Improving students' vocabulary through vocabulary card (A classroom actin in the first grade of MTs Nurul Falah School di Pondok Ranji Ciputat Tangerang)

(A Classroom Action Research in the First Grade of MTs. Nurul Falah School at Pondok Ranji Ciputat Tangerang)

By:

NEATY MUTTAHIDAH 106014000413

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011

at Pondok Ranji Ciputat Tangerang)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teacher’s Training

in a Partial Fulfillment of the Requirements

for the Degree of S.Pd. (Bachelor of Art) in English Language Education

By:

NEATY MUTTAHIDAH NIM: 106014000413

Approved by the Advisor:

Dr. Ratna Sari Dewi, M.Pd NIP. 197205011999 03 2 013

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 1432 H / 2011

Vocabulary Card” (A Classroom Action Research at the First Grade of MTs.

Nurul Falah School, Pondok Ranji Ciputat) written by Neaty Muttahidah,

student’s registration number : 106014000413, was examined by the Committee

on June 2011, and was declared to have passed and, therefore, fulfilled one of the the requirements for the academic title of S.Pd. (Bachelor of Arts) in English Language Education at The Department of English Education.

Jakarta, June 2011

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki M.Pd. (__________________) NIP. 19641212 199103 1 002

SECRETARY : Neneng Sunengsih, S.Pd. (__________________) NIP. 19730625 199903 2 001

EXAMINERS : 1. Drs. H. Bahrul Hasibuan, M.Ed (__________________) NIP. 150 041 070

2. Dr. Fahriany, M.Pd (__________________) NIP. 19700611 199101 2 001

Acknowledged by:

Dean of Tarbiyah and Teachers’ Training Faculty

Prof. Dr. Dede Rosyada, MA. NIP. 19571005 198703 1 003

i ABSTRACT

Muttahidah, Neaty 2011. Improving Students’ Vocabulary through Vocabulary Card (A Classroom Action Research in the First Year of MTs. Nurul Falah, Ciputat), Skripsi, Department of English Education,

the Faculty of Tarbiyah and Teachers’ Training, Syarif

Hidayatullah State Islamic University Jakarta. Advisor: Dr. Ratna Sari Dewi, M.Pd

Key words: Vocabulary, Vocabulary Card

The objective of the research is to improve students’ vocabulary. This research was conducted at MTs. Nurul Falah Ciputat Tangerang academic year 2010-2011 as the subject of the research. The subjects of this research were consisted of 30 students’ of first grade.

The method used in this study was Classroom Action Research (CAR). The classroom action research design applied in this study was a collaborative classroom action research means that the researcher worked collaboratively with the English teacher in the class. The CAR (classroom action research) was done

based on Kemmis and Mc Taggarts’ design, it content of two cycles in each cycle

consists of planning, acting, observing, and reflecting. The data were gathered through qualitative and quantitative data. The qualitative data were gained by analyzing the interview and observation result. Then, quantitative data were obtained from the students’ vocabulary score of pretest and posttest and questionnaire.

Based on the result of this research showed that there was a development

on the students’ vocabulary mastery, it can be seen from the mean score of pretest

were 49.6, the mean score of posttest cycle 1 was 58.0 and the mean score of posttest cycle 2 was 66.3. In addition, there were 5 students (16.6 %) who passed Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) in the pre test. Meanwhile, in the cycle 1, there were 18 students (60 %) who passed Minimum Mastery Criterion (KKM) and it gained which was in the posttest cycle 2 there were 26 students (86.6%) who passed Minimum Mastery Criterion, so the criteria of success was achieved. Then, from the result of questionnaire, it showed that there was improvement of positive responses in the teaching-learning process of vocabulary through vocabulary card. The mean of pre questionnaire was 47 %. Then, the mean of post questionnaire was 72.9 %. It improved 25. 9 %. Furthermore, the results of observation and interview showed that the students were motivated in the teaching-learning process during the implementation of vocabulary card.

ii

ABSTRAK

Muttahidah, Neaty 2011. Improving Students’ Vocabulary through Vocabulary Card (A Classroom Action Research in the First Year of MTs. Nurul Falah, Ciputat), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Advisor: Dr. Ratna Sari Dewi, M.Pd Key words: Vocabulary, Vocabulary Card

Penelitian ini bertujuan untuk meningkatkan kosakata siswa. Penelitian ini dilaksanakan di kelas satu MTs. Nurul Falah Pondok Ranji Ciputat tahun pelajaran 2010/2011 sebagai subjek penelitian. Subyek dari penelitian ini berjumlah 30 siswa kelas 1

Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas (PTK). Desain penelitian tindakan kelas yang digunakan dalam penelitian ini yaitu penelitian tindakan kelas kolaboratif yaitu bekerjasama dengan guru bahasa Ingggris sebagai kolaborator dalam kelas. Penelitian tindakan kelas ini menggunakan model Kemmis dan Mc Taggart. Penelitian ini dilakukan dalam 2 siklus dimana setiap siklus terdiri dari tahap (Planning) perencanaan, (Acting) tindakan, (Observing) observasi, dan (Reflecting) refleksi. Dalam pengumpulan data, penulis menggunakan metode kualitatif and kuantitatif. Data kualitatif didapatkan melalui observasi dan interview, sedangkan data kuantitatif didapatkan melalui tes (pre tes dan pos tes) dan kuesioner.

Hasil penelitian ini menunjukkan bahwa ada perkembangan dalam penguasaan kosakata siswa. Hal ini dapat dilihat dari hasil tes siswa. Hasil pretest menunjukkan bahwa skor mean pretes adalah 49.6. Sedangkan skor rata-rata post tes siklus 1 adalah 58.0 dan skor mean postes siklus 2 adalah 66.3 Selanjutnya, hasil pretes menunjukkan hanya ada 5 siswa atau 16.6 % yang mencapai nilai KKM sedangkan dalam postes siklus 1 ada 18 atau 60 % siswa mencapai nilai KKM dan 26 siswa atau 86.6 % telah mencapai nilai KKM, dengan demikian kriteria kesuksesan telah dicapai. Dari data hasil kuosioner diketahui bahwa ada peningkatan respon positif yang diberikan siswa dalam proses belajar-mengajar kosakata dengan menggunakan vocabulary card rata-rata dari pre kuosioner yaitu bahwa 47 % sedangkan mean dari post kuosioner yaitu 72.9 %, jadi meningkat sebanyak 25.9 %. Selain itu, dari hasil observasi dan interview diketahui bahwa siswa termotivasi dalam kegiatan belajar-mengajar ketika diterapkannya strategi kartu kosakata.

iii

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful.

Praise be to Allah, the Cherisher and Sustainer of the world, who has given the writer many things such as chance to learn, strength, motivation and guidance for the writer, therefore this paper can be finished thoroughly. Peace and blessing be upon to Prophet Muhammad SAW, his families, his relatives and all followers.

This paper is written to fulfill one of the requirements to obtain the sarjana degree at the English Department of Faculty of Tarbiyah and Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta. The writer would like to express her great appreciation and thanks to Dr. Ratna Sari Dewi M.Pd, as her advisor, for her valuable guidance, motivation, suggestion and help throughout the “Skripsi” writing process.

On this occasion, the writer would like to express her gratitude to her lovely parent Mr. A. Tamami, S.Pd and Mrs. Atiqoh S.Pd who always gives pray, advices, motivations and love without them the writer would never finished this paper, hopefully Allah always bless them in the world and hereafter. Besides, the writer would also deliver special thanks to:

1. Prof. DR. Dede Rosyada, MA., as the Dean of Faculty of Tarbiyah and Teacher’s Training.

2. Drs. Syauki, M.Pd. and Neneng Sunengsih, M.Pd. as Head and Secretary of the English Department.

3. Drs. Nasrun Mahmud M.Pd. who accept writer’s paper title.

4. All lecturers in the English Department, for teaching precious knowledge, sharing Philosophy of like and for giving wonderful study experience especially Mrs. Evi.

5. Drs. H. Bahrul Hasibuan, M.Ed. and Dr. Fahriany (Examiners).

6. The Head Master of MTs. Nurul Falah Pondok Ranji Ciputat, Mr. Satiri, S.Ag and Drs. Fuzi Fauzi M.Pd.

7. The writer’s Sister Uum Sayyidah Umami, Noor Kamal, little Vier, Uus Usrotus Saadah, Amalia Tartila, and writer’s brother Salsabil Firdaus, her

iv

cousin Yaseer Fahmi, Ida Kutrotunnida, Yusri N. Fajri, Aunty Kartini, and husband, and all her relatives who support the writer thanks on your pray, motivation and love.

