelitian ini adalah untuk mengetahui apakah media tersebut dapat membuat siswa mengalami kemajuan yang signifikan dalam penguasaan materi.

Terdapat satu masalah dalam penelitian ini: Sejauh mana media interaktif perbandingan gambar dapat meningkatkan penguasaan sinonim para siswa kelas 10 SMA Negeri 7 Yogyakarta?

Peneliti melakukan penelitian eksperimental terhadap 59 siswa dengan instrumen pre-test dan post-test, lembar observasi, dan wawancara. Media interaktif perbandingan gambar diimplementasikan pada kelompok eksperimen sedangkan slide PowerPoint diimplementasikan pada kelompok kontrol. Lembar observasi digunakan untuk mengamati perilaku para siswa dan 20 siswa yang ditunjuk untuk diwawancara di akhir pembelajaran.

Hasil penelitian menunjukkan bahwa dalam kelompok kontrol dan eksperimen terdapat perbedaan yang signifikan dalam nilai pre-test dan post-test dengan p<0.05. Namun, kelompok eksperimen menunjukkan peningkatan yang lebih tinggi pada hasil rata-rata post-test dibandingkan dengan kelompok kontrol. Selain itu, hasil dari lembar observasi dan wawancara menunjukkan bahwa media interaktif perbandingan gambar dapat memotivasi para siswa dalam belajar dibandingkan dengan slide PowerPoint.

Implementasi dari media interaktif perbandingan gambar berhasil meningkatkan penguasaan para siswa akan sinonim sempurna. Sarana ini mendorong para siswa untuk dapat lebih tertarik, aktif, dan antusias dalam belajar. Penelitian ini dapat digunakan untuk mengadakan penelitian lainnya dengan topik yang sama dan sebagai salah satu sumber dalam pembelajaran Bahasa Inggris.

Keywords: Vocabulary, Synonym, Near-synonym, Picture comparison, Learning media, Experimental research

viii

DEDICATION PAGE

“For it is by grace you have been

saved, through faith

–

and this is not

from yourselves, it is the gift of

God!”

(Ephesians 2:8)

This thesis is dedicated to

Robertus Rudi Atana,

Rini Trimurti Margaretha,

Rosa Galuh Kristanti, and

Myself

ix

ACKNOWLEDGEMENTS

First and foremost, I would like to dedicate my deepest gratitude to Almighty Lord Jesus Christ for His divine intervention in my academic endeavor. Due to His blessing and guidance, I was able to endure the hard time during my graduate study and finish my thesis.

My big appreciation goes to Ibu Yohana Veniranda, M.Hum., M.A., Ph.D., my thesis advisor, for opening her door to me whenever I ran into any trouble spot in the completion of this thesis. She has already given much of her time, attention, guidance, patience, and support for the sake of my success in finishing this thesis.

I also acknowledge the big family of SMAN 7 Yogyakarta, the school in which the research was conducted. I warmly thank Bapak Drs. Budi Basuki, MA.

as the headmaster of SMAN 7 Yogyakarta, for giving me the permission to conduct my research there. Gratitude is also extended to Ibu Dra. Rahaju Prihardarjati, the English teacher of SMAN 7 Yogyakarta, for giving me her time, guidance, as well as advices to my research. Further, without the tenth grade students of SMAN 7 Yogyakarta, particularly X MIA 2 and X MIA 5 who participated in this research, this thesis would not have been possible so, I would like to acknowledge their contribution to this study.

My sincere thanks are due to my proofreaders: Dian Prawesti, Indras, and Rosa Galuh. Their suggestions and advices have been invaluable to this thesis. My special thanks are also addressed to all of my friends, who were in their

x

own ways could motivate me to always work on my thesis writing: Shinta, Liris,

Fennie, Astri, Liza, Willy, Boni, Bertha, Wira, Daniel, and Angel. Appreciation is also expressed to Deron Walker, Ph. D., who in spite of a great distance could shed his unceasing encouragement and kind words towards me during this thesis writing.

Finally, special recognition goes out to my mother, Rini Trimurti Margaretha, my father, Robertus Rudi Atana, and my elder sister, Rosa Galuh Kristanti. I thank them for always being by my side, granting me with their patience, help, unfailing support, and continuous encouragement throughout my zyears of study.

Last but not least, I would like to thank everyone who directly and indirectly has lent his or her hands in this venture.

