The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners : A Quasi-Experimental Research of Seven Grade Students at One of Junior High Schools in Bogor.
The Use of Vocabulary Notebook in Improving Vocabulary Mastery
for Young Learners
(A Quasi-Experimental Research of Seven Grade Students at One of Junior
High Schools in Bogor)
A ResearchPaper
By:
TiteuNi’matulIstiqomah 0902444
Department of English Education
Faculty of Language and Arts Education
Indonesia University of Education
2015
(2)
(3)
(4)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Main Supervisor
Gin Gin Gustine, M. Pd. Ph. D. Co-Supervisor
Drs. Prawoto. S. Purnomo, M. Pd.
ABSTRACT
This research paper entitled “The Use of Vocabulary Notebook in Improving Vocabulary
Mastery for Young Learners”, aims to examine the effectiveness of vocabulary notebook in improving students’ vocabulary mastery and to find out the students’ responses toward the use of
vocabulary notebook. The sample in this research was seventh grade consisting of 66 students. There were two classes used in collecting the data: the experimental group (N=33) and the control group (N=33). Quasi-experimental design was used as the research method. Moreover, pretest, posttest and interview were conducted to obtain the data. The pretest and posttest data were analyzed by comparing the means score of both group in pretest and posttest to examine the
effectiveness of vocabulary notebook in improving students’ vocabulary mastery. In addition, the
interview result was analyzed to find out the students’ responses toward the use of vocabulary
notebook. The findings obtained from statistical computation showed that the value of t obtained was 3.022, which was higher that t critical (tcrit = 1.984, α = 0.05, df = 64, two tailed). This result
indicated that the null hypothesis was rejected and there was significant difference between the students who received treatments using vocabulary notebook and conventional method. Meanwhile, the interview data showed that the use of vocabulary notebook helped the students to improve vocabulary mastery.
(5)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Therefore, it can be concluded that vocabulary notebook may be helpful in improving
students’ vocabulary mastery. Based on these findings, it is recommended that vocabulary notebook may be implemented as one of the method in teaching vocabulary.
Keywords: Vocabulary Notebook and young learners.
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Pembimbing I
Gin Gin Gustine, M. Pd. Ph. D. Pembimbing II
Drs. Prawoto. S. Purnomo, M. Pd.
ABSTRAK
Penelitianiniberjudul “Penggunaan Vocabulary Notebook
untukMeningkatkanPembendaharaanKosakataBagiAnak-Anak”,
bertujuanuntukmenelitiefektifitasdari vocabulary notebook
dalammeningkatkanpembendaharaankosa kata
siswadanuntukmengidentifikasiresponssiswaterhadappenggunaan vocabulary notebook.Sampeldaripenelitianiniadalahsiswakelastujuh MTs yang terdiridari 66 siswa.Dalampenggumpulan data dibutuhkanduakelas yang terdiridarikelompokeksperimen (N=33) dankelompokkontrol (N=33). Penelitianinimenggunakanmetodequasy experimental.Selainitu, pretest, posttest, dan interview merupakan instrument yang
digunakanuntukmemperoleh data. Data pretest dan posttest
dianalisisdenganmembandingkannilai rata-rata dari pretest dan posttest setiapkelompokuntukmenilaiefektifitasdaripenggunaan vocabulary notebook
(6)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
dalammeningkatkanpembendaharaankosakatasiswa. Selainitu, hasildari interview dianalisisuntukmengidentifikasiresponsiswaterhadappenggunaan vocabulary notebook.Hasil yang diperolehdariperhitunganstatistikmenunjukkanbahwanilaidari t adalah 3.022, di mana nilaitersebutlebihtinggidari t critical (tkritikal =1,984, α = 0.05, df = 64, two tailed).
Hasilinimengindikasikanbahwahipotesis null ditolakdanterdapatperbedaan yang sigifikanantarasiswa yang mendapatkan treatment vocabulary notebook dengansiswa yang diberikanmetodekonvensional. Sementaraitu, data unterviewmenunjukkanbahwapenggunaan vocabulary notebook membantusiswauntukmeningkatkanpembendaharaankosakatasiswa.
Olehkarenaitu, dapatdisimpulkanbahwa vocabulary notebook
dapatmembantumeningkatkanpembendaharaankosakatasiswa.Berdasarkansimpulan, vocabulary notebook
dapatmenjadisalahsaturekomendasiuntukdiimplementasikansebagaisalahsatumetodedalammenga jarkankosa kata.
(7)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
TABLE OF CONTENTS
STATEMENT OF AUTHORIZATION ... i
PREFACE ... ii
ACKNOWLEDGEMENTS ... iii
ABSTRACT ... v
TABLE OF CONTENTS ... 1
LIST OF TABLES ... x
LIST OF CHARTS ... x
LIST OF APPENDICES ... xi
CHAPTER I INTRODUCTION ... 1
1.1 Background ... 1
1.2 Scope of the Study ... 5
1.3 Research Questions of the Study ... 5
1.4 The Aims of the Study ... 5
1.5 Significance of the Study ... 6
1.6 Clarification of Terms……….6
1.7 Organization of the Paper………...…7
CHAPTER II THEORETICAL FOUNDATION ... 8
2. Charcteristic of Vocabulary ... 8
(8)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2.1.1 The Important of Vocabulary ... 10
2.1.2 Vocabulary Learning Strategy………10
2.1.3 Purpose of Teaching and Learning Vocabulary……….14
2.2 Vocabulary Notebook ... 14
2.2.1Definition of Vocabulary Notebook... 14
2.2.2 The Use of Vocabulary Notebook in EFL Classroom ... 16
2.2.3 The Benefits and Challeges of Using Vocabulary Notebook .... 19
2.3Young Learners ... 20
2.3.1 The Characteristic of Young Learners………20
2.4 Related Studies………22
2.5 Concluding Remark ... 24
CHAPTER III RESEARCH METHODOLOGY ... 26
3.1 Research Design ... 26
3.1.1 Variables ... 27
3.2 Data Collection... 28
3.2.1Population and Sample ... 28
3.2.2 Instrument………29
3.3 Time Allocation………30
3.4 Research Procedure………..31
3.4.1 Pretest……….31
3.4.2 Treatment………32
3.4.3 Posttest………....32
(9)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3.5 Procedure of Data Analysis ... 33
3.5.1 Test Instrument Analysis ... 33
3.5.2 Pretest and Posttest Data Analysis ... 33
3.5.3 The Independent t-test ... 35
3.5.4The Dependent t-test ... 36
3.6 Interview Data Interpretation ... 37
CHAPTER IV FINDINGS AND DISCUSSION ... 38
4.1 Findings ... 38
4.1.1 The Effectiveness of Vocabulary Notebook in Improving Students Vocabulary Mastery……….38
4.1.1.1 Instrument Analysis………...39
4.1.1.1.1 Result of Pretest Data Analysis ... 39
4.1.1.1.1.1 The Normal Distribution Test ... 39
4.1.1.1.1.2Variance Homogeneity Test ... 40
4.1.1.1.1.3 The Independent t-test ... 41
4.1.1.1.2Result of Posttest Data Analysis ... 43
4.1.1.1.2.1 The Normal Distribution Test………..43
4.1.1.1.2.2Variance Homogeneity Test ... 44
4.1.1.1.2.3 The Independent t-test ... 45
4.1.1.1.2.4Dependent t-test ... 48
4.1.2.2 The Calculation of Effect Size ... 49
4.1.3Students’ Responses towards the use of Vocabulary Notebook in Improving Their Vocabulary Mastery…………...50
4.1.3.1 Interview Data Analysis………50
(10)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4.2.1 Discussion of Pretest Data………..57
4.2.2 Discussion of Posttest Data……….58
4.2.3 Discussion of Interview Data………..64
4.3 Concluding Remark………...70
CHAPTER V CONCLUSION, RECOMMENDATIONS AND LIMITATION OF THE STUDY ... 71
5.1 Conclusions ... 71
5.2 Recommendations ... 72
5.3 Limitation of the Study……….…………73
(11)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF TABLES
Table 3.1 The Experimental Research ... 26
Table 3.2 Schedule of Research ... 30
Table 3.3 TheScale of Effect Size ... 35
Table 4.1 The result of Normality of Distribution Test on the pre-test ... 40
Table 4.2 The Result of Variance Homogeneity Test on the pre-test ... 41
Table 4.3 Statistic of Pre-test Score ... 42
Table 4.4 The Result of t-test Computation on the pre-test ... 42
Table 4.5The Result of Normality of Distribution Test on the Post-test ... 44
Table 4.6The Result of Variance Homogeneity Test on the Post-test ... 45
Table 4.7 Group Statistics ... 46
Table 4.8 The Result of t-test Computation on the Post-test ... 47
Table 4.9Paired Samples Test ... 48
