THE EFFECT OF APPLYING WORD WEBBING TECHNIQUE ON STUDENTS’ VOCABULARY ACHIEVEMENT.
THE EFFECT OF APPLYING WORD WEBBING TECHNIQUE
ON STUDENTS’ VOCABULARY ACHIEVEMENT
A THESIS
In Partial Fulfillment of the Requirements
for the Degree of SarjanaPendidikan
By:
ANGRAYNI DIAN NOVIA NASUTION
NIM. 2101121003
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
First of all, the writer would like to thank to the Almighty Allah SWT for His blessings,
so the writer is able to accomplish her thesis as a partial fulfillment of the requirements for the
degree of SarjanaPendidikan at the English Department, Faculty of Languages and Arts (FBS) in
State University of Medan (UNIMED).
During the process of writing, the writer realizes that she can’t accomplish without
support from many people. The writer would like to express her sincere gratitude to:
Prof. Dr. SyawalGultom, M.Pd.,Rector of State University of Medan.
Dr. IsdaPramuniati, M.Hum.,Dean Faculty of Languages and Arts.
Secretary of English Department.
Department.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Dra. Meisuri, MA.,the
Nora RonitaDewi, S,Pd., S.S.,M.Hum.,the Head of Education Program of English
Drs. Johan Sinulingga, M.Pd., her Thesis Supervisor
Dra. MasitowarniSiregar, M.Ed., Her Academic Consultant also her Thesis Examiner
Dr. RahmadHusein, M.Ed, Dr. AnniHolilaPulungan, M.Hum, her Thesis Examiner,
Hj. Masraya, S.Pd
the Principal of SMP
Negeri 27 Medan
and Mrs.
ChairiyahSitompul, S.Pd the English Teacher who had helped her during the research in
the school and also for Students in VIII-1 and VIII-4 class.
conducting their thesis.
Mam Eisand Pak Pantas, the ‘mental supporter’ for all the final-year students who are
The writer’s beloved parents, H. SyamsulBahriNasution, S.Sos and Hj. Dra.
IpaRatnaMutiara, M.Pd. Her sister AnggitaFahrinaNasution, S.Kep, her brother in
law RinaldiSiregar, SE., her little brother YahsarulIkhsanNasution, her niece
SyafiahAzzahraSiregar,
her
cousins
dr.
AyuSitiChadijahNst,
VelayatiKhairunnisaNasution, HairunnnisaNovitaZalukhu, RidhatullahTobing, her
aunt MarwahRambe for the support and love, also for the rest of her biggest families for
the motivation.
Her best 5, HalimatunHusnaRambe, Liza Insyirah, RisqaIndina, and Anisa,for all
the tears that we shed together, for all the laughter that we share together. Also for the
brighter future that we will overcome together. For always stay and never leave the
writer’ side during the hardest time in the writer’s life, the writer would like to say thank
you. God bless the writer for sending these people as her best support.
Karate Dojo Smansa member, Fadhil Akbar Rizqullah, T.M Fauzan, T.M. Fahmi,
BimoSetio P., SitiShintaYunindarifor always stay and never leave. JokoPrabowo Lim,
AnnisaUlrahmahSinaga,DhuhrilRamadhan,Aldina
Gita
Wahyuni,WindaParamitha,her beloved best friend for the friendship, the support, and
all the time that we share together.
SeprinaRenataSimbolon, S.Pd, LiaAgusrinaSiregar, S.Pd, FauziahBalqis, S.Pd,
DessyRilmaSusantiNasution, S.Pd, AnisaRillaLubis, her beloved ‘sister’ for always
support, motivated and pushed the writer to finish this study quickly.
the short but very wonderful memorable moment, Almh. DwiPutriRamadhani.
The 20 member of her PPLT 2013 team, especially dedicated to her late bestfriend for
Sri Wahyuni, S.Pd, WidyAyuningtyas, Rinda Sari Putri, DahlianaSiregar,
EviEfrilita Sari, Devi &Ayu,
Muhammad Yusuf, S.Pd, AprilzaAswani, S.Pd,
Yusrumaida, and all member of Regular A, B, C, and extention class 2010 for 4 years
fighting together. Karmila Sari Ritonga&Kak Ade Irma, the 2 persons who is with the
writer to finally finished this thesis. Thank you for helping the writer a lot until the last
minute this thesis finished.
Regular A ‘2010 fellow members, for the amazing 4 years they spent together.
Red Ocean, EXO-L Medan, HoMin, her source of joy for all precious lesson they
taught the writer.
