D E V E L O P I N G STUDENTS V O C A B U L A R Y IN T H E T H E M E 'SCHOOL ENVIRONMENTS' USING F I E L D TRIPS T O T H E S E V E N T H G R A D E STUDENTS AT T H E S T A T E OF JUNIOR HIGH S C H O O L 27 O F PALEMBANG

D E V E L O P I N G STUDENTS* V O C A B U L A R Y IN T H E T H E M E '^SCHOOL
ENVIRONMENTS'* USING F I E L D TRIPS T O T H E S E V E N T H G R A D E
STUDENTS A T T H E S T A T E O F JUNIOR H I G H S C H O O L 27 O F
PALEMBANG

PERPUSTAKAAN
THESIS

UNIVERSITA5 M • ' AMMADIYAH
No. c ^ ^ ' t a r

7

TANGGAL
BY
S E L A OKTARIANA
NIM 372009075

U N I V E R S I T Y O F MUHAMMADIYAH PALEMBANG
F A C U L T Y O F T E / * C H E R TRAINING AND EDUCATION
E N G L I S H EDUCATION STUDY PROGRAM

JUNE 2013

The thesis writtea by Sehi Oktariftsa has beeo certified to be cxamiDed

Palembang,
Advisor I ,

Jnni 2013

Drs. H. Muslim Tuwi, M.Pd.

P a l c m ^ g , Jaui, 2013
Advisor II,

This is to certify that Sarjana*s thesis of Sela Oktariana has been approved by
the board of examiners as the requirement for the Sarjana Degree in English
Language Education

Drs. H. Muslim Tuwi, M.Pd., chairperson

MoUo :
A success is consisted

YUis thesis is dedicated
>

of swear and tears

to.

My Big Lord The oniy one Allah SWT that always
leave me alone,

My Prophet
darkness

beside me and

never

tknnks AJlah for your blessing. You gave me strength

chance to finishing my
>

-sela-

Muhammad

and

study.
SAW who has alreacUf brought

into the brightness,

us from

the

SHOLAWAT to him and

never forget to say

his family, his friends and all of his foitower till the end of time.

>

My beloved parents:

My Super

Qaddy Zuhdi

and your care and my super mommy
Mama Papa, you are my everyttung.

Ibrahim,

Lismawati

thanks for your love

S.Pd.

T>kcr» is no word that t can say to

describe how much t (ove u O
>

My beloved sisters ( Sentia YuHanti S.E), and (Pini
this is our time to make mama and papa proud
the oniy one my Uttie sister (Adetia febriana)
love

^

Herawati

S.Pd),

guys

of us, do it now Q arul

thanks

for your prayer. I

uatlQ

Hiy special one, Anton Smtami. Thanks for your support.
This is our time to make our dream

You are the

best.

to be come true. Success for us.

AAMUN
r

My best friend Sela Susanti, you are still be my best. Success for us ©

My beloved lecturers
university

guide, and

M y beloved advisors.
S.Pd.,

me during

whose names carui.ot be mentioned

knowtedgement.
^

who has taught

m y study in this

one by one. TKanks for the

support.

Ors. H. M u s l i m T u w i S.Pd,

M.Pd thanks for your advices in writing
IV

M.Pd. and Tri
this

thesis.

Rositasari

>

My beloved friend cecek marticek
and

tiara) and also my SMASH

wakyu

F. Mubin,

moment
>

(maya,

(Salman,

anggt, ratna,
Jean,

wiwid,

Vwi Cahyo,

and Bern,) don't forget me yak especially

selvi,

Wahyu
our

wye
R,

crazy

that we have done. Success guys, Allah bless us O

My JUPITER

BQ d-tJZ

FQ thanks

for your kindness,

love you and

the

owner.
>

My beloved friends of FPL in SMA Muhamenadiyah
ririn,
Two

>

bontet,
months

cece, keket,

shatty, rina, james,

with you is the sweetness

M y beloved friends of KKN Tematik

ffkn

5 Palembang

(btk

and my special

one).

mom«r\t

Posdaya in Jukdadak.

We are t e a m ,

success for you alt
>

My beloved lecture seems like my sister mits (Finza Larasati,

S.Pd)

thanks

for your edvice. Nice have lecture tike you. Success for you miss
>

My struggle

friend in finishing the thesis (M.Salman

and Selvi Melissa)

ALWAYS TOGETHER GUYS 9
>

Berengo Community
Bma)