(12)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF CHARTS AND FIGURES
Chart 4.1 Students' Responses to the Method of Using Vocabulary Notebook….. ...53 Chart 4.2 Students' Responses on Vocabulary notebook ………...53 Chart 4.3 Students' Responses about the Advantages of Vocabulary Notebook…54 Chart 4.4 Students' Responses about the Disadvantages of Vocabulary Notebook..55
(13)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
LIST OF APPENDICES
Appendix A
Lesson Plan
Appendix B
Pretest and Posttest Instruments
Appendix C
Interview Data
Appendix D
Samples of Students’ Worksheet on Pretest and Posttest
Appendix E
Students’ Score in Pretest and Posttest
Appendix F
(14)
1
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER I
INTRODUCTIONThis chapter encompasses an overview of this study involving nine sections namely background of the study, limitation of the study, research questions, the aims of the study, significance of the study, hypothesis, research methodology, clarification of terms, and organization of paper.
1.1Background
English is a very important language because it is used in almost all areas of life, such as government, business, entertainment, college, and others. Because of its importance, English has been considered as the first foreign language since the 1950s. Furthermore, as the development of the world, Indonesian are demanded to
be able to communicate in English. Therefore, students need to learn English extensively. In addition, teaching English in Indonesia has been developed extensively because English becomes an international language and the compulsory subject at school from elementary until college students.
Althoughmost of Indonesian students have learnt English from primary school, they still find many difficulties in learning English. Many students usually think that classroom will be the only place for them to practice English. Besides, they believe that English isa difficult subject because of some reasons. One of the reasons is that it is difficult to master vocabulary. It occurs since they must adopt the new pronunciation and meaning of the words. Vocabulary is the collection of words that an individual know (Nunan and Linse 2005, p. 121). Cameron (2001) highlight that vocabulary development is about learning words, but it is about much more than that. It means that learning vocabulary does not just know the
(15)
2
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
meaning of the words but also they must adapt to their first language and know the pronunciation of it.
Learning vocabulary as foreign language for young learnersseems easy but sometimes students feel worriedbecause they have some practical problems. Susan and Wright (2014) point out that there is practical problem for young learners from the beginning of schooling, there are thoughtful differences in vocabulary knowledge among young learners from different socioeconomic groups. That situation also happens in many ASEAN students where Indonesian studentsas one of them have low proficiency in English because young learners in Indonesia are multilingual and have been learning languages from birth in natural language environments (Kirkpatrick 2012, p. 35).
Furthermore based on this condition some of Indonesian students still have difficulties in understanding English words. Another reason is because of the technique and method which is used by the teachersusing traditional method in teaching vocabulary. It means that improving students vocabulary is not only students’ responsibility but also the teachers. Therefore, English teacher may find out the solution by creating efficient technique in teaching English vocabulary.Besides, teacher also may create condition which makes teaching vocabulary possible for young learners and learning vocabulary will appear within realistic period of time, as conveyed by Shayer (2003 cited in Hattie 2012)suggesting two basic principles for teachers. First,teachers need to think of their role as the one creating involvements increasing students’ practice and skill. Second, learning is collaborative activity meaning that teachers need to focus on all aspects of students’ activities in classroom such as group discussion and peer group by encouraging and giving chance for them to share their opinion.
In addition, teacher may find better teaching strategy to teach language including teaching vocabulary. Teachers have to be careful in selecting material,
(16)
3
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
approach, and technique to be applied in teaching vocabulary for young learners.As stated by Pinter (2006), students learn new vocabulary as quickly as they forget them. Therefore, writing vocabulary notebook can be an alternative to solve students’ forgetfulness in learning vocabulary. Nation (2001), cited in Erkaya and Drowerin their journal (2012) states that there is overwhelming research evidence to show that learning from index cards or vocabulary notebook is a very efficient and effective learning strategy. Likewise Erkaya and Drower (2012, p.86) in their research “Perceptions of an EL Learner on Vocabulary
Development”, added that:
. . . I sometimes make my own note cards and write unfamiliar words and their meanings on the cards. I usually stick the cards in front of my desk or any place where I spend most of my time every day. In addition to the word itself and its meaning, I also add the type of word on the card, such as verb or noun, and a sentence that contains the word.
Vocabulary notebook is a kind of personal dictionary that can be filled by words that students learn along with the meaning and other related aspect such as part of speech, word forms, synonym, antonym etc. (Walters and Bozkurt 2009). Building vocabulary notebook is an engaging activity providing students opportunity in learning variety of vocabulary.
The research of teaching and learning vocabulary by using vocabulary notebook in EFL and ESL classroom setting has been conducted in various grades and contexts. Meanwhile, the research of vocabulary notebook that is applied in young learners EFL and ESL classroom setting is still rare to find.
Previous research on the implementation of vocabulary notebook had been conductedby some researchers. Here the researcher will highlight some relevant research within the subject is young learners and adult. Here is the example of the
research that was conducted by, Fowle (2002) entitled “Vocabulary Notebook: Implementation and outcome”. This study investigated how the implementation of
(17)
4
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
vocabulary notebook acquisition in non-empirical study. The study was implemented to 300 learners aged between eleven and fourteen, from false-beginner to pre-intermediate level. Whereas this research will be conducted for students in seventh grade of junior high school aged between thirteen and fourteen and will investigate
the effectiveness of the use of vocabulary notebook in improving students’
vocabulary mastery.
Then, another research that was conducted by, Uzun (2013)entitled
“Promoting vocabulary learning through vocabulary notebooks: Teaching and learning strategies and gender.” In study that conducted by Uzun, the study will investigate whether there were any differences between the vocabulary acquisition and retention level of female and male students. The research considers with two conditions first, formal instruction and feedback on vocabulary notebook keeping and second the amount of information recorded in the vocabulary notebooks. The study will implemented for five groups of second years university students. Furthermore, the differences are the sample and the focus. This research is focus on the effectiveness of the use of vocabulary notebook for junior high school students but in the previous research the focus is to examine the different between male and female students after implementing vocabulary notebook in teaching vocabulary.
