THE USE OF CORPUS TO IMPROVE STUDENTSâ VOCABULARY MASTERY.
APPROVAL
THE USE OF CORPUS TO IMRPOVE STUDENTS’
VOCABULARY MASTERY
A Classroom Action Research at Fifth Grade Students of SD Ta’mirul Islam
Surakarta in the Academic Year of 2014/2015
THESIS
By:
KACUNG ARIF ROHMAN
NIM S891308022
This thesis has been approved by the consultants of Graduate School of English
Education Department of Sebelas Maret University Surakarta
Consultant I
Consultant II
Prof. Dr. Joko Nurkamto, M.Pd
NIP. 19610124 198702 1001
Dr. Ngadiso, M.Pd
NIP. 19621231 198803 1009
Approved by
The Head of Graduate Program of English Education Department
of Sebelas Maret University
Dr. Ngadiso, M.Pd
NIP. 19621231 198803 1009
ii
LEGITIMATION OF EXAMINERS
THE USE OF CORPUS TO IMPROVE STUDENTS’ VOCABULARY
MASTERY
(A Classroom Action Research at Fifth Grade Students of SD Ta’mirul Islam
Surakarta in the Academic Year of 2014/2015)
By
Kacung Arif Rohman
NIM S891308022
This thesis has been examined by the Board of Examiners of English Education
Department, Graduate School of Sebelas Maret University on 29 June 2016.
Board of Examiners
Chairman
Secretary
Examiners
1.
2.
Signatures
Dr. Abdul Asib, M.Pd
NIP. 195203071980031005
(........................................)
Dr. Sumardi, M.Hum
NIP. 197406081999031002
(........................................)
Prof. Dr. Joko Nurkamto, M.Pd
NIP. 19610124 1987021001
(........................................)
Dr. Ngadiso, M.Pd
NIP. 19621231 1988031009
(........................................)
Legalized by
The Dean of Teacher Training and Education
Faculty
The Head of English Department
of Graduate Program
Prof. Dr. Joko Nurkamto, M.Pd
NIP. 19610124 1987021001
Dr. Ngadiso, M.Pd
NIP. 196212311988031009
iii
PRONOUNCEMENT
This is to certify that the researcher himself writes this thesis entitled “The
Use of Corpus to Improve Students’ Vocabulary Mastery (A Classroom Action
Research at Fifth Grade Students of SD Ta’mirul Islam Surakarta in the Academic
Year of 2014/2015)”.
It is not a plagiarism or made by others. Anything related to others’ work is
written in quotation, the source of which is listed on bibliography.
If then this pronouncement proves incorrect, I am ready to accept any
academic punishment including the withdrawal or cancellation of my academic
degree.
Surakarta,
Kacung Arif Rohman
iv
2016
ABSTRACT
Kacung Arif Rohman, S891308022 “The Use of Corpus to Improve Students’
Vocabulary Mastery (A Classroom Action Research at Fifth Gra de Students of SD
Ta’mirul Islam Surakarta in the Academic Year of 2014 -2015)”. Thesis. First
Consultant: Prof. Dr. Joko Nurkamto, M.Pd., Second Consultant: Dr. Ngadiso,
M.Pd. Surakarta: English Education Department of Graduate School. Sebelas
Maret University, 2016.
This thesis is aimed to (1) identify how corpus is used to improve students’
vocabulary mastery at fifth grade students of SD Ta’mirul Islam Surakarta; and
(2) identify the strengths and weaknesses of corpus when it is implemented in the
teaching learning process of English.
This classroom action research was conducted at SD Ta’mirul Islam
Surakarta in the Academic Year of 2014-2015 while the subject of this research is
fifth grade students of it. This research was carried out in two cycles. Each cycle
consisted of four steps: planning, acting, observing, and reflecting. The qualitative
data were collected by using interview, observation, and questionnaire while
quantitative data were collected by using tests (pre-test and post-test). There were
five steps in analyzing qualitative data: assembling the data, coding the data,
comparing the data, building interpretations and reporting the outcomes. Then,
quantitative data were analyzed through descriptive statistics.
The research findings show that corpus can improve students’ vocabulary
mastery. There were three indicators which pass the passing grade: (1) identifying
the meaning of the words (79.58); (2) pronouncing the words (76.67); and (3)
spelling the words (76.25). One indicator didn’t pass the passing grade: using the
words in a sentence (61.67). Teaching vocabulary using corpus also has strengths
and weaknesses. The strengths are: (1) corpus could attract students’ attention to
the material; (2) the students were active to participate in teaching and learning
process; and (3) the students had a bravery to share their idea among the students
while the weaknesses are: (1) the use of corpus needed more time allotment; and
(2) the students got bored when they analyzed corpus in long time.