thank you for support

The thirys
laptop
>

My

(Ardi, Topek, Paoi, Joni,

that already

and my

Febri, Vira, Wily,

Andes,

guys^

accompanied

printer

Almamater

V

me in finishing this thesis,

my

ACKNOWLEDGEMENTS
Praise and gratitude is lo AJlah SWT for his blessing and guidance so this
thesis could be finished to fulfill one of requirements in attending the Sarjana Degree
Elxamination at the English Education Study Program, Language and Arts Education
Department, Faculty of Teachers Training and Education, Muhammadiyah University
Palembang.
The reporter of research could finish writing this thesis entitled "Developing
Students' Vocabulary in the Theme "School Environments" Using Field Trips to the
Seventh Grade Students at the State Junior High School 27 o f Palembang." The
reporter of research would like to express her appreciation to headmaster, teachers,
stalf members and the seventh grade students al the Stale Junior High School 27 of
Palembang for cooperation during her activities in collecting the data for this thesis.
Furthermore, the reporter of research would like to express her great gratitude
to the first advisor Drs. H. Muslim Tuwi, M.Pd., the second advisor Tri Rositasari,
S.Pd., M.Pd., and she also very grateful for Head of English Education Study
Program, Tri Rositasari, S.Pd., M.Pd., the Dean of Faculty of Teacher Training and
Education. Drs. Syaifudin, M.Pd., and Rector of Muhammadiyah University
Palembang, H. M . Idris, SE. M.Si. In addition, the reporter of research would like to
express her deepest gratitude to her beloved parents, Zuhdi Ibrahim and Lismawati
S.Pd, her sisters, lecturers, her closed friends, thanks to their support, help and pray
for her success.
Finally, any remarks, comments and criticism are very much welcome.
June 2013
Palembang,
The reporter of research

SO
vii

CONTENTS
Page

T I T L E PAGE

i

A G R E E M E N T PAGE

ii

APPROVAL PAGE

iii

MOTTO

iv

ABSTRACT

vi

ACKNOWLEDGEMENT

vii

CONTENTS

viii

L I S T OF T H E T A B L E

xi

L I S T O F APPENDICES

xii

CHAPTER I

CHAPTER II

INTRODUCTION
1.1 Background
1.2 Problem ofthe Study
1.2.1 Limitation of the Study
1.2.2 Formulation of the Problem
1.3 Objective of the Study
1.4 Significances i f the Study
1.5 Hypothesis of the Study
1.6 The Criteria of Testing Hypothesis
LITERATURE REVIEW
2.1 The Concept of Teaching
2.2 The Concept of Vocabulary
2.2.1 The Meaning of Vocabulary
2.2.2 The Important of Vocabulary Learning
2.2.3 Kinds of Vocabulary
2.3 The Concept of Field Trips
2.3.1 Definition of Field Trips
2.3.2 The advantages and Disadvantages of Field Trips....
2.3.2.1 The Advantages of Field Trips
2.3.2.2 The Disadvantages of Field Trips
2.4 Field Trip in the Relation to the Vocabulary
Development
2.5 Related Previous Study

viii

1
5
5
6
6
6
7
7

8
9
9
10
11
12
12
13
13
14
15
17

C H A P T E R III

METHOD O F R E S E A R C H
3.1 Method of Research
3.2 Procedures of Research
3.3 Research Variable
3.4 Operational Definition
3.5 Population and Sample
3.5.1 Population
3.5.2 Sample
3.6 Technique Collecting the Data
3.6.1 Test
3.6.2 Validity ofthe Test
3.6.3 Reliability ofthe Test
3.7 Technique Analyzing the Data
3.7.1 Individual Scores
3.7.2 Level of Competency
3.7.3 t-test

C H A P T E R I V FINDINGS AND I N T E R P R E T A T I O N
4.1 Findings of the Study
4.1.1 The Result of the pre-test in the Experimental Group.
4.1.2 The Result of post-test in the Experimental Group ....
4.1.3 The l^vel of Competency of the Students' Score in
the Experimental Group
4.1.4 The Result ofthe Pre-test in the Control Group
4.1.5 The Result ofthe Post-test in the Control Group
4.1.6 The Level o f Competency o f the Students' Score in
the Control Group
4.1.7 The Statistical Analysis ofthe Data
4.1.8 The Testing of Hypotheses
4.2 Interpretation

CHAPTER V

19
20
24
24
25
25
26
27
27
28
30
34
35
35
36

37
37
40
44
45
48
52
53
54
58

CONCLUSION AND SUGGESTIONS
5.1 Conclusion
5.2 Suggestions
5.2.1 To the Teacher of English
5.2.2 To the Students
5.2.3 To the School

59
60
60
61
61

REFERENCES

62

APPENDICES

64

ix

LIST OF TABLES

Tables
1.

Page

The Population of the Seventh Grade Students at the State Junior
High School 27 of Palembang in the Academic Year of
2012/2013

26

The Sample of the Seventh Grade Students at the State Junior
High School 27 of Palembang in the Academic Year of 2012/2013

27

3.

The Specification ofthe Test

29

4.

The Students' Score of Try out Test

32

5.

Qualification Score

35

6.

The Experimental Group Students' Score in the Pre-test

38

7.

The Students' Pre-test Scores in Experimental Group

39

8.

The Statistical of students' pretest in Experimental Group

40

9.

The Experimental Group Students' Score in the Post-test

41

2.

10. The Students' Post-test Scores in Experimental Group

42

11. The statistical of the Students' Post-test Scores

43

12. The Statistic Result of the Students' Pre-test and Post-test in
Experimental Group

43

13. The Result of the Students' Pre-test and Post-test in Experimental
Group

44

14. The Result of Pre-Test and Post-Test in Experimental Group

44

15. The Control Group Students' Score In The Pre-test

46

16. The Students' Pre-test Scores in Control Group

47

17. The Statistical of Students' pre-test Scores in Control Group

48

X

18. The Control Group Students' Score in the Post-test

49

19. The Students* Post-test Scores in the Control Group

50

20. The Statistical of Students' pre-test Scores in Control Group

51

21. The Statistical Result of Students' Pre-test and Post-test in
Control Group

51

22. The Result of Students' Pre-test and Post-test in Control Group

52

23. The Result of Pre-Test and Post-Test in the Control Group

52

24. The Students' Post-test Score in the Experimental Group and
Control Group
25. The Comparison between Scores of Experimental group and
Control Group in Post-test

