Increasing the Second Year Students’ Vocabulary Mastery by Learning Word Classification at MTs Madani - Repositori UIN Alauddin Makassar

INCREASING THE SECOND YEAR STUDENTS’ VOCABULARY

MASTERY BY LEARNING WORD CLASSIFICATION

AT MTs MADANI PAO-PAO GOWA

A Thesis

Submitted in Partial Fulfillment of the Requirement for the Degree of

Sarjana Pendidikan (S.Pd) in English Education Department of

Tarbiyah and Teaching Science Faculty of

Alauddin State Islamic University

NUR HAMZAH

Reg. No. 20401107156

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHING SCIENCE FACULTY

ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR

2011

ACKNOWLEDGMENT

By reciting Bismillahi Rahmani Rahim, the researcher would like to express his praise and thankfulness to Allah SWT for blessing, love, mercy, guidance and most of all, to finish this thesis. Shalawat and Salam are addressed to beloved chosen messenger Muhammad SAW.

Many problems and difficulties had been encountered in finishing this thesis. Those would not have been solved without help, motivation, support, critic, and advice from many people. It would be an honor to express his greatest appreciation and deepest thanks to all of them as follows: 1.

To his beloved parents Machmud and Basse, for their love, sacrifices, affections, advices and prays during his study. And also to his brother and sister.

2. Prof. Dr. H. Abd Qadir Gassing, HT, MS, The Rector of State Islamic University of Alauddin Makassar for his advice during his study at the university.

3. Dr. H. Salehuddin, M.Ag, The Dean and all of the staff of Tarbiyah and Teaching Science Faculty of the State Islamic University of Alauddin Makassar.

4. Dra. Hj. Djuwairiah Ahmad, M.Pd, M.TESOL, and Dra. Kamsinah, M.Pd.I as the Head and the Secretary of English Department of Tarbiyah and Teaching Science Faculty and all of her staff.

5. The researcher thanks for the guidance, advice and correction to this writing, deeply thanks are expressed for those people; Prof. Dr. Hamdan, M.A, Ph.D as a first consultant and Drs. M. Rusdi, M.Ag as the second consultant.

6. The researcher also would like to thank to his best friends and his beloved friends in PBI 9 and PBI 10 academic years 2007 that always helped to solve the problems and gave spirit and mental support to him.

7. The researcher’s especially indebted goes to his best lectures, Andi Musyafir

Rusyaidi as the researcher

’s inspirations to learn about social life, and to the English Teacher of MTs Madani Pao-Pao, Rugayyah S.Pd who had given him opportunity to conduct this research in MTs Madani Pao-Pao Gowa.

8. Special gratitude to his beloved Mantawaty, Nurhamim, Indra, Fauziah,

Damar, from their love and support, you would never forgotten and would be pleasant memories till the end.

9. The Headmaster, the teacher and all the students of MTs Pao-Pao Gowa specially the second year students for their participation during the research.

10. All people who helps and those whom the researcher cannot mention one by one.

Finally, the researcher realize that this thesis still have not been prefect yet and still need more some suggestion and critics, thus more improvements for this thesis are strongly needed. May the almighty Allah SWT always best to us with blessing, Amin. Wabillahi Taufiq Wal Hidayah Wassalam.

Makassar, Juni 2011 The writer

Nur Hamzah NIM. 20401107156

LIST OF CONTENTS TITTLE PAGE .................................................................................................... i

PERNYATAAN KEASLIAN SKRIPSI ............................................................ ii

HALAMAN PERSETUJUAN PEMBIMBING ............................................... iii

PENGESAHAN SKRIPSI .................................................................................. iv

ACKNOWLEDGEMENT .................................................................................. v

LIST OF CONTENTS ........................................................................................ viii

LIST OF TABLES .............................................................................................. x

ABSTRACT ......................................................................................................... xi

