THE EFFECT OF TEACHING METHODS WITH MEDIA AND MOTIVATION ON STUDENTS VOCABULARY ACHIEVEMENT.

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THE EFFECT OF TEACHING METHODS WITH MEDIA

AND MOTIVATION ON STUDENTS’ VOCABULARY

ACHIEVEMENT

A THESIS

FIRDAYANTI FIRDAUS

Registration Number: 072188330011

Submitted to the English Applied Linguistics Study Program

in Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

THE STATE UNIVERSITY OF MEDAN

2012

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i ABSTRACT

FIRDAYANTI FIRDAUS. Registration Number: 072188330011. The Effect of Teaching Methods with Media and Motivation on Students’ Vocabulary Achievement. A Thesis. English Applied Linguistics Study Program. Postgraduate School. State University of Medan. 2012.

The objectives of this research were: (1) to investigate whether the

students’ vocabulary achievement taught by using Teams-Games-Tournaments with Magnetic Board (TGTMB) is higher than that of taught by using Student Teams-Achievement Divisions with Magnetic Board (STADMB), (2) to ascertain whether the students’ vocabulary achievement between the students with high motivation is higher than that of with low motivation, and (3) to examine the interaction between the teaching methods with media and motivation on students’ vocabulary achievement.

The population of this research was all students of Grades IV-VI State Elementary School Number 106811 Bandar Setia consisting of eight classes (251 students). By using cluster random sampling technique, Grade IV consisting of three parallel classes (90 students) was chosen as sample. Because of all samples have the same characteristics, the treatment class was chosen by using purposive sampling technique. The Grade IVA was chosen as the experiment class taught by

using TGTMB, Grade IVB was chosen as the experiment class taught by using

STADMB, and Grade IV-C was chosen as the control class taught by using Magnetic Board.

The method of this research was a quasi experimental with 2 by 2 factorial design. Before conducting the treatment, the sample was given the questionnaire to distinguish their motivation level. Achievement test used to test the research hypothesis was tried out previously to know the difficulty, validity, and reliability of the test. The techniques of data analyses used were descriptive statistics and inferential statistics. The research hypothesis was tested by using two ways ANOVA (Analysis of Variance) that had been tried out previously, i.e normality and Homogeneity.

The result of hypothesis testing indicated that: (1) the students’ vocabulary achievement taught by using TGTMB (X = 22.20) is higher than that of taught by using STADMB (X = 21.10), with Fobserved > Ftable (12.54 > 4.02), (2) the students’

vocabulary achievement with high motivation (X= 23.87) is higher than that of students with low motivation (X = 18.41), with Fobserved > Ftable (31.09 > 4.02),

(3) there is an interaction between the teaching methods with media and motivation on students’ vocabulary achievement, with Fobserved > Ftable (14.9 >

4.02). It can be concluded that the students who have high motivation to learn get better achievement if they are taught by using TGTMB. Conversely, the students who have low motivation to learn will get better achievement if they are taught by using STADMB. It was then recommended for English teachers considering the motivation factor as a basis to design the learning. And finally, it is expected that the result of this research could improve the quality of education.

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ii ABSTRAK

FIRDAYANTI FIRDAUS. Nomor Registrasi: 072188330011. Pengaruh Metode Pembelajaran dengan Media dan Motivasi terhadap Hasil Belajar Kosa kata Siswa. Tesis. Program Studi Linguistik Terapan Bahasa Inggris. Sekolah Pascasarjana. Universitas Negeri Medan. 2012.

Tujuan penelitian ini adalah untuk: (1) menyelidiki apakah hasil belajar kosa kata siswa yang diajarkan dengan menggunakan Teams-Games-Tournaments with Magnetic Board (TGTMB) lebih tinggi daripada hasil belajar kosa kata siswa yang diajarkan dengan menggunakan Student Teams-Achievement Divisions with Magnetic Board (STADMB), (2) menemukan apakah hasil belajar kosa kata siswa yang memiliki motivasi tinggi lebih tinggi daripada hasil belajar kosa kata siswa yang memiliki motivasi rendah, dan (3) menguji interaksi antara metode pembelajaran dengan media dan motivasi terhadap hasil belajar kosa kata siswa.

Populasi penelitian ini adalah seluruh siswa kelas IV-VI Sekolah Dasar Negeri Nomor 106811 Bandar Setia yang terdiri dari delapan kelas (251 siswa). Dengan menggunakan tekhnik Cluster Random Sampling, kelas IV (90 siswa / 3 kelas) terpilih sebagai sample. Oleh karena semua sampel memiliki karakteristik yang sama, kelas perlakuan dipilih dengan menggunakan tekhnik purposive

sampling. Kelas IVA dipilih sebagai kelas eksperimen yang diajarkan dengan

menggunakan TGTMB, kelas IVB dipilih sebagai kelas eksperimen yang

diajarkan dengan menggunakan STADMB, dan kelas IVC dipilih sebagai kelas

kontrol yang diajarkan dengan menggunakan media papan magnet.

