TEACHING VOCABULARY USING DRINK PACKAGE AT THE FOURTH YEAR OF SD NEGERI 1 KREBET Teaching Vocabulary Using Drink Package For The Fourth Grade Students Of SD Negeri 1 Krebet Masaran Sragen In 2012/2013 Academic Year.
TEACHING VOCABULARY USING DRINK PACKAGE
AT THE FOURTH YEAR OF SD NEGERI 1 KREBET
MASARAN SRAGEN IN 2012/2013 ACADEMIC YEAR
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
FRADHA DHAMARA WIDHI NUGRAHA
A 320090104
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2013
1
TEACHING VOCABULARY USING DRINK PACKAGE AT
THE FOURTH YEAR OF SD NEGERI 1 KREBET MASARAN
SRAGEN IN 2012/2013 ACADEMIC YEAR
Fradha Dhamara Widhi Nugraha
A320090104
ABSTRACT
In this study aimed is teaching vocabulary using drink package. The
samples of this study are fourth year of SD Negeri 1 Krebet Masaran Sragen in
2012/2013 academic year. To take the samples, the writer use teacher’s role,
learner’s role, and classroom activity. The writer also give the pre-test and posttest to know how far the students can achieve the target vocabulary using drink
package. The writer took one classes for this research, each class consist 40
students. The result of this study that is by using drink package the students can
achieve the target vocabulary well. So with drink package is more effective than
just using a handbook.
Key words: Vocabulary, Drink Package
INTRODUCTION
Teaching vocabulary to children is not the same as teaching vocabulary to
adult. They have different motivation and characteristic. Adult are aware to the
importance of learning English but children have not self-motivation and a need to
learn English. Thus the self-motivation to learn the language. Teaching English
especially in teaching vocabulary at Elementary School less or more should use a
technique that still has connection with pictures, cards, etc. Phenomena at school
that teacher only focuses on textbook, that are less attractive and the learning
outcomes achieved less than the maximum. In this study, however, the writer is
interested in observing teaching vocabulary by using Drink Package, with use it
the students more easily remember word. Such as using “Pop Ice” package, the
materials that can be delivered are kind of colors, flavor, and fruits. This teaching
materials actually concern in visual aids of teaching. By using visual aids, it is
2
expected that the teacher will be able to motivate them to learn and pay attention
to the material, so the student will not get bored.
RESEARCH METHOD
The data of this research are in the form of information related to teaching
learning process of vocabulary, teaching method used by the teacher and all
information taken from the document. And the data also taken from two kinds of
test: pre-test and post-test. Pre-test is held before the teacher teaches new material
by using drink packages. Teachers give a test to the students by taking the
previous material. Post-test is given in order to know the ability of the student
after getting the material finally the score obtained from the post-test are analyzed.
The data sources are:
1. Event
That is the teaching learning process vocabulary used by the teacher in
teaching vocabulary in the class
2. Informant
They are the teachers and the students of SD N 1 Krebet Masaran Sragen at
the fourth grade
3. Document
That is writing material including the result of observation and the result of
interview. The forms documents are lesson plan, material, test result and
media.
There are three methods of collecting data:
1. Conducting Observation
The research observes all of the students’ activities during the teaching
learning process using drink package.
2. Interviewing
The writer interviewed the teacher in order to get information about the
difficulties of students in teaching vocabulary.
3. Analyzing Document
The forms documents are lesson plan, material, media and test result.
3
RESEARCH FINDING AND DISSCUSSION
A. Research Finding
The followings are the procedures of teaching concrete nouns using
visual aid, suggested by Allen (1983:34-35).
1. Teaching Implementation
a. Instructional Design
The process of teaching implementation there are pre-activities,
post-activities and conclusion.
1) Pre-activities.
In the pre-activities the teacher prepares some drink
packages that will be thought on that day and the materials word.
there are 20 words about colors. There are 31words about fruits.
There are 4 words about taste. There are 5 words about things
related composition. There are 10 words about things related to
how to prepare that they know in Indonesian. Thus, total of all
words are 70.
Post-activities
In the post-activities the writer has four meetings, there are:
Meeting 1 : Pre-test
The first meeting has been conducted on May 7,
2013.