CHAPTER I INTRODUCTION A. Background .............................................................................................. 1 B. Problem Statement .................................................................................. 3 C. Objective of the Research ....................................................................... 3 D. Significance of the Research ................................................................... 3 E. Scope of the Research ............................................................................. 3 F. Operational Definition of Terms.............................................................4 CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Findings ...................................................................... 4 B. Some Pertinent Ideas .............................................................................. 5 1. The Concept of vocabulary ................................................................ 5 a. Definition of Vocabulary ................................................................. 6 b. Kinds of Vocabulary ........................................................................ 7 c. Function of vocabulary......................................................................9 d. The Principle of Teaching and Learning Vocabulary .................. 9 2. Knowing Word .................................................................................... 13 3. The Concept of Word Classification ................................................. 15 a. The Classification of Words ............................................................ 15 b. The Identification Part of Speech ................................................... 16 C. Theoretical Framework .......................................................................... 18 D. Hypothesis ................................................................................................ 19 CHAPTER III THE RESEARCH METHODOLOGY A. Research Design ....................................................................................... 20

B. Population and Sample ........................................................................... 20 C. Research Variables .................................................................................. 21 D. Instrument of the Research .................................................................... 21 E. Procedure of Collecting data .................................................................. 22 F. Techniques of data Analysis ................................................................... 23

CHAPTER IV FINDING AND DISCUSSION A. Findings .................................................................................................... 26 B. Discussion ................................................................................................. 35 CHAPTER V CONCLUSSION AND SUGGESTION A. Conclusion ................................................................................................ 36 B. Suggestion ................................................................................................ 36 BIBLIOGRAPHY APPENDICES CURRICULUM VITAE

LIST OF TABLE

Table 1 the rate percentage of score experimental group in pre-test .................. 26

Table 2 the rate percentage of score experimental group in post-test ................ 27

Table 3 the rate percentage of score controlled group in pre-test ....................... 28

Table 4 the rate percentage of score controlled group in post-test...................... 29

Table 5 the mean score of experimental group and controlled group ................ 32

Table 6 distribution the value of t-test and t-table ............................................... 34

ABSTRACT

Name : Nur Hamzah Reg. Number : 20401107156 Title : Increasing the Second Year S tudents’ Vocabulary

Mastery by Learning Word Classification at MTs

Madani Pao-Pao Gowa Consultant 1 : Prof. Hamdan, M.A, Ph.D Consultant 2 : Drs. M. Rusdi, M.Ag

This research aims at knowing the increasing the second year students’ vocabulary by learning word classification at MTs Madani Pao-Pao Gowa.

The problem statement of the research was; to what extent does the learning of word classifications increase the students’ vocabulary at MTs Madani Pao-Pao Gowa?

The method used in this research was true-experimental design which was applied with two groups namely experimental group and controlled group by using pre-test and post design. The population of this research was the second year students of MTs Madani Pao-Pao Gowa in 2011-2012 academic years. The sample of this research consisted of 27 students taken by applying purposive sampling technique. The researcher took class A as control class and class B as experimental class where each class consisted of 27 students. The research variables were Word Classifications as independent variable and the students ’ vocabulary as dependent variable.

The research finding was learning word classification able to increase the students’ vocabulary. The mean score of students pre-test in experiment group was 4.92 and the stu dents’ score in post-test was 8.96. The mean score of students pre-test in control group was 6.11 and the students score in post-test was 6.72. From t-test, the researcher found that the value of t

–test 5.78 was higher than t-table 2.00 at the level of significance 0,05 with degree of freedom (df) = 54. Based on the fact, the researcher concluded that learning word classification was effective to increase the second year students’ vocabulary.

CHAPTER I INTRODUCTION Background A. Vocabulary is very important in all language teaching. Moreover,

vocabulary is a part or language itself. One who is poor on the vocabulary of a language is impossible to master the language. With regarding to the importance of vocabulary, many linguists try to find out how to build up students‟ vocabulary mastery easily, as Allan (1977:149) states that “vocabulary is an important factor in all language teachings, students must be continually be learning words as they learn structure and as they practice the sound system”.

There are many strategies presented to build up the students‟ vocabulary. One of them is to memorize a certain number of words regularly, but the students still disappointed because most of the words memorize in the first week will be forgotten in the following week. The researcher tries to find one technique to make the students master the vocabulary item, classify and understand the differentiation in kinds of words that are recommended. In this case word classification is one of them.

The students‟ lack of vocabulary may come from both the students as the learners and the teacher as the instructor. There are some causes of students lack of vocabulary, they are; the students‟ laziness in memorizing a number of words required, the student lack of motivation in learning vocabulary, the student competence in learning vocabulary.