In additionfrom the previous research, vocabulary notebook is applied in high school or college students. So far, there has been a little evidence of empirical study on the use of vocabulary notebook in teaching vocabulary with the sample is young learners in Indonesian classroom setting. Therefore, this study is aimed to find out the effectiveness of vocabulary notebook in teaching vocabulary for young learners in improving their vocabulary mastery, to find out students perceptions about the use vocabulary notebook in improving their vocabulary mastery and to find the difference between the use of vocabulary notebook and the conventional method. Thus, the
(18)
5
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
entitled paper “The Use of Vocabulary Notebook in Improving Vocabulary Mastery
for Young Learners” is chosen.
1.2Scope of the Study
Limitation is done to specify the problems that will be solved and makes them clear. The problem in this study is to investigate the effectiveness of vocabulary
notebook in improving young learners’ vocabulary mastery and find out the differences between vocabulary notebook and conventional method in improving
students’ vocabulary mastery after the treatment. This study will be conducted in two classes for the samples;one will function as the experimental group and the other as control group. This study will also to discover students’responsestoward the use of vocabulary notebook in improving their vocabulary mastery.
1.3Research Questions of the Study
The research conducted by the writer is designed to answer the following questions:
1. Is the use of vocabulary notebook effective in improving young learners’ vocabulary mastery?
2. What are students’ responses towards using vocabulary notebook in improving their vocabulary mastery?
1.4The Aims of the Study
Considering the background of problem statement above, the aims of this research are:
1. To examine the effectiveness of the use of vocabulary notebook in improving young learners’ vocabulary mastery.
(19)
6
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2. To discover students’ responses toward the use of vocabulary notebook in improving their vocabulary mastery.
1.5Significance of the Study
This research is expected to contribute both theoretically and practically to the teachers, students, school, and further researchers. Theoretically, it is expected that this study can enrich the teaching vocabulary theory and method.Practically,
for English teachers, this hopefully can give contribution in teaching English to young learners, especially in teaching and learning vocabulary. Then, for the English students the technique and the media used hopefully can make them easier in learning vocabulary, since they not only memorize the words, but also create the vocabulary notebook as creative as they can. Next, for the other researchers, this study is expected to be used as an additional source especially for those who conduct a research focusing on vocabulary mastery to young learners. Then, for the material designers, this study can be used as the reference in making the interesting teaching materials.
1.6Clarification of Terms
In order to avoid unnecessary misunderstanding, there are some terms that are needed to be clarified in this study as follows:
1. Young learners
Nunan (2010), Young learners “covers a large chronological age span: from around 3 years old until 15 years old, while some writers and researchers divide them into 3-5 years old, 6-8 years old, and so on.” Meanwhile Pinter (2006) states children from five to 14 years of age can be called as young learners.
(20)
7
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
In this research, the term “young learners” refers to students in seventh grade of a junior high school in Bogor.
2. Vocabularynotebook
Vocabulary notebook is a kind of personal dictionary that can be filled by words that students learned along with the meaning and other related aspect such as part of speech, word forms, synonym, antonym etc. (Walters and Bozkurt 2009, p.2).
Furthermore, in this research, vocabulary notebook is a kind of personal dictionary that is kept by the students. Vocabulary notebook consistsof word, meaning, picture, and example of sentences,
1.7Organization of the paper
There are five chapters in this paper. Chapter one is introduction of the study describingvocabulary notebook.This chapter provides the background of the study, limitation of the study, research questions, the aims of the study, significance of the study, hypothesis, research methodology, clarification of terms, and organization of paper. Chapter two is theoretical foundation, providing the theories of speaking skill and the media from the expert and the findings of previous studies in relevant to the study. Chapter three is research methodology describing the research methodology that has been briefly introduced in chapter 1. Moreover, chapter four is finding and discussion; this chapter describes the result of instrument analysis, such as pre-test data analysis, post-test data analysis, and the data from the interview, and the interpretation of the finding from the research. And the last chapter is conclusion describing the result of the study and suggestion for further better study.
(21)
26
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the research methodology. It includes the explanation of the research design, population and sample, data collection, instrument, time allocation, procedure of research, procedure of data analysis.
3.1 Research Design
This study was conducted to find out whether the use of vocabulary notebook in teaching vocabularywas effective to improve students’ vocabulary mastery or not. Quasi-experimental design with nonequivalent control group design is used as research design in this study. Hatch and Farhady (1982) state that nonequivalent control group design means that there are two groups in the study; experimental group and control group, both groups have the same level but they used different methods of teaching in the teaching and learning process.
In this study, both groups were given pre-test which was conducted at the beginning of the study, and post-test was given at the end of the study. The result of those tests was used to investigate whether or not there is any significant difference between the experimental group and control groups. The research design used can be represented in the following chart:
Table 3.1 Research Design
EG T1 X1 T2
- - - -
(22)
27
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Or in the specific form is described as follows:
EG T1 X1 X2 X3 X4 X5 X6 T2
- - -
CG T4 T5
Description:
EG = Experimental Group. CG = Control Group.
T1 = Pre-test in which to examine students’ prior knowledge in vocabulary before the treatments.
T2 = Post-test in which to examine students’ vocabulary mastery after the treatments.
T4 = Pre-test in which to examine students’ prior knowledge in vocabulary in control group.
T5 = Post-test in which to examine students’ vocabulary mastery without treatment by vocabulary notebook.
X (1,2,3,4) = The treatments (four times); it is using vocabulary notebook in teaching vocabulary.
3.1.1Variables
There were two variables in this study, including independent and dependent variables.According to Coolidge (2000: 15), independent variable is the variable which will influence dependent variable. In line with Hatch and Farhady, 1982, p. 12, Variable is an attribute of a person or of an object which varies from person to person or from object to object.Meanwhile, dependent variable is the variable that will be affected by independent variable. In line with Kumar (1999), change
(23)
28
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
variables are called independent variables. It means because the variable supposed to be responsible for bring about change in a phenomenon or situation. Then, dependent variables are outcome/effect of the change brought about by changes in an independent variable.
Therefore, according to the explanation above, independent variable in this study is the use of vocabulary notebook. On the other hand, dependent variable in this study refers to the students’ vocabulary mastery.
3.2 Data Collection
There were some steps in collecting the data. Firstly, finding some theories related to vocabulary, vocabulary notebook and characteristics of young learners. Secondly, compiling appropriate pilot test and testing it to some students in another group which had the same level with experimental and control group. It was used to determine the validity and reliability of the test, and then it can be used as pre-test and post-test. Thirdly, control and experimental group receive pre-test to assess students’ vocabulary prior knowledge before they got some treatments.
However, the treatment was only given to the experimental group. Meanwhile, control group was taught by using conventional method (wordlist). The treatment was applied for four times.
Fourthly, post-test was administered to the experimental group and the control
group to determine students’ development after the treatment. Moreover, the items of pre-test and post-test were the same. Lastly, the results of pre-test and post-test were computed by SPSS 18.0.
