The Effect of Taxonomy Strategy on the S (1)

ABSTRACT

Waruwu, Neriyana, 2016, The Effect of Taxonomy Strategy on the Students’ Ability in Mastering Vocabulary at the Eighth Grade of SMP Negeri 3 Lolofitu Moi in 2016/2017, Thesis Advisor (I) Adieli Laoli, S.Pd., M.Pd, and Thesis Advisor

(II) Yasminar Amaerita Telaumbanua, S.Pd., M.Pd.

Key Words : Students’ Ability in Mastering Vocabulary, Taxonomy Strategy Mastery vocabulary is the skill or ability to use words in the daily life

interaction. Meanwhile, vocabulary itself is defined as the body words used in a particular language or in a particular activity. Besides, vocabulary is also one of the important aspects of language teaching and learning because it is a key for understanding toward what has been read or listened. Building vocabulary is foundational at any skill of English because through this, the students know more words and these words give to the students’ mind more ways to think about things and more tools to plan or figure out about something.

The purpose of the research is to know the significant effect of Taxonomy Strategy on the students’ ability in mastering vocabulary at the eighth grade of SMP Negeri 3 Lolofitu Moi 2016/2017. In conducting the research, the researcher used quasi-experimental design. The instrument test used in the research was multiple choice test that was validated externally in SMP Negeri 2 Lolofitu Moi. The population of the research was the eighth grade students of SMP Negeri 3 Lolofitu Moi that consisted of 92 students. The total number of sample was 64 students that consists of two classes and has been selected through cluster sampling. The sample of the research was VIII-1 class as experimental class and VIII-2 class as control class. Each class consisted of 32 students.

As the first action, the researcher performed pretest for the both classes of samples. From the calculation, it was gotten the higher score of experimental class was

85 and the lower score was 40, while the higher score of control class was 80 and the lower score was 25, meanwhile, the mean score of experimental class was 61 that is classified adequate criterion; while the mean score of control class is 53 that also classified in low criterion. The data of the pretest for the experimental class is L count (0.0978) lower than L table (0.1566) and in the control group is L count (0.1389) lower than L table (0.1566) so, both of the data in the pretest stated normal distribution. The result examination of the homogeneity in the pretest is F table (1.82) higher than F count (1.03) means the samples are homogenous. Recognizing that the samples have normal distribution and homogeneous, so the researcher gave treatment for the both classes. After doing a treatment, the researcher gives posttest to both experimental and control group. From the posttest data calculation, it is gotten that the higher score of experimental class was 100 and the lower score was 55, while the higher score of control class was 95 and the lower score was 45. The mean score of the experimental 85 and the lower score was 40, while the higher score of control class was 80 and the lower score was 25, meanwhile, the mean score of experimental class was 61 that is classified adequate criterion; while the mean score of control class is 53 that also classified in low criterion. The data of the pretest for the experimental class is L count (0.0978) lower than L table (0.1566) and in the control group is L count (0.1389) lower than L table (0.1566) so, both of the data in the pretest stated normal distribution. The result examination of the homogeneity in the pretest is F table (1.82) higher than F count (1.03) means the samples are homogenous. Recognizing that the samples have normal distribution and homogeneous, so the researcher gave treatment for the both classes. After doing a treatment, the researcher gives posttest to both experimental and control group. From the posttest data calculation, it is gotten that the higher score of experimental class was 100 and the lower score was 55, while the higher score of control class was 95 and the lower score was 45. The mean score of the experimental

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ACKNOWLEDGEMENTS

Praise and thanks to the Lord who helps the researcher to arrange this thesis entitled: “The Effect of Taxonomy Strategy on the Students’ Ability in Mastering Vocabulary at the Eighth Grade of SMP Negeri 3 Lolofitu Moi in 2016/2017 .” Thisthesis is presented to fulfill one of the requirements for Scholar Degree (S-1) in IKIP Gunungsitoli, Faculty of Education of Languages and Arts, English Education Study Program.