Medan,
August 2015
The Writer,
Angrayni Dian Novia
ABSTRACT
Novia,Angrayni D. Reg. No. 2101121003.The Effect of Applying Word Webbing
Technique on Students’ Vocabulary Achievement.A Thesis.English Department of
Faculty of Languages and Arts.State University of Medan. 2015
This study discovered the effect of using word webbing technique on students’
vocabulary achievement. It was conducted by using experimental research design.
The population of this research was grade XIII students of SMP Negeri 27 Medan by
divided into two group, namely experimental group and control group. The
experimental group was taught by using word webbing technique. The instruments
that used to collect the data was multiple choice test. After the data were analyzed, it
was found that the value of t-observed was 3.125 with the degree of freedom (df) = 38
at the level of significance 0, 05. It means that t-observed was higher that t-table
(3.152 > 2.024). The results of this study showed that teaching vocabulary by using
word webbing technique was higher than by using lecturing method. It implied that
word webbing technique is appropriate to be applied for vocabulary.
Keywords: Word Webbing Technique ,Vocabulary Achievement.
i
TABLE OF CONTENTS
Pages
ABSTRACT…………….………………………………………………....
i
ACKNOWLEDGEMENT………………………………………………..
ii
TABLE OF CONTENTS………………………………………………… iv
LIST OF TABLES………………………………………………………..
vi
CHAPTER I. INTRODUCTION….…………………………………….. 1
A. Background of the Study…............................................................
1
B. The Problem of the Study...............................................................
4
C. The Objective of the Study.............................................................
4
D. The Scope of the Study................................................................... 4
E. The Significance of the Study.........................................................
5
CHAPTER II. REVIEW OF LITERATURE….……………………….. 6
A. Theoretical Framework…...............................................................
6
1. Students’ Achievement…………….......................................... 6
2. Vocabulary................................................................................
7
3. The Level of Word Understanding…………………………… 8
4. Types of Vocabulary………………………………………….
10
5. The Principles of Teaching Vocabulary………………………
10
6. The Importance of Vocabulary……………………………….. 13
7. Assessment of Vocabulary……………………………………
14
8. The Concept of Word Webbing Technique…………………... 15
9. How to Make Word Webbing………………………………...
16
10. The Advantages and Disadvantages of Word Webbing
Technique……………………………………………………..
18
11. Teaching Vocabulary through Word Webbing Technique…… 19
B. Relevant Studies………………………………………………….
20
C. Conceptual Framework..................................................................
21
D. Hypothesis......................................................................................
22
CHAPTER III. RESEARCH METHOD.........………………………….
23
A. Research Design.............................................................................
23
B. Population and Sample.................................................................... 23
1. Population................................................................................
23
2. Sample.....................................................................................
24
C. The Instrument of Collecting Data.................................................. 24
D. The Procedure of The Study….…………………………………..
25
1. Pre-Test….……………………………………………………
25
2. Treatment……………………………………………………..
25
3. Post-Test……………………………………………………...
28
E. Scoring the Test………………….................................................
28
F. The Validity and Reliability of The Test........................................ 28
a. Validity of the Test…………………………………………...
29
b. Reliability of The Test……………………………………….. 29
G. The Technique for Analyzing Data………………………………
30
H. The Statistical Hypothesis………………………………………..
31
CHAPTER IV THE DATA AND DATA ANALYSIS……………… 32
A. The Data…………………………………………………………….
32
B. Data Analysis……………………………………………………….
32
1. Analyzing the Data by Using T-test Formula…………………..
33
2. Reliability of the Test………………..…………………………. 35
3. Testing Hypothesis……………..………………………………. 36
4. Research Finding……………………..………………………… 36
CHAPTER V CONCLUSIONS AND SUGGESTIONS……………. 37
A. Conclusions…………………………………………………………
37
B. Suggestion…………………………………………………………..
37
REFERENCES............................................................................................
39
APPENDICES…………………………………………………………….
41
LIST OF TABLES
Table 1. 1Students who Could Pass the KKM.…………………….……..
2
Table 2.1 The Structure of Word Webbing with TwoLevels.……………..
16
Table 2.2 The Structure of Word Webbing with Three levels…………….
17
Table 3.1 Research Design.………………………………………………..
23
Table 3.2 Teaching Learning Procedure for Experimental Group………...
25
Table 3.3 Teaching Learning Procedure for Control Group………………
27
LIST OF APPENDICES
APPENDIX A:
Students score of Pre-test and Post-Test of Experimental
Group……………………………………………………
APPENDIX B:
41
Students score of Pre-test and Post-Test of Control 42
Group……………………………………………………
APPENDIX C:
The Calculation of t-test for Experimental Class………. 43
APPENDIX D:
The Calculation of t-test for Control Class…………….. 45
APPENDIX E:
The Calculation of the t-table and t-observed…………... 46
APPENDIX F:
Table of t-distribution…………………………………...