54
55

26. T-test Calculation Independent Samples t-test (SPSS 16.00
Program)

55

27. The Result of Post-Test in Experimental Group and Control Group

56

L I S T OF C H A R T S

Chart

Page

1. The Percentage Distribution Achievement level between Pre-test
and Post-test in Experimental Group

45

2. The Percentage Distribution Achievement Level between Pre-test
and Post-test in Control Group

53

3. The Comparison Percentage level of Post-test between the
Experimental Group and Control Group

57

xii

L I S T O F APPENDICES
Appendices

Pages

1. Instrument

64

2. Key Answer

67

3. Photos of Activities

68

4. UsulJudul Skripsi

70

5. Surat Keputusan Dekan FKIP

71

6. Surat Pcrmohonan Risct dari UMP

72

7. Surat Izin Riset dari Diknas

73

8. Surat Keterangan Telah Melaksanakan Penelitian di
SD Negeri 106 Palembang

74

9. Kartu Bimbingan Skripsi

75

10. Undangan Simulasi Proposal

77

11. Daftar I ladir Seminar Proposal

78

12. Biography

79

xiii

CHAPTER I
INTRODUCTION

This chapter discusses ( I ) background, (2) problem of the study, (3) objective of
the study, (4) significances of the study, (5) hypotheses of the study, and (6) the
criteria of testing hypotheses.

1.1 Background
Nowadays, English is one of the communication languages to speak with other
people in other countries. This language is used world-widely in science, knowledge
and technology, education, business, cultures, transaction, and other activities, so
that English says International Language. English as an international language and
also as a global language holds a very important role. There are so many examples,
one of them is English exist in the entire public place such as in the mall and in the
airport. English also is used when we want to do transaction something. This lact
makes us need to master this language i f we want to get ease in understanding such
global knowledge or science besides getting ease in communication among the
people all over the world. For being better or worse, by choice or force, English has
'travelled' to many parts of the world and has been used to serve various purposes
(Sharifian, 2009 : I ) .

English stands as first foreign language in Indonesia. Saleh (1996:2) states that
English has been chosen as the first foreign language to be taught as a compulsory

1

2
subject from the junior high school up to the first grade in university. Nowadays,
English as a foreign language has been taught as a local content lesson in elementary
school beginning from the first to the sixth grade.
English has four skills should be mastered by the students. The four English
skills are listening, speaking, reading and writing. Four language skills could be
reached by mastering language aspect such as grammar, vocabulary, pronunciation,
spelling. Learning English as early as possible is important. It is too hard for the
students to speak English well instantly (Susilohadi and Setyayoga, 2009:3). So, the
students have to master in vocabulary i f they want to be master in speak English.

In this investigation, it is interesting to concern with vocabulary which
vocabulary consists of the knowledge of meaning as the main component of a
language. It is also supported by Langan who say that:

A good vocabulary is a vital part of effectiveness
communication. A command of many words will make someone
a better writer, speakers, listener and reader. Studied have
shown that students with strong vocabularies are some
successful in school than those who do not. One research finding
is that a good vocabulary, more than any other factor, was
common to people who enjoy successful careers in life,
( l ^ g a n , 1991)
One of the most important factors is vocabulary. I f we have limited vocabulary,
we cannot speak well. We will find the difficulties to speak and also get difficulties
to understand what the people talk. In spite you mastery in grammar, it is not
guarantee that your English is well. Dellar and Hocking (in Thombury, 2000:13)
citied in Iryani (2007:1) i f you spend most of your time to study grammar, your

3
English will not improve very much. You will see most improvement i f you leam
more words and expressions. You can say very little with grammar, but you can say
almost anything with word." It means that vocabulary is the most important aspect to
speak English. Saleh (1997:12) states "The success in mastering a language is
determined by the size of the vocabulary one having been learned."

We know that teaching English is important in order to help the students to find
out English well and it also helps the students can speak English. Besides that
teaching English can make the students produce the language. First step to teach
English to the students is introducing the vocabulary. To source vocabulary, there are
so many ways and methods, the teacher can use pictures, games or others methods to
make the students are interesting and easy to leam and remember vocabulary and the
meaning.

For students, especially the seventh grade students of the junior high school who
just study in learning English and have a few number of vocabularies will get some
difficulties in studying. There are many techniques of making the students interested
in what they are learning especially in learning vocabulary. So, the teachers have to
be creative and have strategy to teach vocabulary to the students. Brown, (1998:48)
citied in Iryani (2007:2) states "technique are the specific activities manifested in the
classroom that are consistent with a method and therefore in harmony with an
approach as well." Realizing the vocabulary is important and the teacher must have
good strategies to apply the vocabulary to the students. There are many methods to
develop students' vocabulary. It means that a set of procedures or the techniques in

4

teaching have an influence to the students' learning result. From the statement above,
interesting technique is very important for students to make them interesting and
active in learning process. It is also supported by Klein and Schiler (citied in Rara,
2011:4) who say that:
Children tent to change there mood every other minute and they
find it extremely difficult to sit still. It means that children
easily forget and find difficulties to concentrate for long time.
Additionally, the teacher of English should leam how to
motivate the students' interest in learning vocabulary.