8. Ms. Dinnia Imalia, S.Pd as the English teacher at MTs. Nurul Falah.. 9. Mr. and Mrs. Joko Purwadi thanks for support and pray.

10. All the writer’s great friends in English Department C Class 2006. Especially for Nia became friend also teacher for writer and the writer’s best friends: Sancay, Upi, Bu Zuam, Viki, Ibah, Nci, Lulu, Cunink, La2 romlah, Nindy, Nina, Nto, Joe, Qyu2, Ana, Siti, and Fitri who always help, motivated the writer and thanks for being good friend for writer, May Allah bless you all.

Finally, the writer realizes that this paper is far from being perfect and need for suggestion and correction. It is a great pleasure for the writer to receive critics and suggestions in developing this research and it will have some value for her and for a better thing in the future. Hopefully this paper may give the advantages for all.

Jakarta, Juni 2011

v

ENDORSEMENT SHEET OF EXAMINATION COMMITTEE

ABSTRACT ... i

ABSTRAK ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENTS ... v

LIST OF TABLES ... viii

LIST OF FIGURES ... ix

LIST OF APPENDICES ... x

CHAPTER I INTRODUCTION A. The Background of the Research ... 1

B. The Identification of the Problem ... 5

C. The Limitation of the Research Focus ... 5

D. The Formulation of the Problem ... 5

E. The Aim of the Research ... 6

F. . The Significance of the Research…… ... 6

CHAPTER II THEORETICAL FRAMEWORK A.The Reference of Area Theory and Research Focus 1. The Nature of Vocabulary ... 7

a. The General Concept of Vocabulary ... 7

b. The Purpose of Vocabulary ... 8

c. The Problems of Vocabulary………. 9

B. The Reference of Action Intervention Alternative Chosen 1. The Understanding of Vocabulary Card ... 12

2. The Design of Vocabulary Card ... 14

3. The Purpose of Using Vocabulary Card ... 16

vi

E. The Conceptual Development of Action Planning ... 22

F. Action Hypothesis ... 23

CHAPTER III RESEARCH METHODOLOGY A. The Purpose of the Research ... 24

B. The Time and Place on the Research ... 24

C. The Method of the Research ... 24

D. The Subject and the Object of the Research ... 25

E. The Researcher’s Role on the Research ... 25

F. The Research Design ... 25

G. The Classroom Action Research Procedures ... 27

1. Planning Phase ... 28

2. Acting Phase ... 28

3. Observing Phase ... 29

4. Reflecting Phase ... 29

H. The Expectation Result of Action Intervention ... 31

I. Data and Data Sources ... 31

J. The Instrument of Data Collection ... 31

K. The Technique of Collecting Data ... 32

L. The Technique of Data Analysis ... 33

M. Trustworthiness of Study ... 34

1. Validity of Data ... 31

2. Discriminating Power ... 34

3. Difficulty Item ... 35

N. The Criteria of the Action Success ... 37

CHAPTER IV RESULT AND DISCUSSION A. The Description of the Data ... 39

vii

Finding of the First Cycle ……….

a. Planning ... 47

b. Acting ... 48

c. Observing ... 50

d. Reflecting ... 53

e. Revision of the First Cycle ... 54

2. Finding of the Second Cycle………. 55

a. Planning ... 55

b. Acting ... 56

c. Observing ... 58

d. Reflecting ... 61

3. Finding After Implementing CAR………. 62

a. The Result of Post Interview ... 62

b. The Result of Post Questionnaire ... 63

B. The Interpretation of the Data ... 66

1. Data of Observation ... 66

2. Data of Questionnaire ... 67

3. Data of Interview ... 67

4. Data of Test ... 67

C. The Interpretation of Analysis Result ... 68

D. Discussion ... 65

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 66

B. Suggestion ... 67

BIBLIOGRAPHY ... 68

viii

Table 2.2 Kind of Verb ... 11

Table 2.3 The Changes Adjective into Adverb ... 12

Table 4.1 Students’ grade in pre-test ... 41

Table 4.2 The Students’ vocabulary Score of Posttest1 ... 48

Table 4.3 Percentage of students’ grade improvement ... 63

ix

Figure 2.1 Students’ Vocabulary Card... 14

Figure 2.2 Teacher’s Vocabulary Card ... 15

Figure 3.2: The phases of CAR modified by the researcher ... 29

Figure 4.1. The Students’ Improvement in vocabulary score in the First Cycle ... 49

Figure 4.2. The Students’ Improvement in vocabulary score in the Second Cycle ... 56

x

Appendix 2a Interview after CAR ... 73

Appendix 2b Result of Interview after CAR ... 74

Appendix 3a Questionnaire for students before CAR ... 76

Appendix 3b Result of Questionnaire for students before CAR... 77

Appendix 4a Questionnaire for students after CAR ... 78

Appendix 4b Result of Questionnaire for students after CAR ... 80

Appendix 5a Test Instrument and Answer Key in Pre-test... 82

Appendix 5b Students’ Score in Pre test ... 86

Appendix 6a Test Instrument and Answer Key in Cycle 1 ... 87

Appendix 6b Students’ Score in in Cycle 1 ... 90

Appendix 7a Test Instrument and Answer Key in Cycle 2 ... 91

Appendix 7b Students’ Score in in Cycle 2 ... 94

Appendix 8a Blueprint Test of Pre-test ... 95

Appendix 8b Blueprint Test of Post-test 1 ... 97

Appendix 8c Blueprint Test of Post-test 2 ... 99

Appendix 9a Item Analysis of Pre-test ... 101

Appendix 10a Observational Notes in Preliminary Study ... 105

Appendix 10b Observational Notes in Cycle 1... 107

Appendix 10c Observational Notes in Cycle 2 ... 110

Appendix 11a Lesson Plan Cycle 1 ... 113

Appendix 12a Lesson Plan Cycle 2 ... 132

Appendix 13a Silabus ... 151

Appendix 14a Kisi-kisi soal Pre-test ... 155

Appendix 14b Kisi-kisi soal Post-test 1 ... 156

Appendix 14c Kisi-kisi soal Post-test 2 ... 157

Appendix 15a Photographs of the Students’ Participation ... 158

1

CHAPTER I

INTRODUCTION

A. The Background of the Research

English as International language is spoken almost all over the world. In the global era, English takes an important role as communication language used in many sector of life, such as trading, bilateral relationship, politic, science, technology and many others. In fact, people use the language to express their feelings, ideas, and desires. English has become the language used by many people over the world to connect and share with another. Therefore, people should understand and master English in order to gain broader knowledge, information and technology.

People need to communicate in doing daily activities and making an interaction to other people in their life. English uses as a medium language in all aspects of national relationship with other countries such as diplomatic, social, cultural, international commerce and also in education.1 In other word English takes an important role in communication such a medium for every nation to communicate each other.

In Indonesian government, English is considered as the first foreign

1

George Braine and Claire May, Writing from Sources: A Guide for ESL Students, (California: Mayfield, 1996), p. 3.

language and the compulsory subject to be taught in secondary schools.2 Also, it considers as optional subject or local content materials to be taught in elementary schools and as a requirement subject to pass National Examination.

The objective of teaching English is to enable students to communicate in English orally and written form. Accuracy and fluency are aspects of language proficiency. Accuracy refers to mastering language components; pronunciation, vocabulary and grammar. Meanwhile, fluency refers to mastering language skills: listening, speaking, reading and writing. Moreover, mastering language skills is the objective of English teaching based on the current School-Based Curriculum.

The objective of teaching vocabulary for the first grade of junior high school/ Islamic junior high school (SMP/ MTs) is to enable students to master vocabulary about functional text and monologue text or paragraph in the form of descriptive and procedure. Moreover, based on Competency Standard- Standar Kompetensi (SK) and Basic Competency- Kompetensi Dasar (KD), the first grade students are expected to be able to express meaningful ideas in term of functional text and simple short essay in the form of descriptive and procedure to interact with people in their nearest environment.3 The work of vocabulary is presented in the form of text types, usually known as genres.