Metode penelitian ini adalah kuasi eksperimen dengan design faktorial 2 x 2. Sebelum perlakuan diberikan, sampel diberikan kuesioner untuk membedakan tingkat motivasi siswa. Tes hasil belajar yang digunakan untuk menguji hipotesis penelitian terlebih dahulu diujicobakan untuk mengetahui tingkat kesukaran, validitas, dan reliabilitas tes. Teknik analisis data yang digunakan dalam penelitian ini adalah statistik deskriptif dan statistik inferensial. Hipotesis penelitian diuji dengan menggunakan ANAVA (Analisis Varians) 2 jalur.

Hasil pengujian hipotesis menunjukkan bahwa: (1) hasil belajar kosa kata siswa yang diajarkan dengan menggunakan TGTMB (X = 22.20) lebih tinggi dari hasil belajar kosa kata siswa yang diajarkan dengan menggunakan STADMB (X = 21.10), dengan Fhitung > Ftabel (12.54 > 4.02), (2) hasil belajar kosa kata siswa

yang memiliki motivasi tinggi ( X = 23.87) lebih tinggi daripada hasil belajar siswa yang memiliki motivasi rendah ( X = 18.41), dengan Fhitung > Ftabel (31.09 >

4.02), (3) ada interaksi antara metode pemebelajaran dengan media dan motivasi terhadap hasil belajar kosa kata siswa, dengan Fhitung > Ftabel (14.9 > 4.02). Dapat

disimpulkan bahwa siswa yang memiliki motivasi tinggi memperoleh hasil belajar yang lebih baik jika diajarkan dengan menggunakan TGTMB. Sebaliknya, siswa yang memilki motivasi rendah memperoleh hasil belajar kosa kata yang lebih baik jika diajarkan dengan menggunakan STADMB. Diharapkan kepada para guru bahasa Inggris agar senantiasa mempertimbangkan motivasi belajar siswa sebagai pijakan dalam merancang pembelajaran. Semoga hasil penelitian ini dapat bermanfaat untuk meningkatkan mutu pendidikan.

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ACKNOWLEDGEMENTS

Alhamdulillah, praise be to Allah SWT, Who gives her the blessing,

knowledge, health, chance, and power in finishing this thesis. Moreover, blessing and peace be upon her prophet Muhammad SAW who has brought human beings from the dark era to the bright era.

In the process of writing this thesis, the writer faced a lot of difficulties and problems. Without the help from some people, it was impossible for her to bring this thesis into existence.

On this occasion, she would like to express her sincere appreciation and love to her beloved parents M. Firdaus and Eniwati Chaniago, for their prayer, motivation, and support both moral and material.

Her enormous gratitude are expressed to Prof. Dr. Busmin Gurning, M.Pd., her First Adviser, and Prof. Tina Mariany Arifin, M.A., Ph.D., her Second Adviser, for their excellent comment, advice, correction, and suggestion.

She would like to thank her whole-hearted gratitude to reviewers and examiners, Prof. Amrin Saragih, M.A., Ph.D., Prof. Dr. Lince Sihombing, M.Pd., & Dr. Didik Santoso, M.Pd., for their valuable inputs for the completion of this thesis. She also wishes to express thanks to all lecturers who have given her the valuable knowledge during her study at the English Applied Linguistics Study Program, Postgraduate School, The State University of Medan.

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Then, She also deeply grateful to her beloved sisters (Eka Novianti Firdaus and Afrina Fadhillah Firdaus), brother (Firman Fadli Firdaus), uncle (Drs. H. Ahmad Salim), and aunts (Dra. Hj. Aidar Sumarni and Fazrina) for their support. Furthermore, She would like to thank to her best friends (Kak Ozi, Kak Zur, Hilda, Happy, Inda, Susan, Kak Masdelina, Okpiriani, Bang Mahyuddin) and all classmates for their sharing idea, help and support. She also thanks to Farid as the admistration staff who has given her full assistance.

Finally, She thanks to the headmaster of SDN 106811 Bandar Setia, (Hamzah, S.Pd.), who permit her to conduct the research at the school. Next, she thanks to all teachers and students of the State Elementary School Number 106811 Bandar Setia for their support, cooperative attitude and work during the research.

It is hoped that this thesis will serve as valuable information for teachers, and those who are interested in research at Elementary School.