As an English teacher, we should be creative to find a good way to help them
enrich their vocabulary. One of the ways is using field trips. Field trip is a trip by
students to gain firsthand knowledge from the out classroom.

While Mason (1997) citied in Aminah (1998:3) stated that field trip is a visit to
a place outside the classroom designed to achieve certain objectives that cannot be
achieved as well using other means. Field trips can show the children or the students
real life in situation which they have been merely told about in the classroom.
Learning through field trip can help the students memorize and remember of
vocabulary easily and they can feel enjoy to study about vocabulary so that they will
do the work happily and enthusiastically. The students have to be encouraged to
increase their vocabulary, understand and use the words in good sentences for
communication with other people.
Based on the statement above, field trip is one of the good techniques that can
be used by the teacher in relation of teaching and learning English as a foreign

/7..-'v"- " A

5
language, not only gave the students' opportunities to be active in using English for
communication but also make the students fiin and interesting. In the process of
teaching vocabulary of school environment, the teacher asked to the students to go
out from the classroom and visit to the canteen and library. From that, they got many
things and this technique gave many advantages and made the students interested on
their study.
From the brief information above, it was conducted to writing a thesis entitled
Developing Students* Vocabulary in the Theme "School Environment** Using
Field Trips to the Seventh Grade Students at the State Junior High School 27 of
Palembang.

1.2 Problem of the Study
The problem of the study deal with Developing Students' Vocabulary in the
Theme "School Environment" Using Field Trips to the Seventh Grade Students at
the State Junior High School 27 of Palembang. The problems are focus in terms of
the: (1) limitation of the problem and (2) formulation of the problem.

1.2.1 Limitation of the Problem

The problem of this study is only limited in investigated the effectiveness of
Developing Students' Vocabulary in the Theme "School Environment" Using Field
Trips to the Seventh Grade Students at the State Junior High School 27 of
Palembang. The vocabulary includes all of the things of the school environments,
such as: canteen (foods, drinks, snacks, seller, buyer, mineral water, money, etc).

6
library (librarian, book of visitor, list o f visitor, visitor, newspapers, novels, member
card, map, globe, etc)

1.2.2 Formulation of the Problem
Referring to the explanation above, the problem of the study was formulated
into the question as follow; "Was it effective or not to develop students' vocabulary
in the theme "school environments" using field trips to the seventh grade students at
the State Junior High School 27 of Palembang?"

1.3 Objective of the Study

The objective of this research is to find out whether or not it was effective using
field trips to develop student's vocabulary in the theme "school environments" to the
seventh grade students at the State Junior High School 27 of Palembang.

1.4. Significances of the study
The significance ofthe study was referred to the reporter of the research to; (a)
enlarge her knowledge and (b) get a set of experiences in doing the educational
research.

The result of this study was useful for: (1) the teachers of English to liave an
alternative way to teach vocabulary to the students, (2) students in studying and
developing their vocabulary, (3) the readers and further research to get information to
conduct the research with other technique and variables.

7
1.5 Hypotheses of the Study
According to Jack R. Fraenkel and Norman E. W (1990:40), a hypothesis is a
simply put a prediction of some sort regarding the possible outcomes of a study.
The hypotheses consist of alternative hypothesis (Ha) and null hypothesis (Ho).
The hypotheses are stated below:
Ha

: It was effective developing students' vocabulary using field trips to the
seventh grade students at the State Junior High School 27 Palembang.

Ho

: It was not significantly effective developing students' vocabulary using field
trips to the seventh grade students at the State Junior High School 27
Palembang.

1.6 The Criteria for testing Hypothesis

To test the hypothesis means to accept or reject the hypothesis the writer used ttable with degree of freedom (df^n-2) as the level of significance. The criteria for
used testing the hypotheses are (a) the alternative hypothesis (Ha) was accepted if the
result of t-table calculation was the same or greater that of the critical value as stated
in the t-value table. It means that null hypothesis (Ho) was rejected, and (b) the null
hypothesis (Ho) was accepted i f the result oft-table calculation was less than ofthe
critical value as stated in the t-value table. It means that alternative hypothesis (Ha)
was rejected.

C H A P T E R II
LITERATURE REVIEW

This chapter discusses (1) the concept of teaching, (2) the concept of vocabulary,
(3) the concept of field trips, (4) field trip in relation to the vocabulary development,
(5) related previous study.

2.1 The Concept of Teaching

Teaching and learning ctmnot be separated because they are bound each other.
The word "teaching" in this study refers to act of giving instruction in order to
transfer knowledge and skill. Teaching is also a guiding and facilitating learning,
enabling the learners to leam, setting the conditions for learning. A teacher functions
are as a facilitator, guide, motivator, and manager. As a facilitator, a teacher provides
facilities such as circumstances, equipment, aids, etc. that make the learners possible
to leam easier. As a guide, a teacher shows or helps the leamers to leam how to do
something and understand knowledge. As a motivator, a teacher stimulates the
interest of the leamers. And as a manager, a teacher arranges information and
environment for students to leam. According to Saleh (1997:16-21)

Teaching is a professions conducted by using combination, art,
science, and skill. Teaching is also guiding and facilitating
learning, enabling the leamer to leam and setting the condition
for learning. Furthermore, teaching is a skill for it demands the
ability—attained from relevant theories and practice—to assist
the students expertly in learning so that they are able to gain the
competence.
8

9
In this study, it used field trips to teach the students with the theme school
environments to the seventh grade students at the State Junior High school 27 of
Palembang. Before teaching, the teacher showed school's picture to the students in
order to make the students interested in learning process and also the students
interacted with their peers so there was communication each other. After that the
teacher asked to the students to bring a note book and pen to write the things that they
had seen from the out class.