Vocabulary is one of English components or sub skill that must be taught to the learners, because vocabulary has the primary role for all languages. Moreover, there are some researchers regarding that vocabulary more important than grammar. Among them is McCarthy in his book stated “no matter how well the student learns grammar, no matter how successfully the sounds of L2 just cannot happen in any meaningful way.4” in other words the first that to be master for language learner in learning language especially English is vocabulary.

2

Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentangKerangka Dasar dan Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p. 11.

3

Depdiknas, Kurikulum Tingkat Satuan Pendidikan(School Based Curriculum) Standar Isi Mata Pelajaran Bahasa Inggris SMP dan MTS, …

4

Norbert Schmitt and Michael McCarthy, Vocabulary: Description, Acquisition and Pedagogy, (New York: Cambridge University Press), p.140

In addition to knowing English words and their meanings, one must know also how the words work together in English sentences.5 It concludes that in teaching vocabulary is not only to give the meaning of the word but teach how the word works in sentence, because there are many words that have multiple meanings. In this case the grammar should be taught together with the vocabulary to the language learners to avoid many problems in learning English language.

Problem in learning and teaching English still exist at school, because English language is completely different from the Indonesian language in the system of the structure, pronunciation and vocabulary. For example students tend to forget the meaning of the word which have been taught or practiced before. Usually vocabulary is taught through memorizing words or drilling patterns. For teachers creating English teaching effectively and efficiently is not an easy job, therefore, that the English teacher must be able to organize teaching learning activities. They have to present materials by using a suitable teaching technique. A good teaching technique makes students understand and master the lesson like the other lessons which need a suitable technique and methods, teaching language also needs a suitable techniques and methods. In reality learning English especially to memorize vocabulary is boring for some students. The technique used in teaching vocabulary is monotonous; the students just memorize the changes of verbs, the word related to nouns, adjectives and adverbs. There are many technique and methods of language teaching that can be selected for teaching vocabulary, some of the teacher are using kind of games such as: stick figure, puzzle, card game, wall cards, pictures and etc.

Teaching learning process of language cannot be separated from the curriculum or syllabus. Based on our curriculum, the purposes of teaching English in Indonesia is “students can master four skills (listening, speaking, reading and

writing)”. But in many work fields most of students cannot state their ideas and

opinion well since they are not accustomed to speak, feeling shy, hesitation and fear to make a mistake. Commonly, it is caused by the limited vocabulary.

5

Virginia Fench Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford University Press,1983 ), p. 2

Based on the researcher’s observation through conducting preliminary study during teaching learning English activity at the first grade at MTs. Nurul Falah Pondok Ranji Ciputat, the researcher found that many students of first grade at MTs. Nurul Falah had difficulties in learning English especially in the vocabulary. It was proved by the result of the students’ Pre test in preliminary study. The mean of the students’ English score was 49.6. Meanwhile, the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) was 60.0. The

result indicates that the students’ English achievement was very low. Besides, it

was supported by the result of interview to the English teacher in preliminary study that the students’ difficulties come from the weaknesses of students’ vocabulary. Also, the students had difficulty in differentiating the form of word grammatically such as parts of speech: noun, verb, adjective, and adverb. Furthermore, the students tend to be bored and low participation in English class.

Those problems of vocabulary must be solved, because it can be the difficulties for the students to continue the next level or grade. Also the students may have low motivation in learning English because they feel English is difficult. Furthermore, the students will have boredom in English class.

One of the teaching strategies that can make the students motivated to learn English is using the suitable strategy such as games. Actually, students do not have to memorize exactly the vocabulary because in fact they repeat the vocabulary by writing the vocabulary while make the vocabulary card, reading and playing game by using vocabulary card. Actually, word which is used by the students is always the same word around their conversation of their daily activities which consist of: noun, verb, adjective and adverb. The teacher only has to improve students’ vocabulary by a suitable strategy such as vocabulary card.

Vocabulary card may help students to facilitate them to improve their vocabulary, it is used as a personal dictionary for every student that can be as medium to improve their vocabulary, it is also easy to create, easy to bring and also can be the instrument to play game. This learning strategy is expected make the students more active in English class, motivated and enjoy in learning English.

Pondok Ranji can improve their vocabulary and help them to remember about noun, verb, adjective, and adverb easily. It is expected to be positive atmosphere in the classroom. It is also can be an alternative way to keep the students’ vocabulary. The Following figure is a kind of vocabulary card:

Figure 1.1: Vocabulary Card

Teacher gives example how to make vocabulary card and give the students several tips to learn through vocabulary card, after they finished their own vocabulary card the teacher asked them to play the game in pair or in a group by

using their vocabulary card or teacher’s vocabulary card. Finally, it can improve

the students’ vocabulary mastery; improve the students’ vocabulary by repeated

last and new word by doing activities or playing games through vocabulary card.

According with the explanation above, the researcher intends to conduct a classroom action research entitled:” Improving Students’ Vocabulary through Vocabulary Card (A Classroom Action Research at the First grade of MTs. Nurul Falah Pondok Ranji Ciputat.”

B.The Identification of the Problem

Based on the background of the problem above, it can be identified some problems:

1. The difficulties in understanding English language because lack of vocabulary.

3. The difficulties in understanding the form of word or vocabulary such as noun, verb, adjective, and adverb.

C. The Limitation of the Research Focus

Based on the background above, the researcher limits the research focus on improving students’ vocabulary through vocabulary card at the first grade of MTs. Nurul Falah Pondok Ranji Ciputat Tangerang.

D. The Formulation of the Problem

In line with the background of the research, the researcher formulates the research question as follows:” How is vocabulary card improving the students’ vocabulary at the first grade of MTs. Nurul Falah Pondok Ranji Ciputat? And then, “How does vocabulary card improving students’ vocabulary at the first grade of MTs. Nurul Falah Pondok Ranji Ciputat?”

E. The Aim of the Research

The aim of this Classroom Action Research (CAR) is conducted in order to improve students’ vocabulary through vocabulary card at the first grade of MTs. Nurul Falah Pondok Ranji Ciputat Tangerang.

F. The Significance of the Research

The finding (result) of this research are expected for 3 (three) groups are: 1. The teacher

The result of this research is expected to be able to enrich the teachers’ knowledge in terms of teaching English vocabulary and to solve the problem of

students’ difficulties in memorizing the meaning of word or vocabulary and

parts of speech: noun, verb, adjective and adverb at MTs. Nurul Falah Pondok Ranji Ciputat Tangerang.

2. The students

This research expected to encourage the students mastering the English lesson, the students feel relax and enjoy when they learn English lesson, and solve their problem in understanding the meaning of word in the sentence, because the teacher use the suitable technique in teaching. Therefore, the students can use the vocabulary they have learned in the communication.

3. The further researcher

This research expected to give a new knowledge of the further researcher to do the better research of teaching and learning cases, and to solve the

students’ vocabulary problems, and also the teachers that have the similar

8

CHAPTER II

THEORETICAL FRAMEWORK

A.The Reference of Area Theory and Research Focus 1. The Nature of Vocabulary

a. The General Concept of Vocabulary

Vocabulary cannot be separated from the language; it is important part of language. Hari Mukti Krida Laksana points out “Vocabulary is a component of a language that maintains all of information about meaning and using word in language.”1 It means that vocabulary is the important part of language, without vocabulary the language cannot be used to maintain all information in language. Vocabulary can be defining as sound that expresses a meaning and forms an independent unit in a language. It can be say that vocabulary is smallest unit of speech that processes individual meaning to speak and can be used to interact one another and vocabulary can be say as a group of words on certain language as a part in teaching-learning in a foreign language.

According to Krashen and Terrell stated in David Nunan book “The status of vocabulary has been considerably enhanced. This has come about partly as a result of the development of communicative approach in language

1

Harimukti Krida laksana, Kamus Linguistik, (Jakarta: PT Gramedia Pustaka Utama, 1993), p.127.

teaching.”2 On the other word vocabulary has become one of the object of the research in the methodology of teaching till become as a result of the development of communicative approach.