However, the researcher realizes that she cannot finish arranging this thesis by herself withoutsome people who help, support, and suggest a lot of significant things for her. Here, the researcher wants to express her sincere appreciation and thanks to:

1. Mr. Drs. HenokiWaruwu, M.Pd., as the Rector of Institute of Teacher Training of Education of Gunungsitoli, for his best service to the students of IKIP Gunungsitoli.

2. Mr. AdieliLaoli, S.Pd., M.Pd., as the Dean of Faculty of Education ofLanguages and Arts, and also as the first advisor who always help, suggest and motivate the researcher in finishing this thesis.

3. Miss. YasminarAmaeritaTelaumbanua, M.Pd, as the chair of the EnglishEducation Study Program andalso as the second advisor who really care and help the researcher in finishing this thesis.

4. Mr. Drs. Ellyanus, M.Pd as the second assistant of the Rector of Institute of Teacher Training and Education of Gunungsitoli and also the examiner of

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5. Mr. Afore Tahir Harefa, S.Pd.,M.Hum., as the secretary of English Education Study Program and also the examiner of study who always support and motivate the researcher in finishing this thesis.

6. Mrs. Dra. NursayaniMaru’ao, M.Pd., as the chief of research bureau of IKIP Gunungsitoli and also as the examiner of education who helps the researcher in fulfilling the administration when the researcher conducted the research and also the lecturer who suggest the researcher for some great idea for finishing this thesis.

7. Mrs. Dra. MondangMunthe, M.M., as the chief of the library of IKIP Gunungsitoli who allows the researcher to use many books as the learning sources and the reference for finalizing this thesis.

8. All of the lecturers of IKIP Gunungsitoli especially in English Education Study Program who ever taught the researcher when studying since from the first semester until finalizing this the study.

9. Mr. Mar’IwanWaruwu,S.Pd., as the headmaster of SMP Negeri3 LolofituMoi who allows the researcher to conduct the researcher in the school.

10. Mr. DerianusWaruwu, S.Pd., as the English teacher who help and advice the researcher when conducting the research in the field.

11. The students of the eighth grade of SMP Negeri3 LolofituMoi especially VIII-1 and VIII-2 as the subject of the research who has participated actively since the research is conducted.

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12. Her beloved father (FaonasokhiWaruwu (alm)); his beloved mother (YaniriaWaruwu); and all of her beloved brother and sister (Dewirman Jaya Waruwu, Indah Destina Waruwu, Herman Tinus Waruwu, and Nur Lismawati Waruwu)

13. Her close friends (Jernih Putri Hartati Waruwu, Muliani Haeli, Ratnawati Halawa, Cherry Gea, Midar Telaumbanua, Adventy Zebua, Ernida Zai, Krisdayanti Gulo, Seven Gulo, Netty Hia, Binari Hia, Henny Rita waruwu, Mei Warni Waruwu , Serius Harefa, Periman Bate’e, Herry Debi Anugerah Laoli,); for accompanying and supporting each other until finishing this thesis.

Finally, thank you too much for all of suggestions, advices, supports, motivation and praying. Actually, the researcher is aware that this thesis is far from being perfect. Therefore, the researcher expects the constructive suggestions and criticisms so this thesis can be better in the future.

Gunungsitoli, , 2016 The Researcher

NeriyanaWaruwu Reg. Number. 122108075

LIST OF FIGURE

Figure Page

1. Conceptual Framework .................................................................................. 31

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15. The students’ ability of control class in mastering vocabulary through conventional teaching (pre-test)..................................... 209

16. The students’ ability of experimental class in mastering vocabulary through taxonomy strategy (post-test) ........................................ 210

17. The students’ ability of control class in mastering vocabulary through conventional teaching (post-test) ................................... 211

18. The classifications students’ ability of experimental class in mastering vocabulary through taxonomy strategy (pre-test) .......................................... 212

19. The classifications students’ ability of control class in mastering vocabulary through conventional teaching (pre-test)..................................... 213