xi

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

DEDICATION PAGE ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... x

LIST OF TABLES ... xiv

LIST OF FIGURES ... xv

LIST OF APPENDICES ... xvi

CHAPTER I. INTRODUCTION ...1

1.1 Research Background... 1

1.2 Problem Formulation ... 4

1.3 Research Objectives ... 5

1.4 Definition of Terms ... 5

1.4.1 Near-synonyms ... 5

1.4.2 A Picture Comparison Interactive Medium ... 6

1.4.3 SMA Negeri 7 Yogyakarta ... 6

xii

Page

CHAPTER II. REVIEW OF RELATED LITERATURE ...8

2.1. Theoretical Description ... 8

2.1.1 Experimental Research ... 8

2.1.1.1 True Experimental Research ... 9

2.1.2 Near-synonyms ... 9

2.1.3 A Picture Comparison Interactive Medium ... 11

2.1.3.1 What is a Picture Comparison Interactive Medium? ... 11

2.1.3.2 Why is a Picture Comparison Interactive Medium Used? .. 13

2.1.4 A Picture as a Learning Aid ... 14

2.1.5 Dual Coding ... 16

2.1.6 A Compare and Contrast Strategy ... 20

2.1.7 Multimedia ... 21

2.1.8 Computer Assisted Language Learning ... 23

2.1.8.1 Computers and Classroom Atmosphere ... 26

2.1.8.2 Making the Medium of Learning in CALL ... 27

2.1.9 Relevant Previous Studies ... 29

2.2 Theoretical Framework ... 29

CHAPTER III. RESEARCH METHODOLOGY ... 32

3.1 Research Method ... 32

3.2 Research Setting ... 36

3.3 Research Participant ... 37

3.4 Instruments and Data Gathering Technique ... 37

3.4.1 Instruments ... 38

3.4.1.1 Tests ... 38

xiii

Page

3.4.1.2 Observation Sheets ... 45

3.4.1.3 Interviews ... 46

3.4.2 Data Gathering Technique ... 47

3.5 Data Analysis Technique ... 48

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... 51

4.1 The Results ... 51

4.1.1 The Results of the Tests ... 51

4.1.2 The Results of the Observation ... 57

4.1.3 The Results of the Interviews ... 59

4.2 Discussion ... 63

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 72

5.1 Conclusions ... 72

5.2 Recommendations ... 73

REFERENCES ... 75

xiv

LIST OF TABLES

Table Page

3.1 The Description of Near-synonyms in the First Session ... 39

3.2 The Description of Near-synonyms in the Second Session ... 41

3.3 The Distribution of Items in the First Session Tests ... 44

3.4 The Distribution of Items in the Second Session Tests ... 44

4.1 The Result of Experimental Group’s Pre-test and Post-test: Session 1 ... 54

4.2 The Result of Experimental Group’s Pre-test and Post-test: Session 2 ... 54

4.3 The Result of Control Group’s Pre-test and Post-test: Session 1 ... 55

4.4 The Result of Control Group’s Pre-test and Post-test: Session 2 ... 56

4.5 The Results of the Observation Sheets ... 57

xv

LIST OF FIGURES

Figure Page

2.1 A Picture Comparison Interactive Medium Example ... 13

2.2 A Schematic Depiction of Verbal and Nonverbal Symbolic Systems by Allan Paivio, 1990 ... 17

3.1 Examples of a Picture Comparison Interactive Medium ... 34

3.2 Examples of PowerPoint slides ... 35

3.3 Research Hypotheses ... 49

4.1 The Comparison of Experimental and Control Group’s Pre-test and Post-test: Session 1 ... 52

4.2 The Comparison of Experimental and Control Group’s Pre-test and Post-test: Session 2 ... 53

xvi

LIST OF APPENDICES

Page

Appendix A. Letter of Permission ... 79

Appendix B. Lesson Plans ... 81

Appendix C. Screen captures of Materials ... 86

Appendix D. Examples of Students’ Test Result ... 105

Appendix E. Observation Sheets... 110

1

CHAPTER I INTRODUCTION

In this chapter, there are six points to be discussed. The first is research background. The second is problem formulation. The third is research objectives. The last is definition of terms. These four majors are provided to give some basic information in order to prevent any misunderstanding in this research.

1.1Research Background

Vocabulary plays a crucial role in the process of learning a second language, especially English. As English being considered to be an International language, learning English vocabulary turns out to be the basic step to master the language. There are a lot of English vocabularies; some originally came from the language itself and some were adapted from other languages such as Latin, French, and German. The number of the vocabularies is in great quantities. It is proved by the fact that the Ninth Edition of the Oxford Advanced Learner’s Dictionary of Current English contains full entries for over 185.000 words, phrases, and meanings. Further, it has more than 700 new words and meanings such as bestie, defriend, and live-stream. Evenmore, there are still many English words which have not been covered in the dictionary.

Due to the wide range of English vocabularies, the possibilities to find lots of synonyms among them can be many. Synonym itself has several types. One of them is what may be called near-synonyms. According to Lyons (1995, p. 60), a

near-synonym is a word or phrase that is more or less similar to another word or phrase, but not identical in meaning. The examples are soft and smooth, show and exhibition, and gather and collect. Without taking account some subtle differences between those near-synonyms in every context of sentences, it may entail to emergence of any word choice problem.

The complexion of the word choice may become a threat to one function of language which is to communicate or convey certain meanings. As Allen (1983, p. 5) mentions in his book, “Through research, the scholars are finding that lexical problems frequently interfere in communication; communication breaks

down when people do not use the right words”. Thus, understanding the use of

near-synonyms in the right context is essential to detain the emergence of any misunderstanding.

The problem is that there are a lot of issues in English education emphasizing word choice as a problematic matter among Indonesian EFL students. This problem may emerge due to some factors. Two of them are the distance between the native and the target language and minimum emphasis on particular topics.

The first factor is the distance between the native language which is Indonesian and the target language which is English. The word distance here is viewed as linguistic differences occurring among those two languages. The language distance may affect the second language learning either through positive transfer or through negative transfer. Corder, as cited in Ellis (1994), argues:

... other things being equal (e.g. motivation and access to data etc.), the mother tongue acts differentially as a facilitating agency. Where the

mother tongue is formally similar to the target language, the learner will pass more rapidly along the developmental continuum (or some parts of it), than where it differs (p. 327).

In other words, it is easier for learners to learn any second language which is similar to their own first language. In the case of Indonesian EFL students, the distance between their own first language which is Indonesian and their second language which is English is considered relative high. Related to the issue of near-synonyms, Indonesian EFL students face some linguistic differences in which the Indonesian vocabularies are not as complex as English vocabularies. For example, there is only one word to define lembut in Indonesian vocabularies. In contrast, the term lembut in English can be defined as soft or smooth, depending on the context (Oxford Learner’s Pocket Thesaurus, 2010). By analyzing those two words deeper, we can consider them as a pair of near-synonym because both words are generally regarded as synonymous but they have their own contexts to use. Thus, it is essential that we deal with meaningful vocabulary learning which emphasizes on any aspect of the language. Otherwise, such different feature in the languages may entail to any difficulties that may be faced by learners.

The second factor is the minimum emphasis on particular topics. According to the document of 2013 curriculum, near-synonym topic is not presented on the syllabus (Kementerian Pendidikan dan Kebudayaan, 2012). Consequently, teachers may tend not to cover depth understanding of any language aspect which has a higher difficulty level such as a near-synonym.

One more thing that should not be neglected in providing students a good approach is facilitating their learning preferences. Every learner must have his or

her own learning style that should be taken into account in order to achieve the success of the learning. Trying to cater many learning styles of learners, the researcher proposes a learning aid named a picture comparison interactive medium. This learning aid presents verbal and nonverbal explanations of near-synonyms in an interactive computer multimedia. In other words, this medium tries to facilitate three learning preferences which are verbal, visual, and kinesthetic preferences. Furthermore, the computer use in the learning aid is supported by Pennington (1996). He notes that computer-assisted language classroom environment can be highly motivating for students of all learning styles (as cited in Egbert & Hanson-Smith, 1999, p. 298). Further, presenting three modalities in the learning medium is expected to enhance the effectiveness of the vocabulary learning process.

To make the focus on this study distinct, the researcher wants to underline that this study does not discuss broadly synonyms in general. However, this study focuses on using a picture comparison interactive medium to improve synonym mastery of the tenth grade students of SMA Negeri 7 Yogyakarta.

1.2 Problem Formulation

Regarding the research background which is explained before, there is one main problem to discuss in this study:

To what extent can a picture comparison interactive medium improve synonym mastery of the tenth grade students of SMA Negeri 7 Yogyakarta?

1.3 Research Objectives

Based on the problem formulation, the researcher formulates one objective of this study. The objective of this study is to investigate to what extent a picture comparison interactive medium can improve synonym mastery of the tenth grade students of SMA Negeri 7 Yogyakarta. This study aims to examine whether the medium can make the students able to differentiate near-synonyms and use them contextually.

1.4 Definition of Terms

In order to avoid any confusion and misconception in perceiving and understanding some important terms in this study, some significant terms related to this study would be defined. There are four terms presented in this section: Near-synonyms, A Picture Comparison Interactive Medium, SMA Negeri 7 Yogyakarta, and Senior High School.

1.4.1 Near-synonyms

Near-synonyms is one type of synonyms. As stated before, Lyons (1995, p. 60) has defined near-synonyms as the words or phrases which are more or less similar, but they are not identical in meaning. The examples of the words that can be considered to be near-synonyms are show and exhibition. Those two words are generally regarded as synonymous. However, the two words are not synonymous in meaning because they have their own context when they should be used. As what is explained in the Oxford Learner’s Pocket Thesaurus (2010), show is a more general word and it usually refers to a temporary event, whereas the word

exhibition refers to any event which contains works of art or items of cultural or scientific interest that may be on display for a long time. In conclusion, understanding how to differentiate and use near-synonyms in context is very crucial in order to successfully deliver the meaning of the sentences.

1.4.2 A Picture Comparison Interactive Medium

Before having the deeper understanding about this research, this section explains what a picture comparison interactive medium is. A picture comparison

interactive medium is a learning aid proposed by the researcher to assist students’

vocabulary learning, particularly synonyms. It provides explanations of near-synonyms in two modes which are verbal and nonverbal information. The verbal information is presented through the presence of captions explaining lexical categories of the words, contexts when the words should be applied, and examples of sentences using the words, whilst the nonverbal information is presented through illustrations of the near-synonyms. Further, that information will be placed side by side in one page or screen. Besides, this learning aid is designed in computer-enhanced multimedia which requires the students to operate the medium and enables them to develop their independent and autonomous learning.

