Increasing the Students Ability in Vocab
ABSTRACT
Ndruru, Modestus, 2016, Increasing the students’ Ability in Vocabulary Mastery by Using Vocabulary Drill Strategy at the Eighth Grade of SMP Negeri 1 Hilimegai. Thesis’ advisors (1) Yasminar Amaerita Telaumbanua,
M.Pd. and (2) Dra. Nursayani Maru’ao, M.Pd.
Key word : Vocabulary, Vocabulary Drill.
Vocabulary is a core component of learning language for the students for how well to listen, speak, read, and write. In other words, vocabulary is very important of language learning and it is a basic knowledge used by the students when trying to use speak, listen, read, and write. Vocabulary mastery is the ability of the students to use words in conducting communication and understandable the meaning of the words in English.
The purpose of the research is to increase the Students’ Ability in Vocabulary Mastery by Using Vocabulary Drill Strategy at the Eighth Grade of SMP Negeri 1 Hilimegai which the total numbers of the students was 26 persons. The research was conducted by using CAR method. It was applied into two cycles. Each cycle consisted of planning, action, observation, and reflection. The instruments used by the researcher to collect the data were observation sheet, evaluation sheet and field note. In the students’ observation sheet the researcher searched about the students’ activities during teaching-learning process while in the observation sheet for the researcher noted by the teacher during teaching vocabulary by using Vocabulary Drill Strategy and in the evaluation sheet the researcher evaluated about the students’ ability in multiple choice.
In Cycle I, it shows that there is one student (3.84%) can be classified in “good” level. There are eight students (30.76%) in the “enough” level. There are
eleventh students (42.30%) i n “less” level and there are sixth students (23,07%) in “fail” level. The result shows that some of the students still unable to learn vocabulary mastery.
While the students’ ability in vocabulary mastery in Cycle II was category “Good” level. It shows that there were fourteen students (53.84%) in “very good” level. There were sixth students (23,07%) in “very good” level. There were sixth students (23.07%) in “good” level. There were fourteen students (53.84%) in
“enough” level. average of the students value was 76.92. Hence, based on the average for the students mark in the two cycles, it can be categorized in very good level. Hence, in teaching vocabulary by using Vocabulary Drill Strategy the students ’ ability increases.
From the research, the researcher has some suggestions such as (a) the students should be active to learn vocabulary mastery in English language well. (b) in teaching vocabulary, the teacher should give motivation to the students to learn vocabulary mastery in English especially in reading skill. (c) the English teacher should increase the students’ ability in learning vocabulary mastery by using Vocabulary Drill Strategy.
ACKNOWLEDGEMENTS
Thanks to the Lord of His blessing and love which makes the researcher able to finish the thesis. The research is made as the requirement for S-1 program at English Education Study Program in Institute of Teachers Training and Education of Gunungsitoli. Based on the requirement, the researcher made a research entitled: “Increasing the Students’ Ability in Vocabulary Mastery by using Vocabulary Drill Strategy at the Eighth Grade of SMP Negeri 1 Hilimegai in 2015/2016 ”.
The researcher has been supported by many people to finish the research. It is the first time for the researcher to make a thesis and it became so hard at the beginning until finished it successfully. Because of their support, the researcher appreciates and is thankful to the helpful figures in the following.
1. Mr. Drs. Bezisokhi Laoli, M.M, as the Rector for the motivations, supports all the students of IKIP Gunungsioli.
2. Mr. Drs. Ellyanus, M.Pd, as the Vice Rector two of IKIP Gunungsitoli and as the education examiner in the thesis to the researcher.
3. Mr. Adieli Laoli, S.Pd., M.Pd, as the dean of faculty of education of languages and arts and as the examiner of research method in the thesis to the researcher.
4. Miss Yasminar Amaerita Telaumbanua, M.Pd, as his first advisor and also as chair of English Education Study Program, never felt bored to advice the researcher until he finished the thesis well.
5. Mrs. Dra. Nursayani Maru’ao, M.Pd as the second advisor and also as the head of the Balai Penelitian IKIP Gunungsitoli, who never felt bored to help the researcher to accomplish the thesis until finished it well.
6. Mr. Afore Tahir Harefa, S.Pd., M.Hum, as the secretary of English Education Study Program who is always friendly to serve and kind to the researcher to consult many things if the researcher needs letters of English Education Program and as the examiner of study in the thesis to the researcher.
7. The entire lecturers of English Education Program for giving lectures and sharing their knowledge to the researcher until finish the thesis on time.
8. The headmaster of SMP Negeri 1 Hilimegai for the occasion given in conducting the research and also the English teacher who helps the researcher in finishing the research.
9. His beloved parents A/I. Modes, Benaso Ndruru (father) and Asaria Halawa (mother), who always pray and support him in financial and motivate him during studying in the English Education Study Program of IKIP Gunungsitoli.
10. His beloved Brother: (Apolinaris Ndruru, S.Pd, Dominikus Ndruru, S.Kom, Bonifasius Ndruru, S.Ag, Hipolitus Ndruru, S.Kom), who always pray and support the researcher to finish the thesis.