20. The classifications students’ ability of experimental class in mastering vocabulary through taxonomy strategy (post-test) ........................................ 214

21. The classifications students’ ability of control class in mastering vocabulary through conventional teaching (post-test)

22. The percentage degree of the students ability of experimental class in mastering vocabulary through taxonomy strategy (pre-test) ............ 216

23. The percentage degree of the students ability of control class in mastering vocabulary through conventional teaching (pre-test) ....... 217

24. The percentage degree of the students ability of experimental class in mastering vocabulary through taxonomy strategy (post-test) ........... 218

25. The percentage degree of the students ability of control class in mastering vocabulary through conventional teaching (post-test) ..... 219

26. Mean, standard deviation and variance of the students mark of experimental class in mastering vocabulary through taxonomy strategy (pre-test) ............ 220

27. Mean, standard deviation and variance of the students mark of control class in mastering vocabulary through conventional teaching (pre-test) ...... 221

28. Mean, standard deviation and variance of the students mark of experimental class in mastering vocabulary through taxonomy strategy (post-test) ........... 222

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29. Mean, standard deviation and variance of the students mark of control class in mastering vocabulary through conventional teaching (post-test)........ 223

30. Lilifor’s formula for the normality of pre-test data of experimental class in mastering vocabulary...................................................... 224

31. Lilifor’s formula for the normality of pre-test data of control class in mastering vocabulary................................................................ 225

32. Lilifor’s formula for the normality of post-test data of experimental class in mastering vocabulary...................................................... 226

33. Lilifor’s formula for the normality of post-test data of control class in mastering vocabulary................................................................ 227

34. The calculation process to seek the homogeneity of the sample (pre-test)........228

35. The calculation process to seek the homogeneity of the sample (post-test)........ ............................................................................................... 229

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CHAPTER I INTRODUCTION

A. The Background of the Problem

Learning a language is not something new for people who have been interested in it since a long time ago. It is caused by the main function of language that is for communication. In the learning process, one of the important parts in creating and understanding the language is vocabulary mastery. People can not express their opinion and ideas in English without knowing their vocabulary. Low vocabulary mastery also makes them unable to express the opinion properly.

English teaching involves four language skills, they are listening, speaking, reading and writing. In teaching and learning a language, there are four aspects that support four language skills above such as: grammar, vocabulary, spelling and pronunciation that are also taught in English teaching and learning process. Vocabulary is more than a list of words, and although the size of one’s vocabulary matters, it is knowing how to use it which matters most.The elements cover vocabulary is so useful in communication. Thus, in order that it is successful for the students during involving in the communicative process they have to master vocabulary. Therefore, vocabulary component should be involved during teaching-learning process.

However, vocabulary is not put directly in the Junior High Schools syllabus, especially in English subject. The students learn vocabulary in the school, because vocabulary has a close relation with reading skill. Regarding to the relation between reading and vocabulary, Davis (2000:2) says that vocabulary knowledge is highly correlated with overall reading achivement. In addition to affecting reading performance, vocabulary knowledge affects a student’s ability to participate fully in both social and academic classroom routines.

In addition, vocabulary is one of important aspects in teaching language, as stated by Edward (1997:149), “Vocabulary is one of the important factors in all language teaching, student must continually be learning words as they learn ”. It is vocabulary as the key for the students to understand what they hear and read, and communicate successfully with other people. For the reason, it is very important to quickly build up a large store of the words. Related to that, Richards and Renandya (2002:255) affirm that vocabulary is “a core component of language proficiency and provides much of the basis how well learners speak, listen, read and write ”. In other words, vocabulary is very important, not only to build up the students’ words but also support the four skills in a language especially in reading skill.

Biemiller DCSF (2008:5) states “Vocabulary is a strong indicator of reading success.” It is if the students do not understand the meaning of individual

words they read, the reading process merely becomes meaningless decoding. The students construct an understanding of the text by assembling and making sense of the word in context. So, knowing the word and all the meaning is really advocated.