49
APPENDIX G:
The Reliability of the Test……………………………...
50
APPENDIX H:
Lesson plans Experimental Group……………………… 52
APPENDIX I:
Lesson plans Control Group…………………………….
70
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
There are four skills that should be learned by the students. They are
listening, speaking, reading, and writing skill. In order to comprehend those four
skills, students should mastering vocabulary first. Wilkins (1972) states that without
grammar very little can be conveyed, without vocabulary nothing can be conveyed (as
cited in Carter McCarthy, 1988)
Vocabulary is the very basic thing in learning any language because
language structures make up the skeleton of language, then it is vocabulary that
provides the vital organs and the flesh (Harmer, 2009: 26). Those who want to
master that four skills or language, should know vocabulary first. Because
vocabulary itself dealing with comprehending and producing language. In relation
to reading, there is a strong connection between vocabulary and reading itself.
Bromley (2004), in a comprehensive review of research on vocabulary
development, concludes that vocabulary knowledge promotes reading fluency,
boost reading comprehension, improves academic achievement, and enhances
thinking and communication. The more word people have, the easier people can
comprehend a text and those words are obtained partially from the text that people
read.
According to Marzano (2004), vocabulary knowledge impacts reading and
academic success, and it is significant in our daily life and can have practical as
well. It is also supported by Pikulski (2004:4) who statethat the learners have to
1
2
increase their vocabulary by around 3.000 words a year. The number of
vocabulary will influence how well someone masters the language.
In reality, most of the students have less capability in learning English.
Many students find it difficult to mastering vocabulary. The students do not
understand the meaning of English vocabulary. The process of teaching English
vocabulary does not run well, because the students found it difficult to
understanding, memorizing, pronouncing the words and it makes thempassive in
the classroom.
Based on the observation of Grade VIII of SMP Negeri 27 Medan and
after interviewing the English teacher,from 20 students it was found that there are
17 students could not pass the minimum standard competence (KKM) of English
tests in the first semester and 20 students in the second semester. The score of
minimum standard competence is 70. Here are the recapitulations of the students’
scores;
Table 1.1 The Eighth Grade (VIII) Students’ Score of Vocabulary Test
Semesters
1st Semester 2012/2013
2ndSemester 2013/2014
Score
Students
Percentage
ON STUDENTS’ VOCABULARY ACHIEVEMENT
A THESIS
In Partial Fulfillment of the Requirements
for the Degree of SarjanaPendidikan
By:
ANGRAYNI DIAN NOVIA NASUTION
NIM. 2101121003
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ACKNOWLEDGEMENT
First of all, the writer would like to thank to the Almighty Allah SWT for His blessings,
so the writer is able to accomplish her thesis as a partial fulfillment of the requirements for the
degree of SarjanaPendidikan at the English Department, Faculty of Languages and Arts (FBS) in
State University of Medan (UNIMED).
During the process of writing, the writer realizes that she can’t accomplish without
support from many people. The writer would like to express her sincere gratitude to:
Prof. Dr. SyawalGultom, M.Pd.,Rector of State University of Medan.
Dr. IsdaPramuniati, M.Hum.,Dean Faculty of Languages and Arts.
Secretary of English Department.
Department.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Dra. Meisuri, MA.,the
Nora RonitaDewi, S,Pd., S.S.,M.Hum.,the Head of Education Program of English
Drs. Johan Sinulingga, M.Pd., her Thesis Supervisor
Dra. MasitowarniSiregar, M.Ed., Her Academic Consultant also her Thesis Examiner
Dr. RahmadHusein, M.Ed, Dr. AnniHolilaPulungan, M.Hum, her Thesis Examiner,
Hj. Masraya, S.Pd
the Principal of SMP
Negeri 27 Medan
and Mrs.
ChairiyahSitompul, S.Pd the English Teacher who had helped her during the research in
the school and also for Students in VIII-1 and VIII-4 class.
conducting their thesis.
Mam Eisand Pak Pantas, the ‘mental supporter’ for all the final-year students who are
The writer’s beloved parents, H. SyamsulBahriNasution, S.Sos and Hj. Dra.
IpaRatnaMutiara, M.Pd. Her sister AnggitaFahrinaNasution, S.Kep, her brother in
law RinaldiSiregar, SE., her little brother YahsarulIkhsanNasution, her niece
SyafiahAzzahraSiregar,
her
cousins
dr.