11. His close friends (Epikat Halawa, S.Pd, Petrus Ndruru, S.Pd, Nota Syukur Gea, S.Pd, Kharisman Zebua, Elisabar Hia, S.Pd), and all of his friends in English Education Program academic year 2008 who always gave him the big spirits and the best service in finishing the thesis.
12. The last to all of people who have altered the researcher life in good ways, have learned a lots of many experiences from all of them.
Finally, the researcher realized the thesis is far from being perfect. So he expects such as suggestion and criticism to make the thesis better and hopefully the thesis is useful for the readers. Thanks for everything and may God bless you.
Gunungsitoli, 2016 Researcher,
MODESTUS NDRURU
Reg. Number. 082108101
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS
A. The Research Findings
1. The Research Setting
2. The Explanation of the Research Findings for Each Cycle
a. Cycle I
b. Cycle II
3. The Students’ Activities in All Cycles
4. The Researcher’ Activities in All Cycles
5. The Students’ Ability in Vocabulary Mastery by Using Vocabulary Drill Strategy of All Cycles
B. Research Findings Discussions
1. The common response of the research problem
2. The Analysis and Interpretation of the Research Findings
3. The Research Findings versus the Latest Related Research
4. The Research Findings versus Theory
5. Research Findings Implication
6. The Analysis of the Research Findings Limitation
CHAPTER V : CONCLUSIONS AND SUGGESTIONS
A. Conclusions
B. Suggestions
vi
BIBLIOGRAPHY
APPENDICES
vii
LIST OF FRAMES
Page
1. Conceptual of Research by Using Vocabulary Drill Strategy
2. The Procedure of Classroom of Action Research by Using Vocabulary Drill Strategy
viii
LIST OF TABLES
Tables Page
1. The Condition of the Students at the Eighth Grade of SMP Negeri 1 Hilimegai
2. The Students’ Ability in Vocabulary Mastery by Using Vocabulary Drill Strategy in Cycle I in the Second Meeting
3. The Students’ Ability in VocabularyMastery by Using Vocabulary Drill Strategy in Cycle II in the Second Meeting
4. The Students’ Activities of All Cycles
5. The Researcher’s Activities of All Cycles
6. The Students’ Ability in Mastering Vocabulary by Using Vocabulary Drill Strategy of All Cycles
ix
LIST OF GRAPHICS
Graphics Page
52
1. The Students’ Ability of Cycle I
62
2. The Students’ Ability of Cycle II
LIST OF APPENDICES
Appendices Page
1. Appendix 1a. Syllabus
2. Appendix 2a. Lesson Plan (The First Meeting in Cycle I)
3. Appendix 2b. Lesson Plan (The Second Meeting in Cycle I)
4. Appendix 2c. Lesson Plan (The First Meeting in Cycle II)
5. Appendix 2d. Lesson Plan (The Second Meeting in Cycle II)
6. Appendix 3a. The Material (The Fly and the Bull)
7. Appendix 3b. The Material (The Princess and the Pea)
8. Appendix 4a. The Table of Specification (Cycle I)
9. Appendix 4b. The Table of Specification (Cycle II)
10. Appendix 5a. The Test Instruments Validity in Cycle I
11. Appendix 5b. The Test Instruments Validity in Cycle II
12. Appendix 6a. The Observation Sheet of the Students’ Activities in Cycle (Meeting I)
13. Appendix 6b. The Observation Sheet of the Students’ Activities in Cycle I (Meeting II)
14. Appendix 6c. The Observation Sheet of the Students’ Activities in Cycle II (Meeting I)
15. Appendix 6d. The Observation Sheet of the Students’ Activities in Cycle II (Meeting II)
16. Appendix 7a. The Observation Sheet of the Researcher’s Activities in Cycle I (Meeting I)
17. Appendix 7b. The Observation Sheet of the Researcher’s Activities in Cycle I (Meeting II)
xi
18. Appendix 7c. The Observation Sheet of the Researchers’ Activities in Cycle II (Meeting I)
19. Appendix 7d. The Observation Sheet of the Researchers’ Activities in Cycle II (Meeting II).
20. Appendix 8a. The Students’ Test sheet in Cycle I
21. Appendix 8b. The Students’ Test sheet in Cycle II
22. Appendix 9a. The Answers Key in Cycle I
23. Appendix 9b. The Answers Key in Cycle II
24. Appendix 10a. Field Notes
25. Appendix 10b. Field Notes
26. Appendix 11a. The Result of the Students’ Ability in Vocabulary Mastery by Using Vocabulary Drill Strategy in Cycle I
27. Appendix 11b. The Result of the Students’ Ability in Vocabulary Mastery by Using Vocabulary Drill Strategy in Cycle II
28. Appendix 12a. The Students’ Attendance List at the Eighth Grade of SMP Negeri 1 Hilimegai.
29. Appendix 13a. The Pictures of Activities in All Cycles
xii
CHAPTER I INTRODUCTION
A. The Background of the Problem
Vocabulary is an important aspect in learning English, because it is basic to
be asked to learn English skills, such as listening, speaking, reading, and writing. Therefore, when the students learn English they must know vocabulary first. The students get difficulties to communicate well without having enough vocabulary. However, it is difficult for the students to listen, speak, read, and write. Then, the students cannot master the language actively. Consequently, it is difficult for them to express their ideas.