The syllabus of KTSP (2006) of SMP Negeri 3 Lolofitu Moi at the Eighth Grade, the competence standard expects the students to had ability to express the meaning of the written text to make interaction with the environs. Also, the basic competence states that the students should be able to respond the meaning of the written text to make interaction with environs in descriptive text. The students have ability to know the word meaning from the text when the students’ have passed on the minimum competence standard (72) in their school.

Based on the preliminary observation at the eighth grade students of SMP Negeri 3 Lolofitu Moi, the researcher found some problems faced by the students when teaching vocabulary, there were : The students were unable to classify the part of speech, the students were unable to list the words of descriptive text, the students were unable to organize the word of descriptive text alphabetically, the students were unable to write the word related the topic of descriptive text specifically, and the students were unable to determine the topic of descriptive text. As the impact of those root of problems, the students can not achieve the Minimum Competence Criterion (72) in their school. The problems were caused by some factors. The first, the students had low motivation in studying vocabulary. The second was the students did not have preliminary of knowledge about descriptive text. The third was the students lack of prior knowledge in part of speech. The fourth was the students had not great motivation to translate unfamiliar word into Indonesian language and the last was the strategy of the English teacher when teaching vocabulary was not appropriate for students.

Therefore the reseacher solved the problem in order to find out the way out of these problems by teaching vocabulary to the students through Taxonomy Strategy. Taxonomy Strategy is a list of words related to a specific topic or subject matter area. Work alone and think of as many words, enter each word next to its initial letter, collaborate by forming small groups and share their words, adding new words to they personal taxonomies, have the whole class form a group to cross-pollinate thinking and suggest other words, or do a gallery walk to get ideas fro m the other students’ taxonomies, have all the students add new words to their personal taxonomy. It is supported by Xhafery (2008) “Schmitt's taxonomy is considered most appropriate taxonomy developed so far for learning words in English. ”

Based on the statement, the researcher conducted a research entitled “The Effect of Taxonomy Strategy on the Students’ Ability in Mastering Vocabulary at the Eighth Grade of SMP Negeri 3 Lolofitu Moi in 2016/2017.

B. The Identification of the Problems

There were some problems of the English classroom that the researcher found in the classroom, as follows.

1. The students were unable to classify the part of speech.

2. The students were unable to list the words of descriptive text.

3. The students were unable to organize the word of descriptive text alphabetically.

4. The students were unable to write the word related the topic of descriptive text specifically.

5. The students were unable to determine the topic of descriptive text.

C. The Limitation of the Problems

In conducting the research, the researcher limited the problem namely; the effect of Taxonomy Strategy on the students’ ability in mastering vocabulary especially in descriptive text material at the eighth grade of SMP Negeri 3 Lolofitu Moi in 2016/2017.

D. The Formulation of the Problem

Based on the limitation of the problem above, the researcher formulated the problem as follows, “Is there any significant effect of Taxonomy Strategy on the students’ ability in mastering vocabulary especially in simple present tense at the eighth grade of SMP Negeri 3 Lolofitu Moi in 2016/2017 ?”

E. The Purpose of the Research

Purpose of the research is to find out whether there is a significant effect of Taxonomy Strategy on the students’ ability in mastering vocabulary especially in simple present tense at the eighth grade of SMP Negeri 3 Lolofitu Moi in 2016/2017.

F. The Hypotheses of the Research

In the research, there are two hypotheses as follows. Ha : There is a significant effect of Taxonomy Strategy on the students’ ability in mastering vocabulary at the eighth grade of SMP Negeri 3 Lolofitu Moi in 2016/2017.

Ho : There is no any significant effect of Taxonomy Strategy on the students’ ability in mastering vocabulary at the eighth grade of SMP Negeri 3 Lolofitu Moi in 2016/2017.

G. The Significances of the Research

The findings of the research can be signified for.