3.2.1 Population and Sample
The population of this study is all of the students at seventh grade in junior high school. Population and samples have an important role in conducting the
(24)
29
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
study. According to Arikunto (2006; p. 130), population is all of the individuals who are participated as the subjects in the study.
Meanwhile, Arikunto (2006) states that sample are part of the population. It has the smaller group as the representative of the population. In this study, the sample was class 7A and class 7B. Class 7A was played as experimental group which was given some treatments. On the other hand, class 7B was played as control group which was taught by using conventional method. Those groups had the same level in English ability.
3.2.2 Instruments
In conducting a study, data collection competed an important part in the research. Hence, the instrument as a tool in collecting the data should accommodate the whole information needed in the research study. It is in line with Fraenkel and Wallen (1990: 90) that “An instrument, after all, is a device
used to gather data”.
The instruments in this study were written test (pre-test and post-test) and interview. Those instruments were used to measure the effectiveness of using vocabulary notebook to improve students’ vocabulary mastery, and to find out the different between two groups after the post-test. And last to find out students’ perceptions in using vocabulary notebook in improving their vocabulary mastery. There are 33 students in each group answered 25 questions. The questions were about their vocabulary index from the textbook.
Pre-test was given to assess students’ vocabulary prior knowledge before the students in the experimental group were taught the material by using vocabulary notebook. Meanwhile, control group was taught trough conventional method(wordlist). In addition, both group used different lesson plan. Experimental group used the lesson plan modified to apply teaching method by using vocabulary notebook. Moreover, control group used the lesson plan modified to
(25)
30
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
apply teaching method by using wordlist.In addition, test instrument must be appropriated to the syllabus of the school to accomplish the purpose of subject.
On the other hand, interview was conducted in this study to get more information about students’ perceptions in using vocabulary notebook in
improving students’ vocabulary mastery. According to Fraenkel and Wallen (1990), basically interview and questionnaire were the same; they consist of questions that should be answered by the sample of the study, however interview was taken orally.
3.3 Time allocation
The study was conducted in two weeks. Both the experimental and control groups were taught twice a week. However, treatments were only given to the experimental group. Meanwhile, the control group learns as usual by using lesson plan from the school. Moreover, treatments were done in second to fourth meeting. The last meeting, post-test was conducted in both the experimental and control groups. The schedule of the research can be seen in the following table 3.2:
Table 3.2 Teaching Schedule
No Experimental Group Control Group
Date Material Treatment Date Material Treatment
1. 13 May 2015
Pre-test - 29
April 2015
Pre-test -
2. 15 May 2015
Procedural text: How to
Make Pancake Keeping vocabulary notebook 30 April 2015 Procedural text: How to Make Pancake Wordlist
(26)
31
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2015 text: How to Make Simple 4.Sandwich
vocabulary notebook
2015 text: How to Make
Simple Sandwich 4. 21 May
2015 Procedural text: Tomato Soup Keeping vocabulary notebook 14 May 2015 Procedural text: Tomato Soup Wordlist
5. 27 May 2015
Procedural text: How to
Make meatball Keeping vocabulary notebook 20 May 2015 Procedural text: How to Make meatball Word list
6. 28 May 2015
Post-test - 21 May
2015
Post-test -
3.4 Procedure of the research
Procedure of the study consists of some steps, such as pre-test, post-test, and interviews were conducted to answer research questions. In addition, some treatments were done after doing pre-test.
3.4.1 Pre-test
Pre-test was conducted in the beginning of the research before the treatments. In addition, pre-test was given to analyze students’ vocabulary prior knowledge. It was given to the experimental group and the control group to collect the data whether those groups had the same ability or not. Pre-test was done by giving 25-item of matching. Pre-test was implemented to 33 students as the sample.
(27)
32
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3.4.2 Treatments
The treatments were given to the experimental group. It was done for four times in the class. Moreover, it was performed based on the syllabus of the junior high school which has been explained earlier. In other words, the control group was taught by using conventional method (wordlist).
In conducting the treatment, experimental group got some vocabulary notebook as the media/strategy in teaching vocabulary to improve students’ vocabulary mastery. The treatments explored students’ vocabulary mastery.
Furthermore, the treatments were required in omitting students’ anxiety in their prior knowledge.
3.4.3 Post-test
The procedure of pre-test and post-test was the same. Pre-test was done in the beginning of the study. In contrast, post-test was given after the whole treatments had been done. In addition, post-test was aimed to analyze whether or not the treatments influences the sample in the experimental group.
3.4.4Interview
Interview was one of the instruments to gather the data. Moreover, interview consists of some questions that should be answered by the students orally. It is in line with Arikunto (2006) that the interview can be defined as a dialogue between the interviewer and the sample in order to collect the information related to the study. The aim of the interview in this study was to get the
(28)
33
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
students’ perceptions toward using vocabulary notebook in improving their vocabulary mastery.
3.5 Procedures of Data Analysis
Analyzing the data was performed after collecting the data from the instrument. It had been explained previously. Firstly, pilot test was analyzed to find out its validity and reliability. Secondly, students’ score in pre-test and post-test were calculated by independent t-post-test to know significant difference between control and experimental. Thirdly, independent t-test was performed in calculating two mean scores of pre-test and post-test to see whether or not there is significant difference. Then, score of pre-test and post-test in experimental group were calculated by dependent t-test to know significance improvement in their vocabulary mastery. Lastly, the transcription of interview was interpreted to get additional information in order to answer the research questions.
3.5.1 Test Instrument Analysis
The instrument in this study was a tool used to collect the data. In making conclusion accurately, the data should be factual and complete. Hence, the instrument used has to be tested. It is in line with Arikunto (2006) who states that good conclusion will get from good data. While, accurate data can be found by using good instrument. It can be called as good instrument when it is tried out to some subjects and the result shows that it is valid and reliable.
(29)
34
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The form of pre-test and post-test was the same. However, those tests had different purposes,pre-test was done to measure
students’ vocabulary prior knowledge before giving the treatments.
Meanwhile, post test was conducted to know the improvement of
students’ vocabulary mastery both in the experimental and control
groups after comparing it to the pre-test. In calculating the data, t-test was used in this research. It is usually used statistical t-test to compare two means because t-test can accommodate very small sample sizes (Hatch and Farhady, 1982).
In addition, Hatch and Farhady (1982) also state there should be certain assumptions in doing statistical test, they are: only one group is the subject in the experiment, the scores on independent variable are continuous, and the scores are normally distributed, while variances of score are equal. Consequently, normality test and variance homogeneity test were used in this research study before conducting t-test.
In conducting normality test, Kolmogorov-Smirnov was used to analyze normality distribution. Then, Levene formula in SPSS 18.0 for windows was applied to analyze the variance homogeneity in this study. In other words, independent t-test can be used if the data is normal and homogeneous. It was required to
find out initial ability of students’ vocabulary mastery in the
experimental group and the control group.
Furthermore, the students’ scores on pre-test and post-test of the experimental group will be calculated to know the correlation coefficient of effect size in the t-test calculation. It is aimed to interpret whether the treatments have an effect in
improving students’ vocabulary mastery or not. The effectiveness
of the treatments can be indicated from the difference between the
(30)
35
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
is small, it indicates that it has small effect size. Meanwhile, if the
difference between the two groups’ mean is large, it indicates that
it has large effect size.
According to Coolidge (2000), the interpretation of the effect size consists of three scales, such as small, medium, and large. The detail explanation can be seen in the following table.