According to Hiebert (2005:3), ”Vocabulary is the set of words for which an individual can assign meanings when listening or reading ”. Futhermore, Cruise (2000:2) states, ’’Vocabulary as a list of words that have meaning’’. In other words, each word has certain meaningful communication with others and without vocabulary the students cannot deliver about something through the words.
As written by Jone s (2001:12) “Reading is the activity of looking at and un derstanding written words”. The extent of students’ vocabulary knowledge relates strongly to their reading skill . Conversely, by reading, the students’ vocabulary be increased. To understand the reading text need to know many words and words can
be growth by reading itself.
Regarding to the previous explanation, the researcher draws conclusion vocabulary and reading having close relationship. Because by having many vocabularies the readers are able to understand what is being read.
In syllabus of the English subject in KTSP 2006, especially at the eighth grade of SMP Negeri 1 Hilimegai, hopes the students to master four basic skills. The competence standard especially in reading skill that should be mastered by the students to comprehend the meaning of simple essay text in recount and narrative forms to interact with the environment. Basic competence expects the students to read aloud the written functional text and short essay in simple recount and narrative utterance, stress, and intonation that is acceptable related to the environment. While, from the basic competence there is an indicator, namely the students are able to identify the meaning of simple essay text in recount and narrative forms. It hopes the students to reach the target of the Minimum Competence Criterion (65) in their school. Thus, the students of the eighth grade are successful if they achieve the target MCC has been decided at the school.
In reality, based on the observation done by the researcher and the result of interview of the English teacher, the students’ ability at the eighth grade in mastering vocabulary was less. Therefore, they were unable to comprehend and analyze the reading text as their teacher asked. Eventhough, they were really confused since they were weak in mastering a lot of the English vocabularies.
The problem appear because of many factors, such as: The students are not able mastering the meaning of the word in recount text, the students unable to write the right words into the cards of the English vocabulary, the students seldom practice The problem appear because of many factors, such as: The students are not able mastering the meaning of the word in recount text, the students unable to write the right words into the cards of the English vocabulary, the students seldom practice
To solve the students’ problem, the researcher applies Vocabulary Drill Strategy to increase the students’ ability in mastering vocabulary. According to Ella
(1999:75), ”Vocabulary drill strategy is a strategy to help learners effective to build reading vocabulary ”. Furthermore, Konchady (2009:49) states,
”Vocabulary drill strategy is to help students learn how to approach new words and to become more comfortable with the language freeing them to explore new words and their meanings ”.
In conclusion Vocabulary Drill Strategy the stategy that enables the students to build vocabulary, explore the meaning and pronounce. Regarding to the previous explanation, the researcher wants to apply Classroom Action Research in the research. The researcher is interested to increase the students’ ability in mastering vocabulary by doing a research entitled:
”Increasing The Students’ Ability in Vocabulary Mastery by Using Vocabulary Drill Strategy at Eighth Grade of SMP Negeri 1 Hilimegai in 2015/2016 ”.
B. The Identification of the Problem
The identification of problems in the research as follows:
1) The students are not able to master the meaning of the word in recount text.
2) The students are not able to write the right words into the cards of the English vocabulary.
3) The students are seldom to practice to memorize and to pronounce English vocabulary because of different to write and read.
4) The low ability of the students to give questions in vocabulary to the English teacher.
C. The Limitation of the Problem
Based on the identification of the problem above, the researcher limits himself to search about increasing the students’ ability in Vocabulary mastery by
using Vocabulary Drill Strategy at the eighth grade of SMP Negeri 1 Hilimegai in 2015/2016.
D. The Formulation of the Problem
Based on the limitation of the problems, the researcher formulates the problem as follows: ”How does Vocabulary Drill Strategy increase the students’ ability in vocabulary mastery at the eighth grade of SMP Negeri 1 Hilimegai in 2015/2016? ”
E. The Purposes of the Research
The purpose of the research is to i ncrease the students’ ability in vocabulary mastery by using Vocabulary Drill Strategy at the eighth grade of SMP Negeri 1 Hilimegai in 2015/2016.
F. The Significance of the Research
The researcher ’s findings of the research can be useful for:
1. The researcher; as an experience to teach vocabulary in reading in his teaching activities in learning English by using Drill Vocabulary Strategy.
2. The students; as motivation and training to increase their ing to learn English well.
3. The English teacher; as an input to them to use the appropriate strategy in teaching vocabulary
4. The next researchers; as a reference in doing relevant researches.
5. The readers; as an additional information and guideline to make them more interested to learn English vocabulary.
G. The Assumptions of the Research
The researcher has some assumptions in the research, they are:
1. Vocabulary is one of important components in learning English because of the ability in mastering vocabulary the students are able to master the four skills of English.
