IMPROVING STUDENTS’ VOCABULARY BY USING JUMBLED WORDS AT THE FIFTH GRADE STUDENTS OF SD N 03 MOJO Improving Students’ Vocabulary Using Jumbled Words At The Fifth Grade Of SD N 03 Mojo Andong Boyolali In 2011/2012 Academic Year.
IMPROVING STUDENTS’ VOCABULARY BY USING JUMBLED
WORDS AT THE FIFTH GRADE STUDENTS OF SD N 03 MOJO
ANDONG BOYOLALI IN 2011/2012 ACADEMIC YEAR
PUBLICATION ARTICLE
by:
FAIZAH SABARDANI
A 320 070 240
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2013
SURAT PERNYATAAN
PUBLIKASI KARYA ILMIAH
Bismillahirrahmanirrohim
Yang bertanda tangan dibawah ini, saya
Nama
: FAIZAH SABARDANI
NIM
: A 320 070 240
Fakultas/ Jurusan
: FKIP/ Pendidikan Bahasa Inggris
Jenis
: RESEARCH PAPER
Judul
: IMPROVING STUDENTS’ VOCABULARY USING
JUMBLED WORDS AT THE FIFTH GRADE OF SD N
03 MOJO ANDONG BOYOLALI IN 2011/2012
ACADEMIC YEAR
Dengan ini menyatakan bahwa saya menyetujui untuk:
1. Memberikan hak bebas royalti kepada perusahaan UMS atas penulisan
karya ilmiah saya, demi pengembangan ilmu pengetahuan.
2. Memberikan hak menyimpan, mengalih mediakan/ mengalih formatkan,
mengelola dalam bentuk pangkalan data (database), mendistribusikannya,
serta menampilkannya dalam bentuk softcopy untuk kepentingan akademis
kepada Perpustakan UMS, tanpa perlu minta ijin dari saya selama tetap
mencantumkan nama saya sebagai penulis/ pencipta.
3. Bersedia dan menjamin untuk menanggung secara pribadi tanpa
melibatkan pihak Perpustakaan UMS, dari semua bentuk tuntutan hukum
yang timbul atas pelanggaran hak cipta dalam karya ilmiah ini.
Demikian pernyataan ini saya buat dengan sesungguhnya dan semoga dapat
digunakan sebagai semestinya.
Surakarta, 23 Mei 2013
Yang menyatakan
(FAIZAH SABARDANI)
ABSTRACT
This research aims at describing the improving of students’ vocabulary
using jumbled words to the fifth grade students of SDN 03 Mojo, Andong,
Boyolali. The general objective of this research is to describe the improving
students’ vocabulary by using jumbled words. While the specific objectives of this
research are to know whether or not jumbled words can improve the students’
vocabulary, and to identify the strengths and weaknesses of teaching vocabulary
using jumbled words to the fifth grade students of SDN 03 Mojo, Andong,
Boyolali in 2011/2012 Academic Year. In this research, the writer uses Classroom
Action Research (CAR). There are two cycles in this action research in which
each cycle is conducted in two meetings. Each cycle of this action research
consists of four steps: planning, acting, observing, and reflecting. The research
was held in the fifth grade of SDN 03 Mojo, Andong, Boyolali consisting of 20
students. In analyzing the data, the writer uses qualitative analysis from
observation, test, interview, and document analysis. The result of research shows
that jumbled words can improve students’ vocabulary. It can be seen from
increasing mean score of pre-test and post-test. The pre-test is 59.1 and post-test
is 86.5, the improvement got by the students is 27.4. The strengths are the students
can reduce their error possibility, more active, creative, more concentration and
are not easily bored in English class. The weaknesses are the writer must spend
her spare time at home to prepare material and design the classroom activity, and
the writer should use both Indonesia and English language. Thus, it can be said
that teaching English vocabulary using Jumbled Words technique is successful in
improving the students’ vocabulary in SDN 03 Mojo, Andong, Boyolali.