Realizing the usefulness of corpus to teach students vocabulary, the teachers
or students can use it as one of alternative media to teach or learn English
especially vocabulary.
Key words: classroom action research, vocabulary mastery, corpus
v
MOTTO
“success needs effort and struggle”
(Kacung Arif Rohman)
vi
DEDICATION
This thesis is dedicated to my beloved parents, brother, and sister:
H. M. Syukur & Hj. Siti Sholihah
Sun’an Fadli & Milatus Saidah
Thank you
vii
ACKNOWLEDGEMENT
Praise is to Allah SWT, that eventually I can finish this thesis. I would like
to extent my grateful to Prof. Dr. Joko Nurkamto, M.Pd, the first consultant, and
to Dr. Ngadiso, M.Pd, the second consultant, for their great guidance, great
support, great advice, until completing this thesis. My grateful is also to Dr.
Ngadiso, M.Pd, the Head of the English Department of Graduate Program of
Sebelas Maret University for having approved this thesis.
My appreciation also goes to the Dean of Teacher Training and Education
Faculty of Sebelas Maret University and The Director of Graduate Program of
Sebelas Maret University, for the permission to complete the research, Slamet,
S.Pd., the Head Master of SD Ta’mirul Islam Surakarta, for the kindness to allow
me to conduct the research at SD Ta’mirul Islam and to all of Fifth Grade
Students of SD Ta’mirul Islam Surakarta in the Academic Year of 2014/2015.
I really do hope that this thesis can provide contribution to the quality
improvement of educational practice, especially for teaching and learning of
English. Therefore, all suggestions and criticisms for the better improvement will
be greatly welcomed.
Surakarta,,,,,,,,,,,,,,,,,,,,,,,,, 2016
Kacung Arif Rohman
viii
TABLE OF CONTENTS
TITLE................................................................................................................ i
APPROVAL ..................................................................................................... ii
LEGITIMATION .............................................................................................. iii
PRONOUNCEMENT ...................................................................................... iv
ABSTRACT...................................................................................................... v
MOTTO ............................................................................................................ vi
DEDICATION .................................................................................................. vii
ACKNOWLEDGEMENT ................................................................................ viii
TABLE OF CONTENT ................................................................................... ix
LIST OF TABLES ............................................................................................ xii
LIST OF FIGURES .......................................................................................... xiii
LIST OF ABBREVIATIONS ........................................................................... xiv
LIST OF APPENDECES ................................................................................. xv
CHAPTER I : INTRODUCTION
A. Background of the Study ................................................. 1
B. Problems Statement .......................................................... 8
C. Objectives of the Study .................................................... 8
D. Significances of the Study ............................................... 8
CHAPTER II : REVIEW OF RELATED LITERATURES
A. Theoretical Review........................................................... 10
1. Vocabulary .................................................................. 10
a. The Definition of Vocabulary ................................. 10
b. The aspects of Vocabulary...................................... 11
c. Types of Vocabulary............................................... 17
d. Teaching and Learning Vocabulary........................ 19
e. Teaching Vocabulary to Young Learners ............... 23
ix
f. Testing Vocabulary.................................................. 26
2. Corpus......................................................................... 28
a. Definition of Corpus .............................................. 28
b. Types of Material in Corpus .................................. 29
c. Kinds of Corpus ..................................................... 33
d. Procedures of Using Corpus .................................. 36
e. The Advantages and Disadvantages of Using
Corpus .................................................................... 37
B. Review of Related Studies ............................................... 39
C. Rationale ........................................................................... 47
CHAPTER III : RESEARCH METHODOLOGY
A. Research Setting ............................................................... 50
B. Subject of the Research.................................................... 51
C. Research Method.............................................................. 51
D. Research Procedures ........................................................ 55
E. Technique of Collecting Data .......................................... 57
F. Technique of Analyzing Data........................................... 62
CHAPTER IV : RESEARCH FINDING AND DISCUSSION
A. Introduction ...................................................................... 66
B. The Implementation of the Research ............................... 68
1) The Description of Cycle I......................................... 68
a. Planning .................................................................. 69
b. Acting ..................................................................... 69
c. Observing................................................................ 80
d. Reflecting................................................................ 84
2) The Description of Cycle II ....................................... 86
a. Revised Plan........................................................... 86
b. Acting ..................................................................... 87