Medan, July 2012 The writer

FIRDAYANTI FIRDAUS Registration Number: 072188330011

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Page

ABSTRACT……….. . i

ACKNOWLEDGEMENTS………... iii

TABLE OF CONTENTS……… . v

LIST OF TABLES………... . ix

LIST OF HISTOGRAMS………... . xi

LIST OF FIGURES ……… . xii

LIST OF APPENDICES……..………... . xiii

CHAPTER – I : INTRODUCTION 1.1 The Background of the Study………...… . 1

1.2 The Problems of the Study……….……. . 7

1.3 The Objectives of the Study……...…….….……… . 7

1.4 The Scope of the Study…...…….………….……... . 8

1.5 The Significance of the Study…...…….…………. . 8

II : REVIEW OF LITERATURE 2.1 Theoretical Orientation…………..……...….…….. . 10

2.1.1 The Students’ Vocabulary Achievement … . 10 2.1.2 Vocabulary………... . 13

2.1.3 Assessment of Vocabulary……….….. . 16

2.1.4 Teaching Methods…………... . 17

2.1.4.1 Teams-Games-Tournaments (TGT) 20 a. The Procedures of TGT………. . 20

2.1.4.2 Student Teams-Achievement Divisions (STAD)………. . 21

a. The Procedures of STAD ……. . 21

2.1.5 Media………..…..……….….. . 22

2.1.5.1 Magnetic Board ………. . 24

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2.2 Conceptual Framework………...……… . 28

2.2.1 The Different effect of TGTMB and STADMB on students’ vocabulary achievement... . 28

2.2.2 The Different Effect of High and Low Motivation on Students’ Vocabulary Achievement ……….. . 30

2.2.3. The Interaction between TGTMB, STADMB and Motivation on Students’ Vocabulary Achievement………. 32

2.3 Hypotheses...…..………..………... . 34

III. METHODOLOGY 3.1 Location and Time of Research .……… . 36

3.2 Population and Sample…….……..…………... . 36

3.2.1 Population ………. . 36

3.2.2 Sample………. 36

3.3 Research Method and Design……….……… . 37

3.4 Research Variables……….……….. 38

3.5 Operational Definition……… . 38

3.6 Procedures and Implementations of the Research.. . 40

3.6.1 Treatment procedures………. . 40

3.6.2 Treatment Implementation ………. . 41

3.6.2.1 Treatment Implementation on TGTMB Group ……….. . 41

3.6.2.2 Treatment Implementation on STADMB Group ……… . 42

3.7 Control Treatment ……….. . 42

3.7.1 Internal Validity……….. . 42

3.7.2 External Validity………. . 43

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vii

3.7.2.2 Ecological Validity ………... . 44

3.8 Techniques and Instruments of Data Collection…. . 44

3.8.1 Achievement Test………. . 44

3.8.2 Questionnaire……… . 45

3.9 Try out the Instrument……… . 46

3.9.1 Difficulty Index………... . 47

3.9.2 Item Discrimination (ID or D)……….. . 48

3.9.3 Validity………. . 49

3.9.4 Reliability……….. . 49

3.10 Techniques of Data Analysis…... . 51

3.11 Statistical Hypotheses………. . 51

IV. DATA ANALYSIS, RESEARCH FINDINGS, AND DISCUSSIONS 4.1 Data Analysis……….………. . 52

4.1.1 The Students’ Vocabulary Achievement Taught by Using TGTMB………... . 52

4.1.2 The Students’ Vocabulary Achievement Taught by Using STADMB……… . 53

4.1.3 The Students’ Vocabulary Achievement With High Motivation………. . 54

4.1.4 The Students’ Vocabulary Achievement With Low Motivation………. . 55

4.1.5 The Students’ Vocabulary Achievement Taught by Using TGTMB with High Motivation………... . 57

4.1.6 The Students’ Vocabulary Achievement Taught by Using TGTMB with Low Motivation………... . 58 4.1.7 The Students’ Vocabulary Achievement

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Motivation………... . 59

4.1.8 The Students’ Vocabulary Achievement Taught by Using STADMB with Low Motivation………... . 60

4.2 The Test Requirements of Analysis of Variance… . 61 4.2.1 Normality Test ……….. . 63

4.2.2 Homogeneity Test ………. . 64

4.3 Hypothesis Testing ………..……….... 66

4.4 Research Findings………….……….. . 71

4.5 Discussions………. . 71

4.5.1 The Students’ Vocabulary Achievement Taught by Using TGTMB is Higher than the Students’ Vocabulary Achievement Taught by Using STADMB………... . 71

4.5.2 The Differences between the Students’ Vocabulary Achievement with High and Low Motivation………. . 74

4.5.3 The Interaction between the Teaching Methods with media and Motivation on Students’ Vocabulary Achievement ………... 76