AyuSitiChadijahNst,
VelayatiKhairunnisaNasution, HairunnnisaNovitaZalukhu, RidhatullahTobing, her
aunt MarwahRambe for the support and love, also for the rest of her biggest families for
the motivation.
Her best 5, HalimatunHusnaRambe, Liza Insyirah, RisqaIndina, and Anisa,for all
the tears that we shed together, for all the laughter that we share together. Also for the
brighter future that we will overcome together. For always stay and never leave the
writer’ side during the hardest time in the writer’s life, the writer would like to say thank
you. God bless the writer for sending these people as her best support.
Karate Dojo Smansa member, Fadhil Akbar Rizqullah, T.M Fauzan, T.M. Fahmi,
BimoSetio P., SitiShintaYunindarifor always stay and never leave. JokoPrabowo Lim,
AnnisaUlrahmahSinaga,DhuhrilRamadhan,Aldina
Gita
Wahyuni,WindaParamitha,her beloved best friend for the friendship, the support, and
all the time that we share together.
SeprinaRenataSimbolon, S.Pd, LiaAgusrinaSiregar, S.Pd, FauziahBalqis, S.Pd,
DessyRilmaSusantiNasution, S.Pd, AnisaRillaLubis, her beloved ‘sister’ for always
support, motivated and pushed the writer to finish this study quickly.
the short but very wonderful memorable moment, Almh. DwiPutriRamadhani.
The 20 member of her PPLT 2013 team, especially dedicated to her late bestfriend for
Sri Wahyuni, S.Pd, WidyAyuningtyas, Rinda Sari Putri, DahlianaSiregar,
EviEfrilita Sari, Devi &Ayu,
Muhammad Yusuf, S.Pd, AprilzaAswani, S.Pd,
Yusrumaida, and all member of Regular A, B, C, and extention class 2010 for 4 years
fighting together. Karmila Sari Ritonga&Kak Ade Irma, the 2 persons who is with the
writer to finally finished this thesis. Thank you for helping the writer a lot until the last
minute this thesis finished.
Regular A ‘2010 fellow members, for the amazing 4 years they spent together.
Red Ocean, EXO-L Medan, HoMin, her source of joy for all precious lesson they
taught the writer.
Medan,
August 2015
The Writer,
Angrayni Dian Novia
ABSTRACT
Novia,Angrayni D. Reg. No. 2101121003.The Effect of Applying Word Webbing
Technique on Students’ Vocabulary Achievement.A Thesis.English Department of
Faculty of Languages and Arts.State University of Medan. 2015
This study discovered the effect of using word webbing technique on students’
vocabulary achievement. It was conducted by using experimental research design.
The population of this research was grade XIII students of SMP Negeri 27 Medan by
divided into two group, namely experimental group and control group. The
experimental group was taught by using word webbing technique. The instruments
that used to collect the data was multiple choice test. After the data were analyzed, it
was found that the value of t-observed was 3.125 with the degree of freedom (df) = 38
at the level of significance 0, 05. It means that t-observed was higher that t-table
(3.152 > 2.024). The results of this study showed that teaching vocabulary by using
word webbing technique was higher than by using lecturing method. It implied that
word webbing technique is appropriate to be applied for vocabulary.
Keywords: Word Webbing Technique ,Vocabulary Achievement.
i
TABLE OF CONTENTS
Pages
ABSTRACT…………….………………………………………………....
i
ACKNOWLEDGEMENT………………………………………………..
ii
TABLE OF CONTENTS………………………………………………… iv
LIST OF TABLES………………………………………………………..
vi
CHAPTER I. INTRODUCTION….…………………………………….. 1
A. Background of the Study…............................................................
1
B. The Problem of the Study...............................................................
4
C. The Objective of the Study.............................................................
4
D. The Scope of the Study................................................................... 4
E. The Significance of the Study.........................................................
5
CHAPTER II. REVIEW OF LITERATURE….……………………….. 6
A. Theoretical Framework…...............................................................
6
1. Students’ Achievement…………….......................................... 6
2. Vocabulary................................................................................
7
3. The Level of Word Understanding…………………………… 8
4. Types of Vocabulary………………………………………….
10
5. The Principles of Teaching Vocabulary………………………
10
6. The Importance of Vocabulary……………………………….. 13
7. Assessment of Vocabulary……………………………………
14
8. The Concept of Word Webbing Technique…………………... 15
9. How to Make Word Webbing………………………………...
16
10. The Advantages and Disadvantages of Word Webbing
Technique……………………………………………………..
18
11. Teaching Vocabulary through Word Webbing Technique…… 19
B. Relevant Studies………………………………………………….
20
C. Conceptual Framework..................................................................
21
D. Hypothesis......................................................................................
22
CHAPTER III. RESEARCH METHOD.........………………………….