Key Words: Jumbled Words, students’ vocabulary, and classroom action
research.
A. Introduction
As everybody knows language is as a means to convey ideas,
opinions, and feeling among the people by oral or written ways. One of the
languages that often used as a means of communication is English. It becomes
the dominant language around the world, and now more and more people use
English as an international language. English plays an important role in every
aspect of human life, such as communication, economics, education, science,
and technology.
According to English curriculum, English teaching covers four skills,
namely reading, listening, speaking and writing. The four skills are supported
by the learning of language elements. They are structure, vocabulary,
pronunciation and spelling. Therefore, vocabulary is one of the important
language elements the students should master. Vocabulary includes collections
of words. The words are known not only as individual words, but also as a
group of words that have meaning.
In the past, English was only taught in secondary schools. In current
years, the teaching of English is expanding into primary or elementary school
settings. Foreign languages have often been taught in the past in way which
demanded much abstract thinking on the part of the students (River, 1968:
361).
To develop students’ language skills in reading, listening, speaking
and writing, the learners must master vocabulary. The mastery of vocabulary
cannot sometimes be reached optimally. It is needed by each language skill. In
reading, for instance, the students will get difficulties in comprehending the
text if they do not know the words in the text. Similarly in speaking, they will
have the same problem if they have only few vocabularies.
Vocabulary is central language and of critical importance to
typical language learner. Without a sufficient vocabulary, one
cannot communicate effectively and express his ideas in both
of oral and written form Fauziati (2008:149).
When people do not know how to enrich their vocabulary, they often
gradually lose interest of learning. So if they have a little vocabulary they
cannot communicate to the other and they cannot express their ideas.
Teaching vocabulary to children is different with teaching vocabulary
to adults. The children have certain characteristics and need a certain
treatment. They enjoy playing, talking about ‘here and now’, understanding
and retaining the meaning better when they have seen some objects associated
with them.
Students in SDN 03 Mojo, Andong, Boyolali often find difficulties in
using a foreign language because they lack of vocabularies and they often
forget easily new vocabularies after they get the meaning from dictionaries.
Unlike adults, children are easily getting bored when they are learning.
Besides, children like playing. Children usually play something or game with
their friend. Students in elementary school still have limited vocabulary
because they get difficulties to memorize the meaning, focusing the study and
the pronunciation of English words.
In this case, teachers need to develop, support, motivate and dig up
their basic ability in improving it. In Indonesia, there are some English
teachers that still use traditional method to teach vocabulary. Teacher also
uses traditional way in teaching vocabulary that is by using dictionary. When
students are finding the difficult words, they have to open dictionary to look
up the meaning. It is not effective enough and makes the learners get bored
and tired.
Jumbled word is writing games. Jumbled word is a method of teaching
vocabulary that can motivate the student to learn and memorize vocabulary
easily. There are some words or sentences which are jumbled by teacher and
the student must arrange it into correct words or sentences. This method can
be collaborated with some clues and pictures to help students in understanding
the materials. It can make the student more interesting in teaching learning
process. It also help teacher to convey the materials easily. So, students do not
feel bored and they will enthusiast to learn English vocabulary.
B. Research Method
The type of research that is conducted by the researcher is descriptive
qualitative because the writer purpose to find out the description concerning
with improving student’s vocabulary using jumbled words and to describe
whether the jumbled word’s method can improve their vocabulary or not taken
of fifth grade at SD N 03 Mojo, Andong, Boyolali. In Arikunto, (1990:310)
states that “Qualitative research is not purpose to examine the certain
hypothesis but only the real describe about a variable, indication or situation”.
The writer uses classroom action research (CAR) in teaching learning process.
Kemmis and McTaggart (1988) in Burns and Hood (1995:5-6) states that;
Action research is based on a number of steps which progress as a spiraling
and evolving process. The basic steps or ‘moments’ of action research are
planning, action, observation and reflection.