2.2 The Concept of Vocabulary

2.2.1 The Meaning of Vocabulary
Vocabulary is one of the components in a language.

We cannot do anything

without vocabulary especially when we want to tell something to other people.
Learning vocabulary is a very important part of learning a language. The more words
you know, the more you will be able to understand what you hear and read; and the
better you will be able to say what you want to when speaking or writing. Vocabulary
is keys to learning any language. John Dewey (1910) states that vocabulary is
critically important because a word is an instrument for thinking about the meanings
which it expresses. It means that vocabulary is important, one word has a meaning
and the people can express the word i f they know about the meaning. It means that
vocabulary is one of important things that should teach the students. Students' word
knowledge is linked strongly to academic success because students who have large
vocabularies can understand new ideas and concepts more quickly than students with

11

2.2.3 Kinds of Vocabulary
Pikulski and Templeton (2000:1) point out that there are some differences in the
number of words that are used by and understood by the students.
a. Receptive Vocabulary
It is the words that the students understand when they listen and when they read.
The terms receptive vocabulary is used to refer listening and reading vocabularies.
b. Expressive Vocabulary

It is the words that the students use when they speak and write. The term
expressive vocabulary is used to refer to both since these are the vocabularies they
use to express themselves.
c. Oral Vocabulary

It is the words that the students understand when they hear them and they can
use in their speech. The terms of oral vocabularies are to refer to combination of
listening and speaking vocabularies.
d. Written Vocabulary

It is the words that the students understand when they read and they can use in
their writing. The terms written vocabularies refer to the combination of reading and
writing vocabularies.

12

2.3 The Concept of Field Trips

23.1 Definition of Field Trip
Field trip is a journey by a group of people to a place away from their normal
environment. While Mason (1977) citied in Aminah (1988:12) states that field trip is
a visit to a place outside the classroom designed to achieve certain objectives that
cannot be achieved as well using other means. Michael, Michie (1998) states that:

A trip arranged by the school and undertaken for educational
purposes, in which the students go to places where the materials
of instruction may be observed and studied directly in their
ftmctional setting: for example, a trip to a library or a museum."
They give "instructional trip. The use of the term 'field work'
emphasizes some of the formal exercises which are done outside
of the classroom.
The purpose of the trip is usually observation for education or to provide
students with experiences outside their everyday activities.
According to Lee (1974: 15-16) citied in Aminah (1998: I I ) . experience is a
combination of the active of trying and undergoing, of overt and covert behavior.
Most teachers accept the notion that pupils "leam from experience." By this they
mean that whatever happens to a person is an experience, as anything or everything
you perceive, do, or live with through is an experience. And they mean the students
gains skills, knowledge and attitudes from his or her experiences.

From this statement, it is interesting as teachers should provide students with a
variety of rich experiences. One of some experiences maybe taking students on field
trips. Gunning (1992) suggests that:

13

Children leam their initial 5.000 or 6.000 words by interacting
with parents and peers. As they grow and have additional
experiences at school, their vocabularies continue to develop.
Therefore, the most effective step that a teacher can take to
enlarge and build his or her students' vocabulary is to provide
them with a variety of rich experiences. These experiences
might involve taking children on field trips to libraries, airports,
zoos, museums, office, mall, school as a part of their educational
procedures in which the subject materials of instruction may be
studied firsthand in its functional situation.

23.2 The Advantages and the Disadvantages of Field Trips
23.2.1 The Advantages of Field Trips
The students love them—field trips give them a chance to get out of the
classroom and experience something new. There are advantages of field trips
according to Michie, M (1998):

1. Hands-on, real world experiences
2. Quality o f education, positive attitudes to science and motivation
towards the subject
3. Improvement of the socialization between students, which would
impinge on the classroom, and development of rapport between
teachers and students
4. Enabling teachers to utilize other learning strategies such as
cooperative learning.
He also talks about the advantages of field trip are useful in providing teaming
experiences which is not possible to achieve in the classroom. They provide students
an opportunity to see social phenomena on firsthand basis. This activity not only
involves the interaction of the students with each other and with their teacher, but also
with the individual of groups hosting the field trips.

14

Michaelis (1992:76) gives support that everyday experience in community
constitute one of the student's most valuable resources. As a students, they visit the
market, see the seller and the things that sell by the seller, see seller and buyer action,
see the money. In the school the students also can do the field trips. They can visit
canteen, see the seller and the things that sell by the seller, see the seller and buyer
action, see the money or they ask to visit library. They can see many things there, for
examples see the librarian, reader, books, globe, map, chair, table and etc. The
students can enrich their vocabulary by their experiences, they enjoy with their
activities, and they can be active in learning process.

In addition, field trip is valuable as aneducational experience because it can
influence attitutes as well as information for the students (Brown, 1995).

23-2-2 The Disadvantages of Field Trips

Field trips does not only have advantages, but alsa disadvantages. Gilstrap and
Martin (1975:56) citied in Aminah (1998:15) mention some of the disadvantages of
field trip as follows:

1. It requires a very knowedgeable teacher, who can function in
a setting where many diserve questions are being asked by
the students.
2. It can be distracting to the students, because of the many
activities that often lake place simultaneously when this
stategies is used.
3. It can be expensive, if commercial materials are needed.
4. Use one of the strategies often results in lost of time because
of in efficient classroom management.