1. The researcher, as experience and practice to teach vocabulary in her teaching activity through Taxonomy Strategy.

2. The readers, as the information about the effect of Taxonomy Strategy on the students’ ability in mastering vocabulary.

3. The English teacher, as an input to them to use the appropriate strategy to implement in teaching-learning process especially in mastering vocabulary.

4. The other researchers, as a comparative material of research that is relevant to the topic of the research.

H. The Assumptions of the Research

In doing the research, the researcher has some assumptions as follows.

1. Taxonomy Strategy is a strategy that can be used in teaching vocabulary.

2. Taxonomy Strategy is a very useful for making the students successful in mastering vocabulary

I. The Limitations of the Research

The limitations of the research are made as follows.

1. Population of the research was the eighth grade of SMP Negeri 3 Lolofitu Moi in 2016/2017.

2. Sample of the research was the eighth grade of SMP Negeri 3 Lolofitu Moi, and it was selected through cluster sampling.

3. In the research, the researcher conducted quantitative research as the research method.

4. The searched aspect was the students’ ability in mastering vocabulary only.

5. In the research, the researcher implemented Taxonomy Strategy.

6. The researcher chose the descriptive text about describing animal as the material teaching especially in simple present tense.

J. The Key Terms Definition of the Research

To avoid misunderstanding during the research, the researcher gave explanations that concern to the definitions of the research title.

1. Vocabulary is the way of a word or language is usually uttered by the students. And also vocabulary is a total number of the words of a language that should be obtained by the students.

2. Taxonomy Strategy is a list of some word especially about the topic or subject the students will going to learn. And the strategy has the purpose to help the students to increase vocabulary-and especially vocabulary they may need to write about a given topic-and also to encourage the students to work together to share knowledge. So the researcher role is to guide the students to do the research.

3. Descriptive text is a type of spoken or written text that tells a story of one character or more who faces certain problematic situation, description of physical characteristics of cat.

CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical Framework

1. Taxonomy Strategy

a. The Definition of Taxonomy Strategy

Taxonomy Strategy is one effective strategy that can be applied by the teacher in teaching English because by using this strategy teachers can increase the students’ vocabulary. The strategy is easy to understand about the relation word in vocabulary. According to Clayton County Public Schools (2008:18),

To increase vocabulary and especially vocabulary they may need to read about a given topic-and also to encourage students to work together to share knowledge.

Regarding to the NAF (2009:35) also support the definition above. They state taxonomies become each student’s personal thesaurus. As the students build taxonomies across the curriculum, they begin to build personal thesaurusses. In order to keep track of their taxonomies, the students can create a table of contents for their notebook.

Then, Brikena, et al, (2008:34) add, Schmitt's Taxonomy is considered most appropriate taxonomy developed so far for learning words in English. the strategy is the most appropriately to develop the students in learning words.

In addition, Bass and Gezim (2008:34) say,

Oxford's model was taken as model for developing a vocabulary learning taxonomy that has been used for the purpose of this study. Taxonomy have developed a vocabulary learning questionnaire containing a considerable number of strategies, divided into the following major categories: beliefs about vocabulary learning, metacognitive regulation, guessing strategies, dictionary strategies, note-taking strategies, memory strategies (rehearsal and encoding), and activation strategies. Schmitt's taxonomy is probably the most extensive but the Oxford model is more suitable for the participants of this study.

Kohl explains the model supports the need to differentiate the curriculum so all students are able to participate in the same content area during a lesson. The structure allows the teacher to accommodate a variety of students’ needs by applying the appropriate questions and activities for children so that they may equally participate in the lesson.

Regarding to all theories above, it can be concluded that Taxonomy Strategy solved the students’ problem in mastering vocabulary. Moreover, it is believable strategy in teaching vocabulary which is very fit to build the ability of the students in mastering vocabulary especially in descriptive text.

b. The Procedures of Taxonomy Strategy

There are some procedures of Taxonomy Strategy according to experts. According to Clayton County Public Schools (2008:18), the steps are as follows.