Table 3.3 The Scale of Effect size
Effect size r value
Small 0.100
Medium 0.243
Large 0.371
Moreover, the formula in order to determine the effect size in t-test calculation as follows:
4
r =
�2
�2 + ��
Notes:
r = the correlation coefficient of effect size t = tobt in the independent t-test
df= N1 + N2– 2
(Coolidge, 2000: 151)
3.5.3 The Independent T-Test
Before conducting the independent t-test, there are some assumptions that have to be considered. According to Coolidge
(31)
36
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
tobt=
(2000), there are three assumptions to fulfill the use of independent t-test appropriately. The assumptions are; independent groups, normality of dependent variable and homogeneity of variance.
Furthermore, the normality of distribution test and homogeneity of variance test should be administrating independent t-test as the analysis of pre-test output and or post-test output.
The independent t-test is usually employed to discover causative relationship between independent variable and dependent variable (Coolidge, 2000).
The formula for independent t-test
M1– M2
SM1 – M2
Note:
M1 : mean of group 1
M2 : mean of group 2
S : variance
The hypothesis index is interpreted by comparing the result with the degree of significant at level 0,05. If the result > table at level 0,05, the null hypothesis is rejected (Coolidge, 2000).
3.5.4 The Dependent T-Test
According to Coolidge (2000,156), “dependent t-test is used to analyze the difference between groups’ and means in experimental design where the participants in both groups are
related to each other in some way.” Thus, by using this t-test, the output of pre-test and post-test of the control group and the
(32)
37
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
experimental group can be compared. Furthermore, from the calculation, the difference between the control group and the experimental group can be found. When the result of calculation shows a significant difference, the null hypothesis will be rejected.
After the calculation done, the t obt must be compare with t
critical. As it is dependent test, the degree of freedom must be found before comparing to the table.
Df : n – 1
If the t obt is greater that t critical the null hypothesis will be
rejected and conclude that he result is significant in the chosen
level of α (0,05)
3.6 Interview Data Analysis
The data of interview was transcribed in collecting the information from the sample in the study. There were some questions of interview that should be answered by the students orally. It was used to get more information related to the use of vocabulary notebook in improving students’ vocabulary mastery. Specifically, interview was conducted to answer the second question in research question that was in order to find out the students perceptions towards using vocabulary notebook.
In short, the instrument in this study consists of pre-test, post-test and interview to answer the research questions. Moreover, four meetings will be used to conduct the treatments by using vocabulary notebook.
Research findings and discussions were explained in the next chapter. In chapter four, SPSS 18.0 for windows was used to compute the data.
(33)
71
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSIONS, RECOMMENDATIONS AND LIMITATION OF THE STUDY
This chapter consists of the research conclusions and suggestions. The conclusions are explained from the analysis of the research findings. Meanwhile, the suggestions are expected to give a contribution for the further researchers, English teachersand the students.
5.1 Conclusions
This research was proposed to examine the effectiveness of vocabulary notebook
in improving students’vocabulary mastery, to find out the difference between the
use of vocabulary notebook and the conventional method in improving students’
vocabulary mastery, todiscover students’ perceptions toward the use of vocabulary notebook in improving their vocabulary mastery. The use of vocabulary notebook was applied to the students of seventh grade of junior high school in Tanjungsari-Bogor. The result of the data shows that the use of vocabulary notebook in finding and discussion is significantly effective to improve students’ vocabulary mastery.
Furthermore, the computation of the data explains that the experimental group has better vocabulary mastery after receiving some treatments than the control group. It means that the use of vocabulary notebook during the treatments give good influence to the students. The result also proves that the vocabulary notebook give many advantages in improving students’ vocabulary mastery. Moreover, the students will be motivated to improve their English vocabularybecause the vocabulary notebook can create an interesting method.
(34)
72
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
In short, it can be concluded that vocabulary notebook is an appropriate
medium to improve students’ vocabulary mastery. The activity of making vocabulary notebook can build students creativity in drawing the picture. Then it
can be enriching students’ vocabulary knowledge and facilitating students to
revisit the vocabulary.
While the current study revealed some positive findings for the development of English vocabulary teaching and learning in Indonesia, there are also weaknesses that should be looked at for future study. The main problem was some students found that the use of vocabulary notebook in class wastakinga long time.
5.2 Suggestions
Based on the findings of this research,data in this research may help teachers to improve the practice to teaching vocabulary notebook through vocabulary notebook to young learners. The recommendations of this research will be discussed in the following paragraphs.
In spite of the time limitation of four meetings teaching and learning, the findings of this study confirm the advantages of vocabulary notebook in teaching vocabulary for young learners. Consequently, for further researcher it is recommended that vocabulary notebook be intensively implemented for language learning in a longer time. The other recommendations for further researcher that covering the theme-based learning in implementing vocabulary notebook in learning will be of advantages to assist students improve their vocabulary mastery. Although, in this research there is significant result of pretest and posttest, nevertheless the effect size was only medium which mean that the implementation of vocabulary notebook helped, but not much, to the students in improving their vocabulary notebook. Therefore, through further research in long run by implementing theme-based learning on vocabulary notebook might result more
(35)
73
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
engaging findings concerning the effect size of vocabulary notebook implementation.
The use of vocabulary notebook in teaching vocabulary has many advantages. Besides, it is argued that the teacher who implements vocabulary notebook in teaching vocabulary for young learners should be creative in planning the lesson, selecting appropriate media, and organizing the activities. Those activities can give better maintenance in implementing the teaching program, give
the students’ appropriate media with their needs, interest, and in particular the curriculum, then relate the lesson to their own experience. In addition, it is argues that the teacher who implements vocabulary notebook shouldcontrol and correct
students’ vocabulary notebook as feedback for the students. Then, the students will learn from their mistakes.
The students are also suggested that they should use the vocabulary notebook in improving their vocabulary mastery. It hopefully motivates the students to improve their vocabulary mastery and their understanding for English subject.
The last is, the implementation of vocabulary notebook in teaching vocabulary should be implemented in a wider scope to explore more effects or values in different setting and context for instance senior high school and college students.
5.3 Limitations of the Study
The findings of this present research focus on three major points. First is the effectiveness of vocabulary notebook in improving students’ vocabulary mastery. Second is the difference between the use of vocabulary notebook and the conventional method in improving students’ vocabulary mastery after the posttest. And the third one is students’ perceptions towards the use of vocabulary notebook in improving their vocabulary mastery.
(36)
74
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Although this research was carefully prepared, the researcher realizes that this research still far from perfection and aware of its limitations. First of all, this research was conducted in seventh grade of junior high school students tasted for four meetings. Four meetings are not enough for the researcher to observe the implementation of vocabulary notebook in their classes. It would be better if it was done in longer time. Then, the population of the experimental group is small, only thirty-five students and might not represent the majority of young learners.
In addition, the limitation in this research and findings in this study above cannot be generalized. Because all circumstances happened in this research might be dissimilar with other researches, and also influenced by different participants and setting.
However, this research is important instead of giving students the list of vocabulary words that they need to learn, especially by keeping vocabulary notebook. First, the implementation of vocabulary notebook was intended to draw
on the young learners’ basic knowledge it is expected to build bridges between the classroom and the students’ real life activities and vocabulary learning needs.