16

experience, the following words and perhaps many more might be added to their
vocabularies:
librarian

book of visitor

newspaper

list of visitors

visitors

member card

map

globe

cup

mirror

foods

soft drinks

seller

buyer

snack

money

gallon

stove

plate

glass

spoon

fork

meat ball

various fried food

straw

plastic

Opportunities for direct experience may be given to the students in many
ways and in all areas of the curriculum. All such experiences should provide for some

17

vocabularies. By visiting the interesting places, a teacher can introduce and explain
new words to the students.
From this explanation, in this study concluded that learning through field trips
may help the students to develop and enrich their knowledge especially for their
vocabularies as well as in formation related to their school subjects.

2.5 Related Previous Study
Some other similar topics had been reviewed in order to get proper references
of this study. There has been a researcher who investigated about teaching
vocabulary. There is a previous thesis which aims related to the writer's present study
and used as references.

The first thesis is entitled "Using Mind Mapping in Teaching Vocabulary to
the Seventh Grade Students of SMP Muhammadiyah 1 Palembang" written by Lisa
Aryani (2007). This thesis explained the way teaching vocabulary. This thesis
focused to the vocabulary and focused on two classes as a sample.
It is necessary to make similarities and differences between the previous study
and the present one. The similarities between previous study and this study are same
dependent variable, use experimental method and use quasi experimental method,
focuses on two classes.
The differences are in Aryani's thesis, she used mind mapping as a
independent variable, took SMA Muhammadiyah I as a population and sample, there

18

are 4 classes to the seventh grade students in the population, used the convenience no
random sampling, while in this study take field trips as a independent variable, take
SMP N 27 Palembang as a population and sample, there are 10 classes to the seventh
grade students in the population, and use purposive sampling.

C H A P T E R III
RESEARCH PROCEDURE

This chapter discusses (1) method of study, (2) procedures of the study, (3)
research variable, (4) operational definition. (5) population and sample, (6) technique
for collecting the data, and (7) technique for analyzing data.

3.1 Method of Study
This

study

used

a quasi

experimental

design.

A

quasi-Experimental

design involves selecting groups, upon which a variable is tested, without any
random pre-selection processes. Quasi-experiments include assignment, but not
random assignment of participants to groups (Creswell, 2005:297). The reporter of
research used quasi experimental in design of pretest and posttest noncquivalent
design.
In this study, the reporter of research used pretest and posttest NonequivalentGroup design. Pretest and posttest Noncquivalent-Group design is a design that is
used in classroom experiments when experimental and control groups are such
naturally assembled groups as intact classes, which may be similar (Best and Kahn,
1993:129). It means that the reporter of research has to try lo Ilnd out the control and
experimental group who have similarity.

The design is diagrammed below:

19

20

Pretesi-Posttest non-equivalent group design
Pre-test

Treatment

Post-test

Experimental group

Ol

X

02

Control group

O3

O4

Where
X

: Treatment

01

: Pre-test to experimental group

02

: Post-test to experimental group

03

: Pre-test to control group

04

: Post-test to control group
In this research experimental group and control group had already used. The

experimental group had been taught by using field trips to help the students to
develop their vocabulary. Meanwhile, the control group had been taught by using
conventional method.

3.2 Procedure of Study
In learning vocabulary, teacher must make the students able to memorize such
words in English language and group of new words. He/she must try to find the most
effective way to teach it. In the process of teaching vocabulary itself, is needed good

21

materia], media and weJ] preparation from the teacher before teach the students in the
classroom.

The following activities would be presented to demonstrate the use individual
the forms of field trips examined in the theoretical part ofthe study. These activities
had been chosen, because they proved themselves to be highly useful in the process
of learning, being used regularly in the lesson. There was a procedure of teaching
vocabulary in the theme of school environment by using field trip to the seventh
grade students at the State Junior High School 27 of Palembang. In learning process,
this study was consisted of:

1. Teaching Planning

Topic

: School environments

Time

: I x 45 minutes

Class

: VII

Teaching media

: Environments

a. The specific instruction objective, the students are able to:
1. Identify the word related to the topic given

2. Use the English vocabulary by using field trips
b. Teaching learning activities
I . The Procedures of Teaching Experimental group

22
A. Pre activities
1) Greeting
2) Teacher checked student's attendant list
3) Teacher asked some question to the students related the topic

4) Teacher gave motivation to thee students

5) Teacher saw some pictures related to the lesson today
B. Whilst Activities
1) Teacher introduced the concept of field trips to the students.
2) Teacher asked to the students to go out from the class and visit to the canteen and
library

3) Teacher asked to the student lo write things that they have already seen on the
note book

4) Teacher asked to the students entered to class and discussed about the thing that
they have already written
5) Teacher translated the vocabulary that they had written in Bahasa Indonesia into
English

6) Teacher Discussed together with the students about the vocabulary that they had
already gotten while writing it down on the whiteboard

23
7) Teacher pronounced the words and asked the students to follow

8) Teacher gave the worksheet to the students
C. Post activities
1) Teacher lets to the students asked anything related to the topic
2) Summarized the lesson together with the students
3) Teacher closed the activity
11. The Procedures of Teaching Control Group