c. Observing................................................................ 101
x
d. Reflecting................................................................ 107
C. Discussion......................................................................... 108
CHAPTER V : CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion ........................................................................ 116
B. Implication ........................................................................ 117
C. Suggestion......................................................................... 118
BIBLIOGRAPHY ............................................................................................. 120
APPENDECES ................................................................................................. 123
xi
LIST OF TABLES
Table 2.1 Knowing the word ........................................................................ 15
Table 2.2 Indicators of vocabulary................................................................ 16
Table 3.1 Schedule of the research ............................................................... 51
Table 4.1 The score of pre-test ..................................................................... 67
Table 4.2 The comparison score between pre-test and post-test I ............... 83
Table 4.3 The comparison score among the tests ......................................... 107
xii
LIST OF FIGURES
Figure 2.1 British National Corpus ............................................................. 35
Figure 3.1 The Model of Action Research .................................................. 52
xiii
LIST OF ABBREVIATIONS
BNC (British National Corpus) ................................................................... 33
CALL (Computer Assisted Language Learning) ......................................... 40
DDL (Data Driven Language) ..................................................................... 36
EAP (English for Academic Purpose) .......................................................... 39
EFL (English as Foreign Language) ........................................................... 39
ESL (English as Second Language) ............................................................. 39
ESP (English for Specific Purpose).............................................................. 41
L1 (First Language) ..................................................................................... 41
L2 (Second Language) ................................................................................. 41
xiv
LIST OF APPENDECES
Try out test .................................................................................................. 123
Validity of try out test ................................................................................. 126
Reliability of try out test.............................................................................. 127
Pre-test......................................................................................................... 128
The result of pre-test ................................................................................... 130
Questionnaire .............................................................................................. 131
Script of interview ....................................................................................... 135
Lesson plan of cycle I.................................................................................. 142
Blue print of post-test I................................................................................ 163
Post-test I ..................................................................................................... 164
The result of post-test I................................................................................ 167
Lesson plan of cycle II ................................................................................ 168
Blue print of post-test II .............................................................................. 189
Post-test II ................................................................................................... 190
The result of post-test II .............................................................................. 193
xv
THE USE OF CORPUS TO IMRPOVE STUDENTS’
VOCABULARY MASTERY
A Classroom Action Research at Fifth Grade Students of SD Ta’mirul Islam
Surakarta in the Academic Year of 2014/2015
THESIS
By:
KACUNG ARIF ROHMAN
NIM S891308022
This thesis has been approved by the consultants of Graduate School of English
Education Department of Sebelas Maret University Surakarta
Consultant I
Consultant II
Prof. Dr. Joko Nurkamto, M.Pd
NIP. 19610124 198702 1001
Dr. Ngadiso, M.Pd
NIP. 19621231 198803 1009
Approved by
The Head of Graduate Program of English Education Department
of Sebelas Maret University
Dr. Ngadiso, M.Pd
NIP. 19621231 198803 1009
ii
LEGITIMATION OF EXAMINERS
THE USE OF CORPUS TO IMPROVE STUDENTS’ VOCABULARY
MASTERY
(A Classroom Action Research at Fifth Grade Students of SD Ta’mirul Islam
Surakarta in the Academic Year of 2014/2015)
By
Kacung Arif Rohman
NIM S891308022
This thesis has been examined by the Board of Examiners of English Education
Department, Graduate School of Sebelas Maret University on 29 June 2016.
Board of Examiners
Chairman
Secretary
Examiners
1.
2.
Signatures
Dr. Abdul Asib, M.Pd
NIP. 195203071980031005
(........................................)
Dr. Sumardi, M.Hum
NIP. 197406081999031002
(........................................)
Prof. Dr. Joko Nurkamto, M.Pd
NIP. 19610124 1987021001
(........................................)
Dr. Ngadiso, M.Pd
NIP. 19621231 1988031009
(........................................)
Legalized by
The Dean of Teacher Training and Education
Faculty
The Head of English Department
of Graduate Program
Prof. Dr. Joko Nurkamto, M.Pd
NIP. 19610124 1987021001
Dr. Ngadiso, M.Pd
NIP. 196212311988031009
iii
PRONOUNCEMENT
This is to certify that the researcher himself writes this thesis entitled “The
Use of Corpus to Improve Students’ Vocabulary Mastery (A Classroom Action
Research at Fifth Grade Students of SD Ta’mirul Islam Surakarta in the Academic
Year of 2014/2015)”.