Vocabulary should be taught especially for foreign language teaching-learning activity; because even the students have mastered grammatical form they could not the communication in the foreign language without mastering a vocabulary. To master a language is not easy because some aspects of language are not easy to learn, it is impossible to learn a language without mastering vocabulary.

b. The Purpose of Learning Vocabulary

To learn something people have to know the purpose of the things their learn, in this case the purpose of learning vocabulary is to help the learners easier in expressing the idea because the vocabulary is all of the words contained in a language, the word property owned by a speaker or a writer, words used in a field science, compiled a list of words like the dictionary is accompanied brief explanations through game; this problem is not only enriching vocabulary through lessons language but also through other study. Learning language not only prepare the material as much as possible, but the major provides training to the students how to use language who has taught it actively, whether oral or written form. Many definition of the purpose of learning vocabulary can be found from the experts:

“Large vocabulary helps us express our ideas precisely in communication. We often believe that need a large number of words to master English language well it is not always wrong because we are hoped to realize that without a certain amount of vocabulary, it seems it is quite impossible to use the language precisely and vividly. We sometimes have difficulties; in understanding the meaning of the word, in differentiating the word form, and in applying the word in a sentences”.3

2

David Nunan, Language Teaching methodology, (New York: Prentice Hall, 1991), p.117.

3

Indonesian National Education Department also pointed about learning vocabulary:

“In accordance essentially language learning, learning vocabulary not taught the words or phrases separated off, but was involved in discourse context, with regard to subjects and also related with specific areas as an example of the discourse on the theme games. In order to achieve optimal learning outcomes vocabulary, teachers need to equip their students with words related to particular field. In every field of science used special words. Vocabulary enrichment effort needs to be done continuously and can be obtained through certain areas.”4

From the description above it can be conclude that vocabulary understanding is very important as one means to understand the language of relationship with its context, both the Indonesian and English context. The students are able to communicate both verbally or in writing. To achieve those students need in Arm ability adequate mastery of vocabulary to make students to communicate optimally. Therefore, the words related in specific areas to the students are the words round them like nouns, verbs, adjectives and adverbs.

c. The Problems of Vocabulary

There are several strong reasons for which the vocabulary components of language course needs to be carefully planned. According to Paul Nation Firstly because different vocabulary gives greatly different return for learning, it is important to make sure that learner have a good control of the high frequency words of the language before moving on the less frequent vocabulary. Secondly, most language teaching courses make vocabulary learning more difficult than it should be as a result of the way vocabulary in the course is sequenced. Grouping, opposites, synonyms, and items in a lexical set together courses. Interference that results in confusion for the learners it is simple matter to avoid this problem. Thirdly, vocabulary learning opportunities and the quality of vocabulary learning can be greatly increased through the careful design of both vocabulary and other skill activities.5

4

Depdiknas, Peraturan Menteri Pendidikan Nasional, No 22 tentangKerangka Dasar dan Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: 2003), p. 35.

5

From the explanation above we know that learning and understanding the vocabulary is an important thing to do in learning the target language, because by learning, memorizing and understanding a target language vocabulary the students suppose to apply their vocabulary in speaking, understanding the text and for communication.

Many problems faced by Indonesian students to learn a target language such as English in vocabulary is they can not understand what the connection between the new vocabulary they have learned with the function of the vocabulary or word, then they can not apply their new vocabulary in their mind by using it in the communication.

Term used to classify words based on their functional categories are called part of speech. The classification of the words of a language in this way is dependent on their function in communication. Noun can occur in certain places in sentence and serve certain function. Verb, adjective and adverb also occur in certain laces in sentences and serves special functions. If we just look at a word, it is sometimes difficult to know how to classify it. E.g.: can, could be noun, verb, adjective and adverb.

Words have traditionally been classified into part of speech: nouns, verb, adjective, and adverbs are the four largest groups. The remaining classifications are essentially function words. They may substitute for words in one of largest group serve as signals for various patterns, or relate one group of words to another. In English, the functional categories include pronouns and interjections.6 In this case the writer will talk about the four largest groups such as noun, verb, adjective and adverb.

Noun is a word used as the name of anything, person, animal, object, place, situation, quality or idea. Noun is divided commonly into six they are: 1. Proper noun, 2. Common noun, 3. Material noun, 4. Collective noun, 5. Abstract noun, 6. Possessive noun. In another source nouns are the names given to people and objects: John, Marry, tree, cave. English nouns have no grammatical gender. They are not arbitrarily classed as masculine and feminine

6

or neuter. Instead, they have logical gender, in which the gender of word depends on the gender of the person or object itself. They have singular and plural forms ex: boy-boys, woman-women, class-classes, desk, and desks. Nouns are divided into two general groups countable and uncountable. Countable noun are things we can count so we can say “one banana and two

bananas”. Uncountable noun are the things we can not say “one rice”, “two

rices” but only one form “rice”. Example:

Table 2.1 Countable and Uncountable Noun

Countable Noun Uncountable Noun

One book, two books Water, salt

A battery, two batteries A bowl of rice, a piece of paper

Some song Some music

A few jobs A little work

Verb is a word that expresses an action or state of being, and the time of when it is. From all of the part of speech verb is the most important like the moving power and the motor of sentence because without it there is no sentence. Verb also helps you to say exactly what you mean; one verb can convey a variety meaning. English verb have three principle parts-the present, past and past participle. With regular verbs, the past and past participle are the same. With irregular verbs, all three forms may be different.7

Example:

Table 2.2 Kind of Verb Kind of

verb

To infinitive

V1/present V2/past V3/past participle

Irregular To go Go Went Gone

Regular To work Work Worked Worked

7

_{Fuad Mahmud, Essentials of English Grammar; A Practical Guide, (Jogjakarta: BPFE}

Adjective is a word used to qualify a noun or pronoun, it divided into seven: 1. Proper adjective, 2. Adjective of quality or state, 3. Adjective of number or quantity, 4. Distributive adjective, 5. Demonstrative adjective, 6. Interrogative adjective, 7. Possessive adjective. In English (exception of the demonstratives) are not inflected for gender and number. They have no singular and plural forms, and they do not agree with their nouns in gender.8

Adverb is a word which modifies a verb, adjective or another adverb. Many adverbs are formed from adjectives with additional of suffix “ly”. Adverb: there is really no simple test for adverbs, for one thing, they are often expression rather than individual word; and for another there are number of different kinds of adverbs. The most common adverbs are expression of time, place and manner.9

Example:

Table 2.3 the Changes Adjective into Adverb

Adjective Adverb

Busy Busily

Slow Slowly

B.The Reference of Intervention Action Alternative Chosen 1. The Understanding of Vocabulary Card

Media as one component of learning, the word media comes from the Latin means meaningful tool or means of communication. Gagne Sadiman in Rasibah paper states that media are different types of components in the environment students can stimulate learning. The media is anything that can be used to channel messages from the sender to the receiver so that can inflame the mind, feelings, concerns, and student interest such that the learning process

8

Fuad Mahmud, Essentials of English Grammar; A Practical Guide, (Jogjakarta: BPFE Yogyakarta.1991), pp. 93-98.

9

A.J. Thomson, and A.V. Martinet, A Practical English Grammar, (Oxford: Oxford University Press, 1986), p. 47.

occurs.10 Media is integral part of the education process of learning in school so into components that must be mastered by a professional teacher. Benefits of media in teaching, the media have several benefits. In Encyclopedia of Educational Research, the benefits include:

a. Lay the foundations of the concrete to think so reduce verbal b. Enlarge the students' attention

c. Lay the foundations necessary for the development of learning, thus making the lessons more stable

d. Provide tangible experiences that can foster self-employed activity among students

e. Helped to foster the understanding that fosters student ability,

f. Provide experiences that are not obtained with other ways as well as helping the development of greater efficiency depth and diversity more.

The things that need to be considered in selecting media are characteristics of the media. Is the media used was appropriate with the message or information to be communicated or not. The objective will be achieved or not, for example to increase or enrich and improve students' vocabulary proficiency by using media such as vocabulary card.

Vocabulary card is a card made from any particular paper content of a word of target language in one side and the other side is the meaning of the word in the first language learner.

Using vocabulary cards is a word learning strategy for independent learning in or out of class. On one side of the card is written the word to be learned. On the other side is the word’s meaning, usually in the form of a first language translation.11

10

Rasibah, The Effectiveness of Using Flash Card in Teaching Simple Past Tense,

skripsi, (Jakarta : FITK UIN, 2006), p. 11.