A. Pre activities
1) Greeting

2) Teacher checked student's attendant list
3) Teacher asked some question to the students related the topic
4) Teacher gave motivation to thee students

B. Whilst Activities
1) Teacher taught the students using conventional method or the usual way of the
English teacher.

2) Teacher asked to the students to open the book related to the topic.
C. Post activities

24

1) Teacher lets to the students asked anything related to the topic
2) Summarized the lesson together with the students

3) Teacher closed the activity

3.3 Research Variables
Variable is a concept of noun that stands for variation within a class of objects.
(Fraenkcl and Wallen, 1990:36) state there are two kinds of variables in this study:
Independent variable and dependent variable. In an experiment, an independent
variable is a factor that is manipulated in an experiment. The experimenter controls
whether or not subjects are exposed to the independent variable. The dependent
variable was measured to determine i f the manipulation of the independent variable
had any effect.

In this study, the indep>endent variable used field trips in developing vocabulary
and for dependent variable was students' achievement of vocabulary.

3.4 Operational Definition
The title of this study is "Developing Students' Vocabulary in the Theme
"School Environments" Using Field frips to the Seventh Grade Students at the State
Junior High School 27 of Palembang"
There are two terms to be defined:

25

a. VocabuJary
Vocabulary is a component of a language that maintains all of information
about meaning and using word in a language.

b. Field Trip
Field trip is a visit lo a place outside the regular classroom designed to
achieve certain objectives that cannot be achieved as well using other means. It
means that field trip can help the students to learn about vocabulary based on their
experiences.

3.5

Population and Sample

3.5.1 Population
According to Arikunto (2010) states that population is all things, people or
events that arc the subject of investigation.
Based on the definition above, the populations of the study were all the
seventh grade students at the State Junior High School 27 of Palembang in the
academic year of 2012/2013. The total numbers of the students were 330 students
distributed into ten classes. 'Hie description ofthe population was stated in the table 1
below:

26

Table 1. Tbe Population of the Seventh Grade Students at the State Junior High
School 27 of Palembang in the Academic Year of 2012/2013
Gender
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

Class
Kelas V I l . l
Kelas V1I.2
Kelas VI 1.3
Kelas VI1.4
Kelas VII.5
Kelas VII.6
Kelas VII.7
Kelas VI 1.8
Kelas VII.9
Kelas VII. 10
Total

Male

Female

Number o f
Students

13
14
15
14
16
15
15
14
14
16

19
19
18
20
18
17
18
20
18
17

32
33
33
34
34
32
33
34
32
33

146

184

330

Source: Students at the state Junior High School 27 Palembang Academic Year of
2012/20/3

3.5.2 Sample
Sample is the group o f elements or a single element, from which data are
obtained (Mc. Millan, 1992:69). In this study, it used the purposive sampling
technique. The reporter of research had certain considered

in making the

determination of the sample or samples for particular purpose, (Ridwan, 2004:63). In
determining the sample, it was considered for taking samples based on the same
teacher and total students in each class of the school year 2012/2013.

Based on the result of the same teacher and the total number of the students,
there were two classes was taken as a sample: class V11.6 as an experimental group
and VII.9 as a control group. So the total was 64 students taken as a sample. The
description of the sample was stated in the table 2 below:

27

Table 2. Tbe Sample of tbe Seventh Grade Students at the State Junior High
School 27 of Palembang in the Academic Year of 2012/2013
Gender
No.

I.
2.

Class
Kelas VII.6
Kelas VII.9

Total

Male

Female

Number o f
Students

IS
IS

17
17

32
32

30

34

64

Source: Students at the state Junior High School 27 Palembang Academic Year of
2012/2013.

3.6 Technique Collecting the Data
3.6.1 Test
A test is one of means which is used as the instruments to collect the data,
because it is an easy reliable way lo measure a person's ability or knowledge. Brown
(2001:385) states that a test measures a person's ability or knowledge. In collecting
the data, the writer used written test to know the students' ability in learning
vocabulary. Test would be consisted of pre-test and post-test.

The first test was pre-test, this test was given before treatment and function as a
"guide" to know how the students' ability of vocabulary mastery. The result of this
test would be compared to the post-test result.

The next test was called post-test and it was given after the students get
different treatment. The objective of this test was to find out how far is the students'
vocabulary mastery after they were given different treatment.

28
The test was given to the students consist of 40 questions. The test was
consisted of true and false questions 10 items, matching pictures 10 items, multiple
choice questions 10 items and the last is fill in the blank 10 items. In this study, it
had the same questions between the pre-test and the post-test to see i f the type of
instructional approach had an effect.

3.6.2 Validity ofthe Test
According to Mc. Millan (1992:100) "Validity is a judgment of the
appropriateness of a measure for the specific inferences or decisions that result from
the scores generated by the measure. It is the inference that is valid or invalid, not to
measure, because the same instrument can be valid in on circumstance or for one use
and invalid for another."

Validity concern with whether the experimental/inslrument/measures are really
testing what they are supposed to test. In this study, content validity was applied.
Content validity is used to know whether the test could be used as an instrument to
measure any specific objective that has the same level as the materials ofthe subject
given or not. The validity of the test materials in this study was checked by expert
judgment and doing try out to the other students. The test specification was noted in
the table 3.