Allen (1981:6) points out eight factors which may cause the students‟ lack of

vocabulary that come from the teacher, namely:

1. The teacher doesn‟t know which English word the students need or must learn.

2. The teacher cannot decide whether or not those words are important to the students.

3. The teacher does not know which aids are available in teaching vocabulary.

4. The teacher cannot plan the short time to teach many needed words.

5. The teacher doesn‟t know how to encourage the students to take responsibility for their own vocabulary learning.

6. The teacher cannot device some good ways to know much vocabulary the students have actually learned.

7. The teacher does not know how to identify which words are easier than others to learn.

8. The teacher doesn‟t know what she/he should do if a few members of the class already know words that they often need to learn.

Related to the statement above, it is clear that learning vocabulary is very

important and it is a fundamental requirement that influences the students‟ achievement in learning English.

Based on the issue above, the researcher would like to apply one strategy the

good mastery of vocabulary, and conduct a researcher under the title “Increasing The

Second Year Students’ Vocabulary Mastery by Learning Word Classifications at MTs Madani Pao-Pao Gowa ”

Problem Statement B.

Regarded to the background above, the researcher formulates the main research question as follow: To what extent does the learning of word classifications increase the students’ vocabulary mastery at MTs Madani Pao-Pao Gowa? Objective of The Research C.

From the question above, the objective of the research is to find out whethe r or not the use of learning word classifications increase students‟ vocabulary. Especially: noun, verb, adjective, and adverb.

D. Significance of The Research The result of the research will give useful information for the teaching process in increasing students‟ vocabulary by learning word classifications. Besides, this research also provides preliminary data for other reseachers who want to explore related areas of vocabulary. In practise, the findings can be applied as a technique in teaching vocabulary to students who have problems in this area.

E. Scope of The Research

The scope of this research is the researcher focused on enriching the increase of the students‟ vocabulary by learning word classifications. Then with activity, the researcher gives vocabulary materils based on some themes that would be given to the students. The researcher decided to choose noun, verb, adjective, and adverb.

F. Operational Definition of Terms

a. Vocabulary

Webster in stated that vocabulary is:

a. A list of word and sometimes phrases, usually arranged in alphabetical order and defined dictionary, glossary or lexicon.

b. All the word of language.

c. All the word uses by particular person, class, profession, etc. sometimes, all the words recognize and understood by a particular person, although not necessary used by him (in full, passive vocabulary ).

b. The Classification Of Words

The classification of words applied here is not the traditional classification which, based mainly on meaning, classifies all English words commonly into eight parts of speech: Noun, verb, adjective, adverb, preposition, conjunction, and interjection. It is based on the new classification which classifies all English words into two main divisions, namely, class words and function words.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter deals with some previous research findings, some pertinent idea, vocabulary and the concept of learning word classification. A. Previous Related Research Findings The researcher present some findings, which are related and relevant to

the research as follows: 1.

Merdarwati (1997) suggest that in teaching English, the students must be given more activities in learning vocabulary, in order that they have time to receive and prprocess of the word.

2. Nur Najmi (2004) stated that, one way to learn vocabulary is know the derivational process of word, because derivation has two kinds those are prefixes and suffixes. Therefore, by learning derivation affixes the students are going to know kind of vocabulary, such as nouns, verbs, adjectives and adverbs.

Based on the research above, the researcher can conclude that teacher can helps students to master vocabulary by learning word classification, and giving students chance to produce new words by using derivation.

B. Some pertinent Ideas

1. The Concept of Vocabulary

Talking about language, vocabulary apperas as one of the central attention because in the implementation of learning, it is a fundamental requirement to communicate ideas, emition, and desires. However, we must distinguist betweeen word and vocabulary. It is true that vocabulary is equivalent to words but terminologically they are different. Words is any letter sequences which convey the meaning or particular person, list or correlation of words of a language. The words must be shorted into different part of speech or some similar group, which separate the of type of words with large reserve vocabulary from those with smallreserve.

a. Definition of Vocabulary

There are many definitions of vocabulary. Some of them are quoted in the following : Hornby in Nurahmah Novianti Ibnu (2007: 6) defines vocabulary as follows: a.

Vocabulary is the total number of words that make up a language.

Vocabulary is the body of words known to a person or used in particular book, subject, etc.

Vocabulary is the list of words with their meaning, especially on which accompanies a textbook in a foreign language.