4.6 Research Limitation ………….……….. . 78

V. CONCLUSIONS, SUGGESTIONS, AND IMPLICATIONS 5.1 Conclusions .………... . 80

5.2 Suggestions ………... . 80

5.2 Implications ………... . 81

REFERENCES…………...……….. 83

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ix LIST OF TABLES

Table Page

1.1 Grade IV-VI Examination Result………... . 5

3.1 The 2 by 2 Factorial Design of the study….. . 37

3.2 Indicators in Vocabulary……… . 45

3.3 Indicators in Questionnaire………... . 46

3.4 Difficulty Index Criteria……….... . 47

3.5 Item Discrimination Criteria………... . 48

4.1 The Distribution of Frequency on Students’ Vocabulary Achievement Taught by Using TGTMB……… 52

4.2 The Distribution of Frequency on Students’ Vocabulary Achievement Taught by Using STADMB………. 53

4.3 The Distribution of Frequency on Students’ vocabulary Achievement with High Motivation………... . 54

4.4 The Distribution of Frequency on Students’ Vocabulary Achievement with Low Motivation………... 56

4.5 The Distribution of Frequency on Students’ Vocabulary Achievement Taught by Using TGTMB with High Motivation……… 57

4.6 The Distribution of Frequency on Students’ Vocabulary Achievement Taught by Using TGTMB with Low Motivation………. 58

4.7 The Distribution of Frequency on Students’ Vocabulary Achievement Taught by Using STADMB with High Motivation………. 59

4.8 The Distribution of Frequency on Students’ Vocabulary Achievement Taught by Using STADMB with Low Motivation………. 61

4.9 The Results of Normality test on Students’ Vocabulary Achievement Taught by Using TGTMB and STADMB………. . 62 4.10 Test Results of Normality for Students with High and Low Motivation 63 4.11 The Results of Normality Tests for Students in each group

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x (TGTMB with High Motivation, TGTMB with Low Motivation,

STADMB with High Motivation, and STADMB with Low

Motivation)... . 63 4.12 The Calculation results Variance Homogeneity of TGTMB and

STADMB……….. . 65 4.13 The Calculation results Variance Homogeneity of High and Low

Motivation……….. . 65 4.14 Test Results Summary of Results of Vocabulary homogeneity score 66 4.15 Research Summary Data……… . 67 4.16 Summary of Variance Results………... . 67 4.17 Summary of Scheffe Test Result………... . 69

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xi LIST OF HISTOGRAMS

Histogram Page 4.1 The Students’ Vocabulary Achievement Taught by Using TGTMB... 53 4.2 The Students’ Vocabulary Achievement Taught by Using STADMB 54 4.3 The Students’ Vocabulary Achievement with High Motivation…... 55 4.4 The Students’ Vocabulary Achievement with Low Motivation... 56 4.5 The Students’ Vocabulary Achievement Taught by Using TGTMB

with High Motivation...… 58 4.6 The Students’ Vocabulary Achievement Taught by Using TGTMB

with Low Motivation………... 59 4.7 The Students’ Vocabulary Achievement Taught by Using STADMB

with High Motivation………... 60 4.8 The Students’ Vocabulary Achievement Taught by Using STADMB

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xii LIST OF FIGURE

Figure Page 4.1 The Interaction between Teaching Methods with Media and Motivation on Students’Vocabulary Achievement...……... 70

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xiii LIST OF APPENDICES

Appendix Page A. Lesson Plan for Teams-Games-Tournament Method with

Magnetic Board Media………... .. . 86

B. Lesson Plan for Student Team Achievement Division with Magnetic Board Media………... .. . 90

C. Research Instrument of Vocabulary Test……….……... . 93

D. Questionnaire………. . 96

E. The Analysis of Research Instrument……… . 100

F. Research Data……… . 112

G. The Calculation of Basic Statistics……… . 124

H. Normality of the Data ………... . 154

I. Homogeneity of the Data ……….. . 164

J. Calculation of Two Way ANOVA (Analysis of Variance)…………. 169

K. Scheffe Test ……….. . 176

L. The List of F table for Product Moment ………... . 178

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1 CHAPTER I INTRODUCTION

1.1The Background of the Study

In this twenty first century, people face the globalization era, which has resulted the global competition for all people of all nations around the world. Global life, democratic society, free trade and regional cooperation are the actual issues, which demand the existence of high quality manpower with the ability to compete. Only the nation, that possesses the excellent quality of human capitals, will be the winner in the competition.

Education holds the key position in providing qualified human capitals. The fundamental task of education is as an instrument to equip the necessary knowledge and skills for the whole community in order to enable them to compete with others and improve their quality of life. Elementary school is the first six years of formal education that occurs during childhood. As the first level of education, it should be able to give the strong base to the next level. Therefore, elementary school should give the knowledge, ability and skill early.