The writer is uses the event, informant, and document to get the
information. The writer uses three kinds of methods in collecting the data
namely observation, interview and document analysis. The procedure of CAR:
(1) Planing, (2) Acting, (3) Observation, and (4) Reflection. There are three
kinds of techniques of analyzing the data: (1) Reducing the data, (2)
Presenting the data, and (3) Verifying the data.
C. Research Finding and Discussion
In achieving the objectives of this research, the writer uses
Classroom Action Research (CAR). There are two cycles in this action
research in which each cycle is conducted in two meetings. Each cycle of this
action research consists of four steps: planning, acting, observing, and
reflecting. The research was held in the fifth grade of SDN 03 Mojo, Andong,
Boyolali consisting of 20 students. In analyzing the data, the writer uses
qualitative analysis from observation, test, interview, and document analysis.
The process of teaching learning using jumbled words technique
could improved the students’ vocabulary mastery. After the writer used
jumbled words to improve students’ vocabulary, the students were more
enthusiastic and interested in learning English. They are more concentration
and more focused in learn. It can be seen from the students who pay attention
and more active in the classroom when the writer teaches them used jumbled
words. It also can be seen from increasing result from pre-test and post-test.
The improvement of the students’ vocabulary mastery is reflected in result of
test. The tests indicate that the mean score of pre-test is 59,1, mean score of
post-test is 86.5, and the interval between pre-test and post-test is 27.4. So,
teaching vocabulary by using jumbled words able to improve the vocabulary
mastery for elementary students.
There are strengths and weaknesses of improving vocabulary using
jumbled words of SDN 03 Mojo, Andong, Boyolali. The strengths of the
implementation of improving English using jumbled words as media are: the
students have high interest in following the teaching learning process using
jumbled words, the students are motivated to be active in the class, and using
jumbled words is easy to be memorized, and also remembered for the
students. The weaknesses of the implementation of teaching English using
jumbled words as media are: the writer must spend her spare time at home to
prepare material and design the classroom activity, there is no LCD projector
in SDN 03 Mojo, Andong, Boyolali, so the writer must print the cartoon one by
one, the writer should use both of native language (Indonesia language) and
English
BIBLIOGRAPHY
Arikunto, Suharsimi. 1990. Manajemen Penelitian. Jakarta: Rineka Cipta.
Burns, Anne and Hood, Susan. 1995. Teacher’ Voices: Exploring Course Design
in a Changing Curriculum. Sydney: Macquarie University.
Burn, Paul C and Betty, L. Broman. 1967. The Language Art in Childhood
Education. Chicago: Rand Mc. Nally College Publishing Company.
Fauziati, Endang. 2008. Teaching of English as a Foreign Language (TEFL).
Surakarta: Muhammadiyah University Press.
Homby, As. 1995. Oxford Advanced Learner Dictionary. London: Oxford
University Pers.
Mariyah, Siti. 2008. Teaching English Vocabulary Using Cooperative Learning
Method With Jigsaw To The First Year Students of SMP Muhammadiyah 4
Petarukan-Pemalang. Unpublished S1 Research Paper: Muhammadiyah
University of Surakarta.
Moleong, Lexi J. 2007. Metodelogi Penelitian Kualitatif. Bandung: PT Remaja
Rosdakarya.
Rivers, Wilga M. 1968. Teaching Foreign-Language Skill. Chicago and London:
the University of Chicago Press.
Singarimbun, Masri and Effendi, Sofian. 1995. Metode Penelitian Survai. Jakarta:
PT Rineka Cipta.
Wulan, Yuyun R. 2009. Improving Students’ Vocabulary Mastery through
Experiential Learning by Using Toys At Aisyiyah Bustanul Athfal
Kindergarten Karanganyar (An Action Research). Unpublished S1
Research Paper: Muhammadiyah University of Surakarta.
Yetberg, Lisbeth H. And Scott, Wendy A. 1982. Teaching English to Children.
England: Longman.
VIRTUAL REFERENCES
VIRTUAL REFERENCES
Maulana 2007 (http://www. pengertian-vocabulary.html). Accessed in
February 10, 2012 at 02.30 am.