11

The Procedures are:

1. Show the learners how to make and learn from cards. When learning from cards they should keep changing the order of the cards, use mnemonic tricks to fix the meaning in their mind, look at the cards at spaced intervals rather than spending a long amount of time in one go, and make sure that similar words are not in the same group of cards. 2. The learners make 10-15 cards each day and keep a record of their

progress.

3. If the learners prepare their own cards, you may wish to check the words they choose and the translations.

4. The students can exchange cards they have already studied.

5. In addition to a translation, the cards could contain in a context for the word.12

2. The Design of Using Vocabulary Card

To create a traditional vocabulary card is on paper; write the word in very large writing on one side of the vocabulary card. On the other side, write a definition gained from a dictionary. Also, write a definition in your own words. You can also split the word into roots and define the roots. Also write antonyms (opposite words) and synonyms (similar words). Try to color-code the vocabulary cards (e.g. nouns with black color, verbs with yellow color, adjective with green color, and adverb with blue color). If you want to get more involved, you can also attach vocabulary card by picture to assist learning.

These are the example of vocabulary card according to their function such as noun, verb, adjective and adverb.

12

Figure 2.1 Students’ Vocabulary Card

Front side Back side

1. Noun

2. Verb

3. Adjective

4. Adverb

Figure 2.2 Teacher’s Vocabulary Card

Draw, drew, drawn Menggambar, menarik, mengambilkan Drawing

Drawn

Gambar, penarikan

Dreadfully Sangat

Lesu, letih, lelah

(N) Car

Mobil

(adj.) Light

Terang

(v.) Break, broke, broken

Memecahkan

(adv.) How

3. The Purpose of Using Vocabulary Card

Generally as the beginner to understand the sentence is not easy, especially if the student’s lack of vocabulary, that is why to know the vocabulary is strongly important to understand the language. However it is crucial to know the technique to present the vocabulary to students.

According to Ruth Gairns and Stuart Redman, there are two techniques in presenting vocabulary, visual technique and verbal technique.

a. Visual techniques includes visual, mime, gesture, visuals includes flash card, photograph, blackboard drawing, wall chart. They are extensively used for teaching concentrate items of vocabulary.

b. Verbal technique includes the use of illustrative situation (oral or written), use of synonym and definition, contrast and opposite, scales and example of type.13

From the definition above vocabulary card included both of them. The purpose of vocabulary card is to improve vocabulary; it is an important part of education. Students tend to learn many words from hearing them, spoken around them, and learn further words from general reading, but they may forget what they have learned. Therefore, this vocabulary card as a medium for them to improve their vocabulary, many teachers also believe it helps for children to be specifically taught to learn useful words and their meaning. One idea that may help for students is introducing vocabulary games, and one game in particular that can be played for this purpose is vocabulary card.

4. Advantages of Using Vocabulary Card

There are several advantages of language game as a medium of learning. Advantages include:

1. The game language is a language learning media that can be used to increase levels of active learners in the process teaching and learning.

13

Ruth Gairns and Stuart Redman, Working With words, a guide To Teaching and learning Vocabulary, (Cambridge: Cambridge University Press, 1991), pp.73-74.

2. Language games can be used to revive learners in the excitement of learning that has begun to will

3. Competitive nature that exists in the game to encourage learners to advanced racing

4. In addition to generate excitement and practice the skills

5. Specific language, language games foster a variety of attitudes positive such as solidarity, creativity, and self-confidence

6. The material is usually communicated through the language game suggests that it is difficult to forget.

In a teaching tool or media included also all games that can be played by student groups, lass, or both. The examples presented here is a) the puzzle game cross, b) a game to train the structure (sentence patterns), c) game to train the vocabulary, d) a game to practice reading and answer questions in writing, e) a game to train hearing to distinguish and identify the words.

Visual elements are a major part of the design of vocabulary card. A visual vocabulary is a way to improve and add to the messaging that is contained in students’ mind. These elements should be used consistently. These are the several advantages over use of a vocabulary card14:

 It is simple to make.

 The students write themselves their vocabulary card and it can improve their vocabulary.

 The elements of visual vocabulary become an interesting for students to read and memorize a new vocabulary.

 The students inspired to do his job by him/herself to do a good writing vocabulary cards.

 By visually seeing the students unintentionally getting more vocabulary in continually.

14

 By coloring on each functions word Such as noun by black color, blue color by verb, adjective by red color, and adverb by green color students can remember easily kind of function word.

 Using a visual vocabulary card in the materials will automatically make the materials look more coherent, credible and professional, through the repetitive use of consistent elements.

 A visual vocabulary will increase the memory ability of your materials as well, since people will have more visual elements to remember the materials.

 This card is easy to put and bring anywhere.

 Helping in learning basics and portable, they help in summarizing and memorizing.

 The students also can refresh the past vocabulary from this card.  It can be used in other purposes such as math history and etc.

 If you want to focus on vocabulary exercises, you can write the word on one side of the card and the definition on the back.

5. Disadvantages of using Vocabulary Card

Every media for learning has positive and negative side it is according to the goal of learning, here are some disadvantages of using vocabulary card are:

 Needs more preparation for the teacher for time allocation, such as time to make a vocabulary card by the students

 It is sometimes not suitable for an advance learner

 Sometimes students could use to cheat example in the examination, then the teacher should aware with this.

 The more complex the information is, the more likely the learners are to misinterpret it.

C.Teaching Vocabulary through Vocabulary Card

Teaching by using vocabulary cards is one of the alternative ways to teach vocabulary in elementary school up to senior high school for independent learning in or out of class. Teachers can use various ways activities using Vocabulary like their peer teaching and testing, association games guess my word, the-vowel words, ghost writing, and other categories.

In this case, the teacher uses guessing my word activity: first, each student has 10 until 15 words that they made before, second, pair student off, and ask them to compare current words sets. Then when learners are already familiar with each other vocabulary card, each takes a word at random, and other has to guess which word it is by asking yes/no questions, such as is it a noun/verb/adjective? Does it begin with?

1. Principles:

a. Keep the teaching simple and clear. Don’t give complicated

explanations.

b. Relate the present teaching to past knowledge by showing a pattern or analogies.

c. Use both oral and written presentation - write it on the blackboard as well as explaining.

d. Give most attention to words that are already partly known.

e. Tell the learners if it is a high frequency word that is worth noting for future attention.

f. Do not bring in other unknown or poorly known related words like near synonyms, opposites, or members of the same lexical set.15

We need to see learning any particular word as being a cumulative process where knowledge is built up over a series of varied meetings with the word. At best, teaching can provide only one or two of these meetings. The others involve deliberate study, meeting through meaning-focused input and output, and fluency development activities.

15

http://www.ehow.com/how_6044694_improve-expand-vocabulary.html jam 16.15 030111

2. The Procedures are:

a. Show the learners how to make and learn from cards. When learning from cards they should keep changing the order of the cards, use mnemonic tricks to fix the meaning in their mind, look at the cards at spaced intervals rather than spending a long amount of time in one go, and make sure that similar words are not in the same group of cards. b. The learners make 10-15 cards each day and keep a record of their

progress.

c. If the learners prepare their own cards, you may wish to check the words they choose and the translations.

d. The students can exchange cards they have already studied.

e. In addition to a translation, the cards could contain in a context for the word.16

To variety teaching learning process the teacher could use this activity through vocabulary card.

Activity : Vocabulary Review Skills : Speaking, Listening Level : Intermediate-advanced Class Time : 30 minutes

Preparation : However long it takes you to copy the words onto cardstock (or index cards), and cut up.

Directions : Divide the class into small groups. (If you have fewer than ten students, you could play together--just pair students and have each pair be a team.) Give each group a set of vocabulary cards. Instruct students to place the cards face down in the center of the group. Play begins by one student choosing a card and providing an oral definition. No gesturing or spelling is allowed. The person who answers with the word on the card gets to keep the card. Play continues clockwise. If a student does not know a vocabulary word, the card is returned to the

16

middle of the deck and the student forfeits his/her turn. Play continues until all of the cards have been defined. The winner is the person with the most cards.