Language is a central aspect in developing students’ intellectual, social, and emotional. It is a decisive factor of the student’s success in learning all subjects. Psychologically, it has a great role in human thinking process. It has been a main thinking device. All ideas, concepts, thoughts, and feelings are expressed in language. The more someone master his language, the more languages he has mastered, the higher thinking ability he has.

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One of the languages often used as a means of communication is English. English as the first foreign language is taught to secondary and tertiary levels of education, but since the beginning of 1990s it is taught earlier due to the needs and development of the century. It has been a great demand to master English well in spoken as well as written forms.

In the eras of globalization and information, English is used as a global language. The Indonesian government in this case the Department of Education (now known as Department of Education and Culture) realizes the important role of English and Human Resources who have the mastery in communication in English. As a policy with future orientation i.e. for the future leaders, the government has issued a Law Number 2 Year 1989 about the System of Education followed by the Government Regulation Number 28 Year 1990 that mentions about the development of human resources. Later, this policy is followed by the Letter of Degree of the Minister of Education and Culture Number 060/U/1993 on 25 February 1993 about the possibility of introducing English at an early age as a subject “Local Contents” and it can be started at Grade IV. Of the education institution at the provincial, regency or sub regency levels, it is left to the decision of the provincial government, education specialists, cultures, teachers, and others. This policy is positively supported by the society especially the Elementary School personnels.

The teaching of English at the Elementary level (State or Private) starts it from Grade I. In this case, the introduction of English can be regarded as the teaching of English for Young Learners (EYL) with some background theories of

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Piaget (1963), Vygotsky (1998), and Bruner (1990) regarding Childs Development. The introduction of EYL is based on children at the ages of 6-12 years old which can be divided into two group Younger Group (6-12 years old) and Older Group (9-12 years old) and can be classified as Lower Classes (Grades I-III) and Upper Classes (Grades IV-VI) with the assumption that the materials taught should expose the needs of the Young Learners.

In the Educational Unit Level Curriculum (Kurikulum Tingkat Satuan Pendidikan: KTSP) 2006, the young learners are demanded to be able to develop communicative competence in school context and possess the awareness of the importance of English to increase national capability to compete in global society. Based on the Educational Unit Level Curriculum, Educational Unit Graduate Competence Standard (Standar Kompetensi Lulusan Satuan Pendidikan: SKLSP) is developed in order to the students have the ability to: (1) listen; the students are able to understand the instruction, information, and very simple story given orally in the environment, school and class context, (2) speak; the students are able to express meaning orally in very simple interpersonal and transactional discourse in the form of instruction and information in the environment, school and class context, (3) read; the students are able to read loudly and understand the meaning in instruction, information, short functional text, and very simple illustrated descriptive text given in written in the environment, school and class context, and (4) write; the students are able to write the words, expression, and very simple short functional text with the right spelling and punctuation mark.

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In language learning, vocabulary is one of important elements that link the four language skills of listening, speaking, reading, and writing together. It is a basis of a language. It is very important to be mastered first. Therefore, a person who wants to be able to communicate in a certain language has to master the vocabulary of that language for the first time. An English young learner, in this case, has to master English Vocabulary of about 500 words a year. This means that they need to master 10-13 words a week.

But, the fact shows that the mastery of vocabulary can not be reached optimally. The students face some difficulties in memorizing and mastering English vocabulary successfully. It can be seen in the student examination result (see Table 1.1).

Table 1.1

Grades IV-VI Examination Result

School Year

Average

Grade IV Grade V Grade VI 1st Semester 2nd Semester 1st Semester 2nd Semester 1st Semester 2nd Semester 2007-2008 59.00 54.00 58.00 59.00 57.50 58.00 2008-2009 60.00 60.70 60.20 61.00 59.80 54.00 2009-2010 60.50 61.40 60.00 61.10 60.00 61.50 Source: Document at the State Elementary School 106811 Bandar Setia

Table 1.1 shows that the student’s result in learning English is categorized low, and even it was improved from 2007-2008 until 2009-2010, but it still under the Minimal Mastery Criteria (63).

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In connection with the result of learning English, learning will be effective when an individual is ready to learn, that is when someone wants to know something. In elementary level, the students do not realize yet that English is very important. The importance of learning English is still handled by the teacher of English subject at school, so they have to motivate their students in learning English. On the other hand, teaching English vocabulary to children is not easy because it is not their mother tongue and it is a new thing for them. The interest of students in learning English is needed as the key to make them easier in mastering English itself.