2. Vocabulary Drill Strategy is one of strategies in teaching English to the students.
H. The Limitations of the Research
In the research, the researcher focuses on:
1. The subject of the research is the eighth grade of SMP Negeri 1 Hilimegai in 2015/2016 especially Class VIII-B.
2. The researcher use Classroom Action Research in conducting the research.
3. The researcher focuses on Vocabulary Drill Strategy in teaching vocabulary.
4. The language component that be observed is vocabulary in reading skill.
5. The researcher focus on recount text.
I. The Operational Definitions of the Research
The operational definitions in the research are:
1. Mastering vocabulary is the ability to know and to understand words concerning the pronunciation and meanings of words.
2. Vocabulary Drill Strategy is a strategy to help learners effective to build reading vocabulary. The strategy may grow the stude nts’ capability to explore the meaning and pronounce the words correctly. The students are helped by the researcher to write out all the error words and to review the index cards containing the error words. So, the students ability in learning vocabulary more active and joyful.
CHAPTER II REVIEW OF RELATED LITERATURE
A. Theoretical Framework
1. Vocabulary
a. The Definition of Vocabulary
Vocabulary is an important element of language. A person who wants to be able to communicate in certain language has to master the vocabulary of that language for the first time. As written in Oxford Learners’ Pocket Dictionary (2003:482), ”Vocabulary as all the words that a person knows or uses; list of words with their meaning”.
According to Manser (1995:461), ”Vocabulary is (1) total number of words in
a language, (2) words known to a person, (3) list of words with their meaning. In addition, Barnhart (2008:697) state, ”Vocabulary is (1) stock of words used by
person, class of people, profession. (2) A collection or list of words, usually in alphabetical order and defined”. In other words, vocabulary is a total numbers of words in language that is combined in rules to make up a language and used by person to communicate.
Futhermore, Strumpf (2004:431) states that vocabulary is the complete collection of the words in a language. In other words, vocabulary consist of a word that is used by the students to communicate to the other people in their life. In addition Richards (2002:255) states,”Vocabulary is a core component of language proficiency and provides much of the basis for how well learners listen, speak, read, and written”. The students’ word knowledge is linked strongly to academic success Futhermore, Strumpf (2004:431) states that vocabulary is the complete collection of the words in a language. In other words, vocabulary consist of a word that is used by the students to communicate to the other people in their life. In addition Richards (2002:255) states,”Vocabulary is a core component of language proficiency and provides much of the basis for how well learners listen, speak, read, and written”. The students’ word knowledge is linked strongly to academic success
From the previous explanation, it is concluded that vocabulary is a list of words and their meaning needed by the student who wants to master the English language skill. Therefore, the application of Vocabulary Drill Strategy is needed to in crease the students’ ability in mastering vocabulary at the eighth grade of SMP Negeri 1 Hilimegai in 2015/2016.
b. The Importance of Vocabulary
Mastering vocabulary in English is very important. Mastering vocabulary is mastering many words. As Edge (1993:27) states that knowing a lot of words in a foreign language is very important. The more words the learners know, the better their chance of understanding or making ourselves understood. The other way, limited vocabulary, we have lack understanding the content of the text effectively and clearly.
Moreover, mastering vocabulary makes it a lot easier for students to learn even more words and increase their knowledge in English language skill. Steven
(1993:3) states, ”To develop the students’ language skills in listening, speaking, reading, and writing, the students have to master vocabulary”. Thus, students who have limited knowledge in vocabulary are less to be able to develop advanced levels of listening, speaking, reading and writing.
In conclusion vocabulary is very important to be mastered by the students because it can give the chance of understand well, to listen, to speak, to read, and to
write. Because of that importance, the students’ vocabulary mastery needed to be increased by applying Vocabulary Drill Strategy.
c. Teaching Vocabulary
Vocabulary is very important in learning a language. It needs a serious attention from both the students and the teachers. It becomes a great challenge act for the teacher to teach vocabulary, what kind of methods they use, what kind of vocabulary that they give, or how many vocabularies with a particular stategy that they should to teach. As Richards and Renandya (2002:46) states, ”Teacher is the most powerful player in classroom dynamic and determines the class structure”. The opinion tells us that a good teacher should have a good ability in teaching-learning process in the classroom. The teacher should be a creative person and attractive to organize and manage the class more interesting and enjoyable in order that the students do not get bored to follow the teaching-learning process.
Marzano in Blachowicz (2008: 201) proposes six steps to teach content vocabulary, which he refers to as academic vocabulary. The steps are:
1) Explain : Provide a student-friendly description, explanation, or example of the new term.
2) Restate : Ask students to restate the description, explanation, or example in their own words.
3) Show : Ask to students to construct a picture, symbol, or graphic representation of the term.