1) Students work alone and think of as many words as they can that relate to the topic being studied.

2) Students work for three or four minutes without talking to anyone in the class.

3) Students then collaborate by forming small groups and share their

words, adding new words to their personal taxonomies.

4) Have the whole class form a group to cross-pollinate thinking and suggest other words, or the students do a gallery walk to get ideas from other students’ taxonomies.

While, Bass, et al, (2013:33), state some flows of the strategy, namely. Work alone and think of as many words as they can relate to the topic being

studied, enter each word next to its initial letter, collaborate by forming small groups and share their words, adding new words to their personal taxonomies, have the whole class form a group to cross-pollinate thinking and suggest other words, or the students do a gallery walk to get ideas from other students’ taxonomies, have all the students add these new words to their personal taxonomy.

In addition, there are some steps to implement Taxonomy Strategy according to NAF (2009:36), as follows.

1) Students work alone and think of as many words as they can that relate to the topic being studied.

2) Students enter each word next to its initial letter.

3) Students work for three or four minutes without talking to anyone in the class.

4) Students then collaborate by forming small groups and share their words, adding new words to their personal taxonomies.

5) Have the whole class form a group to cross-pollinate thinking and suggest other words, or the students do a gallery walk to get ideas from

other students’ taxonomies.

6) Have all the students add these new words to their personal taxonomy.

Based on the theories above the researcher modified the steps of implementation of Taxonomy Strategy in teaching vocabulary as follows.

1) The researcher provided the text of descriptive text.

2) The researcher explained to the students the goal of their project

3) The researcher asked the students to work alone to think about their words of descriptive text.

4) The researcher asked the students to list the words related the topic of descriptive text.

5) The researcher let the students to work for three or four minutes without talking to anyone in the class.

6) The students collaborated by forming small groups to prepare autobiographical and biographical writing.

7) The researcher asked to the students organized by alphabet the words.

8) The students made the whole class forms a group to cross-pollinate thinking and suggest other words, or the students’ discussion to get ideas from other students’

taxonomies.

9) At the end of the activity, the researcher asked the students add these new words to their personal taxonomy.

c. The Purpose of Taxonomy Strategy

As written by Bass, et al, (2013:33), that the purpose of Taxonomy Strategy is to have students build the personal taxonomy to prepare for both authobiographical and biographical vocabulary.

According to Clayton County Public Schools (2008:18), the purpose of Taxonomy Strategy is to increase vocabulary-and especially vocabulary they may

need to write about a given topic-and also to encourage the students to work together to share knowledge.

Regarding to the theories above, the researcher concludes that the purposes of Taxonomy Strategy are to motivate and to activate the students’ knowledge related to the text they read by noting some items in the text that they think familiar. So the students felt easy to comprehend the text, at least that they know what the general meaning of the text.

d. The Advantages and Disadvantages of Taxonomy Strategy

According to NAF (2009:35), building a taxonomy addresses these skills.

1) Organizing prior, ongoing, and new knowledge

2) Focusing on a topic

3) Taking notes

4) Expanding vocabulary

5) Developing cooperative learning experiences.

Wright (1988:40) says that the advantages of Taxonomy Strategy, as follows.

1) To support the teaching of important general principals about word and how they work.

2) To foster reading and writing

3) To promote independence on the part of young students as they work with words in writing and reading.

4) To develop a growing core of words that become part of reading and writing vocabulary.

5) To provide reference to children during their reading and writing.

6) To improve the students vocabulary.

7) To make the students enjoy and not bored with the materials.

8) To make the students practice English for communication and to create using language.

However, Wright (1988:3) says that a disadvantage of Taxonomy Strategy is very broad there is no clear division between memory and cognitive strategies.

In summary, the researcher noticed the advantages of Taxonomy Strategy to the students’ learning outcome. The implementation of the strategy gave the positive effect toward the students’ ability in acquiring vocabulary. After learning vocabulary through the strategy, the students had progression in mastering vocabulary and they were also able to comprehend the descriptive text easily.