As warming up, the writer gives the pre-test to the
student. The writer uses the pre-test in the form of
multiple choices. The test consists of 30 vocabulary
items. The pre-test can be seen in appendix 2.
Meeting 2 : The materials are colors.
The second meeting has been implemented on May
14, 2013. It discusses colors. The colors include grey,
black, purple, violet, pink, white, yellow, orange,
brown, green, red. The writer uses Drink Packages to
explain and describe the color.
4
Meeting 3 : The materials are fruits.
The third meeting has been implemented on May 21,
2013. It discusses fruits. The fruits include pineapple,
melon, watermelon, grape, orange, lime, apple, lemon,
strawberry, durian, rambutan, mango, guava, peer,
avocado, banana, star fruit. Drink packages are used to
illustrate and describe the object. Here, the writer
shows a lot of drink packages and the students are
asked to pay attention on the words in English and they
are asked to mention in Indonesian, after getting the
correct answer, the writer says in English and he asks to
the students to repeat it.
Meeting 4 : The materials are taste and things related to
composition.
The fourth meeting was on May 28, 2013. There are
eight words, for instance: bitter, sweet, sour, strawberry
powder, sugar, chocolate powder, milk powder, mango
flavor, etc. its activity is the same as the previous
meeting above. Except about the tastes, the students
should try and feel the contents of drink packs.
2) Conclusion.
After finishing teaching the all words, the writer implements
the post test. The post-test is in the form of multiple choices, it
consist of 30 vocabulary items.
b. Classroom Management
The classroom management can be described as follows:
1) The students sit in rows in the classroom, it is called an “orderly
rows” as said by Harmer (1998:19)
5
There are advantages in orderly rows, the teacher has a clear
view of all the students and the students can all see the teacher, this
arrangement makes lecturing easy (enabling the teacher to maintain
eye contact with students), besides, this arrangement is suited this
kinds of organization, such as: explaining a grammar point, watching
video, using a board, demonstrating the text, object, etc.
2) The students should be silent and listen when the teacher teaching.
3) The students are asked to repeat and to write into their books what the
teacher says.
4) The teacher teaches the students how to pronounce and to write the
words correctly.
c. Procedures
In these procedures, the writer discusses the teacher’s role, the
learner’s role and the classroom activities. To make clearly, the writer
explains one by one.
1) The Teacher’s Role
In teaching vocabulary using drink packages the teacher has
several roles, they are:
a) The teacher as the provider. It means that before teaching
vocabulary, the teacher makes some preparation such as find
some materials and brings some drink packages. The materials
are as follows:
6
(1) Drink Packages
The teacher uses the drink packages such as “Pop Ice”
packages to write the object of material. Besides, it will be
easy for the teacher to hold and to describe it.
(2) Showing the Drink Packages
To explain the material the teacher orders the student to
bring drink packages such as: “Pop Ice” packages, “Jas Jus”
packages, etc. the teacher writes and explains some words
written in the drink packages to the blackboard to make
clear the understanding of the students.
b) The teacher as the monitor. It means that the teacher should pay
attention both pronunciation and the written words which are
written by the students.
c) The teacher as the model or example. The teacher show and read
the material on the drink packages in correct pronunciation.
d) The teacher keeps interaction between the teacher and the learner.
So, the teaching and learning process can run well.
2) The Learner’s Role
In the learning process, the learner has many roles. The role are as
follows:
a) The learners are as listeners. It means that the learners listen and
attend when the teacher is reading and explaining the drink
packages to them.
b) The learners are as the performer. It concerns with instruction that
are given by the teacher, for instances:
(1) The teacher asks the learners to answer the question.
(2) The teacher asks the learners to write the difficult words on
the white or blackboard.
(3) The teacher asks the learners to imitate the teacher says.
(4) The teacher asks them to discuss the vocabulary with their
friends.