Moreover, elementary students have many special characteristics in learning. According to Suyanto (2010), the characteristics of Grade IV students are: (1) they are in the process of change from egosentric to be reciprocity. Their attention is no longer centered on him, but they have started to pay attention to someone else. The relationship or communication became more open to others, (2) they have been able to distinguish between fact and fiction. They can also understand the abstract, (3) they tend to be imaginative and active. They like to learn through games, stories and songs, (4) they feel bored easily. They have a short concentration and attention. To overcome their boredom, learning activities should be varied and need to be change every 10-15 minutes, (5) their life is colorful and fun. The activities and tasks that are accompanied by the attractive and colorful pictures will make them happier. The various media with cheerful colors will help the process of learning English, (6) they have been able to work together and learn from others. Forms of cooperation can be in pairs or in groups,

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(7) they already have enough language awareness and preparedness, (8) they like doing the conversation to interact and talk about what they have, and (9) they are active learners who are thinkers. They love to learn something, as well as learning the language by way of doing things (learning by doing).

Therefore, the methods and media should be fitted to the Young Learners age. The teachers should have a good and an interesting method and media to teach English for them, so that the young learners will be interested and motivated to learn English. Begin with the learning problems of this study, this research focused on the use of method and media in learning. One of the learning methods available is Cooperative Learning. Cooperative learning can increase the achievement (Slavin, 1995). Meanwhile, one of the media is magnetic board. The use of magnetic board motivates students’ attention, encourages students’ creativity, and involves students to be active mentally and physically.

In view of the importance of teaching English for Young Learners and effort to improve students’ achievement, the writer is much interested to conduct a study on the use of Teams-Games-Tournaments method with Magnetic Board media (TGTMB) and Student Team Achievement Division method with Magnetic Board media (STADMB). Then, find out which of the two methods and students’ motivation have significantly affect on the students’ vocabulary achievement.

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1.2 The Problems of the Study

With reference to the background of the study, the research problems are formulated as follows:

1) Is the students’ vocabulary achievement taught by using Teams-Games-Tournaments method with Magnetic Board media (TGTMB) is higher than that of the students taught by using Student Teams-Achievement Divisions method with Magnetic Board media (STADMB)?

2) Is the students’ vocabulary achievement between the students with high motivation significantly higher than that of the students with low motivation?

3) Is there any interaction between the teaching methods with media and motivation on students’ vocabulary achievement?

1.3 The Objectives of the Study

In line with the research problems, the objectives of the study are:

1) to investigate whether the students’ vocabulary achievement taught by using Teams-Games-Tournaments with Magnetic Board (TGTMB) is higher than that of the students taught by using Student Teams-Achievement Divisions with Magnetic Board (STADMB).

2) to ascertain whether the students’ vocabulary achievement between the students with high motivation significantly higher than that of the students with have low motivation.

3) to examine the interaction between the teaching methods with media and students’ motivation on students’ vocabulary achievement .

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1.4 The Scope of the Study

There are many teaching methods and media that can be used by the teacher in enhancing the students’ vocabulary achievement. But, this study is limited on the use of Games-Tournaments (TGT) method, Student Teams-Achievement Divisions (STAD) method, and Magnetic Board as media.

There are four skills that should be mastered in learning a language, namely listening, speaking, reading and writing. The four skills are supported by the learning of language elements. They are structure, vocabulary, pronunciation and spelling. This study focuses on vocabulary.

Students’ characteristics affect their achievement; they are the students’ interest, motivation, learning style, thinking style, and creativity. This study is limited on the students’ motivation.

1.5 The Significance of the Study

The findings of this study are expected to provide valuable information both theoretically and practically. Theoretically, the findings are expected:

1) to provide and enrich the theory of teaching vocabulary by using TGT and STAD methods and magnetic board media.

2) to be a reference for the English teachers especially in the elementary schools in their attempt to improve the students’ vocabulary achievement. 3) to give theoretical contribution for other researchers who are interested in

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Practically, the result of this research will:

1) assist the English teachers in improving the students’ vocabulary achievement.

2) help the students to improve their vocabulary mastery and make their English learning to be more fun.

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80 CHAPTER V

CONCLUSIONS, SUGGESTIONS, AND IMPLICATIONS

5.1 Conclusions

After analyzing the data, some conclusions are drawn as the following. 1. The average score shows that the students’ vocabulary achievement taught by

using TGTMB is significantly higher than that of the students taught by using STADMB. Therefore, TGTMB is better applied in teaching vocabulary. 2. The average score shows that the students’ vocabulary achievement with high

motivation is significantly higher than that of the students’ with low motivation. Therefore the teacher should make an effort in order that the students have high motivation in learning English vocabulary.

3. There is a significant interaction between the teaching methods with media and motivation on students’ vocabulary achievement. It means that the interaction of methods, media, and motivation significantly affect the students’ vocabulary achievement. The students with high motivation to learn will get better achievement if they are taught by using TGTMB. Otherwise, the students with low motivation to learn will get better achievement if they are taught by using STADMB.