2. Conventional Teaching Method

a. Definition of Conventional Teaching Method

According to Otomi (2008:75), “Metode ceramah disebut juga metode tradisional (konvensional) dalam kegiatan pembelajaran”. It is Conventional Method is one of the traditional or conventional methods in teaching learning process. The Conventional Teaching Method is still the most frequently used method of instruction. However, presenting a Conventional Teaching Method without pausing for interaction with students can be ineffective regardless of your skill as a speaker. The use of pauses during the conventional for direct oral questioning creates interaction between teacher and students. Unfortunately, when classes are large, the teacher cannot possibly with all students on each point.

Furthermore, Conventional Teaching Method is defined as the method of instruction in which the teacher has full responsibility for presenting facts and principles orally. The lecture may be conducted in either a formal or an informal manner. The informal lecture includes active student participation. The primary consideration in Conventional Method is the achievement of desired learning outcomes. Learning is best achieved if the students participate actively in a friendly and relaxed atmosphere. Therefore, the use of the informal lecture is encouraged. At the same time, it must be realized that a formal lecture is still to be preferred on some subjects and occasions, such as lecture introducing new subject matter. The instructor can achieve active student participation in the informal lecture through the use of question. In this way, the students are encouraged to make contributions that support the lecture. However, it is the instructor’s responsibility to plan, organize, develop and present the major portion of a lesson.

b. The Procedure of Implementing Conventional Method

According to Wiley (2006:76) there are some steps in Conventional Method, they are:

1) Having the student’s attention and establishing the objective and desired out comes.

2) Introducing the course’ outline in orally or writing.

3) Relating the course that will you teach with the students’ previous knowledge and experience.

4) Beginning to teach from the general to the specific one.

5) Organizing the material.

6) Keep your explanation short, so you do not risk boring people.

In summary, Conventional Teaching Method is one of the conventional methods which has the traditional teaching-learning process and more centered to the teacher. By doing Conventional Method, the students are not motivated to learn and it makes the students unable to create something related to the material. In the research, the researcher applied Taxonomy Strategy to teach the students in mastering vocabulary to get any significant effect to their ability, while the students of control class were taught through Conventional Teaching Method.

c. The Advantages and Disadvantages of Conventional Method

Agata (1999: 23) says “Conventional Method provides for the effective use of time which the instructor can present many ideas to a large group in short period of time”. While the disadvantages of Conventional Method limits the amount of student participation. A conventional is inadequate for teaching skills and it is not an effective method for maintaining the students ’ interest.

3. Vocabulary

a. The Definition of Vocabulary

Studying language cannot be separated from studying vocabulary because it is an essential component of language. Vocabulary is one of components of language beside grammar and pronunciation. The students who want to learn a target language, have to learn those components.

Building vocabulary is foundational at any English skill. It is much more than grammar because is the key to communicate successfully with other people. Knowing more words gives our mind more ways to think about things and more tools to plan or figure out about something. McCarten (2007:18) says,

Vocabulary is a challenge for learners, partly because of the size of the task, and partly because of the variety of vocabulary types to be learned, including single words, phrases, collocations, and strategic vocabulary, as well as grammatical patterning, idioms, and fixed expressions.

It is supported by Lado (1979:115) asserting, “The vocabularies of language are collected in dictionaries, of which there are man y kinds.” In addition to, Lado (1979:115),

No one all the words of any of the major languages of the world. All of the speakers of a given language, however, it is function words, which role is chiefly grammatical. All of them likewise know a core of content of words which have wide currency in the speech community.

Hatch and Brown (1995) define vocabulary as a list of words with their meanings, especially one that accompanies a textbook in a foreign language. While according to Ur (1996), vocabulary refers to words that are taught in foreign language. Those words do not come from the students’ native language. They come from foreign language being learned, in the case English. So the researcher concludes that vocabulary is a list or set of words with their meanings for certain foreign language which is being taught and learned.