1.4.3 SMA Negeri 7 Yogyakarta

SMA Negeri 7 Yogyakarta is one of senior high schools in Yogyakarta. This school is located in Jl. MT Haryono No. 47 Suryodiningratan Mantrijeron Yogyakarta. There are eight classes of tenth grade consisting of 34 students in six of the classes, 27 students in one of the classes, and 32 students in one of the

classes. Then, there are nine classes of eleventh grade and eight classes of twelfth grade.

1.4.4 Senior High School

Senior High School is defined as the continuation of the primary education level in Indonesian formal education according to Kementerian Pendidikan dan Kebudayaan (2015). This secondary education is further divided into general upper secondary education and vocational upper secondary education. In this study, the researcher uses the first level of general upper secondary education which is the tenth grade students as the context of the study.

8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of two sections. The first section explains theoretical description which discusses several theories used as the bases in this study. The second section is theoretical framework. In the theoretical framework, the researcher explains more how the theories help the researcher to find out the answer of the research problem.

2.1 Theoretical Description

There are nine theories to be elaborated in this study: Experimental Research, Near-synonyms, A Picture Comparison Interactive Medium, A Picture as a Learning Aid, Dual Coding, A Compare and Contrast Strategy, Multimedia, Computer Assisted Language Learning, and Relevant Previous Studies. All of those theories helped the researcher to support findings and discussions in this study.

2.1.1 Experimental Research

The essential feature of an experimental research is the condition when researchers deliberately control and manipulate conditions which determine the events they are interested in (Cohen, Manion & Morrison, 2007). As cited in Cohen et al. (2007), Smith argues that this approach concerns with the issue of causality. There are many experimental models in educational research; one of them is a true experimental design.

2.1.1.1True Experimental Research

True experimental research is one of experimental research types which is usually used to investigate cause and effect relationships. This experiment is considered to be an ideal design of instructional that can help researchers to maximize internal validity. There are several criteria that we should meet in this design. First, the subject of the study will be randomly assigned to control and experimental group. In the intervention of this experiment, those groups will be exposed to different treatments. In educational research, the researchers usually conduct different instructional methods towards the subjects. The control group consists of research participants who do not receive any experimental treatment. This group later will provide the researchers reliable baseline data that can be compared to the experimental group results. In contrast, the experimental group consists of research participants who receive any experimental treatment.

In true experimental research, we have independent and dependent variable. The independent variable is a variable which can be controlled by the researchers. The researchers are supposed to manipulate the variable that is assumed to be able affecting the outcome of the research. The dependent variable is the outcome of the research. The researchers do not manipulate this dependent variable.

2.1.2 Near-synonyms

Words which share same meanings are called synonym. There are two kinds of synonyms, absolute-synonyms and near-synonyms. Absolute-synonyms is words or phrases which are identical in every aspect of the meanings so that they

can be intersubstituted. According to Lyons (1995, p. 61), two or more expressions can be called as absolute-synonyms if all of their meanings are identical. Further, they should be synonymous in all contexts and semantically equivalent on all dimension of meaning. Seeing those conditions, it can be inferred that the existence of absolute synonyms is extremely rare.

Another kind of synonyms is near-synonyms.Lyons (1995, p. 60) defines near-synonyms as “the expressions that are more or less similar, but not identical

in meaning”. This definition is same as what Inkpen (2007, p. 2) explains, “near -synonyms have the senses that are very close each other, they may occur in similar contexts; therefore, we should capture the subtle differences of each

near-synonym”. In other words, even the near-synonyms have similar meanings; they cannot be intersubstituted as they have their own certain context to be used. The examples of the words that can be considered to be near-synonyms are soft and smooth. The two words would be generally regarded as synonymous. However, the two words are not synonymous in meaning. There are subtle differences between those two words in which they have their own context to use. For example, some people may be confused to decide which sentence is correct between My aunt has very long smooth hair and My aunt has very long soft hair. They may think that both the sentences are correct grammatically and semantically. In fact, as what is explained in the Cambridge Advanced Learner’s Dictionary (2008), the second sentence is incorrect since the use of the word soft is less appropriate in the sentence. The adjective word soft refers to things which are not hard or rough and feel pleasant to touch. Different from the word soft, the

word smooth can be used for the noun hair because this adjective refers to the things which have a surface that is perfectly regular without any holes or lumps.

Thus, choosing a wrong word in a sentence may bring any problem in conveying any certain meaning of the sentence. In conclusion, understanding how to differentiate and apply near-synonyms in the right context should be taken into account in order to successfully deliver the meaning of any sentences.

2.1.3 A Picture Comparison Interactive Medium

It is needed to know the explanation of the medium which is proposed by the researcher. This section will discuss the medium, namely a picture comparison interactive medium. The explanation consists of what a picture comparison interactive medium is and why a picture comparison interactive medium is used.

2.1.3.1 What is a Picture Comparison Interactive Medium?

In mastering English vocabularies, there are many difficulties that may be faced by students. Seeing that problem, the researcher proposes a learning aid which is named a picture comparison interactive medium to assist students’ vocabulary learning. The researcher expects that the implementation of the learning aid can help students to tackle their problems related to vocabulary learning especially in near-synonyms and improve their vocabulary mastery.

As explained before, the medium provides explanations of near-synonyms in two modes which are verbal and nonverbal information. As the verbal explanation, there are captions explaining the lexical category of the words, context when the words should be applied, and examples of the sentences using the words, whereas the nonverbal information is presented through illustrations of

the near-synonyms. The Oxford Learner’s Pocket Thesaurus (2010) and

Cambridge Advanced Learners’ Dictionary (2008) come as the main references for the researcher to compile the explanation of the near-synonyms in the medium. Further, the researcher gets any illustration which can support the explanation of the materials from many sources such as Imgur and Wallpaperxl.

In designing the learning aid, the researcher compares pairs of words regarded as near-synonyms by placing them side by side in one page or screen. Further, the use of computer supports the implementation of this medium since this learning aid is designed in computer-enhanced multimedia. The researcher used Articulate Storyline 2 software in making the computer-based learning aid. Articulate Storyline 2 is e-learning authoring software for instructional designers. It provides user interface and interactive learning elements. By using this software, designers can build any interaction on their medium by letting students to click, hover over, and drag any object to trigger any action.

In a picture comparison interactive medium itself, the software supports drag and drop activities which can put students into a practice. This existence of the computer use in the medium enables the students to develop their independent and autonomous learning. Moreover, this medium is also equipped with simple

feedbacks to respond students’ answers. Therefore, this medium can be

considered interactive as it allows two-way flow of interaction between the learning medium and the students. In sharing this medium, it can be shared via web, Articulate Online, a learning management system (LMS), or offline. Below is an example of a picture comparison interactive medium.

Figure 2.1 A Picture Comparison Interactive Medium Example

In the Figure 2.1, learners are able to spot any differences between the words listen and hear easily since the medium provides the descriptions, illustrations, and examples explaining the pair of near-synonyms. Therefore, learners can find out any differences which might enhance their understanding visually and verbally. Further, the computer-enhanced multimedia required the students to operate it actively by the presence of drag and drop activities on the medium.