The positive effects of vocabulary teaching are that it can provide help when learners feel it is most needed. This is particularly true for vocabulary teaching that occurs in the on text of message-focused activities involving listening, speaking, reading and writing, and where the teaching deals with items that learners see as being very relevant for the activity. Table 1 lists ways of quickly dealing with words. The small amount of research on such teaching indicates that it has a strong effect on vocabulary learning. The first decision to make when teaching a word is to decide whether the word is worth spending time on or not. If the word is a low frequency word and is not a useful technical word and not one that is particularly useful for the learners, it should be dealt with as quickly as possible. Usually when words come up in the context of a reading or listening text, or of learners need a word or phrase when speaking or writing, they need quick help which does not interrupt the activity too much. Sometimes however a teacher may want to spend time on a word. In general, time should be spent on high frequency words or words that fill a language need that the learners have. When deciding how to spend time on a word, it is useful to consider the learning burden of the word.

D. Relevant Study

The research about flash card has done by Rasibah that was “The Effectiveness of Using Flash Card in Teaching Simple Past Tense”.17 This research explains about the application of Flash Card in teaching Simple Past Tense. She conducted the observation started on April 3rd, 2006 to Mei 1st, 2006. She used flash card to teach the simple past tense in order to find the effectiveness

17

Rasibah, The Effectiveness of Using Flash Card in Teaching Simple Past Tense,

the students’ understanding simple past tense, because by using this technique is more effective to teach simple past tense than just teaching past tense by presentation only. In fact, the result of analysis of interpretation of the data shows that teaching simple past tense is probably more effective by using flash card it can be seen from the result of the test.

By using flash card the similar card with vocabulary card, the researcher hopes that the students will be interested in grammar, and then it is easier for the researcher to transfer her knowledge to the students. This is suitable such as what the researcher does to her research.

E. The Conceptual Development of Action of Planning

Vocabulary is one of the essentials part in language which are taught for every language learner. Vocabulary is the words used in general; there is no limit of fields or users, general in meaning and use. Vocabulary has also the important rules in understanding the language. Where, vocabulary does not only smallest units of language but is must be with grammatical rule in order to be correct. It will be useless if the learners do not know how to form new sentence if they do not know noun, verb, adjective and adverb.

The application of vocabulary card games which is addressed by researcher hope the vocabulary which will be given to the students based on the material, till vocabulary card concept has been prepared by researcher in improving students’ vocabulary of noun, verb, adjective and adverb can be used in daily activity in English class. As the statement above that vocabulary card make students interested in English lesson and basic grammar such as the part of speech and it is easier for the researcher to transfer her knowledge to the students. Where, multiple choices are chosen as the research intervention. This is done to know

how long the students’ ability in vocabulary especially in part of speech such as

noun, verb, adjective and, adverb.

From the statements above the researcher concludes that vocabulary card in teaching vocabulary in English language can improve students’ English

vocabulary. So, the more teachers use vocabulary card the more vocabulary students will have.

F. Action Hypothesis

Action hypothesis is proposed in this research has a formula as follows: by using vocabulary card in teaching vocabulary in English lesson can improve

students’ Vocabulary and understanding of noun, verb, adjective and adverb and

improve students vocabulary at the first grade students’ of MTs. Nurul Falah Pondok Ranji Ciputat.

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CHAPTER III

RESEARCH METHODOLOGY

A. The Purpose of the Research

The purpose of the research is to know whether vocabulary card can improve the students vocabulary of English lesson. In addition, the researcher hopes that this writing will be useful especially for herself in improving her English vocabulary and in general for English students and teachers at that school, as well.

B. The Time and Place of the Research

This research is carried out for a month started from 7th February up to 9th May 2011. The place is at the first grade of MTs. Nurul Falah Pondok Ranji Ciputat, academic year 2010/2011.

C. The Method of the Research

The method used in this research is Classroom Action Research (CAR). According to Michael J. Wallace, Classroom Action Research (CAR) is a type of classroom research carried out by the teacher in order to solve problems or to find answers toward context-specific issues.1 It means that before implementing the Classroom Action Research (CAR), the researcher or the teacher needs to identify any problems real found in the classroom before implementing the CAR.

1

Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 2006), p. 5.

D. The Subject and the Object of Research 1. The Subject of Research

The subject of this research is students at grade VII of Islamic Junior High School Nurul Falah, academic year 2010/2011. The number of students consists of 30 (thirty). It is chosen based upon the unstructured interview result with the English teacher at that class proving that they have the lowest achievement of English test especially in vocabulary among the other first grade classes. That is why they need an appropriate strategy to help them in improving their English scores by improving students vocabulary.

2. The Object of Research

The object of this research is vocabulary card technique to develop

students’ vocabulary in terms of English lesson.

E. The Researcher’s Role on the Research

In this research, the researcher acts in Classroom action research is not only as the researcher but also as a teacher, a planner, and does in making pre-test, a lesson plan, post-test in each final cycles, collecting data, analyzing and reports the result of the research. Besides, the researcher is helped by the teacher who teaches that subjects and he acts as observer. On the other side, the teacher carries out the action based upon the lesson plan has been made. Therefore, the researcher works collaboratively with the English teacher.

The researcher does teaching learning activity immediately and attempt to collect the data based on research focus. As a main implementer in this research, the researcher is hoped can obtain accurate data till research goal for improving

students’ vocabulary of English.

F. The Research Design

The design of this research is classroom action research. It is called CAR because the research focuses on a particular problem and a particular group of students in a certain classroom.

The expert defines about Classroom Action Research:

“Mean by the term Action Research is a strategy is basically way of reflecting on your teaching (or teacher training, or management of an English department, or whatever you doing ELT). It is done by systematically collecting data on your everyday practice and analyzing it in order to come to some decisions about what your future practice will be.”2

From the explanation above we can conclude that the strategy of teaching is depend on the reflection done by the researcher and her collaborator, and then it is important for the collaborator and researcher to make a relational note. In the reflection the researcher and her collaborator make the strategy to solve the problem which appears in the classroom activity.

The researcher uses classroom action research Kemmis and Taggart model, which consists of four steps namely: planning, acting, observing, and reflecting. Improvement of the problem in this research is brought about by a series of cycles. The figure is below:

Figure 3.1: Action Research Spiral, Model from Kemmis & Taggart (1988)3

2

Michael J. Wallace, Action Research for Language Teacher. (Cambridge: Cambridge University Press, 1998), p. 4.

3

Prof. Dr. Rochiati Wiriaatmadja, Metode Penelitian Tindakan Kelas (Untuk Meningkatkan Kinerja Guru dan Dosen), (Bandung: Remaja Rosdakarya, 2006), p. 66.

The classroom action research design used in this research is a collaborative classroom action research. It means that the researcher collaborates with the English teacher of MTs. Nurul Falah as observer and collaborator. In conducting the research, the researcher’s role is as an English teacher who teaches English vocabulary through vocabulary card, while the real English teacher’s role is as an observer or collaborator who observes the action of the research while teaching-learning activities happens in the classroom. Also she acts as a collaborator when helps the researcher in designing lesson plan, carrying out the reflection, and determining the follow up of the research.

G. Classroom Action Research (CAR) Procedures

The Classroom Action Research using Kemmis & Taggart design consists of four phases, they are planning, acting, observing, and reflecting, after doing four phases called one cycle. After finishing the first cycle, it might be found a new problem or the previous unfinished problems yet. Therefore, it is necessary to continue to the second cycle in line with the same concept of the first cycle.

Here are the explanations about four phases: 1. Planning Phase

A planning phase was done after identifying and diagnosing students’ vocabulary problem occurred in the class proven by observing and interviewing; furthermore in this phase the planning is divided into two types. Those are general planning and specific planning. The general planning is aimed at organizing whole aspects referred to Classroom Action Research (CAR). Meanwhile the specific planning is aimed at organizing the plan related to cycle-to-cycle. The organized planning will be formed into lesson planning based on the current used syllabus. The lesson plan has been prepared to be implemented in VII grade at MTs. Nurul Falah Ciputat. It has been mentioned some instructions regarding procedures of teaching, media, resources, and evaluation.

2. Acting Phase

The acting phase in the principle is a realization from an act which has been planned before such as what the strategy used, what material be taught and others.4Acting phase is the phase where both the researcher and the teacher collaborate to carry out the planned action. The teacher uses the determined strategy as she is teaching while the researcher observes the class condition during teaching learning activity.