4) Discuss : Engange students periodically in structured vocabulary
discussions that help them add to their knowledge of the terms in their vocabulary notebooks.
5) Refine and reflect : Periodically ask students to return their notebooks to discuss and refine entries.
6) Apply in learning games: Involve students periodically in games that allow them to play with terms.
Linse (2005: 107) states,
1) Emphasizes both direct and indirect teaching.
2) Teaching vocabulary words before a new activity.
3) Teach how to use context clues appropriately.
4) Teach students to use dictionary.
5) Have students keep vocabulary notebook.
Based on the descriptions above, actually teaching vocabulary for the beginner needs many appropriate ways. The teacher cannot teach just once, as students need practice. Through knowing words which has been made by the students, the teacher should review it. The teacher has to consider his teaching style vocabulary. If the students are interested in learning vocabulary, their motivation also be increased and then their language skills, especially vocabulary be developed. So in relation to the research is the teacher trains the students in practicing new words.
So, the researcher draws conclusion that there are four types of vocabulary, namely reading vocabulary, listening vocabulary, writing vocabulary and speaking vocabulary. However, in the research, the researcher focuses on reading vocabulary to increase the student’s vocabulary through vocabulary Drill Strategy in teaching-
learning process since the researcher teaches vocabulary for the students based on the text written in the syllabus.
d. Types of vocabulary
There are four types of vocabulary according to Chester (2008:13), namely:
1) Reading vocabulary
A person’s reading vocabulary is all the words he or she can recognize successfully when a text or passage read.
2) Listening vocabulary
A person’s listening vocabulary is all the words he or she can recognize when listening a speech. The vocabulary is aided in size by context and tone of voice.
3) Writing vocabulary
A person’s writing vocabulary is all the words he or she can write in a paper correctly.
4) Speaking vocabulary
A person’s speaking vocabulary is all the words he or she can use in speech to express his or her idea, feeling, and opinion.
So, the researcher draws conclusion that there are four types of vocabulary, namely reading vocabulary, listening vocabulary, writing vocabulary and speaking vocabulary. However, in the research, the researcher focuses on reading vocabulary to increase the students’ vocabulary through Vocabulary Drill Strategy in teaching-
learning process.
e. The Components of Vocabulary
According to Feldman (2007:40) there are two components of vocabulary, they are as follows:
1) The productive vocabulary The productive vocabulary refers to all the words that students use when writing. They are vocabulary concept and vocabulary sentence. These components includes by concept of the words or sentences, such as structure and grammar.
2) The receptive vocabulary The receptive vocabulary refers to all the words that the students recognize when they hear something. They are vocabulary variable and vocabulary value. These components includes by context and tone of voice, such as pronunciation, intonation, stress, spelling and fluency.
Based on the Feldman’s opinions, the researcher concludes that in teaching vocabulary the whole of words must be refered to the rule of language that should be learnt by the students. So, in relation in the research is the students explore the meaning through Vocabulary Drill Strategy.
f. The Evaluation of Vocabulary
Evaluation is very important after teaching-learning process. By evaluating, the teacher get result of the teaching-learning process. And it can be concluded the students ability are succesful in learning, particularly vocabulary in the case. Based on the result of evaluation, the teacher can improve the weakness of the students. So the students can increase their motivation in learning.
In the reasearch, the researcher uses multiple choice question as a tool to evaluate the students’ ability in mastering vocabulary especially in reading recount
text. As Alderson (2001:201) points out that multiple choice questions is the common divide for testing students, test comprehension. Multiple choice questions usually consist of a number of items that pose a question which the students must select and answer from among a number of choices. Multiple choice questions are easy to use and aplly in eval uating the students’ ability in reading comprehension.
As stated by Djiwandono (2008:54), the score of the students in objective test is right answer get score 1, while wrong answer get 0. While, to get the students’ value in reading comprehension, the researcher uses the formula as stated by Purwanto (2004:103) below:
After getting the mark, the last duty of the researcher is to decide the students’ ability level or degree in reading comprehension. The researcher considers the classification as sugessted by Cartier in Nurgiyantoro (1986:363), as follows:
: very good
g. The Syllabus of Reading at the Eighth Grade of SMP Negeri 1 Hilimegai
In syllabus of the English subject at the eighth grade in SMP Negeri 1 Hilimegai hopes the students to master four basic skills. The competence standard especially in reading skill that should be mastered by the students is to comprehend the meaning of simple essay text in recount and narative forms to interact with the environment. Basic competence expects the students to read aloud the written functional text and short essay in simple recount and narrative with utterance, stress, In syllabus of the English subject at the eighth grade in SMP Negeri 1 Hilimegai hopes the students to master four basic skills. The competence standard especially in reading skill that should be mastered by the students is to comprehend the meaning of simple essay text in recount and narative forms to interact with the environment. Basic competence expects the students to read aloud the written functional text and short essay in simple recount and narrative with utterance, stress,
65 points. Based on the explanation above, there are two types of text that students should comprehend, they are:
1) Recount Text
Recount text is a text that tells about the past event. The main elements of recount text are orientation, list of events, and reorientation. In the orientation step the writer mentions people and things that are involved, time of the event, the place, and the situation. In the list of events, the writer tells the events happen chronologically. In the reorientation, the writer concludes the story by giving the comments. The example of recount text can be seen in the following passage: Dear Diary,
The morning my friends and I went to EOS arts camp. We travelled by bus and it took an hour to get there. Some people from the camp welcomed us at the open stage. They would be our guides during our visit. First, we went to the arts studio. There was no activity in that place but we walked around to see the paintings and statues. Then we continued our tour to the film studio and music studio. We saw a film making in the film studio and tried some music instruments in the music studio. On the way to the dormitory we stopped in the shop to buy some souvenirs. We walked into the dormitories through a small but beautiful garden. There were two dormitories: one for malestudent and the other one for female students. From the dormitory we went to the lake. It was a beautiful lake. We saw some students canoeing and water skiing. Finally, we went to EOS studio. We met Shanti and had lunch with her. After lunch we took some photo and got back to our bus. It was a tiring day but every one was excited. We planned to join the program there.