Ur stated that vocabulary can defined, roughly, as the words we teach is the foreign language. However, a new item of vocabulary may be more than a single word which is made up of two or three words but express a single idea.

There are also multiword idioms where the meaning of the phrase cannot be

defined from an analysis of the component word. Webster in Nurahmah Novianti Ibnu (2007: 7) stated that vocabulary is: a.

A list of word and sometimes phrases, usually arranged in alphabetical order and defined dictionary, glossary or lexicon.

All the word of language.

All the word uses by particular person, class, profession, etc. sometimes, all the words recognize and understood by a particular person, although not necessary used by him (in full, passive vocabulary ).

Charles in Nurahmah Novianti Ibnu (2007: 8) described the importance of the vocabulary in language learning process. He says that learning and language particularly always means primarily learning the “ word „‟ of the language.

Allen in Nurahmah Novianti Ibnu (2007: 8) states that vocabulary is very important in a language when we learn in language, including English it always mean that we learn the world of the language.

b. Kinds of Vocabulary

Vocabulary is necessary to give students something to hang on to when

learning in kind of subject. Vocabulary also has many classifications as

suggested by some experts, namely : Harmer (1991: 157) divides into two

types, they are: a.

Active Vocabulary

Is refers to vocabulary that has been learned by the students and can be used in speaking and writing. They are expected to be able to use it.

Passive Vocabulary Is refers to words which students will recognize when they met them, but they will probably not be able to produce.

In the same sense, the linguistic legget, et.al (1982: 148-149) points

out that everyone has two types of vocabulary. They are passive or

recognition vocabulary and active vocabulary.

Active vocabulary is a vocabulary that consists of working words that

are used in daily writing and speaking. While, a passive vocabulary is a

vocabulary that is recognized in the context or reading materials but are

not really used by anyone.

Good (2004: 6) divides vocabulary into four kinds, they are:

a. Oral Vocabulary The oral vocabulary is refers to word that a person employs them in expressing ideas orally and actively. It is consisting of word actively used in speech used that comes readily to t ongue of the one‟s conversation.

b. Writing Vocabulary The writing vocabulary is refers to words commonly used in writing, it is stock of words that come readily to one‟s finger vocabulary it commonly in writing. c. Listening Vocabulary The listening vocabulary is refers to a person can understand when they are heard.

d. Reading Vocabulary The reading vocabulary is refers to someone can recognize them when he finds them in written form.

c. Function of Vocabulary

vocabulary as stated in the definitions is a stock of language, it has a great function language. People use vocabulary words to contact language.

Vocabulary is like the bone of or body, without bone our body will not as able to be as perfect as possible. Without words (vocabulary), we can not construct ideas written or orally. No body can express his/her feeling to others. As a teacher, we will be confuse to explain the lesson to the students. Of course, the vocabulary is a supposed as the very crucial part of language because without vocabulary the language can not be principle develop.

d. The Principle of Teaching and Learning Vocabulary

Wellace (1989:2-3) indicates the main principles of learning and teaching vocabulary as follows: a.

Aims Teaching should know the aims of the words taught. b.

Quantity The number of words which students should possess and learn must be clear.

Need In most cases, the choice of vocabulary taught to student, the teacher

uses course books or syllabus. In any cases, the teacher in choosing the

vocabulary those are going to be taught, will relate to the aim of course and

the adjective s of individual lessons. It is also possible for the teachers, in a

sense, to put the responsibility of choosing the vocabulary to be thought to

the students. In other words, the students are put in the situation where that

have to communicate the words they need, as they need them, using the

words as information.

Frequent Expose and Repetition In teaching and learning vocabulary words, there has to be a certain

amount of repetition until there is evidence that the students have learnt the

target words. The simplest way of checking that the learning has been done

is by seeing whether the students can recognize the target words and identify their meaning. If the words have to be a part o f the students‟

productive vocabulary, they must be given an opportunity to use them, as

often as necessary for them to recall the words at all, with the correct spelling and pronunciation and identify the meanings. e.

Meaningful Presentation In presenting the vocabulary lesson, the students must have a clear

specific understanding of what words denotes or refers to. This requires

that the words presented in such a way their denotation and references are

perfect and unambiguous.

Situation Presentation The words presented are appropriate to the student situation. With

favorable condition enough time, consuming and convenient method,

students will automatically succeed in learning vocabulary.