7
3) In the teaching learning process, several points of activities can be
described in Engage, Study, and Activate.
a) Engage
In the first element is the point in a teaching sequence
where teachers try to arouse the students’ interest and involve
their emotions to the materials, which will be taught. For
example, the teacher gives the questions of story what relates to
they do. In this session, the teacher describes his activity as
follows:
Firstly, before giving the materials on the first meeting the
students are asked to bring the drink packages. The teacher starts
by walking into the classroom and he gives the greeting to the
students. For example: (the teacher says “Good morning” to the
students, because in teaching learning process is done on 10 AM).
It is not the first time when he meets them, so he tells them his
name and address again. He also asks the students to tell their
names, after getting the teacher uses the materials. For example,
in the first meeting the teacher uses the material about the colors.
As warming up, the teacher points one of them to mention the
thing related the colors that they know in Indonesian. For
example:
Teacher : Niko, please mention the thing related to the colors in
Indonesia!
(The teacher points to Niko and asks his to answer it
in Indonesia)
Niko
: merah, putih, hitam, biru, hijau, coklat, ungu, kuning,
coklat. (Niko answers it)
Beside, the teacher also points the other students to
complete the answer from Niko.
8
b) Study
This second session is the point in a teaching and learning
where the students are asked to focus on materials. The students
can discuss the material with their friends or in a group; they can
study grammar for themselves. But whatever the style, study
means any stages at which the construction of language is the
main focus. In this element, the teacher describes his activity as
follows after getting the right answer, the teacher gives the
materials about things around composition; sugar, chocolate
powder, milk powder, etc.
The teacher presents the materials above using drink
packages manages all drink packages upside down, so the
students do not know yet what are the drink packages. Then, he
reads a word and asks them to answer to Indonesian what is on
the drink packages, for examples:
Teacher : What is “sugar”? Please, answer in Indonesian.
(The teacher writes in the blackboard)
Students : “gula”
(The students answer in Indonesian)
After getting the right answer, the teacher reads drink
packages checking up the written vocabulary and he
says the object drawn on the dink packages in English
and ask them to repeat it several times until they can
pronounce the words correctly, for examples:
Teacher : It is a sugar?
(The teacher writes and says a sugar drawn on the
blackboard in English)
Students : It is a sugar.
(The students repeat what the teacher says)
Teacher : Please once again!
9
Students : It is sugar.
(The students do so)
After repeating several times and getting the correct
pronunciation, the teacher asks them to write it on their book and
it is necessary that he could write it on the blackboard and to
make them active, he gives 2 minutes to discuss the object with
their friends. After discussing the object with their friends, they
are asked to close their book and he points one of them forward to
clean the blackboard.
c) Activate
The third session describes exercise and does some
activities that are designed by the teacher for the students. In this
activity, the teacher can describe the activity as follows; the
teacher writes all the words on the blackboard and after they
memorize the words one by one the words on the blackboard is
abolished by the teacher for examples;
Teacher : Sugar?
(The teacher shows to one word in the blackboard and
the students’ answer)
Student : “gula”.
(Wulan answer it)
Besides the teacher also points one of them to come
forward to write it for examples;
Teacher : What is “gula”, Lin?
(The teacher ask one the student while abolish the
word in English)
Student : “gula” in English is sugar (answer Merlin).
To check the answer whether they can answer and write it
correctly or not, the teacher asks the students to look at drink
packages and write down on their book. After finishing all the
words, the teacher asks them to prepare a single sheet of paper to
10
write the answer from the teacher’s questions. The students were
not allowed to open their book, they should work it without
discussing with their friends.