Taken from English textbook: English on Sky for Junior High School Students Year VIII
2) Recount text
Recount text is a text that have functions to entertain the readers or the listeners. Mostly, narratives are imaginary stories but sometimes narrative can be factual too. The main parts of recount text are:
a. Orientation : It tells about the setting in time, place and characters.
b. Complication : The part tells about problem to be solved by characters.
c. Resolution : It describes the solution to the complication and it gives a
suitable ending to the story.
The example of recount text can be seen in the following passage:
The Fox and The Crow
An ugly black crow perched on the branch of a tree. She just stole a tasty piece of cheese and was about to enjoy her cheese. Just then a dark brown fox passed by. He was very hungry. Then he saw the food in the crow’s beak. His mouth watered, so he thought of a clever plan to get the cheese.
The fox looked up at the crow, he said, ”I have always admired your beauty, with your soft, shiny feathers and nice beak. If your voice is as fine as your looks, you could be Queen of the Birds ! ”
The crow wanted to be the queen. So, to prove that she could sing, she opened her beak and made a loud ”Caw!” Of course when she opened her beak, the
piece of cheese fell to the ground. The fox happily snatched up the cheese and laughed. He said, ” My dear crow, your voice is fine but your opinion is not. You shouldn’t believe everything you hear! Thanks for the cheese! ”
Taken from English textbook: English on Sky for Junior High School Students Year VIII
Based on the previous explanation, the researcher concludes that recount text and descriptive text are so important to be learnt by the students. But in the research, the researcher focuses o`n recount text.
h. The Relationship between Vocabulary and Reading
Vocabulary has a close relation with reading skill. Vocabulary knowledge is crucial to reading and determines how well students to be able to recognize the texts that they read. Vocabulary ability has been recognized as one of the most powerful predictors of reading.
Kamil (2005:180) state that vocabulary is strongly associated with reading comprehension and is an integral component of reading instructional programs. It is supported by Stone (2009:111) stating that the more words a student has, the more words he be able to recognize as he reads. The aid of reading fluency and in turn help with comprehension. So, it is impossible for the students to master reading skill without mastering vocabulary well.
In addition, Robert (2006:150) states, “Vocabulary is a prerequisite of reading comprehension because readers must know what most of the words mean before they can understand what is being read.” So, vocabulary knowledge and reading has the intertwine relationship. The extent of students’ vocabulary knowledge relates strongly to their reading skill. Conversely, by reading, the students’ vocabulary be increased.
Based on the explanation above, it is drawn a conclusion that vocabulary has
a close relation with reading since vocabulary is the most powerful predictors of reading and the students can master vocabulary through reading.
2. Vocabulary Drill Strategy
a. The Defenition of Vocabulary Drill Strategy
According to Ella (1999:75), ”Vocabulary drill strategy is a strategy to help learners effective to build reading vocabulary”. The student try to understand the reading based on their basic vocabulary. Vocabulary knowledge involves knowing the meaning of the words.
Furthermore, Konchady (2009:49) adds that ”Vocabulary drill strategy is to help students learn how to approach new words and to become more comfortable with the language freeing them to explore new words and their meanings”. In the other manings the strategy train the students to acquire the words from the text.
According to Larson (1979:13), “Vocabulary Drill Strategy is a classroom technique used to practice new language. It involves to teacher modeling a word or a sentence and learners repeating it ”.
Furthermore, Oakton (1980:38) states, ”Vocabulary Drill Strategy is to practice an exercise or exercises to train one self ”. Based on the previous explanation, it the concluded that Vocabulary Drill Strategy is the stategy that enables the students to build vocabulary, explore the meaning and pronounce.
b. The Purpose of Vocabulary Drill Strategy
Brunne (2001:26) states, “The aim of vocabulary drill strategy is to help the students in practice the
new words and receive of corrective feedback when they get a misread, they can rapidly improve their vocabulary and achieve gains in reading fluency”.