Presenting in Context Words very seldom occur in isolation, so is important for the

students to know the usual collocation that words occur in. so, the from the

very beginning the words must appear in its natural environment as it were

among the words naturally collocates with. Collocation is words which are

commonly associated.

Learning Vocabulary in The Mother Tongue and In The Target

Language.

Wallace comment on nine steps to learn or to achieve vocabulary in the mother tongue and in the target language as follows :

1. There is a felt need.

2. The mother tongue learner mostly controls his own of learning.

3. The mother tongue is exposed to an enormous quantity of his own language and has tremendous scope of repetition of what he learns.

4. The language is nearly always encountered in appropriate situation and in the appropriate context.

5. Since of words are learned as they arise out of a felt in a particular situation, the usually have a clear denotation. i. Inference (Guessing) Procedures in Vocabulary Learning Inference is also one of strategies in learning vocabulary in which the learners are heard on a practice by using a definite knowledge to have a clear understanding the words they learn. The students infer the meaning of words by listening or reading them used in certain context and certain situation. Usually, it is clear in situation what particular thing someone is referring t; in certain written context o bit more detective work may be called for. A new vocabulary should not co-occur with difficult structure and a certain amount of vagueness in guessing the meaning of word must be accepted (Richard, C. Jack and Long Michael. 1987:313). They further stated that the teacher should not expect students to come up with exact meanings while guessing in this manner.

2. Knowing Word

Language students, in particular English need to know the lexis of the

language. They need to learn what words mean and how they are used. Harmer

(1991: 156) clearly describes what the students need to know or he called it

“knowing a word” as follow: a. Meaning The first thing to realize about vocabulary items is that they frequently have more than are meaning. When we come across a word, any try to decipher its meaning we will have look at the context in which it is used. Or it can be said students need to understand the importance of meaning in context.

In addition, words sometimes have meaning in relation to other words. The relationship between words may be in the forms of: 1.

Synonyms, word with the some meanings as other. e.g. bad and evil.

2. Antonyms, word with opposite meanings, e.g. good and bad.

So, it can be concluded that the students need to know about meaning in context and sense relations. b. Word Used.

What a words main can be changed, stretched or limited by how it is

used. It is frequently stretched through the use of metaphor, the use of word

or phrase to indicate something different from literal meaning, and idiom, a

phrase or a sentence which has a special meaning of its own.

Example:

Word “hiss” describes the noise that snakes make, its meaning can be

stretched to describe the way people talk to each other. e.g. “don‟t move or you‟re‟ she hissed, metaphorical language use.

c. Word Formation Words can change their shapes and their grammatical values, too.

Students need to know fact about word formation and how to twist words to

fit grammatical context.

Students need to know how suffixes and prefixes work and how words

are spelt and they sound. Indeed the way words are stressed is vital if

students are t be able to understand and use words in speech. Part of learning

a word is learning its written and spoken form.

Word formation, then, means knowing how words are written and spoken and knowing how they can change their form d. Word Grammar Just as a words change according to their grammatical meaning, so the

use of certain words can trigger the use of certain grammatical patterns.

Some examples will show what this means.

We make a distinction between countable and uncountable nouns.

1. The former can be both plural and singular.

2. Verb complementation, phrasal verbs, etc.

3. Adjectives and adverb position, etc.

3. The Concept of Word Classifications

a. The Classification Of Words

The classification of words applied here is not the traditional

classification which, based mainly on meaning, classifies all English words

commonly into eight parts of speech: Noun, verb, adjective, adverb,

preposition, conjunction, and interjection. It is based on the new

classification which classifies all English words into two main divisions,

namely, class words and function words. This classification is consistently

based on form. The class words can be further subdivided into: (1) class 1

words (noun), (2) class 2 words (verbs), (3) class 3 words which are called

the parts of speech (Abdul Muis Baddulu : 15). The majority of English

words belong to these four parts of speech. The other words which do not

belong to these four parts of speech are called function words, namely,

words which do not have lexical meanings. These function words always

occur with the parts of speech to form phrases.

b. The Identification Part of Speech

1. Noun The noun is one of the most important parts of speech. Its arrangement with the verb helps to form the sentence core which essential to every complete sentence. In addition, it may function the chief or “head” word in many structures of modification.