5.2 Suggestions

Based on the conclusions, it is suggested that:

1. The English teachers of the Elementary School who want to improve their students’ achievement in vocabulary apply TGTMB in the teaching-learning

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of English vocabulary.

2. The teachers have to motivate their students in order that they have high motivation in learning.

3. The teacher must concern to the students high or low motivation. If teachers know their students’ motivation, it is easier to plan the appropriate method and media. The students with high motivation tend to be better taught by using TGTMB, otherwise the students with low motivation tend to be better taught by using STADMB.

4. The school practitioner is hoped giving attention and equips both the teachers and the students with the facilities needed especially the media and books. 5. Other researchers who are interested in this study do the further research in a

larger sample and a different variable.

5.3. Implications

One of the efforts to improve and increase the quality of language teaching-learning is the use of varied learning activities and determination of an appropriate teaching methods and media based on the students’ ability, condition, needs, characteristics and age. The use of varying activities, teaching methods and media is needed to help students achieve the maximum results, improve and increase the effectiveness in learning. It is also used to stimulate their motivation and interest to the lesson. In addition, it involves students to be active mentally and physically. Thus, TGTMB and STADMB can be applied in improving the students’ vocabulary achievement for elementary students.

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In the elementary school, the young students are not realizing yet that English is very important. The importance of English is still handled by the English teachers at the school. So, it is hoped that English teacher needs to motivate their students in learning English, because the learning process will less success without any motivation. Besides, the teacher needs to be aware of their students’ characteristics as the base to maximize the applying of TGTMB and STADMB in improving and increasing students’ vocabulary achievement.

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83 REFERENCES

Arikunto, S. 2002. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara. Arsyad, A. 2009. Media Pembelajaran. Jakarta: Rajawali Pers.

Ary, D. 1979. Introduction to Research in Education (2nd Ed.). New York: Holt, Rinehart and Winston.

Bandura, A. 1965. Influence of models’ reinforcement contingencies on the

acquisition of imitative responses. Journal of Personality and Social

Psychology 1. 589-595.

Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co. Retrieved from: http//www.bloom.html. Accessed on May 23rd 2012.

Butler, S. 2001. Assessment Vocabulary. Retrieved from:

http://www.ncsu.edu/sciencejunction/route/professional/Assessment/assess .html. Assessed on May 23rd, 2012.

Chaille, C. & Britain, L. 1991. The Young Child as Scientist: A Constructivist

Approach to Early Childhood Science Education. New York: Harper

Collins Publishers.

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Ersoz, A. 2000. Six games for the EFL/ESL Classroom. The Internet TESL Journal, Vol. VI, No.6. Retrieved from: http:///www.262-games-in-the-esl-and-efl-classroom.htm. Accessed on January 11th, 2012.

____________. 2008. Psikologi Belajar. Jakarta: Rineka Cipta.

Hamalik, O. 1994. Media Pendidikan. (7th printed). Bandung: Citra Aditya Bakti. Harmer, J. 1998. How to Teach English: An Introduction to the Practice of English

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Huyen, N.T.T. & Nga, K.T.T. 2003. Learning Vocabulary Through Games. Asian EFL Journal. Retrieved from: http:///www.262-games-in-the-esl-and-efl-classroom.html.

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Language Centre.

Johnson, D.W., Johnson, R.T., & Holubec, E.J. 1986. Circles of learning:

Cooperation in the classroom. Edina, MN: Interaction Book Company.

Kariman, T.M. 1990. Media in Language Teaching. BAHAS, 3, 47-51.

___________. 1991. How Can Pictures be Used Creatively. BAHAS, 1, 10-15. Kemp, J.E. & Dayton, D.K. 1985. Planning and Producing Instructional Media.

In Arsyad, A. 2009. Media Pembelajaran. Jakarta: Rajawali Pers.

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http:///www.bloom.html. Accessed on May 27th, 2012. Lie, A. 2010. Cooperative Learning. Jakarta: Grasindo.

Musthafa, B. 2010. Teaching English to Young Learners in Indonesia: Essential

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Purwadarminta, W.J.S. 2003. Kamus Umum Bahasa Indonesia. Jakarta: Balai Pustaka.

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Schmitt, N. & Mc. Carthey, M. 1997. Vocabulary in Language Teaching. Cambridge: Cambridge University Press.

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Psychomotor Domain. Washington, DC: Gryphon House. Retrieved from:

http://www.bloom.html. Accessed on May 27th, 2012.

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80 CHAPTER V

CONCLUSIONS, SUGGESTIONS, AND IMPLICATIONS

5.1 Conclusions

After analyzing the data, some conclusions are drawn as the following. 1. The average score shows that the students’ vocabulary achievement taught by

5.2 Suggestions

Based on the conclusions, it is suggested that:

1. The English teachers of the Elementary School who want to improve their students’ achievement in vocabulary apply TGTMB in the teaching-learning

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of English vocabulary.