29

Table 3. The Specification of Ihe Test
Objective

Material

Indicator

Find
out
whether or not
it
is
significantly
effective using
field trips to
develop
student's
vocabulary
to
the
seventh
grade students
to
die state
Junior
high
school N 27
Palembang.

Projector,
some picture
of station,
airport,
school,
market

The students
answer true or
false in each
statements

True and
False
questions

True
False
False
True
True
False
True
True
False
False

The students
fill the answer
in each
questions

Matching
pictures

1- G
2- H
3- A
4- J

Form of
the test

Item Tested

Item
Number
l-IO

l-IO

5- B
6- 1
7- D
8- E
9- C
10- F
The students
choose the
correct answer
among the
given test

Multiple
Choice
questions

1. b
2. c
3. d
4. a

l-IO

5. b
6. c
7. C
8. a
9. C
10 c

The students
complete the
sentences
based on the
answer in the
box.

Fill in the
blank

library
book o f visitors
visitor
librarian
plate
foods
blackboard
list o f vis/tor
newspaper
classroom

I - 10

30

3.6.3 Reliability of the Test

Reliability refers to the consistency of the score obtained, how consistent they
are for each individual from one administration of an instrument to another and from
one set of items to another (Fraenkel and Wallen, 1990:133). In this study, a KuderRichardson 21 by using SPSS program to estimate the internal consistency
reliability. Fraenkel and Wallen (1990: 136) write that for research purposes, a useful
rule is that reliability should at least 0.70 and preferably higher.

The formula is as follows:

KR-21 =

K
K-\

1-

M{K-M)
K{SDf

Where:

KR-21

: Kuder-Richardson Reliability Coefficient

K

: Number of Items in the Test

M

: Mean of the Set of the Test Scores

SD

: Standard Deviation of the Set ofthe Test scores

The formula o f Standard Deviation is as follows;

SD

31
Where:

SD

: Standard Deviation

jyf

: The Students' Total Score

N

: The Number of the Students
The mean formula is:

N

Where:
M

: Mean

2]X

: The summaries of scores obtained

N

: the total number of the students
In order lo find out the consistency ofthe test material, a try out test was given

to non random sample. In this case were students of VII 1 as a sample. Try out was
given on April 15"", 2013 or before gave the experimental group and control group
pre-test. It supposed to know the test reliable or not. For try out, there were 32
students as a sample and for the instruments to try out there was 50 items. It was
consisted of true and false questions 15 items, matching pictures 15 items, multiple
choice questions 10 items and the last was fill in the blank 10 items.

32

Table 4. The Students* Score of Try out Test
No

Number of
Items

True

1
2
3
4
5
6
7
8
9
10
11
12
13
14
IS
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32

50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
50
SO
50
50
50
50
50
50
50
50

30
25
33
25
33
38
35
40
30
25
35
30
40
30
20
23
30
33
30
25
38
33
30
40
38
40
30
28
40
33
30
33
SX=1020

M

N
205
32

= 6.40

False
iX)
20
25
17
25
17
12
15
10
20
25
15
20
10
20
30
27
20
17
20
25
12
17
20
10
12
10
20
22
10
17
20
17

Score Obtained
(X)
60
50
65
50
65
75
70
80
60
50
75
60
80
60
40
55
60
65
60
50
75
65
60
80
75
80
60
55
80
65
60
65
SX=2050

3600
2500
4225
2500
4225
5625
4900
6400
3600
2500
5625
3600
6400
3600
1600
3025
3600
4225
3600
2500
5625
4225
3600
6400
5625
6400
3600
3025
6400
4225
3600
4225
XX^= 134800

33

From the table above we can see mean of the set ofthe test score (M) = 6.40,
number ofthe students (N) = 32, and to know standard deviation (SD) of the test, the
following was used:

z

(X y
N

(See Hatch and Farhady, 1982:59)
Where:
SD

: Standard Deviation

XX^

: The Students' Total Score

N

: The Number of the Students

= 6.49
To know reliability coefficient of the test, the KR-21 applied. In which:
K

=50

M =6.40
SD =6.49

34

KR-21 =

K

1-

M(K-M)
K{SDf

K-\

50

1-

6.40(50-6.40)"

50-1

50

1-

49

50
49

50(6.49)'

6.40(43.6)
50(42.12)

1-

279.04
2106

= 1.02[1-0.132]

= 1.02[0.868]

= 0.88

Based on the result above it was clear that the test materials were reliable. The
result of the computation showed that the reliability estimate or coefficient was
higher than 0.70 (lCR-21 > 0.70).

3.7 Technique Analyzing the Data

In analyzing the data, three activities had been done. They were ( I ) the score of
the students in the pre-test, (2) the score of the students in the post test and (3)
finding means of the pre-test and post-test.

35

In this study, the reporter of research analyzed the collected data through three
steps; namely: (1) percentage analysis, (2) level of competency and (3) t-test.

3.7.1 Percentage Analysis

The formula is used to know the individual score:

X =

TxN

X 100%

Where:
X

: Result of English Vocabulary Scores

R

: The Total Number of Correct Answers

N

: The Total Number of students

T

: The number of items

3.7.2 Level of Competency
The score range is used to interpret the students' individual score. The range
is as follow:
Table 5. Qualification Score
Percentage Range
Qualification
80-100
Excellent
66-89
Good
55-65
Fair
40-54
Poor