In this phase it begins the process of going more deeply into the issue being researched, it takes two weeks within two cycles in which each cycle consists of two meetings in action it is according to Arikunto that the acting phase should be implemented at least two cycles continuously and the time period for each cycle depends on the material needs that existed in the semester or annual program designed by the teacher.5

3. Observing Phase

In this phase, the researcher and the teacher collaboratively to write all events which is happen in the class, and also carries out observation toward implementation of the action using field note or unstructured observation sheet. The researcher observed the outcomes of the intervention and reflecting on its effectiveness. When observing, the observer should notice and note all of activities in the physical classroom. It may be about the teacher’s performance, class situation, students’ response, etc. In this phase, it also collects the data derived from evaluation or post-test.

4. Reflecting Phase

This phase is aimed to reflect or evaluation from three phase before, it is done based on data that have been collected to hold evaluation for completing the next cycle. Thus, the reflection is able to be determined after implementing the action and observation outcomes. If there still might have found some problems, it needs to move to the next cycle until it solve.

4

Wijaya Kusumah, Dedi Dwitagama, Mengenal Penelitian Tindakan Kelas, (Jakarta: PT Indeks, 2009), p. 39

5

Suharsini Arikunto,Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 21-23.

Analysis and Findings - Analyzing : Analyzing the result of preliminary study

- Findings : The students hard to remember the given-word and have difficulty to make a sentence.

- Causes : The student bored easily and lazy to remember the given-vocabulary Teacher gives the new word and asked the students to remember the new word related to the topic, without using the suitable technique to help students memorize new word easily.

Preliminary Study

1. Observing the class 3. Interviewing the English teacher 2. Giving questionnaire to the student 4. Carry out Pretest

Planning

1. Deciding kind of text & making lesson plan with the collaborator.

2. Preparing model of vocabulary card using different variety. 3. Preparing materials & students worksheet.

4. Preparing instrument of post test 1 5. Setting criteria of success.

Figure 3.2: The phases of Classroom Action Research modified by the researcher Revision of the First

Cycle Observing

Observing teaching learning process

Reflecting

1. Analyzing the collecting data. 2. Determining the criteria of success. Acting

Implementing the plan

Success

Fail Conclusion and

Suggestion

Continue to the next Cycle

H. Expectation Result of Action Intervention

There are several categories that show the successful of the application of vocabulary card, they are: first, vocabulary card is expected to improve students’ vocabulary in learning English lesson and they will be interested to remember their English vocabulary. Second, it can improving students’ memory in English. The last, it can make students pass the minimum mastery criterion (KKM-60) by improving their scores in pre-test up to post-test II.

I. Data and Data Sources

In this research the researcher using qualitative data (experience-based) and quantitative data (number based). The qualitative data consists of observation within the physical activity in the classroom and interview to be presented for the teacher. On the other side, the quantitative data uses pre-test and post-test.6

J. Instrument of Data Collection

The instrument of collecting data is used by the researcher to get the data observation by using:

1. Observations: is a technique for collecting data about researcher and students’ activities in teaching and learning process. Then observation sheet is given based on reality in the classroom, the type of observation which is used in this research is direct observation.

2. Interview: used to get data about implementation of CAR to the teacher. 3. Questionnaire: it conducted both before and after implementing CAR. 4. Test: is used for getting data of research result and students activities in

teaching learning. There are two tests used in this research as follows: a. Pre-test is done before implementing the CAR.

b. Post-test is implemented after implementing the CAR.

6

K. Technique of Collecting Data

Technique of collecting data in this research using qualitative data (experience-based) and quantitative data (number-based). The qualitative data consists of observation within the physical activity in the classroom and interview to be presented for the teacher. On the other side, the quantitative data uses pre-test and post-pre-test.7 The completely explanation as follows:

a. Observation

In this case, the researcher uses the unstructured or opened observation. to know the occurrences within learning process. It may be about the teacher’s performance during Classroom Action Research (CAR), class situation in the classroom activity, and students’ response concerning the use of vocabulary card.

b. Interview

The researcher asks the teacher to know students’ difficulties in English vocabulary, students’ condition involving in English class activity, and the vocabulary card strategies used by the teacher in teaching English vocabulary.

c. Test

The test used in this research is pre-test and post-test. The pre-test was done before implementing vocabulary card. It is to measure students’ vocabulary comprehension at first. Meanwhile, the post-test is implemented after using vocabulary card. In this research, the test was done in form of multiple choices. The test is held on the end of every cycle.

L. Technique of Data Analysis

The analysis qualitative data used in this research is the observation of students’ activities during teaching learning process, and the interview before and after Classroom Action Research (CAR). In this case, the researcher collected the

7

Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 127-132.

entire data which have gained. In analyzing the numerical data, first the researcher

tries to get the average of students’ vocabulary score per action within one cycle.

It is used to know how well students’ score as a whole on vocabulary skill. It uses

the formula:8

_ X : mean

x : individual score n : number of students

Second, the researcher tries to get the class percentage which pass the minimal mastery level criterion (KKM) considering English subject gains score 60 (sixty) which is adapted from the school agreement at MTs. Nurul Falah. It uses the formula:9

P : the class percentage F : total percentage score N : number of students

Third, after getting mean of students’ score per actions, the researcher

identifies whether or not there might have students’ improvement score on

8

Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.

9

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 43.

_ ∑x

X = ──

n

F

P = ── X 100% N

y1 - y

P = ─── X 100% y

Vocabulary comprehension from pre-test up to posttest score in cycle 1 and cycle 2. In analyzing that, the researcher uses the formula:10

P : percentage of students’ improvement y : pre-test result

y1 : post-test 1

P : percentage of students’ improvement y : pre-test result

y2 : post-test 2

M. Trustworthiness of Research

To analyze the examined test items, the researcher implements the trustworthiness of the test. There are some phases including:

1. Validity of Data

Validity is one of the essential requirements of good educational testing which can represent an acceptable action research. In other words validity is the most requirements for instrument of evaluation. Arthur Hughes stated that “a test is said to be valid if it accurately what it is intended to measure”.11 It means that a test can be said valid if the test measures what it will be measured. Terminologically, in Indonesia “valid” is “shahih”. Validity is not an absolute feature from technique evaluation. It is a relative feature for a purpose which will be reached by the test maker. Validity should be determined by the purpose will be reached by using test. Therefore validity

10

David E. Meltzer, The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Scores, (Iowa: Department of Physics and Astronomy, 2008), p.3.

11

Arthur Hughes, Testing for Language Teachers second edition, (Cambridge: Cambridge University Press, 1989), p.26.

y2 - y

P = ─── X 100% y

refers to extent to which the results of an evaluation procedure serve the particular uses for which they are intended.

In this research the researcher adopts Anderson, Herr, and Nihlen’s criteria that mention that validity of action research including democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity.12 In this research she uses three kinds of validity are outcome, process, and dialogic validity. First, outcome validity requires that the action emerging from a particular research leads to the successful resolution of the problem that was being studied, that is, your research can be considered valid of you learn something that can be applied to the subsequent research cycle.13

Second, process validity is “the validity that requires a research has been

conducted in a “dependable” and competent“manner”.14

The last, dialogic

validity; “it involves having a critical conversation with peers about research

finding and practices.”15

It could be concluded from the explanation above that we could be seen the outcome validity from the students’ result of the test. Moreover, in process validity the researcher notes all events happening during the CAR. Therefore, in these validities the research is said successful if the result of cycle II is better than cycle 1. Besides, if there might have some mistakes in the method of teaching, so the researcher should discuss this problem with the teacher to modify the further strategies. Then, for dialogic validity, to avoid invalid data the researcher and the teacher discuss and assess the students’ test result of two cycles.

2. Discriminating Power

The analysis of discriminating power of test items is to know the performance of the test through distinguishing students who have high

12

Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, (New Jersey: Merril Prentice Hall, 2003), p. 84.

13

Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, … p. 84. 14

Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, …p. 84.