B. Discussion
To know what the teaching vocabulary using drink packages is
successful or not, the writer compares between the result of pre-test and
post-test. This comparison can be seen on the table as follows:
Subject
The Result
Number
Pre-test
Post-test
1
8
8,6
2
7,3
8
3
4,6
7
4
7,6
8
5
6,6
7,6
6
8
8,6
7
9
9
8
7,6
8
9
6,6
7,3
10
7,6
8,3
11
7
8
12
7,3
8,6
13
8
8,3
14
8
9
15
6,3
7,6
16
6,6
8
17
8
8,6
18
5,6
7,3
19
9
9
20
6
8,3
21
7,3
8,6
11
22
8
8,3
23
6,6
7,6
24
8
9
25
8
9
26
9
9,3
27
6,6
8,3
28
9
9
29
7
8,6
30
8,6
9
31
7,6
8
32
6,6
8,3
33
5,3
7
34
7,6
8
35
8
9,3
36
8
9
37
8,3
9
38
8
8,6
39
7,6
8,3
40
6
7,6
303,8
332,9
Pre-test (�1 )
=
Post-test (�2 ) =
∑�
40
∑�
40
=
=
303,8
40
332,9
40
= 7, 6
= 8, 32
After computing and comparing between the results of pre-test and
post-test it can be seen that by using drink packages the students can have
better achievement. It is shown by the different of the score from pre-test
and post-test. In pre-test, the highest score is 9.0 and the lowest score is 4.6
and its average score is 7.6. While in post-test the highest score is 9.3, the
lowest score is 7 and its average score is 8.32.
12
CONCLUSION
The result of this research shows that there are 32 students or 80% students
categorized as excellent, 8 students or 20% students are good. It shown by the
different of the score from pre-test and post-test. In pre-test the highest score is
9.0, the lowest score is 4.6, and the average score 7.6. While in post-test the
highest score is 9.3, the lowest score is 7 and its average score is 8.32. It proves
that teaching English vocabulary gets better result
13
BIBLIOGRAPHY
Allen, Virginia. 1986. Techniques in Teaching Vocabulary. London. Oxford
University Press.
Brown, H. Douglas. 1994. Principle of Languages Teaching and Learning. San
Francisco: Prentice Hall Regents.
Fauziaty, Endang. 2002. Teaching of English as Foreign Language. Surakarta:
Muhammadiyah University Press.
Khusniah, Ifha. (2002). Teaching Vocabulary Using Flashcard at Elementary
School in 2001/2002. A Thesis (unpublished). Surakarta: Muhammadiyah
University of Surakarta.
Lemke, JL. 1989. Using Language in the Classroom. New York: Oxford
University Press.
Nunan, David. 2003. Practical English Language Teaching. New York. Mc
Graw-Hill Contemporary
Scott, A.W; Yetleberg, H.L. 1990. Teaching English to Children. England:
Longman Group.
Sutopo, Anam. 1994. Vocabulary Acquisition of Elementary School Student in
1993/1994. A Thesis (unpublished). Surakarta: Muhammadiyah
University of Surakarta.
AT THE FOURTH YEAR OF SD NEGERI 1 KREBET
MASARAN SRAGEN IN 2012/2013 ACADEMIC YEAR
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
FRADHA DHAMARA WIDHI NUGRAHA
A 320090104
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2013
1
TEACHING VOCABULARY USING DRINK PACKAGE AT
THE FOURTH YEAR OF SD NEGERI 1 KREBET MASARAN
SRAGEN IN 2012/2013 ACADEMIC YEAR
Fradha Dhamara Widhi Nugraha
A320090104
ABSTRACT
In this study aimed is teaching vocabulary using drink package. The
samples of this study are fourth year of SD Negeri 1 Krebet Masaran Sragen in
2012/2013 academic year. To take the samples, the writer use teacher’s role,
learner’s role, and classroom activity. The writer also give the pre-test and posttest to know how far the students can achieve the target vocabulary using drink
package. The writer took one classes for this research, each class consist 40
students. The result of this study that is by using drink package the students can
achieve the target vocabulary well. So with drink package is more effective than
just using a handbook.
Key words: Vocabulary, Drink Package
INTRODUCTION
Teaching vocabulary to children is not the same as teaching vocabulary to
adult. They have different motivation and characteristic. Adult are aware to the
importance of learning English but children have not self-motivation and a need to
learn English. Thus the self-motivation to learn the language. Teaching English
especially in teaching vocabulary at Elementary School less or more should use a
technique that still has connection with pictures, cards, etc. Phenomena at school
that teacher only focuses on textbook, that are less attractive and the learning
outcomes achieved less than the maximum. In this study, however, the writer is
interested in observing teaching vocabulary by using Drink Package, with use it
the students more easily remember word. Such as using “Pop Ice” package, the
materials that can be delivered are kind of colors, flavor, and fruits. This teaching
materials actually concern in visual aids of teaching. By using visual aids, it is
2
expected that the teacher will be able to motivate them to learn and pay attention
to the material, so the student will not get bored.