It is not a plagiarism or made by others. Anything related to others’ work is
written in quotation, the source of which is listed on bibliography.
If then this pronouncement proves incorrect, I am ready to accept any
academic punishment including the withdrawal or cancellation of my academic
degree.
Surakarta,
Kacung Arif Rohman
iv
2016
ABSTRACT
Kacung Arif Rohman, S891308022 “The Use of Corpus to Improve Students’
Vocabulary Mastery (A Classroom Action Research at Fifth Gra de Students of SD
Ta’mirul Islam Surakarta in the Academic Year of 2014 -2015)”. Thesis. First
Consultant: Prof. Dr. Joko Nurkamto, M.Pd., Second Consultant: Dr. Ngadiso,
M.Pd. Surakarta: English Education Department of Graduate School. Sebelas
Maret University, 2016.
This thesis is aimed to (1) identify how corpus is used to improve students’
vocabulary mastery at fifth grade students of SD Ta’mirul Islam Surakarta; and
(2) identify the strengths and weaknesses of corpus when it is implemented in the
teaching learning process of English.
This classroom action research was conducted at SD Ta’mirul Islam
Surakarta in the Academic Year of 2014-2015 while the subject of this research is
fifth grade students of it. This research was carried out in two cycles. Each cycle
consisted of four steps: planning, acting, observing, and reflecting. The qualitative
data were collected by using interview, observation, and questionnaire while
quantitative data were collected by using tests (pre-test and post-test). There were
five steps in analyzing qualitative data: assembling the data, coding the data,
comparing the data, building interpretations and reporting the outcomes. Then,
quantitative data were analyzed through descriptive statistics.
The research findings show that corpus can improve students’ vocabulary
mastery. There were three indicators which pass the passing grade: (1) identifying
the meaning of the words (79.58); (2) pronouncing the words (76.67); and (3)
spelling the words (76.25). One indicator didn’t pass the passing grade: using the
words in a sentence (61.67). Teaching vocabulary using corpus also has strengths
and weaknesses. The strengths are: (1) corpus could attract students’ attention to
the material; (2) the students were active to participate in teaching and learning
process; and (3) the students had a bravery to share their idea among the students
while the weaknesses are: (1) the use of corpus needed more time allotment; and
(2) the students got bored when they analyzed corpus in long time.
Realizing the usefulness of corpus to teach students vocabulary, the teachers
or students can use it as one of alternative media to teach or learn English
especially vocabulary.
Key words: classroom action research, vocabulary mastery, corpus
v
MOTTO
“success needs effort and struggle”
(Kacung Arif Rohman)
vi
DEDICATION
This thesis is dedicated to my beloved parents, brother, and sister:
H. M. Syukur & Hj. Siti Sholihah
Sun’an Fadli & Milatus Saidah
Thank you
vii
ACKNOWLEDGEMENT
Praise is to Allah SWT, that eventually I can finish this thesis. I would like
to extent my grateful to Prof. Dr. Joko Nurkamto, M.Pd, the first consultant, and
to Dr. Ngadiso, M.Pd, the second consultant, for their great guidance, great
support, great advice, until completing this thesis. My grateful is also to Dr.
Ngadiso, M.Pd, the Head of the English Department of Graduate Program of
Sebelas Maret University for having approved this thesis.
My appreciation also goes to the Dean of Teacher Training and Education
Faculty of Sebelas Maret University and The Director of Graduate Program of
Sebelas Maret University, for the permission to complete the research, Slamet,
S.Pd., the Head Master of SD Ta’mirul Islam Surakarta, for the kindness to allow
me to conduct the research at SD Ta’mirul Islam and to all of Fifth Grade
Students of SD Ta’mirul Islam Surakarta in the Academic Year of 2014/2015.
I really do hope that this thesis can provide contribution to the quality
improvement of educational practice, especially for teaching and learning of
English. Therefore, all suggestions and criticisms for the better improvement will
be greatly welcomed.