23
A. Research Design.............................................................................
23
B. Population and Sample.................................................................... 23
1. Population................................................................................
23
2. Sample.....................................................................................
24
C. The Instrument of Collecting Data.................................................. 24
D. The Procedure of The Study….…………………………………..
25
1. Pre-Test….……………………………………………………
25
2. Treatment……………………………………………………..
25
3. Post-Test……………………………………………………...
28
E. Scoring the Test………………….................................................
28
F. The Validity and Reliability of The Test........................................ 28
a. Validity of the Test…………………………………………...
29
b. Reliability of The Test……………………………………….. 29
G. The Technique for Analyzing Data………………………………
30
H. The Statistical Hypothesis………………………………………..
31
CHAPTER IV THE DATA AND DATA ANALYSIS……………… 32
A. The Data…………………………………………………………….
32
B. Data Analysis……………………………………………………….
32
1. Analyzing the Data by Using T-test Formula…………………..
33
2. Reliability of the Test………………..…………………………. 35
3. Testing Hypothesis……………..………………………………. 36
4. Research Finding……………………..………………………… 36
CHAPTER V CONCLUSIONS AND SUGGESTIONS……………. 37
A. Conclusions…………………………………………………………
37
B. Suggestion…………………………………………………………..
37
REFERENCES............................................................................................
39
APPENDICES…………………………………………………………….
41
LIST OF TABLES
Table 1. 1Students who Could Pass the KKM.…………………….……..
2
Table 2.1 The Structure of Word Webbing with TwoLevels.……………..
16
Table 2.2 The Structure of Word Webbing with Three levels…………….
17
Table 3.1 Research Design.………………………………………………..
23
Table 3.2 Teaching Learning Procedure for Experimental Group………...
25
Table 3.3 Teaching Learning Procedure for Control Group………………
27
LIST OF APPENDICES
APPENDIX A:
Students score of Pre-test and Post-Test of Experimental
Group……………………………………………………
APPENDIX B:
41
Students score of Pre-test and Post-Test of Control 42
Group……………………………………………………
APPENDIX C:
The Calculation of t-test for Experimental Class………. 43
APPENDIX D:
The Calculation of t-test for Control Class…………….. 45
APPENDIX E:
The Calculation of the t-table and t-observed…………... 46
APPENDIX F:
Table of t-distribution…………………………………...
49
APPENDIX G:
The Reliability of the Test……………………………...
50
APPENDIX H:
Lesson plans Experimental Group……………………… 52
APPENDIX I:
Lesson plans Control Group…………………………….
70
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
There are four skills that should be learned by the students. They are
listening, speaking, reading, and writing skill. In order to comprehend those four
skills, students should mastering vocabulary first. Wilkins (1972) states that without
grammar very little can be conveyed, without vocabulary nothing can be conveyed (as
cited in Carter McCarthy, 1988)
Vocabulary is the very basic thing in learning any language because
language structures make up the skeleton of language, then it is vocabulary that
provides the vital organs and the flesh (Harmer, 2009: 26). Those who want to
master that four skills or language, should know vocabulary first. Because
vocabulary itself dealing with comprehending and producing language. In relation
to reading, there is a strong connection between vocabulary and reading itself.
Bromley (2004), in a comprehensive review of research on vocabulary
development, concludes that vocabulary knowledge promotes reading fluency,
boost reading comprehension, improves academic achievement, and enhances
thinking and communication. The more word people have, the easier people can
comprehend a text and those words are obtained partially from the text that people
read.
According to Marzano (2004), vocabulary knowledge impacts reading and
academic success, and it is significant in our daily life and can have practical as
well. It is also supported by Pikulski (2004:4) who statethat the learners have to
1
2
increase their vocabulary by around 3.000 words a year. The number of
vocabulary will influence how well someone masters the language.
In reality, most of the students have less capability in learning English.
Many students find it difficult to mastering vocabulary. The students do not
understand the meaning of English vocabulary. The process of teaching English
vocabulary does not run well, because the students found it difficult to
understanding, memorizing, pronouncing the words and it makes thempassive in
the classroom.
Based on the observation of Grade VIII of SMP Negeri 27 Medan and
after interviewing the English teacher,from 20 students it was found that there are
17 students could not pass the minimum standard competence (KKM) of English
tests in the first semester and 20 students in the second semester. The score of
minimum standard competence is 70. Here are the recapitulations of the students’
scores;
Table 1.1 The Eighth Grade (VIII) Students’ Score of Vocabulary Test
Semesters
1st Semester 2012/2013
2ndSemester 2013/2014
Score
Students
Percentage