RESEARCH METHOD
The data of this research are in the form of information related to teaching
learning process of vocabulary, teaching method used by the teacher and all
information taken from the document. And the data also taken from two kinds of
test: pre-test and post-test. Pre-test is held before the teacher teaches new material
by using drink packages. Teachers give a test to the students by taking the
previous material. Post-test is given in order to know the ability of the student
after getting the material finally the score obtained from the post-test are analyzed.
The data sources are:
1. Event
That is the teaching learning process vocabulary used by the teacher in
teaching vocabulary in the class
2. Informant
They are the teachers and the students of SD N 1 Krebet Masaran Sragen at
the fourth grade
3. Document
That is writing material including the result of observation and the result of
interview. The forms documents are lesson plan, material, test result and
media.
There are three methods of collecting data:
1. Conducting Observation
The research observes all of the students’ activities during the teaching
learning process using drink package.
2. Interviewing
The writer interviewed the teacher in order to get information about the
difficulties of students in teaching vocabulary.
3. Analyzing Document
The forms documents are lesson plan, material, media and test result.
3
RESEARCH FINDING AND DISSCUSSION
A. Research Finding
The followings are the procedures of teaching concrete nouns using
visual aid, suggested by Allen (1983:34-35).
1. Teaching Implementation
a. Instructional Design
The process of teaching implementation there are pre-activities,
post-activities and conclusion.
1) Pre-activities.
In the pre-activities the teacher prepares some drink
packages that will be thought on that day and the materials word.
there are 20 words about colors. There are 31words about fruits.
There are 4 words about taste. There are 5 words about things
related composition. There are 10 words about things related to
how to prepare that they know in Indonesian. Thus, total of all
words are 70.
Post-activities
In the post-activities the writer has four meetings, there are:
Meeting 1 : Pre-test
The first meeting has been conducted on May 7,
2013.
As warming up, the writer gives the pre-test to the
student. The writer uses the pre-test in the form of
multiple choices. The test consists of 30 vocabulary
items. The pre-test can be seen in appendix 2.
Meeting 2 : The materials are colors.
The second meeting has been implemented on May
14, 2013. It discusses colors. The colors include grey,
black, purple, violet, pink, white, yellow, orange,
brown, green, red. The writer uses Drink Packages to
explain and describe the color.
4
Meeting 3 : The materials are fruits.
The third meeting has been implemented on May 21,
2013. It discusses fruits. The fruits include pineapple,
melon, watermelon, grape, orange, lime, apple, lemon,
strawberry, durian, rambutan, mango, guava, peer,
avocado, banana, star fruit. Drink packages are used to
illustrate and describe the object. Here, the writer
shows a lot of drink packages and the students are
asked to pay attention on the words in English and they
are asked to mention in Indonesian, after getting the
correct answer, the writer says in English and he asks to
the students to repeat it.
Meeting 4 : The materials are taste and things related to
composition.
The fourth meeting was on May 28, 2013. There are
eight words, for instance: bitter, sweet, sour, strawberry
powder, sugar, chocolate powder, milk powder, mango
flavor, etc. its activity is the same as the previous
meeting above. Except about the tastes, the students
should try and feel the contents of drink packs.
2) Conclusion.
After finishing teaching the all words, the writer implements
the post test. The post-test is in the form of multiple choices, it
consist of 30 vocabulary items.
b. Classroom Management
The classroom management can be described as follows:
1) The students sit in rows in the classroom, it is called an “orderly
rows” as said by Harmer (1998:19)
5
There are advantages in orderly rows, the teacher has a clear
view of all the students and the students can all see the teacher, this
arrangement makes lecturing easy (enabling the teacher to maintain
eye contact with students), besides, this arrangement is suited this
kinds of organization, such as: explaining a grammar point, watching
video, using a board, demonstrating the text, object, etc.
2) The students should be silent and listen when the teacher teaching.
3) The students are asked to repeat and to write into their books what the
teacher says.