2. Pronoun Pronouns make up a small class a word of very high frequency.

The traditional definition of a pronoun as “a word that takes the place of noun” is applicable to some types of pronoun but not to others. Those pronouns that are actual substitutes may refer not only to a preceding noun-its antecedent-but to a larger part of a discourse that precedes. Those pronouns that are not substitutes may simply have indefinite reference or express indefinite quantity.

3. Verbs The verb is the most complex part of speech. Its varying arrangements with nouns determine the different kinds of sentences- statements, questions, commands, exclamations. Like the noun, the verb has thee grammatical properties of person and number, properties which

require with the subject. But the verb also has several other grammatical

properties that are shared with no other part of speech. These properties

are: tense, voice, mood, aspect.

4. Adjectives The adjective is a modifier that has the grammatical properties of

comparison. It is often identified by special derivational ending or by

special adverbial modifiers that precede it. Its most usual position is

before the noun it modifies. But it fills other position as well.

5. Adverb It has been customary to include the most disparate elements

among the adverb, frequently those that cannot be put into any other part

of speech classifications. Adverb range in meaning from words having a

strong lexical content (those that describe the action of the verb, or those

that indicate such meanings as time and place) to those that are used

merely for emphasis.

6. Conjunctions Most conjunctions are historically derived from other part of

speech, particularly from prepositions. Like prepositions, the

conjunctions are members of a small class that have no characteristic

form. They functions chiefly as no movable structure words that join

such as a part of speech, phrases, or clauses.

7. Prepositions The preposition is classified as a part of speech in traditional grammar. However, prepositions as well as conjunctions differ from other parts of speech in that (1) each is composed of a small class of words that have no formal characteristic endings; (2) each signals syntactic structures that functions as one of the other part of speech. For these reasons modern linguists prefer to classify prepositions as structure words rather than as a part of speech.

8. Interjection An interjection is used to show surprise or emotion. They are usually short phrases such as “oh no!” or “Good Lord!”

C. Theoretical Framework

The theoretical framework of this researcher is illustrated as below:

a. INPUT : The material about the word classification. How the words drive

from one class to another class. For example, noun to adjective,

noun to verb, verb to adjective, verb to noun.

b. PROCES S :Refers to the teaching vocabulary matrial by learning word

classification, the process of decoding, repetion, identifying letter, word, and then sentence in order to get the meaning. Then, the other teaching and learning process are intended to help students understand what the meaning of word.

c. OUT PUT : Refers to the students vocabulary in learning through word

classification, after the teaching and learning process is influence in increase the student s‟ vocabulary.

D. Hypothesis

In this research, the research applies the hypothesis as follow: a.

Null Hypothesis (Ho); learning word classification is not effective in increasing

students‟ vocabulary.

Alternative Hypothesis (H1); is the use of learning word classification

significantly increased students‟ vocabulary.

CHAPTER III RESEARCH METHOD This research present research design, population and sample, research

variables and operational definition, instrument of the research, procedure of collecting data and techniques of data analysis.

A. Research Design

The method used experimental research where the write used experimental class to design. The treatment applied. The experimental method involved pre-test and post-test design. The design of the experiment will be presented as follow: 01 x 02

Where: 01 : Pretest X : Treatment 02 : Posttest

(Gay, 1981)

B. Population and Sample a.

Population The population of this research was the second years students of MTs Madani Pao-Pao Gowa 2010-2011. The number of population were 27

students, consist of two classes. They were class A and class B.. b.

Sample The researcher used the purposive sampling technique. So the researcher took class B as th experimental class and class A as the control class. There were 27 students as samples.

C. Research Variables This research consist of two variables, they were:

a. Independent variable The independent variable of this research is word classifications in learning vocabulary.

b. Dependent variable Dependent variable of this research is increasing vocabulary of the students.

D. Instrument of the Research In collecting data, the writers employed vocabulary test as pre-test and in Post-test was intended to see the prior knowledge of the students to increase vocabulary before giving treatment, which the post test was administrated to know the students achievement after giving treatment.

E. Procedure of Collecting Data

The procedures of collecting data are presented as follow: a.

Pre-Test The Pre-Test was administrated before giving the treatment to know student previous knowledge in vocabulary.

The Treatment The researcher carried out the treatment for eight times with different topics for each meeting.