According to Miller (2001:75), ”The purpose of vocabulary drill strategy is to support the teaching of modality in reading”. In the other words the learners are freeing to explore the meaning.
From the statement above, it can be concluded that the purpose of Vocabulary Drill Strategy is to enable the learners in practice a new words and too support them in reading.
c. The Procedure of Apllying Vocabulary Drill Strategy
Brunne (2001:26) describes, the procedure to apply Vocabulary Drill Strategy in teaching as follows :
1) Introduce the topic of the reading passage to students.
2) At the end of the reading session write out all error words from the reading session onto index cards.
3) If the students has misread more than 20 different words during the session, use just the first 20 words from your error list.
4) Review the index cards with the student.
5) Whenever the student pronounces a word correctly , remove that card from the deck and set it aside.
6) When the student misses a word, pronounce the word for the student and have the student repeat the word. Then say, ”What Word?” and direct the student
repeat the word once more.
7) Error words in the deck are presented until all have been read correctly.
8) All word cards are then gathered together , reshuffled, and presented again to the student.
9) The drill continues until either times runs out or the student has progressed through the deck without an error on two consecutive cards.
10) If students lack initial background knowledge of the topic, additional discussion may need to occur prior to having them read the text.
Futhermore, Wright (2001:11) proposes the suggestions of teaching Vocabulary Drill Strategy, as follow:
1) At the end of the reading session, write out all error words from the reading session onto index cards.
2) Review the index cards with the student.
3) When the student misses a word, pronounce the word for the student and have the student repeat the word.
4) Error words in deck are presented untill all have been read correctly.
Based on the opinions above, the researcher makes the conclusion that in apllying Vocabulary Drill Strategy, there are some activities as follows:
1) The researcher introduces the topic of the students.
2) The researcher reads aloud the chosen text to the students.
3) The researcher invites the students in groups to read aloud in front of the class.
4) The researcher writes out all the error words onto index cards during reading session.
5) The researcher starts to review the index cards with the students.
6) The researcher trains the students how to pronounce the word correctly.
7) The researcher presents the all of the words until the students has progressed.
8) The researcher gives time to the students to ask their difficulties.
9) The researcher concludes the material.
d. The Advantages of Vocabulary Drill Strategy
Brunne (2011:26) states that there are five the advantages of Vocabulary Drill Strategy, which can be seen as follows:
1) Can be done invidually, with a small group, or with a whole class.
2) Requires little advance preparation from the teacher.
3) Provide a ready-made study guide of vocabulary words.
4) Sets a specific purpose for reading.
5) Good activity for a substitute teacher. Based on the advantages above, it is drawn a conclusion that Vocabulary Drill Strategy helps the students in practicing new words and to achieve gain in reading.
The disadvantages of Vocabulary Drill Strategy as follows:
1) Need a lot of time to write error words onto index card.
2) The students who are less prior knowledge cannot follow the procedure of Vocabulary Drill Stategy.
3) The students are forced to imagine the exact words of their vocabulary.
In facts, when the researcher applied the steps of vocabulary drill strategy in the field among of the advantage and disadvantages did not achieves to the students. One of the advantage get the students was provide a ready-made study guide of vocabulary words, was done invidually, with a small group, or with a whole class while the disadvantages was The students are forced to imagine the exact words of their vocabulary.
B. The Latest Related Research
Lase (2010) with the title of the thesis is ”Developing the students’ Ability in Mastery Vocabulary Drill Strategy at the Eighth Grade Students of SMP Swasta Agious Nikolau s Gunungsitoli”. The researcher takes the students in class VIII-B that consist of 33 students as a subject. The material use is narrative text. The procedure of Lase research as follows:
1) The researcher divided the students into small groups.
2) The researcher read aloud the chosen text to the students.
3) The researcher invited the students in groups to read aloud in front of the class.
4) The researcher started to review the index cards with the students.
5) The researcher trained the students how to pronounce the word correctly.
6) The researcher presented the all of the words until the students has progressed.
7) The researcher concluded the material. However, there are some relationships between Lase and the researcher. The relationship of both of the researchers are using CAR method, conducted for the students level and used Vocabulary Drill as strategy. Therefore, the researcher used Lase research to be the latest related research to find whether the Vocabulary Drill Strategy increase the students ability in vocabulary at the eighth grade of SMP Negeri 1 Hilimegai.
C. The Conceptual Framework
Vocabulary is an important element in a language. By mastering vocabulary, the students can master a language. The English teacher hopes her/his students are able to master vocabulary well in order that the students can exprees their ideas, feeling, and experiences in English.
In the research, the researcher teaches the students about vocabulary especially in reading skill. The researcher hopes the students are able to master vocabulary well in order to comprehend the text well. The researcher applies Vocabulary Drill Strategy. The researcher wants to investigate the ability of the students in mastering vocabulary. Briefly, it can be shown in the frame as on the next page:
The syllabus of Reading at the Tenth Grade (X-
The syllabus of Reading at the Eighth Grade of SMP Negeri 1 Hilimegai B) of SMA N 1 Lolowa’u
Researcher
Vocabulary Drill Strategy
CAR
Planning Action Observation Reflection
Implementing the procedures of
Vocabulary
Vocabulary Drill Strategy
Mastery
Implementing the procedures of Vocabulary Drill Strategy:
Recount text
1) The researcher introduces the topic of the
students.