2. The teachers have to motivate their students in order that they have high motivation in learning.

larger sample and a different variable.

5.3. Implications

(3)

(4)

Arsyad, A. 2009. Media Pembelajaran. Jakarta: Rajawali Pers.

Ary, D. 1979. Introduction to Research in Education (2nd Ed.). New York: Holt, Rinehart and Winston.

Bandura, A. 1965. Influence of models’ reinforcement contingencies on the acquisition of imitative responses. Journal of Personality and Social Psychology 1. 589-595.

Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co. Retrieved from: http//www.bloom.html. Accessed on May 23rd 2012.

Butler, S. 2001. Assessment Vocabulary. Retrieved from:

http://www.ncsu.edu/sciencejunction/route/professional/Assessment/assess .html. Assessed on May 23rd, 2012.

Chaille, C. & Britain, L. 1991. The Young Child as Scientist: A Constructivist Approach to Early Childhood Science Education. New York: Harper Collins Publishers.

Djamarah, S.B. 2000. Starategi Belajar Mengajar. Jakarta: Rineka Cipta.

____________. 2008. Psikologi Belajar. Jakarta: Rineka Cipta.

Hamalik, O. 1994. Media Pendidikan. (7th printed). Bandung: Citra Aditya Bakti. Harmer, J. 1998. How to Teach English: An Introduction to the Practice of English

Language Teaching. Malaysia: Addison Wesley Longman.

________. 2001. The Practice of English Language Teaching (3rd Ed.). Cambridge: Pearson Education.

Heinich, R., Molenda, M., & Russel, J. 1985. Instructional Media : And the New Technologies of Instruction. New York: John Willey & Sons.

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Huyen, N.T.T. & Nga, K.T.T. 2003. Learning Vocabulary Through Games. Asian EFL Journal. Retrieved from: http:///www.262-games-in-the-esl-and-efl-classroom.html.

Jacobs, G.M., Lee, G.S., & Ball, J. 1996. Learning Cooperative Learning via Cooperative Learning: A Sourcebook of Lesson Plans for Teacher Education on Cooperative Learning. Singapore: SEAMEO Regional Language Centre.

Johnson, D.W., Johnson, R.T., & Holubec, E.J. 1986. Circles of learning: Cooperation in the classroom. Edina, MN: Interaction Book Company. Kariman, T.M. 1990. Media in Language Teaching. BAHAS, 3, 47-51.

___________. 1991. How Can Pictures be Used Creatively. BAHAS, 1, 10-15. Kemp, J.E. & Dayton, D.K. 1985. Planning and Producing Instructional Media.

In Arsyad, A. 2009. Media Pembelajaran. Jakarta: Rajawali Pers.

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of Educational Objectives, the Classification of Educational Goals. Handbook II: Affective Domain. New York: David McKay. Retrieved from http:///www.bloom.html. Accessed on May 27th, 2012.

Lie, A. 2010. Cooperative Learning. Jakarta: Grasindo.

Musthafa, B. 2010. Teaching English to Young Learners in Indonesia: Essential Requirements. Vol IV, 2, 120-125.

Pettinger, Erin. 2007. TEFL Games in the ESL and EFL Classroom. Retrieved from: http://www.262-games-in-the-esl-and-efl-classroom.html. Accessed on January 12th, 2012.

Phillips, S. 1995. Young Learners. Oxford: Oxford University Press.

Piaget, J. 1962. Language and Thought of the Child. New York: Harcourt, Brace & World.

_______. 1963. The Language and Thought of the Child. London: Routledge and Kegan Paul.

_______.1969. Science of Education and Psychology of the Child. New York: Orion

Pintrich, P.R. & Schunk, D.H.. 2002. Motivation in Education: Theory, Research, and Applications (2nd Ed.). Ohio: Merrill Prentice Hall.

(6)

Purwadarminta, W.J.S. 2003. Kamus Umum Bahasa Indonesia. Jakarta: Balai Pustaka.

Rismawati. 2012. Menstimulasi Otak Anak dengan Permainan. Yogyakarta: Pedagogia.

Schmitt, N. & Mc. Carthey, M. 1997. Vocabulary in Language Teaching. Cambridge: Cambridge University Press.

Simpson, E. J. (1972). The Classification of Educational Objectives in the Psychomotor Domain. Washington, DC: Gryphon House. Retrieved from: http://www.bloom.html. Accessed on May 27th, 2012.

Slavin, R. E. 1987. Cooperative Learning: Where Behavioral and humanistic Approaches to Clasroom Motivation Meet. The Elementary School Journal, 88, 29-37.