2.1.3.2 Why is a Picture Comparison Interactive Medium Used?

This learning aid touches a new approach in learning vocabularies especially in near-synonyms by applying the presence of dual coding, multimedia, and compare and contrast theory. Through this medium, learners will be invited to understand near-synonyms through two modalities, visually (by pictures) and verbally (by captions which go along with the pictures). The form of the picture comparison interactive medium has been designed in a simple and fascinating

way by presenting the explanation of each near-synonym side by side in one page or screen. In addition, learners are encouraged to build their independent and autonomous learning since this medium is supported by computer use in which the learners are supposed to operate the medium in computer-enhanced multimedia. It means that the medium also supports a kinesthetic learning preference by putting learners into practices. Moreover, for the content, anyone who wants to design the medium may adjust the difficulty level of the presented near-synonyms depending on the learners’ need.

2.1.4 A Picture as a Learning Aid

The presence of visual elements in today’s teaching and learning increases as the integration of images and visual presentations with text in textbooks, instructional manuals, classroom presentations, and computer interfaces broadens (Benson, 1997; Branton, 1999; Dwyer as cited in Stokes, 2001). As the educational community is trying to embrace visual enhancements in instruction; however, the connection of visual and verbal information has already existed throughout history. Aristotle, as cited in Stokes (2001, p. 10), states, “Without

image, thinking is impossible”. Thus, putting visual elements to go along with verbal elements can improve how we process certain information.

Pictures can be considered to be the most effective learning means in teaching. The presence of any visual-enhancement in verbal learning is important because visual literacy precedes verbal literacy in human development. It is the basic literacy in the thought of processes that are the foundations for reading and writing (Flattley, 1998; Sinatra, 1986, as cited in Stokes, 2001, p. 13). Franke

(1884), as cited in Murdani (2011), states that a language could be best taught by using pictures actively in a classroom. Chanlin (1998) supports the statement by reporting that visual treatments in lessons can enhance learning with varying degrees of success (as cited in Stokes, 2001). When prior knowledge is low, graphics, either still or animated, are better for learning descriptive facts than lessons with text only. Moreover, Kleinman and Dwyer (1999) also examined the effects of specific visual skills in facilitating learning. They found out that the use of color graphics in instructional modules as opposed to black and white graphics could promote any achievement, particularly when learning concepts.

There are several instructional functions that visualizations may have whether they are accompanied by verbal explanations or not. Levie and Lentz (1982) assert that in the term of the affect, visualizations are often said to be motivating for students because they can make a subject matter more interesting and appealing to students. Furthermore, they can trigger specific emotions or lead to any changes in learners’ attitude. In the further research, Levin, Anglin, and Carney (1987) has conducted an analysis of instructional functions associated with the use of visualizations as text-adjuncts in education literature. In the review, the authors described five functions of visualizations as text-adjuncts. They are decorative, representation, organization, interpretation, and transformation function. In the decorative function, the verbal information is presented only to make a text more appealing to learners. Then, as a representational function, visualizations exist to make the meaning of a text more accessible for learners by making a text more concrete. The presence of

visualizations is considered having an organizational function if it can provide an organizational framework for a text and make the content more coherent by highlighting argumentative or organizational structures of the text. Interpretation function of visualizations comes up by clarifying any texts which are difficult to be understood and making them more understandable for learners. The last and the rarest function is a transformation function. In this function, visualizations are designed to improve memory performances directly by targeting any critical information to be learned, recoding it into a more concrete and memorable form, relating it in a well-organized content, and then providing the learners a systematic means of retrieving the critical information. Thus, we can conclude that there are five functions of visualizations we can bring to any enhancement of learning processes. However, the presence of any visual-enhancement in education settings must be properly designed and used; otherwise, it would not

function effectively in maximizing learners’ achievement.

2.1.5 Dual Coding

Considering individual’s cognitive preferences in designing learning aids is needed to help teachers in achieving effective learning processes, Rayner and Riding (1998) describe a cognitive style as an individual’s preferred and habitual approach in organizing and representing information. In other words, it can be concluded as the way an individual processes the information he or she received. There are numbers of researchers who have been trying to investigate cognitive preferences. Early work in cognitive styles identified a verbal-visual cognitive style dimension. This dimension is in line with the fact that some people are better

at processing words and some people are better at processing pictures (Mayer & Massa, 2003).

The first verbal-visual model was introduced by Paivio (1986), namely a dual coding theory. In this study, learners are described as either visualizers or verbalizers. Visualizers tend to focus on imagery-based information such as pictures and diagrams, whereas verbalizers prefer to focus on verbal information such as texts or spoken narrations. Paivio’s theory of dual coding claims that strong associative activation of mental imagery facilitates memory for words, and these two processes – one verbal (symbolic codes) and one visual (analogue codes) were separable in memory. The structural assumptions of dual coding can be summarized in Figure 2.2, which illustrates the idea of separate but interconnected systems.

Figure 2.2 A Schematic Depiction of Verbal and Nonverbal Symbolic Systems by Paivio, 1990

The figure shows that the symbolic systems are connected to sensory input and response output systems. From the figure, Paivio tries to explain that there is an equal weight to verbal and nonverbal processing. As Paivio (1986, p. 53) states, “Human cognition is unique in that it has become specialized for dealing simultaneously with language and with nonverbal objects and events”. This theory notes that there are two cognitive subsystems, one is for dealing with nonverbal objects and the other is for processing languages. The verbal and nonverbal representations differ in their internal representation formed in the long-term memory. Whereas, the nonverbal information will be processed into imagens, the verbal information is more likely to be encoded into logogens. Then, according to Paivio (1990), these two internal codes are interconnected by referential links so that they can activate each other. For example, the word mango could activate a mental image of a mango tree. In this case, we can note that verbal and nonverbal information may yield a propositional representation as well as an analogical representation by constructing a mental image for concrete words.

As what is mentioned in Zheng (2009), Ainsworth emphasizes her functional taxonomy of multiple external representations. She proposes that every representation has different functional roles for learning and support knowledge differently.

She categorizes these roles into three groups; First, visual and verbal representations may have complementary roles in instructions by facilitating different cognitive processes, serving different learning objectives, or addressing individual representational preferences of different learners. Second, they can constrain interpretations and guide

learners’ reasoning about a domain. Third, visual and verbal representations together might be suited to foster deeper understanding

than what could be achieved by using just one representational format (as cited in Zheng, 2008, p. 77).

Thus, Ainsworth’s taxonomy supports the presence of these roles in order

to contribute to learning. Then, the contribution of the roles is expected to give any positive influence towards learners. However, if one of the representations does not contribute to learning, it should be deleted.

Regarding to the information retention in a memory, Paivio (1990) argues that in a dual coding theory, high imagery items readily evoke nonverbal imagery and that imagined representations are served as supplementary memory codes for item retrieval along with the verbal code elicited directly by words (p. 159). In other words, we can conclude that this dual coding of information which is based on a single input representation is more likely to occur for pictures instead of words. This picture-superiority effect is also supported by Baggett’s bushiness hypothesis. As cited in Zheng (2008, p. 72), Baggett states, “knowledge acquired from visual rather than verbal external representations will be better accessible in a memory because the respective nodes in the memory share more associations with other nodes in the semantic network”. From this statement, visual concepts are considered bushier than verbal concepts and more salient in the memory. Moreover, this theory is also in line with Anderson and Bower (1973); he states that memories for some verbal information is enhanced if a relevant visual is also presented or if the learners can imagine a visual image to go along with the verbal information. Likewise, visual information can often be enhanced when it is paired with relevant verbal information, whether real-world or imagined”. Therefore, we

can conclude that the existence of visual and verbal representations together may be suited to enhance the information retention in the memory.