Moras.
2011.
(http://www3.telus.net/linguisticsissuesteachingvocabulary.html).
Accessed in August 22, 2011 at 02.15 am
WORDS AT THE FIFTH GRADE STUDENTS OF SD N 03 MOJO
ANDONG BOYOLALI IN 2011/2012 ACADEMIC YEAR
PUBLICATION ARTICLE
by:
FAIZAH SABARDANI
A 320 070 240
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2013
SURAT PERNYATAAN
PUBLIKASI KARYA ILMIAH
Bismillahirrahmanirrohim
Yang bertanda tangan dibawah ini, saya
Nama
: FAIZAH SABARDANI
NIM
: A 320 070 240
Fakultas/ Jurusan
: FKIP/ Pendidikan Bahasa Inggris
Jenis
: RESEARCH PAPER
Judul
: IMPROVING STUDENTS’ VOCABULARY USING
JUMBLED WORDS AT THE FIFTH GRADE OF SD N
03 MOJO ANDONG BOYOLALI IN 2011/2012
ACADEMIC YEAR
Dengan ini menyatakan bahwa saya menyetujui untuk:
1. Memberikan hak bebas royalti kepada perusahaan UMS atas penulisan
karya ilmiah saya, demi pengembangan ilmu pengetahuan.
2. Memberikan hak menyimpan, mengalih mediakan/ mengalih formatkan,
mengelola dalam bentuk pangkalan data (database), mendistribusikannya,
serta menampilkannya dalam bentuk softcopy untuk kepentingan akademis
kepada Perpustakan UMS, tanpa perlu minta ijin dari saya selama tetap
mencantumkan nama saya sebagai penulis/ pencipta.
3. Bersedia dan menjamin untuk menanggung secara pribadi tanpa
melibatkan pihak Perpustakaan UMS, dari semua bentuk tuntutan hukum
yang timbul atas pelanggaran hak cipta dalam karya ilmiah ini.
Demikian pernyataan ini saya buat dengan sesungguhnya dan semoga dapat
digunakan sebagai semestinya.
Surakarta, 23 Mei 2013
Yang menyatakan
(FAIZAH SABARDANI)
ABSTRACT
This research aims at describing the improving of students’ vocabulary
using jumbled words to the fifth grade students of SDN 03 Mojo, Andong,
Boyolali. The general objective of this research is to describe the improving
students’ vocabulary by using jumbled words. While the specific objectives of this
research are to know whether or not jumbled words can improve the students’
vocabulary, and to identify the strengths and weaknesses of teaching vocabulary
using jumbled words to the fifth grade students of SDN 03 Mojo, Andong,
Boyolali in 2011/2012 Academic Year. In this research, the writer uses Classroom
Action Research (CAR). There are two cycles in this action research in which
each cycle is conducted in two meetings. Each cycle of this action research
consists of four steps: planning, acting, observing, and reflecting. The research
was held in the fifth grade of SDN 03 Mojo, Andong, Boyolali consisting of 20
students. In analyzing the data, the writer uses qualitative analysis from
observation, test, interview, and document analysis. The result of research shows
that jumbled words can improve students’ vocabulary. It can be seen from
increasing mean score of pre-test and post-test. The pre-test is 59.1 and post-test
is 86.5, the improvement got by the students is 27.4. The strengths are the students
can reduce their error possibility, more active, creative, more concentration and
are not easily bored in English class. The weaknesses are the writer must spend
her spare time at home to prepare material and design the classroom activity, and
the writer should use both Indonesia and English language. Thus, it can be said
that teaching English vocabulary using Jumbled Words technique is successful in
improving the students’ vocabulary in SDN 03 Mojo, Andong, Boyolali.
Key Words: Jumbled Words, students’ vocabulary, and classroom action
research.