15

Geoffrey E.Mills, Action Research: A Guide for the Teacher Researcher, (New Jersey: Merril Prentice Hall, 2003), p. 85.

achievement and low achievement. Discriminating power provides a more detailed analysis of the test items than does item difficulty, because it shows how the top scores and lower scores performed on each item.16

The computing of discriminating power uses the formula as following:17 U – L

D = ──── N

In which, D : The index of discriminating power

U : The number of pupils in the upper group who answered the item correctly

L : The number of pupils in the lower group who answered the item correctly

N : Number of pupils in each of the groups Next, the discriminating scale uses:18

DP REMARK

0.6 – 1.0 Very good 0.4 – 0.6 Good

0.1 – 0.3 Ok

-1 – 0.0 Bad

3. Difficulty Item

The difficulty item analysis concerns with the proportion of comparing students who answer correctly with all of students who follow the test. Item difficulty is how easy or difficult an item is form the viewpoint of the group

16

Kathleen M. Bailey, Learning about Language Assessment: Dillemas, Decisions, and Direction, (London: Heinle & Heinle Publisher, 1998), p. 135.

17

Wilmar Tinambunan, Evaluation of Student Achievement, (Jakarta: Depdiknas, 1998), p. 139.

18

of students or examinees taking the test of which that item is a part. The formula as following:19

R P = ── T

In which, P : Index of difficulty

R : The total number of students who selected the correct answer T : The total number of students including upper and lower group

N. Criteria of the Action Success

Classroom Action Research (CAR) is able to be called successful if it can exceed the criteria which has been determined, and fail if it is cannot exceed the criteria which has been detained. In this research, the research will succeed when there is 75% numbers of students could achieve some improvement scores from the pre-test until the second post-test in cycle two or they could pass the target score of the minimal mastery level criterion (KKM).20 The KKM that must be attained considering reading subject is 60 (sixty) which is adapted from the school agreement (MTs. Nurul Falah Ciputat). If the criterion of the action success achieved, it means that the next action of the Classroom Action Research (CAR) would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.

19

Norman E. Gronlund, Construction Achievement Test, (New York: Prentice Hall, 1982), p. 102.

20

Syaiful Bahri Djamarah dan Aswan Zain, Strategi Belajar Mengajar, (Jakarta: PT Rineka Cipta, 2006) p. 108.

IV.METODE PEMBELAJARAN

 Three phase technique (Introduction, Implementation/ Process, Evaluation/ Assessment)

V. LANGKAH-LANGKAH PEMBELAJARAN a. Kegiatan Pendahuluan (10menit).

- _{Greeting (memberi salam dan berdoa).} - _{Mengabsen siswa.}

- _{Memberi motivasi kepada siswa.}

b. Kegiatan Inti (65 menit)

- _{Tanya jawab terkait part of speech.}

- _{Guru membagi siswa kedalam beberapa kelompok.}

- Guru menjelaskan tentang games “NOT BELONG” yaitu permainan yang

menguji pengetahuan siswa tentang pengelompokan kata yang sama seperti noun, adjective, verb, dan adverb. Kemudian guru meletakkan 5 kata diatas papan tulis yang salahsatu katanya bukan kelompok kata yang sama dengan 4 kata lainnya. Tugas siswa ialah menemukan kata yang berbeda tersebut dan mencari kata yang sama dengan 4 kata lainnya pada kartu kosakata yang telah di sediakan guru sebelumnya.

- _{Guru menunjuk satu kelompok menjadi pembuat soal untuk kelompok lainnya}

begitu juga sebaliknya secara bergantian.

- _{Sebelum permainan dimulai, guru menjelaskan secara singkat tentang part of}

speech: noun, verb, adjective, dan adverb.

Drive, drove, driven Press

Neutral

First Lightly

148

- _{Guru meminta setiap siswa ikut serta dalam permainan mewakili}

kelompoknya.

- _{Guru membagikan siswa hand-out yang berisikan soal yang harus dikerjakan}

secara berpasangan.

c. Kegiatan Penutup (5 menit)

- _{Menyimpulkan materi pelajaran}

- _{Menanyakan kesulitan siswa selama KBM}

- _{Meminta siswa untuk menjaga kartu kosakata (vocabulary card).}

VI. ALAT/BAHAN/SUMBER PEMBELAJARAN

 Buku Teks (Artono Wardiman dkk. English in Focus), Dep. Pend. Nasional & Eureka, 2008, Jakarta.

 Hand-out

 LCD

VII. PENILAIAN

a. Teknik: Merespon pertanyaan secara tertulis b. Bentuk: Pertanyaan tertulis

c. Instrumen: Terlampir

VIII. PEDOMAN PENILAIAN

a. Untuk setiap jawaban benar penulisannya diberi score= 10 b. Nilai maksimal = 100

Ciputat, 14 April 2011

English Teacher

Dinnia Imalia

NUPTK: 8434766666300002

Researcher

Neaty Muttahidah NIM:106014000413

Lampiran:

Lembar kegiatan KBM (Kegiatan Belajar Mengajar) Membaca dan Menulis

Name:_______________&__________________

 Find the word which not belongs to the group (it could be noun, verb, adjective and adverb) see the example below!

NO. 1 2 3 4 5 Kind of Group

instruction Helen Drive Andri Clutch (Noun)

1 Make Get Drive Remember Just

2 First Now Lightly Press Just

3 Engine Key First Foot Driving license

4 Take How Press Shall Turn

5 Gear Yet How Now Lightly

6 Gear Yet Foot Engine Car

7 Stopped Sure Accelerator Right Left

8 Ahmad Gear Siti Turn Clutch

9 Learn Start Do Take off Clutch

10 Stopped Lightly Now Just Yet

 Find 2 words of noun, verb, adjective and adverb in the sentences below!

Helen wants to learn how to drive a car to get a driving license. She learns how to drive a car with Andri.

Andri : First, make sure that the car is neutral, now, start the engine. Helen : How do I do that?

Andri : Just turn the key.

Helen: OK. And now, what should I do? Andri : Put your foot on the clutch.

158

Appendix 15a: Photographs of the Students’ Participation in Vocabulary Activities PHOTOGRAPHS OF CLASSROOM ACTION RESEARCH ACTIVITIES

SURAT KETERANGAN Nomor : Mts.09.03/TL.00/254/2011

Kepala Madrasah Tsanawiyah Nurul Falah Pondok Ranji Ciputat Tangerang Selatan menerangkan

Nama : NEATY MUTTAHIDAH

Jenis Kelamin : Perempuan

Tempat Tanggal Lahir : Tangerang, 22 September 1987

NIM : 106014000413

Jurusan/ Program Studi : PBI/ Pendidikan Bahasa Inggris Semester/ Tahun Akademik : X (Sepuluh) / 2006-2007

Alamat : Jl. Raya Serang Km 15 Rt 006/03 No. 54 Cikupa Tangerang Banten.

Adalalah benar telah melaksanakan penelitian pada Madrasah Tsanawiyah Nurul Falah Pondok Ranji Ciputat Tangerang Selatan selama 4 bulan terhitung mulai Tanggal 17 Januari 2010 s.d/ 9 Mei 2011.

Demikian keterangan ini ibuat untuk dipergunakan sebagaimana mestinya.

Tangerang, 23 Mei 2011 KEPALA MADRASAH

SATIRI, S.Ag NIP.196801211993031002

ii

KEMENTERIAN AGAMA UNIVERSITAS ISLAM NEGERI (UIN) SYARIF HIDAYATULLAH JAKARTA FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Jl. Ir. H. Huanda No. 95 Telp: ( 62-21) 7443328, 7401925

Ciputat 15142 Email: uinjkt@cabi.net.id

SURAT KETERANGAN PERTANGGUNGJAWABAN PENULISAN SKRIPSI

Saya yang bertanda tangan dibawah ini: Nama : Neaty Muttahidah NIM/ Angkatan : 106014000413/ 2006 Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi : “Improving Students’ Vocabulary through Vocabulary Card”

(A Classroom Action Research in the First Grade of MTs. Nurul Falah School,Pondok Ranji Ciputat)

Dosen Pembimbing : Dra. Ratna Sari Dewi, M.Pd

Menerangkan dengan sungguh- sungguh bahwa:

1. Skripsi yang segera diujikan ini adalah benar- benar hasil penelitian sendiri (bukan barang jiplakan/ plagiat)

2. Apabila dikemudian hari terbukti/ dapat dibuktikan skripsi ini hasil jiplakan/ plagiat, maka saya akan menanggung resiko diperkarakan oleh Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta.

Jakarta, Juni 2011

Mengetahui: Yang menerangkan:

Pembimbing Mahasiswa Ybs.

Drs. Ratna Sari Dewi, M.Pd. Neaty Muttahidah NIP. 197205011999 03 2 013 NIM. 106014000413