2.1.6 A Compare and Contrast Strategy

Comparing and contrasting methods will put students at ease to differentiate and understand any given materials. There are many benefits that can be acquired through this teaching method. Silver (2010, p. 7) has mentioned that comparing and contrasting can strengthen students’ memories, develop

higher-order thinking skill, increase students’ comprehensions, enhance students’ writing in the content areas, and develop students’ habits of mind.

First, a compare and contrast strategy attempts to strengthen students’ ability in remembering key contents of any information they got by focusing the students’ thinking in analyzing pairs of ideas. Second, this strategy can develop higher-order thinking skill since it has a role as a practical and easy-to-use introduction to higher-order thinking. Third, a compare and contrast enhances comprehension by highlighting any important details, making abstract ideas more concrete, and reducing any confusion between related concepts. Fourth, the

strategy can enhance students’ writing in the content areas by providing a simple structure that helps them to organize information and develop their ideas with greater clarity and precision. The last, using a compare and contrast strategy in the classroom will help students to develop five of 16 habits of mind which are: thinking flexibly, thinking about thinking (metacognition), striving for accuracy, applying past knowledge to new situations, and thinking and communicating with clarity and precision. Thus, Silver’s theory of a compare and contrast strategy

above can help the researcher to support the use of picture comparison interactive medium as an aid in learning near-synonyms.

2.1.7 Multimedia

Mayer (2005) defines multimedia learning as an action of learning from words (spoken or printed text) and pictures (illustrations, photos, maps, or graphs). Further, Mayer (2009) argues that a cognitive theory of multimedia learning centers on an idea that learners attempt to build meaningful connections between words and pictures and that they learn more deeply than they could have with words or pictures alone.

According to Mayer and Moreno (1998), cognitive theory of multimedia learning is based on three assumptions. Those are dual-channel, limited capacity, and active processing assumption. The dual-channel assumption is that the working memory has auditory and visual channels based on Baddeley’s (1986)

theory of working memory and Paivio’s (1990) dual coding theory. Second, the

limited capacity assumption which is based on Sweller’s (1988) cognitive load theory states that each subsystem of a working memory has a limited capacity. The third assumption is the active processing assumption which proposes that people could construct knowledge in a meaningful way if they pay attention to any relevant material and organize it into a coherent material.

Optimally designed multimedia learning may help learners to reduce cognitive loads, facilitate mental representations, and aid schema acquisition. As what has been mentioned in Sorden (2005), Mayer (2010a) argues that meaningful

learning from words and pictures happens when learners engage in five cognitive processes.

The cognitive processes are selecting relevant words for processing in verbal working memory, selecting relevant images for processing in visual working memory, organizing selected words into a verbal model, organizing selected images into a pictorial model, and integrating the verbal and pictorial representations with each other and with prior knowledge (p. 54).

These five cognitive processes later will determine which information will be selected and which knowledge will be retrieved from the long-term memory. Then, the information will be integrated to construct a new knowledge. The cognitive processes will also take a part in determining which bits of the new knowledge are transferred to the long-term memory. Knowledge which is constructed in the working memory is transferred to the long-term memory through the process of encoding (Mayer, as cited in Sorden, 2005).

Furthermore, Mayer (2009) identifies the following twelve multimedia instructional principles. Those are: 1) Coherence principle: People learn better when extraneous material is excluded rather than included; 2) Signaling principle: People learn better when cues that highlight the organization of the essential material are added; 3) Redundancy Principle: People learn better from graphics and narrations than from graphics, narrations, and printed texts; 4) Spatial Contiguity Principle: People learn better when corresponding words and pictures are placed near each other rather than far from each other on a page or screen; 5) Temporal Contiguity Principle: People learn better when corresponding words and pictures are presented simultaneously rather than successively; 6) Segmenting Principle: People learn better from a multimedia lesson which is presented in

user-paced segments rather than as a continuous unit; 7) Pre-training Principle: People could learn deeper from a multimedia message when they receive pre-training in the names and characteristics of the key components; 8) Modality Principle: People learn better from graphics and narrations than from graphics and printed texts; 9) Multimedia Principle: People learn better from words and pictures than from words alone; 10) Personalization Principle: People learn better from a multimedia presentation when the words are in a conversational style rather than in a formal style; 11) Voice Principle: People learn better when the words in a multimedia message are spoken by friendly human voice rather than machine voice; 12) Image Principle: People do not necessarily learn more deeply from a

multimedia presentation when the speaker’s image is on the screen rather than not

on the screen.

Despite of those principles, what is important is that the multimedia instructional design remains focused on the concepts to be learned, rather than trying too much to entertain. Too many appealing things may make the working memory overloaded before the learners even get to the concept of the learning. Mayer (2009) asserts that an effective instructional design depends on techniques for reducing extraneous processing, managing essential processing, and fostering generative processing.

2.1.8 Computer-Assisted Language Learning (CALL)

Every human comes with many differences. Those differences can be in the matter of ethnic origins, languages, habits, or even food preferences. In addition, almost everyone in society may not learn through the same way. Every

individual may have his or her own learning styles and preferences that may affect learning environments. Soo defines a learning style here as “an individual’s natural, habitual, and preferred way(s) of absorbing, processing and retaining new

information and skills” (as cited in Egbert & Hanson-Smith, 1999, p. 290). Further, Soo also notes that “differences learning styles among learners may affect the learning environment by either supporting or inhibiting their intentional

cognition and active engagement” (p. 289).

A study conducted by Ehrman and Oxford (1990) reveals that more than 20 styles have been identified and every individual can have 6-14 strongly preferred styles at the same time. These styles can be categorized into four broad domains which are cognitive, affective, perceptual, and physiological (as cited in Egbert & Smith-Hanson, 1990, p. 293). Perceptual domain focuses on the different ways that learners take and give out information. According to Fleming (2012, p. 1), there are four sensory modalities that are preferred by students to learn information. Those are visual, aural, read or write, and kinesthetic. Visual learners prefer to learn by using any depiction of information in videos, graphics, pictures, charts, diagrams, posters, and any other visualization. Aural learners prefer to learn any information which is spoken or heard. Read or write learners have strong reverence for words. The last, kinesthetic learners are the ones who have perceptual preferences which are related to the use of experiences and practices. Besides, multi-modal learners can have a preference of two or more styles of learning. They can switch or mix different modes of learning.

Hence, helping students to learn means that we should know what the

students’ learning styles are and how to take any advantages of them. If the

teacher’s teaching style does not meet the learners’ learning styles and cannot accommodate them, it may result in a clash which can affect the learners’ process of learning and attitudes. Dunn, Griggs, Olson, and Beasley (1995) states that a research on learning styles has highlighted the problem and it reveals that failing

learners did significantly better “when they were taught with strategies that

complemented their learning-style preferences” (as cited in Egbert & Hanson -Smith, 1999, p. 289). Hence, here language teachers need to understand and take

this fact into account so that they could turn the learners’ differences causing the

clash to the learners’ advantage.