Second, vocabulary notebooks are some of the most suitable options to start learning vocabulary because these contain all the basic elements for learning a word such as definition, picture, pronunciation, context etc. Besides, these notebooks can be modified over time. Students can add more and better strategies to them. Finally, keeping vocabulary notebook encouraged responsibility and awareness of the students toward learning new vocabulary words.
(37)
75
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
BIBLIOGRAPHY
Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford University Press.
Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT Rineka Cipta.
Başoğlu and Akdemir. (2010) A Comparison Of Undergraduate Students’
English VocabularyLearning: Using Mobile Phones And Flash Cards. The Turkish Online Journal of Educational Technology, 9 (3), p. 1-7.
Brown, H. D. 2001. Teaching by Principles: An Interactive Approach To Language Pedagogy. White Plans, NY: Addition Wesley Longman.
Cameron, L. (2001) Teaching Languages to Young Learners. New York: Cambridge University Press.
Coolidge, F. L. (2000) Statistics: A Gentle Introduction. Great Britain: Cromwell Press Ltd.
Creswell, J. W. (1994) Research Design Qualitative & Quantitative Approaches. California: SAGE Publication, Inc.
(38)
76
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language(3rd ed.) (pp. 285-299). Boston: Heinle & Heinle.
Edyburn, D. (2010). Using Technology to Expand Vocabulary. Special Education Technology Practice, 20-24.
Erkaya, O.D, and Drower, I.S.S (2012) Perception of an EL on Vocabulary Development, International Journal of Special Education, 27 (1), p.81-92
Fowle, C. (2002). Vocabulary Notebook: Implementation and Outcomes. ELT Journal, Oxford University Press 56 (4), p. 380-388
Fraenkel & Wallen. (1997). How to Design and Evaluate Research in Education.
San Francisco: McGraw Hill Higher Education.
Harmer. J. (2001). The Practice of English Language Teaching. London: Longman.
Hatch, E & Farhady, H. (1982) Research Design and Statistics for Applied Linguistics.USA: Newbury House Publisher, Inc.
Hattie, J. (2012) Visible Learning for Teachers Maximizing Impact on Learning.
Milton Park, Abindon: Routledge.
Howell,G. (2012) Vocabulary Strategies for a Fourth Grade Classroom. Retrieved on November 10, 2014 from www.ERIC.com
Hiebert, E. H. & Kamil, M. L. (2005) (Eds), Teaching and Learning Vocabulary: Bringing Research to Practice. New Jersey: Lawrence Erlbaum Associates
Kirkpatrick, A. and Adamson, B (editor) (2012) English as an International Language in Asia: Implications for Language Education. New York, London: Springer.
(39)
77
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Kiliçkaya and Krajka. (2010) Comparative Usefulness Of Online And
Traditional VocabularyLearning. The Turkish Online Journal of Educational Technology, 9 (2), p. 55-63.
Larrota, C. (2011) Second Language Vocabulary Learning and Teaching: Still a Hot Topic. Journal of Adult Education, 40 (1), p. 1-11.
Laufer, B. (1986). Possible changes in attribute toward vocabulary acquisition research International Review of Applied Linguistics (i), 14, p. 69-75.
Lewis, M. (1993).The lexical approach: The state of ELT and a way forward. .Hove: Language Teaching.
Levine, A., & Reves, T. (1990). Does the method of vocabulary presentation make a difference?. TESL Canada Journal, 8 (1), p. 37-51.
Linse, Caroline T. & Nunan D. (2005) Practical English Language Teaching: Young Learners. Americans, New York: McGraw-Hill Companies, Inc.
McCarten, J. (2007). Teaching Vocabulary. Retrieved on November 13, 2014 from
http://www.cambridge.org/other_files/downloads/esl/booklets/McCarten-Teaching-Vocabulary.pdf
McCarthy, M. (1990).Vocabulary. Oxford: Oxford University Press.
McCortie, J. (2007) Examining learner vocabulary notebooks. ELT Journal, 61 (3), p. 246-255.
Multicultural & ESOL Program Services Education Dept. 25, (2007). Teaching Vocabulary. Retrieved on December 04, 2014 from www.google.com
(40)
78
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Namaghi and Rajaee. (2013) Effect of Strategy Training on Vocabulary in EFL Contexts. Retrieved on November 10, 2014 from www.ERIC.com
Nation, I. S. P. (2001).Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nosratinia, Sarmadi and Shakeri. (2013) The Comparative Effect of Keeping a Vocabulary Notebook with Definitions and a Vocabulary Notebook with Pictures on Extrovert and Introvert EFL Learners Vocabulary Retention. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4 (2), p. 175-193.
Nunan, D. 1993. Teaching English to Young Learners. Aneheim, USA: Anaheim University Press.
Pilkuski and Templeton. (2004) Teaching and Developing Vocabulary: Key to Long-Term Reading Success. USA: Houghton Mifflin Company.
Pinter, A. (2006) Teaching Young Language Learners. New York: Oxford University Press.
Rashidi and Omid. (2011) A Survey on Iranian EFL Learners' Beliefs on the Role of
Rote Memorization in Learning Vocabulary and Its Effect on Vocabulary Achievement. Pan-Pacific Association of Applied Linguistics, 15(1), p. 139-161.
Richards, C.J. & Renandya, A.W. (2010) Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press.
(41)
79
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Robinson, J. (2011). Active vocabulary. Doctoral dissertation, The University of Arizona.
Rosado and Lazaro .(2012) Students’ Perceptions On Keeping A Vocabulary
Notebook As A Strategy To Learn English. Tesis, Universidad Veracruzana. \
Sams, G. (2011). How do pupils respond to the use of self-made picture cards to help them with the retention of Latin vocabulary? New York: University of Cambridge.
Schmitt, N. (1997). Vocabulary Learning Strategies. In Schmitt, N., and McCarthy, M. Vocabulary: Description, Acquisition and Pedagogy.
Cambridge: Cambridge University Press.
Schmitt, N. & McCharty, M. (Ed), (1997) Introducing Second Language Acquisition. Cambridge: Cambridge University Press.
Schmitt, N., & Schmitt, D. R. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. English Language Teaching Journal, 49(2), p. 133-43.
Schmitt, N. & Richards, J. C. (Ed). (2000). Vocabulary in Language Teaching.
United Kingdom: Cambridge University Press.
Scott, W. A., & Ytreberg,L.H. (1991). Teaching English to children. London and New York: Longman.
Sökmen, A. J. (1997) „Current trends in teaching second language vocabulary‟. In
Schmitt, N. & McCarthy, M. (eds.), Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press. 237-257.
(42)
80
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Susan, B. and Wright, T. S (2014) The Magic Words: Teaching Vocabulary in the Early Childhood Classroom. [Online]. Available at:
htttp://www.google.com=the+magic+words+teaching+vocabulary.pdf[8
November 2014]
Thornbury, S.(2002). How to Teach Vocabulary.England: Longman.
Uzun, L. (2013) Promoting vocabulary learning through vocabulary notebooks: Teaching and learning strategies and gender. Journal of Academic Language & Learning, 7 (1), p. 1-13.
Walter, J and Bozkurt, N. (2009) The Effect of Keeping Vocabulary Notebook on Vocabulary Acquisition. Language Teaching Research 13,4 (2009): pp.403-423.