1. The first meeting the researcher explains the whole of part of speech (definition, kinds, and form).

2. The second meeting the researcher explains about noun. Then. The students are taught are to identify noun.

3. The thirty meeting the researcher explains about adjective.

4. The next meeting the researcher explains about verb.

5. The fifth meeting the researcher explains bout adverb.

6. The following meeting the researcher explains the derivation from noun and verb.

7. The seventh meeting the researcher explains about the derivation of adjective and adverb.

8. The researcher give a test as to give protest the preparation posttest.

Post-Test The Post-Test was administrated after the treatment was conducted. The researcher employed pre-test and post-test. It aimed at finding out the students‟ vocabulary achievement.

F. Techniques of Data Analysis

In the analysis the data collected through the pre-test, the researcher would use t-test, the procedure as following:

a. Scoring the students` answer

b. Classifying the students` vocabulary mastery by used the following rating 1. 9.6 to 10 classified as excellent 2. 8.6 to 9.5 classified as very good 3. 7.6 to 8.5 classified as good 4. 6.6 to 7.5 classified as fairly good 5. 5.6 to 6 .5 classified as fair 6. 3.6 to 5.5 classified as poor 7. 0.0 to 3.5 classified as very poor c. Calculating the mean score by applied the formula: = Where: X = Mean score = The sum of all scores

N = the total number of students (Gay, 1981 : 298) d. Calculating the post-test result and consulting their difference for hypothesis testing, the formula:



1  

2 t =

   

SS  SS

    

n  n 

2 n n

   

= Where : t Test of significance

= Mean Score of Control Class

2 = Mean Score of Experimental Class

X SS1 = the Sum of Square of Experiment Class

2 SS = the Sum of Square Control Class

1 n = the Subject of Experiment Class

2 n = the Subject of Control Class e.

Computing the frequency and the percentage of he students‟ scores P = Where : P = Percentage F = Frequency

N = The total number of students

CHAPTER IV FINDING AND DISCUSSION This chapter consists of two sections, the finding of the research and

discussion of the research. Based on the data analysis, it was found that as follows:

A. Finding

As explained before that one of the way to collect data was by administering test. The test was done twice, namely pre-test and post-test. Pre test, which had given before the treatment and the post-test, had given after treatment.

1. The Classification of Students’ Pre-test and Post-test Scores in

Experimental Group

Table 1

The rate percentage of score experimental group in pre-test

No Classification score Frequnecy Percentage 1 excellent 9.6-1.0 0% 2 very good 8.6-9.5 0% 3 good 7.6-8.5 0% 4 fairly good 6.6-7.5 4 14.80% 5 fair 5.6-6.5

6 22.20% 6 poor 3.6-5.5 14 51.90% 7 very poor 0.0-3.5

3 11.10% TOTAL 27 100% Table 1 above shows the rate percentage and frequency of score of experimental group in pre-test from 27 students, no one of the student got excellent, very good, and good score. There were 4 (14.8%) students got fairly good, 6 (22.2%) students got fair score, 14 (51.9%) students got poor score and 3 (11.1%) students acquired very poor score.

Table 2 The rate percentage of score experimental group in post-test

No Classification score Frequnecy Percentage 1 excellent 9.6-10 2 7.4% 2 very good 8.6-9.5

14 51.9% 3 good 7.6-8.5 11 407 4 fairly good 6.6-7.5 0%

5 fair 5.6-6.5 0% 6 poor 3.6-5.5 0% 7 very poor 0.0-3.5 0%

TOTAL 27 100%

While, the rate percentage of score of experimental group in post-test from 27 students as table 2 above shows that 2 (7.4%) students got excellent score, 14 (51.9%) students got very good, 11 (40.7%) students acquired good score. And no one of the students acquired fairly good, fair, poor, and very poor score.

Based on the result above, it can be conclude that the rate percentage in post-test was higher than the rate percentage in pre-test.

2. The Classification of Students’ Pre-test and Post-test Scores in

Controlled Group Table 3 The rate percentage of score controlled group in pre-test

No Classification score Frequnecy Percentage 1 excellent 9.6-10 0% 2 very good 8.6-9.5 0% 3 good 7.6-8.5 0% 4 fairly good 6.6-7.5 9 33.3% 5 fair 5.6-6.5

10 37.0% 6 poor 3.6-5.5 7 26% 7 very poor 0.0-3.5 1 3.7%