Teachers should be able to teach learners with various learning styles. Therefore, they need to meet any approach providing the learners various means

in learning that can match the learners’ learning experiences to the learners' learning styles. Thus, the learners can learn optimally even though they may learn the materials differently. One of the solutions that may be approached is designing learning activities that can address a variety of learning styles. By providing such learning opportunities, there are more chances for the learners to develop styles suited to their needs.

Multimedia is one of very good solutions for teachers to address their

students’ various learning styles. As cited in Egbert and Hanson-Smith (1999), Shih and Alessi define multimedia as “a program or information environment that uses computers to integrate texts, graphics, images, videos, and audios” (p. 299).

According to Pennington (1996), multimedia computer can present language games, simulations, and problem-solving activities as well. The computer-assisted language classroom environment can be highly motivating for students of all learning styles (as cited in Egbert & Hanson-Smith, 1999). Thus, the computer-assisted language classroom offers a bigger market than traditional means of the past to appeal the students more.

In a computer-assisted language classroom, there are more chances for the teachers to develop learning means which can integrate two or more modalities of a large number of learning styles simultaneously as what a dual coding theory emphasizes. One single multimedia can be designed to cater several learning styles since it may teach in auditory, visual, and kinesthetic media. In other words, learners can learn the same content according to their individual learning style preferences only by using one multimedia.

2.1.8.1 Computers and Classroom Atmosphere

From the previous section, we can conclude that the presence of

computer-enhanced activities may help teachers to convey learning means suited to learners’

style. However, we need to figure out how the computer use in education does affect classroom atmospheres. Schofield’s (1995) study of computer use in a large urban high school reveals a great number of interesting facts. As cited in Egbert and Hanson-Smith, Schofield’s (1995) overall findings include the following: a. The computer use in the learning enhanced the learners’ enjoyment of, interest

in, and attention to the conducted classroom activities. Finding the results, Schofield then tried to investigate the reasons why those results occured. Then,

he reported a research which confirmed that computers are motivating to the extent that they can raise challenge, control, curiosity, and fantasy that allow for personalization of one’s work.

b. The increasing computer use triggered a change in the role of the teachers from being experts who presented information to coaches or tutors who assisted the learners. In other words, it could turn a teacher-centered learning to a student-centered learning. As the result, it could help the students to develop their independent and autonomous learning.

c. In some classes, peer interaction increased when computers were used. However, in some cases, the computer use did not have a demonstrable influence on interaction. In others, interaction was competitive rather than cooperative (p. 343).

To summarize, Schofield’s findings can give us some views about the computer use in schools and other educational settings. The conclusion is that the computer use in educational settings inevitably affects the classroom atmosphere

in varying the students’ attitude, role, and interaction. Consequently, those effects may influence the success of the learning process.

2.1.8.2 Making the Medium of Learning in CALL

The great advantages of the computer-enhanced activities do not mean that computers may supplant teachers. The learning media which can cater all learning styles can be created only by designers who understand how to approach the styles and many of those are teachers. In CALL, there are some aspects that the

designers of learning media should consider. As cited in Egbert and Hanson-Smith (1999), Holliday suggests that learning media should provide learners with: a. Opportunities for any interaction to negotiate meanings.

b. Opportunities to hear or read modified comprehensible inputs. c. Opportunities to produce or write modified comprehensible outputs. d. Inputs that allow for a focus on target features of the second language.

e. Possibilities for any optimal feedback either in the form of self-access windows or buttons or in the form of interaction.

f. A rich context in which the second language facilitates comprehensible input (p. 188).

Accordingly, to make good computer-enhanced learning media, teachers’ role in being professional designers is needed. However, a question may arise from educational settings in which we can question whether teachers are able to cater their students’ different learning styles without any computer use. The answer of the question is certainly yes. Yet, at this current rate of change, the world of technology has been developing by the time. Education institutions are expected to keep up with this rate of change. People will always need an innovative approach which can ease their life. Another way of saying, people may tend to choose any developed technology which is versatile instead of any traditional means. Regarding to the educational settings, Bradin supports this idea by stating that in time computers will permeate all aspects of teaching and

computers will inevitably replace teachers who do not" (as cited in Egbert & Hanson-Smith, 1999 p. 300).

2.1.9 Relevant Previous Studies

There are several previous studies which are also relevant with the topic of this study. The first study came from Sarjono (2008). She made a study about the mastery of synonymous words. Other previous research which has the similar topic to this current paper came from Putera (2011). His paper was about using pictures in enriching vocabulary.

The two studies above include the similar aspects of the topic of this study which are about the mastery of synonymous words and the use of pictures to

enrich students’ vocabulary. However, in this study, the researcher tries to bring up certain learning aid which is a picture comparison interactive medium to

improve students’ mastery in synonymous words. By applying the medium, the researcher includes four new aspects which are the theory of dual coding, compare and contrast strategy, computer assisted language learning, and multimedia.

2.2 Theoretical Framework

In learning English as a Second Language and English as a Foreign Language, mastering the vocabulary has a vital role in all language skills (Nation,

2011). For students’ significance, teachers are supposed to realize that good vocabulary mastery in students must be developed since this aspect will help them to enhance other skills. Students need to have more time to learn vocabularies. However, there are many factors that might make the students lose their interest in

learning vocabulary. One of the factors is that the tendency that teachers cannot cater the students’ learning preferences. In fact, as cited in Egbert and Hanson -Smith (1999), Dunn et al. (1995) found out that failing students could do better significantly when they were taught with strategies suited their learning preferences.

Concerning the importance of vocabulary mastery for students, acquiring synonyms in English is also important in the acquisition. In this study, the researcher proposed a picture comparison interactive medium to be administered in learning activities. This research aims to investigate to what extent a picture comparison interactive medium can be a learning aid in fostering students’ in synonyms, especially near-synonyms.

To conduct this study, the researcher implemented an experimental research to figure out the causality of a picture comparison interactive medium. The researcher adhered to the criteria and steps of true experimental research. In so doing, the researcher assigned the research subjects to control and experimental group then deliberately controlled and manipulated the conditions of every group (Cohen et al., 2007). After that, the researcher could find out any effects of the treatments.

The description of near-synonyms proposed by Lyons (1995) was used as a basis for the selection of the pairs of near-synonyms that would be the materials in the lesson. Fourteen pairs of near-synonyms were selected in this study. Those selected words were regarded as near-synonyms since they were more or less similar, but not identical in meaning.

Since the aim of the study was to measure the students’ mastery in near -synonyms after the implementation of certain treatments, the students were asked to do some tests. The tests required the students to choose between two synonymous words and determine which word was suitable to complete the sentences based on the context. The results of the tests were used to show the

students’ level of mastery in using near-synonyms.

Theories of visualizations proposed by Levie and Lentz (1982) and Levin et al. (1987) were used to identify how the presence of any illustrations in the implemented learning media. Then, the theory of dual coding by Paivio (1971) and multimedia by Mayer (2005) gave the elaboration of the influence from verbal and nonverbal information occurring in the learning medium. Theory of compare and contrast strategy proposed by Silver (2010) came as a basis to

analyze why and how this kind of strategy gave certain impacts to the students’

mastery in near-synonyms. Further, the study of computer assisted language learning by Schofield (1995) and Holliday (1999) gave some views about how the computer use could bring certain atmosphere in the learning processes.