4) The teacher teaches the students how to pronounce and to write the
words correctly.
c. Procedures
In these procedures, the writer discusses the teacher’s role, the
learner’s role and the classroom activities. To make clearly, the writer
explains one by one.
1) The Teacher’s Role
In teaching vocabulary using drink packages the teacher has
several roles, they are:
a) The teacher as the provider. It means that before teaching
vocabulary, the teacher makes some preparation such as find
some materials and brings some drink packages. The materials
are as follows:
6
(1) Drink Packages
The teacher uses the drink packages such as “Pop Ice”
packages to write the object of material. Besides, it will be
easy for the teacher to hold and to describe it.
(2) Showing the Drink Packages
To explain the material the teacher orders the student to
bring drink packages such as: “Pop Ice” packages, “Jas Jus”
packages, etc. the teacher writes and explains some words
written in the drink packages to the blackboard to make
clear the understanding of the students.
b) The teacher as the monitor. It means that the teacher should pay
attention both pronunciation and the written words which are
written by the students.
c) The teacher as the model or example. The teacher show and read
the material on the drink packages in correct pronunciation.
d) The teacher keeps interaction between the teacher and the learner.
So, the teaching and learning process can run well.
2) The Learner’s Role
In the learning process, the learner has many roles. The role are as
follows:
a) The learners are as listeners. It means that the learners listen and
attend when the teacher is reading and explaining the drink
packages to them.
b) The learners are as the performer. It concerns with instruction that
are given by the teacher, for instances:
(1) The teacher asks the learners to answer the question.
(2) The teacher asks the learners to write the difficult words on
the white or blackboard.
(3) The teacher asks the learners to imitate the teacher says.
(4) The teacher asks them to discuss the vocabulary with their
friends.
7
3) In the teaching learning process, several points of activities can be
described in Engage, Study, and Activate.
a) Engage
In the first element is the point in a teaching sequence
where teachers try to arouse the students’ interest and involve
their emotions to the materials, which will be taught. For
example, the teacher gives the questions of story what relates to
they do. In this session, the teacher describes his activity as
follows:
Firstly, before giving the materials on the first meeting the
students are asked to bring the drink packages. The teacher starts
by walking into the classroom and he gives the greeting to the
students. For example: (the teacher says “Good morning” to the
students, because in teaching learning process is done on 10 AM).
It is not the first time when he meets them, so he tells them his
name and address again. He also asks the students to tell their
names, after getting the teacher uses the materials. For example,
in the first meeting the teacher uses the material about the colors.
As warming up, the teacher points one of them to mention the
thing related the colors that they know in Indonesian. For
example:
Teacher : Niko, please mention the thing related to the colors in
Indonesia!
(The teacher points to Niko and asks his to answer it
in Indonesia)
Niko
: merah, putih, hitam, biru, hijau, coklat, ungu, kuning,
coklat. (Niko answers it)
Beside, the teacher also points the other students to
complete the answer from Niko.
8
b) Study
This second session is the point in a teaching and learning
where the students are asked to focus on materials. The students
can discuss the material with their friends or in a group; they can
study grammar for themselves. But whatever the style, study
means any stages at which the construction of language is the
main focus. In this element, the teacher describes his activity as
follows after getting the right answer, the teacher gives the
materials about things around composition; sugar, chocolate
powder, milk powder, etc.
The teacher presents the materials above using drink
packages manages all drink packages upside down, so the
students do not know yet what are the drink packages. Then, he
reads a word and asks them to answer to Indonesian what is on
the drink packages, for examples:
Teacher : What is “sugar”? Please, answer in Indonesian.
(The teacher writes in the blackboard)
Students : “gula”
(The students answer in Indonesian)
After getting the right answer, the teacher reads drink
packages checking up the written vocabulary and he
says the object drawn on the dink packages in English
and ask them to repeat it several times until they can
pronounce the words correctly, for examples:
Teacher : It is a sugar?
(The teacher writes and says a sugar drawn on the
blackboard in English)
Students : It is a sugar.
(The students repeat what the teacher says)
Teacher : Please once again!
9
Students : It is sugar.