Wilkins, D. A. (1972) Linguistics in language teaching. Cambridge, MA: MIT Press.
(43)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
BIBLIOGRAPHY
Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford University Press.
Arikunto, S. (2006).ProsedurPenelitianSuatuPendekatanPraktik. Jakarta: PT RinekaCipta.
Başoğlu and Akdemir. (2010) A Comparison Of Undergraduate Students’ English VocabularyLearning: Using Mobile Phones And Flash Cards. The Turkish Online Journal of Educational Technology, 9 (3), p. 1-7.
Brown, H. D. 2001. Teaching by Principles: An Interactive Approach To Language Pedagogy. White Plans, NY: Addition Wesley Longman.
Cameron, L. (2001) Teaching Languages to Young Learners. New York: Cambridge University Press.
Coolidge, F. L. (2000) Statistics: A Gentle Introduction. Great Britain: Cromwell Press Ltd.
Creswell, J. W. (1994) Research Design Qualitative & Quantitative Approaches. California: SAGE Publication, Inc.
Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language(3rd ed.) (pp. 285-299). Boston: Heinle&Heinle.
Edyburn, D. (2010). Using Technology to Expand Vocabulary. Special Education Technology Practice, 20-24.
(44)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Erkaya, O.D, and Drower, I.S.S (2012) Perception of an EL on Vocabulary Development, International Journal of Special Education, 27 (1), p.81-92
Fowle, C. (2002). Vocabulary Notebook: Implementation and Outcomes. ELT Journal, Oxford University Press 56 (4), p. 380-388
Fraenkel&Wallen.(1997). How to Design and Evaluate Research in Education.San Francisco: McGraw Hill Higher Education.
Harmer.J. (2001).The Practice of English Language Teaching.London: Longman.
Hatch, E &Farhady, H. (1982) Research Design and Statistics for Applied Linguistics.USA: Newbury House Publisher, Inc.
Hattie, J. (2012) Visible Learning for Teachers Maximizing Impact on Learning.Milton Park, Abindon: Routledge.
Howell,G. (2012) Vocabulary Strategies for a Fourth Grade Classroom. Retrieved on November 10, 2014 from www.ERIC.com
Hiebert, E. H. &Kamil, M. L. (2005) (Eds), Teaching and Learning Vocabulary: Bringing Research to Practice. New Jersey: Lawrence Erlbaum Associates
Kirkpatrick, A. and Adamson, B (editor) (2012) English as an International Language in Asia: Implications for Language Education. New York, London: Springer.
Kiliçkaya and Krajka. (2010) Comparative Usefulness Of Online And Traditional VocabularyLearning. The Turkish Online Journal of Educational Technology, 9 (2), p. 55-63.
Larrota, C. (2011) Second Language Vocabulary Learning and Teaching: Still a Hot Topic. Journal of Adult Education, 40 (1), p. 1-11.
(45)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Laufer, B. (1986). Possible changes in attribute toward vocabulary acquisition research International Review of Applied Linguistics (i), 14, p. 69-75.
Lewis, M. (1993).The lexical approach: The state of ELT and a way forward. .Hove: Language Teaching.
Levine, A., &Reves, T. (1990).Does the method of vocabulary presentation make a difference?. TESL Canada Journal, 8 (1), p. 37-51.
Linse, Caroline T. &Nunan D. (2005) Practical English Language Teaching: Young Learners.Americans, New York: McGraw-Hill Companies, Inc.
McCarten, J. (2007). Teaching Vocabulary. Retrieved on November 13, 2014 from
http://www.cambridge.org/other_files/downloads/esl/booklets/McCarten-Teaching-Vocabulary.pdf
McCarthy, M. (1990).Vocabulary. Oxford: Oxford University Press.
McCortie, J. (2007) Examining learner vocabulary notebooks.ELT Journal, 61 (3), p. 246-255.
Multicultural & ESOL Program Services Education Dept. 25, (2007).Teaching Vocabulary. Retrieved on December 04, 2014 from www.google.com
Moon, J. (2000). Children learning english. Oxford: Macmillan Education.
Namaghi and Rajaee.(2013) Effect of Strategy Training on Vocabulary in EFL Contexts. Retrieved on November 10, 2014 from www.ERIC.com
Nation, I. S. P. (2001).Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nosratinia, Sarmadi and Shakeri. (2013)The Comparative Effect of Keeping a Vocabulary Notebook with Definitions and a Vocabulary Notebook with Pictures on Extrovert and Introvert EFL Learners Vocabulary Retention.
(46)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4 (2), p. 175-193.
Nunan, D. 1993. Teaching English to Young Learners.Aneheim, USA: Anaheim University Press.
Pilkuski and Templeton. (2004) Teaching and Developing Vocabulary: Key to Long-Term Reading Success. USA: Houghton Mifflin Company.
Pinter, A. (2006) Teaching Young Language Learners. New York: Oxford University Press.
Rashidi and Omid. (2011) A Survey on Iranian EFL Learners' Beliefs on the Role of
Rote Memorization in Learning Vocabulary and Its Effect on Vocabulary Achievement. Pan-Pacific Association of Applied Linguistics, 15(1), p. 139-161.
Richards, C.J. &Renandya, A.W. (2010) Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press.
Robinson, J. (2011). Active vocabulary.Doctoral dissertation, The University of Arizona.
Rosado and Lazaro .(2012) Students’ Perceptions On Keeping A Vocabulary
Notebook As A Strategy To Learn English. Tesis, Universidad Veracruzana. \
Sams, G. (2011). How do pupils respond to the use of self-made picture cards to help them with the retention of Latin vocabulary? New York: University of Cambridge.
(47)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Schmitt, N. (1997). Vocabulary Learning Strategies. In Schmitt, N., and McCarthy, M. Vocabulary: Description, Acquisition and Pedagogy.
Cambridge: Cambridge University Press.
Schmitt, N. &McCharty, M. (Ed), (1997) Introducing Second Language Acquisition. Cambridge: Cambridge University Press.
Schmitt, N., & Schmitt, D. R. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. English Language Teaching Journal, 49(2), p. 133-43.
Schmitt, N. & Richards, J. C. (Ed).(2000). Vocabulary in Language Teaching.United Kingdom: Cambridge University Press.
Scott, W. A., &Ytreberg,L.H. (1991). Teaching English to children. London and New York: Longman.
Sökmen, A. J. (1997) „Current trends in teaching second language vocabulary‟. In
Schmitt, N. & McCarthy, M. (eds.), Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press. 237-257.
Susan, B. and Wright, T. S (2014) The Magic Words: Teaching Vocabulary in the Early Childhood Classroom. [Online]. Available at:
htttp://www.google.com=the+magic+words+teaching+vocabulary.pdf[8
November 2014]
Thornbury, S.(2002). How to Teach Vocabulary.England: Longman.
Uzun, L. (2013) Promoting vocabulary learning through vocabulary notebooks: Teaching and learning strategies and gender. Journal of Academic Language & Learning, 7 (1), p. 1-13.
(48)
Titeu Ni’matul Istiqomah
The Use of Vocabulary Notebook in Improving Vocabulary Mastery for Young Learners
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Walter, J and Bozkurt, N. (2009) The Effect of Keeping Vocabulary Notebook on Vocabulary Acquisition.Language Teaching Research 13,4 (2009): pp.403-423.