All of the theories gave the basic views which were relevant to this research. Those theories helped the researcher to analyze any effect of a picture comparison interactive medium implementation. Then, it helped the researcher to answer the question of to what extent a picture comparison interactive medium

32

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher presents a methodology used to conduct this study. This chapter discusses the methodology systematically. The discussion includes research methodology, research setting, research participants, research instruments and data gathering technique, and data analysis technique.

3.1 Research Method

In conducting and organizing procedures of a study, choosing an appropriate methodology is needed so that a researcher can answer questions of the study. In this research, the researcher wanted to answer the question of to what extent a picture comparison interactive medium can improve students’ vocabulary mastery in near-synonyms particularly. Based on the problem, an experimental research was considered to be the most appropriate methodology in conducting this study. As cited in Cohen et al. (2007), Smith (1991) claims that it is the only method that directly concerns with causality. The essential feature of an experimental research is that researchers deliberately control and manipulate the conditions, conduct certain interventions, and then assess the differences of the results. This method conducts independent variables as the input and dependent variables as the outcome of the research.

In conducting this study, the researcher adhered to the procedure of an experimental research. The steps are as follows:

1. Assigning subjects to two matched groups

The participants of the research were students of X MIA 2 and X MIA 5. In the first step, the researcher randomly assigned the samples of the study. Both classes were then assigned to two groups. X MIA 2 was assigned to an experimental group, whereas X MIA 5 was assigned to a control group.

2. Conducting a pre-test 1

In this step, the researcher observed the students’ mastery in near-synonyms. The researcher observed it by employing a pre-test to both

experimental and control group. The test was used to measure the students’

mastery in differentiating and using near-synonyms. By conducting this instrument, the researcher tried to find out whether the students had any problems in mastering near-synonyms.

3. Conducting an intervention and observation

This was the most crucial step in this study. Basically, the intervention employed in both groups had the same time allocation and materials which discussed 7 pairs of near-synonyms. However, the researcher administered different learning media to each group. For the experimental group, the researcher implemented a picture comparison interactive medium as the learning aid to learn the materials. Below are the examples of a picture comparison interactive medium implemented in the experimental group.

Figure 3.1 Examples of a Picture Comparison Interactive Medium

Despite the different media implemented in every group, the researcher endeavored to raise fairness between the two different groups. Therefore, the researcher attempted to use a learning medium which might also have any potential in maintaining students’ concentration and motivation in the control group. In so doing, the researcher administered PowerPoint slides to the control group. The slides had fewer pictures and did not directly compare the 7 pairs of near-synonyms side by side as what a picture comparison interactive medium did. Below are the examples of PowerPoint slides implemented in the control group.

Wedding

/ˈ ed.ɪŋ/ • It is a noun.

• It refers to the occasion (the ceremony) of getting married.

1. They haven’t yet settled w hen the w edding is going to be.

2. You are invited to my w edding.

Marriage

/ˈ er.ɪdʒ/

• It is a noun.

• It usually refers to the state/relationshipof being married.

They have a long and happy marriage.

Figure 3.2 Examples of PowerPoint Slides

The implementation of both learning media was paid attention. The researcher prepared lesson plans, learning media, and any other instruments needed for learning process. While the researcher was implementing the learning media, she asked her classmate to be an observer who helped her to observe the

classroom interactions, classroom events, and students’ attitude occurred during the implementation of the learning media. Then, the observation filled in the observation sheets that have been prepared before.

4. Conducting a post-test 1, another cycle of intervention, and interviews

The researcher assessed whether the learning media have successfully

improved the students’ mastery in near-synonyms by administering a post-test. However, within the research, the researcher realized that there were some hidden factors which might influence the results of the research. The hidden factors might be the different setting, time, and inner motivation in every student. Campbell, Stanley, and Gage (1963) figured out that there are any internal and external factors which may influence results of a research. In other words, those factors may become threats towards the validity of the research results. To avoid such problem, the researcher decided to conduct one more cycle consisting of a pre-test

2, intervention, and post-test 2 towards both experimental and control group. The intervention in the second session was same as the previous session in which a picture comparison interactive medium was implemented in the experimental group and PowerPoint slides were used in the control group. With the same time allocation as in the first session, the learning material in the second session also consisted of 7 pairs of near-synonyms. After the second session of intervention, the researcher revealed the students’ opinion towards the materials and learning media implemented in their class by interviewing some representatives of the students.

5. Evaluating and reflecting the results

In this step, the researcher reflected everything that happened during the implementation of the learning media. The researcher compared the results of the pre-tests and post-tests, summarized all of the observation and interview results, and then interpreted all of the collected data. After that, the researcher could figure out the answers of the problem question.

3.2 Research Setting

This study was conducted at SMA Negeri 7 Yogyakarta. This school is located in Jl. MT Haryono No. 47 Suryodiningratan, Mantrijeron, Yogyakarta. SMA Negeri 7 Yogyakarta is one of state senior high schools in Yogyakarta which had lots of achievements.

3.3 Research Participant

The participants of this study were the students of the tenth grade in SMA Negeri 7 Yogyakarta. There were eight classes of tenth grade consisting of 34 students in six of the classes, 27 students in one of the classes, and 32 students in one of the classes; however, the researcher randomly chose two classes (X MIA 2 and X MIA 5) as the sample of the study. On the day when the research was conducted, there were 26 students who were present at X MIA 2 and 28 students were present at X MIA 5.

To get more comprehensive information about this study, the researcher also chose 10 students from every class to be interviewed. Based on what has been observed by the researcher during her pre-service teacher preparation programme in the classes, the students from both experimental and control group were considered having good basic mastery in English vocabulary. However, most of them faced some difficulties in differentiating and using near-synonyms in contexts.

3.4Instruments and Data Gathering Technique

This section will discuss all instruments that were administered to obtain the data for this study as well as the technique used by the researcher to gather the data. There were three instruments used to collect the data needed for this research. They were vocabulary tests, observation sheets, and interviews. In the data gathering technique, the researcher will explain how to use the instruments in collecting the data.

3.4.1 Instruments

As explained before, the researcher used vocabulary tests, observation sheets, and interviews as the instruments in this research. In conducting the observation, the researcher used observation sheets to observe the students’ attitude during the tests and learning processes. Then, the vocabulary tests consisting of pre-tests and post-tests were administered to measure whether the learning media were successful in fostering the students' near-synonym mastery. The last instrument was interviews which were aimed to get more comprehensive information from the participants of this study. The researcher interviewed 20 students as the representatives of the participants. The researcher explained more how the instruments were used in the data gathering technique section.

3.4.1.1 Tests

In this study, this instrument helped the researcher to measure the students’ improvement in their vocabulary mastery. Hence, the researcher administered two kinds of tests. They were pre-test and post-test. The pre-test was aimed to measure

the participants’ mastery in using and differentiating near-synonyms before the implementation of the learning media. This kind of instrument enabled the researcher to figure out whether the participants faced any problems in understanding and using near-synonyms. After the implementation of the learning media, the post-test was employed to know whether the learning media could successfully help the students in mastering the vocabulary.

Fourteen pairs of near-synonyms were selected in this study. For the first session, the set of the near-synonym pairs were hear-listen, see-look at, look

at-watch, wedding-marriage, complicated-complex, increase-raise, and govern-rule. Then, in the second session, the set of the near-synonym pairs were taste-flavor, live-stay, gather-collect, forecast-predict, shy-embarrassed, exhibition-show, and soft-smooth. The following tables contain definitions of the fourteen near-synonym pairs. In the tables, the researcher is going to write Cambridge to refer to

Cambridge Advanced Learner’s Dictionary (2008) and Oxford to refer to Oxford

Learner’s Pocket Thesaurus (2010).