2) The researcher reads aloud the chosen text to the students.
1. Orientation
3) The researcher invites the students in 2. Event
Verb II
groups to read aloud in front of the class.
3. Reorientation
4) The researcher writes out all the error
words onto index cards during reading
session.
5) The researcher starts to review the index
Evaluation the result of learning
cards with the students.
6) The researcher trains the students how to
pronounce the word correctly.
7) The researcher presents the all of the words
Increasing the students ability in
until the students has progressed.
8) The researcher gives time to the students to vocabulary mastery
ask their difficulties.
9) The researcher concludes the material. Frame 1. The Conceptual Frame work of increasing the students’ Ability in
Vocabulary Mastery through Vocabulary Drill Strategy.
CHAPTER III RESEARCH METHOD
A. The Object of Action Research
In reaching the purpose of the research, the researcher was used Classroom Action Research (CAR). As Wallace in Edge (2001:46) says, “The view of action research suggests that it was a means where by teachers can improve their professional action by reflecting on it in a more structured way than would normally the case”. In other words, CAR is a reflective research that is used by the teacher which is its result can be used as an equipment in developing curriculum, developing sc hool, developing students’ achievement and also develop teacher’s teaching ability. Therefore, the research is very useful in teaching-learning process.
In addition, according to Yogesh (2006:261), ” Action research is a method for improving and modifying the working system of a classroom in school ”. The teachers and principal are able to study their problems of teaching scientifically. It is an objective oriented method. Furthermore, Yogesh also says that action research project does not contribute in the fund of knowledge but it improves and modifies the current practices.
Based on the expert’s opinion, it can be concluded that action research is a kind of research which can help the researcher to overcome or to increase the problems which happen in the classroom.
The role of the researcher in action, the researcher becomes facilitator or consultant who acts as a catalyst to assist stake holders in defining their problems
Regarding to explanation above, that is why the researcher chooses Classroom Action Research in doing the research because the researcher wants to
increase the student’s ability in mastering vocabulary through Vocabulary Drill Strategy. In the research, the researcher and the English teacher make collaboration and work together in doing the action.
In the research, the object that be searched is the student’s ability in mastering vocabulary by using Vocabulary Drill Strategy at the eighth grade of SMP Negeri 1 Hilimegai in 2015/2016.
B. The Setting and Subject of the Research
The setting of the research is SMP Negeri 1 Hilimegai. It was set at Tögizita village. The total number of the teachers consists of 21 persons, include 2 persons of
the English Teacher. The school consists of 8 rooms with 216 students. In the research, the researcher takes the students in class VIII - B that consist of 26 students as a subject. The researcher chooses the class because most of the students lack of vocabulary.
In table 1 below, the total number of the students at the eighth grade of SMP Negeri 1 Hilimegai can be seen in below.
Table 1 THE TOTAL NUMBER of the STUDENTS at the EIGHTH GRADE
of SMP NEGERI 1 HILIMEGAI in 2015/2016
1 VIII –A
2 VIII –B
26 Total
3 VIII –C
Source: Office of SMP Negeri 1 Hilimegai
C. The Schedule of the Action
In the research, the researcher limits himself in time allocation. The researcher conducted in October until November. The time allotted above refers to the academic calendar of SMP Negeri 1 Hilimegai. So, the researcher follows the syllabus or procedure of SMP Negeri 1 Hilimegai.
D. The Procedure Implementation of the Action
In the research, the researcher arranges the procedure of action implementation in some cycles. The cycles consist of planning, action, observation and reflection. Planning consists of the plans that the researcher is going to do. It was about all of the preparations needed in doing the research. Action is the In the research, the researcher arranges the procedure of action implementation in some cycles. The cycles consist of planning, action, observation and reflection. Planning consists of the plans that the researcher is going to do. It was about all of the preparations needed in doing the research. Action is the
According to Kemmis and Taggart (1988:200), there are four steps to do the research, namely,
1) Planning is arranging learning material and deciding on the time to do it.
2) Action is about the process of learning activity in mastering vocabulary by using Vocabulary Drill Strategy.
3) Observation. In the stage, the researcher observes the students’ ability while they are following the teaching- learning process. The researcher observes the student’s ability in mastering vocabulary by using Vocabulary Drill Strategy. The observation is help by the English teacher in the school.
4) Reflection is making a revision about the teaching-learning result, the directly arranging the improvement plan to the next cycles.
Cycle I
Preliminary study
Planning
The students’ score is under the Minimum Preparing the lesson plan.
Competency Criterion is 65 Preparing the material.
Preparing the observation sheet. Preparing the evaluation sheet.
Action Observation