A. Introduction
As everybody knows language is as a means to convey ideas,
opinions, and feeling among the people by oral or written ways. One of the
languages that often used as a means of communication is English. It becomes
the dominant language around the world, and now more and more people use
English as an international language. English plays an important role in every
aspect of human life, such as communication, economics, education, science,
and technology.
According to English curriculum, English teaching covers four skills,
namely reading, listening, speaking and writing. The four skills are supported
by the learning of language elements. They are structure, vocabulary,
pronunciation and spelling. Therefore, vocabulary is one of the important
language elements the students should master. Vocabulary includes collections
of words. The words are known not only as individual words, but also as a
group of words that have meaning.
In the past, English was only taught in secondary schools. In current
years, the teaching of English is expanding into primary or elementary school
settings. Foreign languages have often been taught in the past in way which
demanded much abstract thinking on the part of the students (River, 1968:
361).
To develop students’ language skills in reading, listening, speaking
and writing, the learners must master vocabulary. The mastery of vocabulary
cannot sometimes be reached optimally. It is needed by each language skill. In
reading, for instance, the students will get difficulties in comprehending the
text if they do not know the words in the text. Similarly in speaking, they will
have the same problem if they have only few vocabularies.
Vocabulary is central language and of critical importance to
typical language learner. Without a sufficient vocabulary, one
cannot communicate effectively and express his ideas in both
of oral and written form Fauziati (2008:149).
When people do not know how to enrich their vocabulary, they often
gradually lose interest of learning. So if they have a little vocabulary they
cannot communicate to the other and they cannot express their ideas.
Teaching vocabulary to children is different with teaching vocabulary
to adults. The children have certain characteristics and need a certain
treatment. They enjoy playing, talking about ‘here and now’, understanding
and retaining the meaning better when they have seen some objects associated
with them.
Students in SDN 03 Mojo, Andong, Boyolali often find difficulties in
using a foreign language because they lack of vocabularies and they often
forget easily new vocabularies after they get the meaning from dictionaries.
Unlike adults, children are easily getting bored when they are learning.
Besides, children like playing. Children usually play something or game with
their friend. Students in elementary school still have limited vocabulary
because they get difficulties to memorize the meaning, focusing the study and
the pronunciation of English words.
In this case, teachers need to develop, support, motivate and dig up
their basic ability in improving it. In Indonesia, there are some English
teachers that still use traditional method to teach vocabulary. Teacher also
uses traditional way in teaching vocabulary that is by using dictionary. When
students are finding the difficult words, they have to open dictionary to look
up the meaning. It is not effective enough and makes the learners get bored
and tired.
Jumbled word is writing games. Jumbled word is a method of teaching
vocabulary that can motivate the student to learn and memorize vocabulary
easily. There are some words or sentences which are jumbled by teacher and
the student must arrange it into correct words or sentences. This method can
be collaborated with some clues and pictures to help students in understanding
the materials. It can make the student more interesting in teaching learning
process. It also help teacher to convey the materials easily. So, students do not
feel bored and they will enthusiast to learn English vocabulary.
B. Research Method
The type of research that is conducted by the researcher is descriptive
qualitative because the writer purpose to find out the description concerning
with improving student’s vocabulary using jumbled words and to describe
whether the jumbled word’s method can improve their vocabulary or not taken
of fifth grade at SD N 03 Mojo, Andong, Boyolali. In Arikunto, (1990:310)
states that “Qualitative research is not purpose to examine the certain
hypothesis but only the real describe about a variable, indication or situation”.
The writer uses classroom action research (CAR) in teaching learning process.
Kemmis and McTaggart (1988) in Burns and Hood (1995:5-6) states that;
Action research is based on a number of steps which progress as a spiraling
and evolving process. The basic steps or ‘moments’ of action research are
planning, action, observation and reflection.
The writer is uses the event, informant, and document to get the
information. The writer uses three kinds of methods in collecting the data
namely observation, interview and document analysis. The procedure of CAR:
(1) Planing, (2) Acting, (3) Observation, and (4) Reflection. There are three
kinds of techniques of analyzing the data: (1) Reducing the data, (2)
Presenting the data, and (3) Verifying the data.