Wilkins, D. A. (1972) Linguistics in language teaching. Cambridge, MA: MIT Press.
(1)
BIBLIOGRAPHY
Allen, V. F. (1983). Techniques in teaching vocabulary. Oxford: Oxford University Press.
Arikunto, S. (2006).ProsedurPenelitianSuatuPendekatanPraktik. Jakarta: PT RinekaCipta.
Başoğlu and Akdemir. (2010) A Comparison Of Undergraduate Students’ English VocabularyLearning: Using Mobile Phones And Flash Cards. The Turkish Online Journal of Educational Technology, 9 (3), p. 1-7.
Brown, H. D. 2001. Teaching by Principles: An Interactive Approach To Language Pedagogy. White Plans, NY: Addition Wesley Longman. Cameron, L. (2001) Teaching Languages to Young Learners. New York:
Cambridge University Press.
Coolidge, F. L. (2000) Statistics: A Gentle Introduction. Great Britain: Cromwell Press Ltd.
Creswell, J. W. (1994) Research Design Qualitative & Quantitative Approaches. California: SAGE Publication, Inc.
Decarrico, J. S. (2001). Vocabulary learning and teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language(3rd ed.) (pp. 285-299). Boston: Heinle&Heinle.
(2)
Titeu Ni’matul Istiqomah
Erkaya, O.D, and Drower, I.S.S (2012) Perception of an EL on Vocabulary Development, International Journal of Special Education, 27 (1), p.81-92 Fowle, C. (2002). Vocabulary Notebook: Implementation and Outcomes. ELT
Journal, Oxford University Press 56 (4), p. 380-388
Fraenkel&Wallen.(1997). How to Design and Evaluate Research in Education.San Francisco: McGraw Hill Higher Education.
Harmer.J. (2001).The Practice of English Language Teaching.London: Longman.
Hatch, E &Farhady, H. (1982) Research Design and Statistics for Applied Linguistics.USA: Newbury House Publisher, Inc.
Hattie, J. (2012) Visible Learning for Teachers Maximizing Impact on Learning.Milton Park, Abindon: Routledge.
Howell,G. (2012) Vocabulary Strategies for a Fourth Grade Classroom. Retrieved on November 10, 2014 from www.ERIC.com
Hiebert, E. H. &Kamil, M. L. (2005) (Eds), Teaching and Learning Vocabulary:
Bringing Research to Practice. New Jersey: Lawrence Erlbaum Associates
Kirkpatrick, A. and Adamson, B (editor) (2012) English as an International Language in Asia: Implications for Language Education. New York, London: Springer.
Kiliçkaya and Krajka. (2010) Comparative Usefulness Of Online And Traditional VocabularyLearning. The Turkish Online Journal of Educational Technology, 9 (2), p. 55-63.
Larrota, C. (2011) Second Language Vocabulary Learning and Teaching: Still a Hot Topic. Journal of Adult Education, 40 (1), p. 1-11.
(3)
Laufer, B. (1986). Possible changes in attribute toward vocabulary acquisition research International Review of Applied Linguistics (i), 14, p. 69-75.
Lewis, M. (1993).The lexical approach: The state of ELT and a way forward. .Hove: Language Teaching.
Levine, A., &Reves, T. (1990).Does the method of vocabulary presentation make a difference?. TESL Canada Journal, 8 (1), p. 37-51.
Linse, Caroline T. &Nunan D. (2005) Practical English Language Teaching: Young Learners.Americans, New York: McGraw-Hill Companies, Inc. McCarten, J. (2007). Teaching Vocabulary. Retrieved on November 13, 2014
from
http://www.cambridge.org/other_files/downloads/esl/booklets/McCarten-Teaching-Vocabulary.pdf
McCarthy, M. (1990).Vocabulary. Oxford: Oxford University Press.
McCortie, J. (2007) Examining learner vocabulary notebooks.ELT Journal, 61 (3), p. 246-255.
Multicultural & ESOL Program Services Education Dept. 25, (2007).Teaching Vocabulary. Retrieved on December 04, 2014 from www.google.com Moon, J. (2000). Children learning english. Oxford: Macmillan Education.
Namaghi and Rajaee.(2013) Effect of Strategy Training on Vocabulary in EFL Contexts. Retrieved on November 10, 2014 from www.ERIC.com
Nation, I. S. P. (2001).Learning vocabulary in another language. Cambridge: Cambridge University Press.
(4)
Titeu Ni’matul Istiqomah
International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4 (2), p. 175-193.
Nunan, D. 1993. Teaching English to Young Learners.Aneheim, USA: Anaheim University Press.
Pilkuski and Templeton. (2004) Teaching and Developing Vocabulary: Key to Long-Term Reading Success. USA: Houghton Mifflin Company.
Pinter, A. (2006) Teaching Young Language Learners. New York: Oxford University Press.
Rashidi and Omid. (2011) A Survey on Iranian EFL Learners' Beliefs on the Role of
Rote Memorization in Learning Vocabulary and Its Effect on Vocabulary Achievement. Pan-Pacific Association of Applied Linguistics, 15(1), p. 139-161.
Richards, C.J. &Renandya, A.W. (2010) Methodology in Language Teaching: An Anthology of Current Practice. New York: Cambridge University Press. Robinson, J. (2011). Active vocabulary.Doctoral dissertation, The University of
Arizona.
Rosado and Lazaro .(2012) Students’ Perceptions On Keeping A Vocabulary Notebook As A Strategy To Learn English. Tesis, Universidad Veracruzana. \
Sams, G. (2011). How do pupils respond to the use of self-made picture cards to help them with the retention of Latin vocabulary? New York: University of Cambridge.
(5)
Schmitt, N. (1997). Vocabulary Learning Strategies. In Schmitt, N., and McCarthy, M. Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press.
Schmitt, N. &McCharty, M. (Ed), (1997) Introducing Second Language Acquisition. Cambridge: Cambridge University Press.
Schmitt, N., & Schmitt, D. R. (1995). Vocabulary notebooks: Theoretical underpinnings and practical suggestions. English Language Teaching Journal, 49(2), p. 133-43.
Schmitt, N. & Richards, J. C. (Ed).(2000). Vocabulary in Language Teaching.United Kingdom: Cambridge University Press.
Scott, W. A., &Ytreberg,L.H. (1991). Teaching English to children. London and New York: Longman.
Sökmen, A. J. (1997) „Current trends in teaching second language vocabulary‟. In Schmitt, N. & McCarthy, M. (eds.), Vocabulary: description, acquisition and pedagogy. Cambridge: Cambridge University Press. 237-257.
Susan, B. and Wright, T. S (2014) The Magic Words: Teaching Vocabulary in the Early Childhood Classroom. [Online]. Available at: htttp://www.google.com=the+magic+words+teaching+vocabulary.pdf[8 November 2014]
Thornbury, S.(2002). How to Teach Vocabulary.England: Longman.
Uzun, L. (2013) Promoting vocabulary learning through vocabulary notebooks: Teaching and learning strategies and gender. Journal of Academic
(6)
Titeu Ni’matul Istiqomah
Walter, J and Bozkurt, N. (2009) The Effect of Keeping Vocabulary Notebook on Vocabulary Acquisition.Language Teaching Research 13,4 (2009): pp.403-423.
Wilkins, D. A. (1972) Linguistics in language teaching. Cambridge, MA: MIT Press.