Table 3.1 The Description of Near-synonyms in the First Session

Pairs of Near-synonyms

Definitions and Subtle

Differences Examples

1) Hear – Listen Hear

To receive or become conscious of a sound using your ears (Cambridge)

Listen

It refers to an action to give attention to someone or something in order to hear them (Cambridge).

(1) I heard someone calling my name (Cambridge)

(2) What kind of music do you listen to (Cambridge)?

2) See – Look at See

To be conscious of what is around you by using your eyes (Cambridge)

Look at

To direct your eyes in order to see (Cambridge)

(1) Jacqui saw the car drive up outside the police station (Cambridge). (2) She looked at me

and smiled (Oxford). 3) Look at – Watch Look At

To direct your eyes in order to see (the objects are usually static) (Cambridge)

(1) They looked at the picture and laughed (Cambridge).

Pairs of Near-synonyms

Definitions and Subtle

Differences Examples Watch

To look at something for a period of time, especially something that is changing or moving (Cambridge)

(2) I had dinner and watched television for a couple of hours (Cambridge).

4) Wedding – Marriage

Wedding

It refers to the occasion (the ceremony) of getting

married (Oxford).

Marriage

It usually refers to the state or relationship of being married (Oxford).

(1) We were invited to

my cousin’s wedding (Oxford).

(2) They had a long and happy marriage (Oxford).

5) Complicated – Complex

Complicated

It is used more to describe everyday situations

(Oxford).

Complex

It is often to describe academic, scientific or technical issues, especially in written English (Oxford).

(1) The instructions look very complicated (Oxford).

(2) A complex

mathematical formula (Oxford).

6) Increase – Raise Increase

To make something become larger in amount/size. It is used slightly more often about numbers, prices, figures (Oxford).

Raise

To make something become larger in amount or size. It is used often about feelings and qualities (Oxford)

(1) They have increased the price by 50% (Oxford).

(2) Our little chat has raised my spirits (Cambridge).

7) Govern – Rule Govern

The subjects are elected parties or governments (Oxford).

(1) The Liberals had governed the country for 11 years (Oxford).

Pairs of Near-synonyms

Definitions and Subtle

Differences Examples Rule

The subjects are nonelected groups or individuals such as kings, queens and dictators (Oxford).

(2) Most modern kings and queens rule their countries only in a formal way, without real power

(Cambridge).

Table 3.2 The Description of Near-synonyms in the Second Session

Pairs of Near-synonyms

Definitions and Subtle

Differences Examples

1) Taste – Flavor Taste

We use this word for food you can find in nature (Oxford).

Flavor

We use this word for food that has been created by somebody (Oxford).

(1) I do not like the taste of olives (Oxford).

(2) Which flavor of ice cream would you like (Oxford)?

2) Live – Stay Live

To have a home somewhere or be a permanent resident of a place (Cambridge)

Stay

To live or be in a place for a short time as a visitor (Cambridge)

(1) We live in London (Cambridge).

(2) I stayed in Montreal for two weeks then flew home

(Cambridge).

3) Gather – Collect Gather

When talking about things, we use this verb to talk about things, belongings or papers when things are spread around within a short distance (Oxford).

Collect

When talking about things, we use this verb to talk

(1) They gathered their belongings and left (Oxford).

(2) A large crowd of reporters collected outside the Prime

Minister’s house

Student

s’

Engagement Question

Students felt comfortable seeking help and asking questions. Engagement

Level

Very High High Medium Low Very Low

Check Mark

Student Notes Half of the students’ total number raised some questions which were relevant with the learning process. Yet, the questions did not occur often.

Student

s’

Role

The learning aid encouraged the students to be active and directly involved in the medium utilization. Engagement

Level

Very High High Medium Low Very Low

Check Mark

Student Notes The learning aid could build an interactive learning process which involved all of the students to operate the learning aid and learn the materials from that.

The learning became more student-centered where the

Student Engagement Walkthrough Checklist (Control Group)

Instruction: Insert a check mark symbol to the column displaying the different levels of engagement!

Students’

Positive Body Language

Students’ body postures indicated focus on the speaker and/or other students Engagement

Level

Very High High Medium Low Very Low

Check Mark

Student Notes All of the students focused on the teacher’s instruction. They sat down on their own chairs and they were ready to operate the computers in front of them. They paid attention to the

teacher’s instructions and followed them.

Students’

Consistent Focus

Students focused on the learning activity with minimum disruptions Engagement

Level

Very High

High Medium Low Very Low

Check Mark

Student Notes The students could focus on the learning activities. However, almost half of the students’ total number sometimes showed some misbehavior by talking about irrelevant topics with their friends.

Students’

Verbal Participation

Students expressed thoughtful ideas, reflective answers, and questions relevant or appropriate to learning. Engagement

Level

Very High

High Medium Low Very Low

Check Mark

Student Notes There was no student who actively expressed any idea and

reflective answer. They tended to answer the teacher’s

probing questions with jokes which could not answer the questions.

Student

s’

Confidence

Students exhibited confidence and could initiate and complete the tasks with limited prompting and could work efficiently. Engagement

Level

Very High High Medium Low Very Low

Check Mark

Student Notes All of the students could work efficiently.

Students’

Fun and Excitement

Students exhibited interest and enthusiasm and used positive humor Engagement

Level

Very High

High Medium Low Very

Low

Check Mark

Student Notes Some of the students looked enthusiastic. However, almost all of the students complained and asked the teacher to show any movie or video.

Student

s’

Engagement Question

Students felt comfortable seeking help and asking questions. Engagement

Level

Very High High Medium Low Very Low

Check Mark

Student Notes For about half of the students’ total number raised some questions which were relevant with the learning process. Yet, the questions did not occur often.

Student

s’

Role

The learning aid encouraged the students to be active and directly involved in the medium utilization. Engagement

Level

Very High High Medium Low Very Low

Check Mark

Student Notes The learning medium did not involve the students actively. The

teacher’s role was more dominant in the learning process

118

APPENDIX F

Interview Questions

• Do you think English is hard?

(Menurut kamu, apakah B. Inggris itu sulit?)

• Do you think you already have a lot of vocabulary?

(Apakah kamu merasa bahwa kamu telah memiliki banyak perbendaharaan kosakata B.Inggris?)

• Related to the near-synonyms that we have learned together, did you have any difficulties in understanding near-synonyms before?

(Berkaitan dengan near-synonyms, apakah kamu memiliki kesulitan dalam memahami near-synonyms sebelumnya?)

• After we learned together about near-synonyms, can it improve your understanding?

(Setelah belajar bersama mengenai near-synonyms, apakah sekarang kamu merasa pemahamanmu di near- synonyms telah meningkat?

• Do you think that the learning media were interesting? Why is it so?

(Apakah media pembelajaran yang digunakan menarik? Mengapa demikian?) • Do you think that the learning media could help you in understanding

near-synonyms better? Why is it so?

(Apakah media pembelajaran yang digunakan dapat membantumu dalam memahami near-synonyms? Mengapa demikian?)

• Do you think that the learning media were easy to be understood? Why is it so?

(Apakah media pembelajaran yang digunakan mudah dipahami? Mengapa demikian?)

• What kind of learning media do you want to use?