C. Research Finding and Discussion
In achieving the objectives of this research, the writer uses
Classroom Action Research (CAR). There are two cycles in this action
research in which each cycle is conducted in two meetings. Each cycle of this
action research consists of four steps: planning, acting, observing, and
reflecting. The research was held in the fifth grade of SDN 03 Mojo, Andong,
Boyolali consisting of 20 students. In analyzing the data, the writer uses
qualitative analysis from observation, test, interview, and document analysis.
The process of teaching learning using jumbled words technique
could improved the students’ vocabulary mastery. After the writer used
jumbled words to improve students’ vocabulary, the students were more
enthusiastic and interested in learning English. They are more concentration
and more focused in learn. It can be seen from the students who pay attention
and more active in the classroom when the writer teaches them used jumbled
words. It also can be seen from increasing result from pre-test and post-test.
The improvement of the students’ vocabulary mastery is reflected in result of
test. The tests indicate that the mean score of pre-test is 59,1, mean score of
post-test is 86.5, and the interval between pre-test and post-test is 27.4. So,
teaching vocabulary by using jumbled words able to improve the vocabulary
mastery for elementary students.
There are strengths and weaknesses of improving vocabulary using
jumbled words of SDN 03 Mojo, Andong, Boyolali. The strengths of the
implementation of improving English using jumbled words as media are: the
students have high interest in following the teaching learning process using
jumbled words, the students are motivated to be active in the class, and using
jumbled words is easy to be memorized, and also remembered for the
students. The weaknesses of the implementation of teaching English using
jumbled words as media are: the writer must spend her spare time at home to
prepare material and design the classroom activity, there is no LCD projector
in SDN 03 Mojo, Andong, Boyolali, so the writer must print the cartoon one by
one, the writer should use both of native language (Indonesia language) and
English
BIBLIOGRAPHY
Arikunto, Suharsimi. 1990. Manajemen Penelitian. Jakarta: Rineka Cipta.
Burns, Anne and Hood, Susan. 1995. Teacher’ Voices: Exploring Course Design
in a Changing Curriculum. Sydney: Macquarie University.
Burn, Paul C and Betty, L. Broman. 1967. The Language Art in Childhood
Education. Chicago: Rand Mc. Nally College Publishing Company.
Fauziati, Endang. 2008. Teaching of English as a Foreign Language (TEFL).
Surakarta: Muhammadiyah University Press.
Homby, As. 1995. Oxford Advanced Learner Dictionary. London: Oxford
University Pers.
Mariyah, Siti. 2008. Teaching English Vocabulary Using Cooperative Learning
Method With Jigsaw To The First Year Students of SMP Muhammadiyah 4
Petarukan-Pemalang. Unpublished S1 Research Paper: Muhammadiyah
University of Surakarta.
Moleong, Lexi J. 2007. Metodelogi Penelitian Kualitatif. Bandung: PT Remaja
Rosdakarya.
Rivers, Wilga M. 1968. Teaching Foreign-Language Skill. Chicago and London:
the University of Chicago Press.
Singarimbun, Masri and Effendi, Sofian. 1995. Metode Penelitian Survai. Jakarta:
PT Rineka Cipta.
Wulan, Yuyun R. 2009. Improving Students’ Vocabulary Mastery through
Experiential Learning by Using Toys At Aisyiyah Bustanul Athfal
Kindergarten Karanganyar (An Action Research). Unpublished S1
Research Paper: Muhammadiyah University of Surakarta.
Yetberg, Lisbeth H. And Scott, Wendy A. 1982. Teaching English to Children.
England: Longman.
VIRTUAL REFERENCES
VIRTUAL REFERENCES
Maulana 2007 (http://www. pengertian-vocabulary.html). Accessed in
February 10, 2012 at 02.30 am.
Moras.
2011.
(http://www3.telus.net/linguisticsissuesteachingvocabulary.html).
Accessed in August 22, 2011 at 02.15 am