Surakarta,,,,,,,,,,,,,,,,,,,,,,,,, 2016
Kacung Arif Rohman
viii
TABLE OF CONTENTS
TITLE................................................................................................................ i
APPROVAL ..................................................................................................... ii
LEGITIMATION .............................................................................................. iii
PRONOUNCEMENT ...................................................................................... iv
ABSTRACT...................................................................................................... v
MOTTO ............................................................................................................ vi
DEDICATION .................................................................................................. vii
ACKNOWLEDGEMENT ................................................................................ viii
TABLE OF CONTENT ................................................................................... ix
LIST OF TABLES ............................................................................................ xii
LIST OF FIGURES .......................................................................................... xiii
LIST OF ABBREVIATIONS ........................................................................... xiv
LIST OF APPENDECES ................................................................................. xv
CHAPTER I : INTRODUCTION
A. Background of the Study ................................................. 1
B. Problems Statement .......................................................... 8
C. Objectives of the Study .................................................... 8
D. Significances of the Study ............................................... 8
CHAPTER II : REVIEW OF RELATED LITERATURES
A. Theoretical Review........................................................... 10
1. Vocabulary .................................................................. 10
a. The Definition of Vocabulary ................................. 10
b. The aspects of Vocabulary...................................... 11
c. Types of Vocabulary............................................... 17
d. Teaching and Learning Vocabulary........................ 19
e. Teaching Vocabulary to Young Learners ............... 23
ix
f. Testing Vocabulary.................................................. 26
2. Corpus......................................................................... 28
a. Definition of Corpus .............................................. 28
b. Types of Material in Corpus .................................. 29
c. Kinds of Corpus ..................................................... 33
d. Procedures of Using Corpus .................................. 36
e. The Advantages and Disadvantages of Using
Corpus .................................................................... 37
B. Review of Related Studies ............................................... 39
C. Rationale ........................................................................... 47
CHAPTER III : RESEARCH METHODOLOGY
A. Research Setting ............................................................... 50
B. Subject of the Research.................................................... 51
C. Research Method.............................................................. 51
D. Research Procedures ........................................................ 55
E. Technique of Collecting Data .......................................... 57
F. Technique of Analyzing Data........................................... 62
CHAPTER IV : RESEARCH FINDING AND DISCUSSION
A. Introduction ...................................................................... 66
B. The Implementation of the Research ............................... 68
1) The Description of Cycle I......................................... 68
a. Planning .................................................................. 69
b. Acting ..................................................................... 69
c. Observing................................................................ 80
d. Reflecting................................................................ 84
2) The Description of Cycle II ....................................... 86
a. Revised Plan........................................................... 86
b. Acting ..................................................................... 87
c. Observing................................................................ 101
x
d. Reflecting................................................................ 107
C. Discussion......................................................................... 108
CHAPTER V : CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion ........................................................................ 116
B. Implication ........................................................................ 117
C. Suggestion......................................................................... 118
BIBLIOGRAPHY ............................................................................................. 120
APPENDECES ................................................................................................. 123
xi
LIST OF TABLES
Table 2.1 Knowing the word ........................................................................ 15
Table 2.2 Indicators of vocabulary................................................................ 16
Table 3.1 Schedule of the research ............................................................... 51
Table 4.1 The score of pre-test ..................................................................... 67
Table 4.2 The comparison score between pre-test and post-test I ............... 83
Table 4.3 The comparison score among the tests ......................................... 107
xii
LIST OF FIGURES
Figure 2.1 British National Corpus ............................................................. 35
Figure 3.1 The Model of Action Research .................................................. 52
xiii
LIST OF ABBREVIATIONS
BNC (British National Corpus) ................................................................... 33
CALL (Computer Assisted Language Learning) ......................................... 40
DDL (Data Driven Language) ..................................................................... 36
EAP (English for Academic Purpose) .......................................................... 39
EFL (English as Foreign Language) ........................................................... 39
ESL (English as Second Language) ............................................................. 39
ESP (English for Specific Purpose).............................................................. 41
L1 (First Language) ..................................................................................... 41
L2 (Second Language) ................................................................................. 41
xiv
LIST OF APPENDECES
Try out test .................................................................................................. 123
Validity of try out test ................................................................................. 126
Reliability of try out test.............................................................................. 127
Pre-test......................................................................................................... 128
The result of pre-test ................................................................................... 130
Questionnaire .............................................................................................. 131
Script of interview ....................................................................................... 135
Lesson plan of cycle I.................................................................................. 142
Blue print of post-test I................................................................................ 163
Post-test I ..................................................................................................... 164
The result of post-test I................................................................................ 167
Lesson plan of cycle II ................................................................................ 168
Blue print of post-test II .............................................................................. 189
Post-test II ................................................................................................... 190
The result of post-test II .............................................................................. 193
xv