(The students do so)
After repeating several times and getting the correct
pronunciation, the teacher asks them to write it on their book and
it is necessary that he could write it on the blackboard and to
make them active, he gives 2 minutes to discuss the object with
their friends. After discussing the object with their friends, they
are asked to close their book and he points one of them forward to
clean the blackboard.
c) Activate
The third session describes exercise and does some
activities that are designed by the teacher for the students. In this
activity, the teacher can describe the activity as follows; the
teacher writes all the words on the blackboard and after they
memorize the words one by one the words on the blackboard is
abolished by the teacher for examples;
Teacher : Sugar?
(The teacher shows to one word in the blackboard and
the students’ answer)
Student : “gula”.
(Wulan answer it)
Besides the teacher also points one of them to come
forward to write it for examples;
Teacher : What is “gula”, Lin?
(The teacher ask one the student while abolish the
word in English)
Student : “gula” in English is sugar (answer Merlin).
To check the answer whether they can answer and write it
correctly or not, the teacher asks the students to look at drink
packages and write down on their book. After finishing all the
words, the teacher asks them to prepare a single sheet of paper to
10
write the answer from the teacher’s questions. The students were
not allowed to open their book, they should work it without
discussing with their friends.
B. Discussion
To know what the teaching vocabulary using drink packages is
successful or not, the writer compares between the result of pre-test and
post-test. This comparison can be seen on the table as follows:
Subject
The Result
Number
Pre-test
Post-test
1
8
8,6
2
7,3
8
3
4,6
7
4
7,6
8
5
6,6
7,6
6
8
8,6
7
9
9
8
7,6
8
9
6,6
7,3
10
7,6
8,3
11
7
8
12
7,3
8,6
13
8
8,3
14
8
9
15
6,3
7,6
16
6,6
8
17
8
8,6
18
5,6
7,3
19
9
9
20
6
8,3
21
7,3
8,6
11
22
8
8,3
23
6,6
7,6
24
8
9
25
8
9
26
9
9,3
27
6,6
8,3
28
9
9
29
7
8,6
30
8,6
9
31
7,6
8
32
6,6
8,3
33
5,3
7
34
7,6
8
35
8
9,3
36
8
9
37
8,3
9
38
8
8,6
39
7,6
8,3
40
6
7,6
303,8
332,9
Pre-test (�1 )
=
Post-test (�2 ) =
∑�
40
∑�
40
=
=
303,8
40
332,9
40
= 7, 6
= 8, 32
After computing and comparing between the results of pre-test and
post-test it can be seen that by using drink packages the students can have
better achievement. It is shown by the different of the score from pre-test
and post-test. In pre-test, the highest score is 9.0 and the lowest score is 4.6
and its average score is 7.6. While in post-test the highest score is 9.3, the
lowest score is 7 and its average score is 8.32.
12
CONCLUSION
The result of this research shows that there are 32 students or 80% students
categorized as excellent, 8 students or 20% students are good. It shown by the
different of the score from pre-test and post-test. In pre-test the highest score is
9.0, the lowest score is 4.6, and the average score 7.6. While in post-test the
highest score is 9.3, the lowest score is 7 and its average score is 8.32. It proves
that teaching English vocabulary gets better result
13
BIBLIOGRAPHY
Allen, Virginia. 1986. Techniques in Teaching Vocabulary. London. Oxford
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Brown, H. Douglas. 1994. Principle of Languages Teaching and Learning. San
Francisco: Prentice Hall Regents.
Fauziaty, Endang. 2002. Teaching of English as Foreign Language. Surakarta:
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Khusniah, Ifha. (2002). Teaching Vocabulary Using Flashcard at Elementary
School in 2001/2002. A Thesis (unpublished). Surakarta: Muhammadiyah
University of Surakarta.
Lemke, JL. 1989. Using Language in the Classroom. New York: Oxford
University Press.
Nunan, David. 2003. Practical English Language Teaching. New York. Mc
Graw-Hill Contemporary
Scott, A.W; Yetleberg, H.L. 1990. Teaching English to Children. England:
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Sutopo, Anam. 1994. Vocabulary Acquisition of Elementary School Student in
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