In other words, vocabulary is words in a language which is by the students to get the four skills in a language; they are listening, speaking, reading and writing. By mastering vocabulary, the students can expose their idea, feeling, and opinion to other persons orally and writtenly. So in the research, the students acquired vocabulary easily because of the very appropriate strategy that was used in teaching vocabulary itself.

b. The Importance of Vocabulary

Vocabulary is obviously a very important element within a language. In learning a foreign language, vocabulary plays an important role. In order to communicate well in foreign language, the students should acquire an adequate number of words and should know how to use them accurately.

According to Widdowson in Praira Journal (1989) that vocabulary knowledge is the heart of a language comprehension and use. In addition to by Nation (2015:22) describing the relationship between vocabulary knowledge and language use as a complementary: knowledge of vocabulary enables language use and conversely, language use leads to increase vocabulary.

As Maximo (2000:23) that many reasons for devoting to vocabulary.

1) First, a large vocabulary is of course for mastery language.

2) Second, language acquires know this; they carry dictionaries with them not grammar books, and regularly report that the lack of vocabulary is a major problem.

In conclusion that mastering vocabulary is the ability to get or to receive

a lot of words. A good vocabulary and ability to use words correctly and effectively can help the students to listen, speak, read, and write.

c. Types of vocabulary

There are four types of vocabulary according to Chester (2008:13), namely.

1) Listening vocabulary

A person’s listening vocabulary is all the words he or she can recognize when listening a speech. This vocabulary is aided in size by context and tone of voice.

2) Reading vocabulary

A person’s reading vocabulary is all the words he or she can recognize successfully when a text or passage read.

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, in summary that there are four types of vocabulary, namely listening vocabulary, reading vocabulary, writing vocabulary and speaking vocabulary. However, in the research, the researcher focused on reading vocabulary only.

d. Teaching vocabulary

Teaching vocabulary is a complex task because it includes the meaning of the words. A good teacher should use appropriate techniques and enough practice for certain words, so that the objectives will be achieved. Concerning the appropriate techniques, a teacher must choose suitable method to teach vocabulary. The teacher has to teach not only the meaning of the words but also has to use appropriate method for each other aspect of language. Vocabulary is one of the most obvious components of language and one of the first things applied linguists turned their attention to. Learning language must be given special attention in order to get the goal of language learning.

According to the Blachowicz, et al, (2005:6), there is some teaching specific vocabulary.

1) Teach the suggested words prior to the reading selection from the basal.

2) Brainstorm synonyms for the word said as part of a mini-lesson in writing.

3) List word families as part of spelling instruction

4) Teach the meaning of quadrant for word problems in math.

5) Have the Mexican-American and Korean-American students in her class teach the rest of the students the Spanish and Korean words for plains, rivers, clouds, mountains, rain as part of Social Studies on the Great Plains.

6) Develop a semantic web for the Great Plains, including words learned so far in the unit.

7) Talk about honesty in relation to one student having “borrowed” a marker from another student without permission.

8) Mention the meanings of some dificult word in the teacher read aloud at the end of the day.

So, as the conclusion, in teaching vocabulary, the researcher taught not only the meaning of the words but also how to use appropriate methods for other aspect of language, because vocabulary is one component of the language which is applied for the students to make them master vocabulary.

e. The Relationship between Vocabulary and Reading Skill

The relationship between reading and vocabulary is typically one of mutual improvement and growth. It is because as students read more, her or his vocabulary typically expands and grows and then her or his is able to read a wider range of works. While there are some exceptions to this idea, in general, a person is likely to develop a stronger vocabulary by reading and reading a wide range of materials. In order for reading and vocabulary to have the mutually beneficial relationship, however, a reader must be sure to actually try to improve his or her vocabulary while reading by learning new words.

Davis (2000), says “Vocabulary knowledge is related to and effects comprehension. The relationship between word knowledge and comprehension is unequivocal”. It is supported by McKeown and Beck’s (1988) asserting “Word knowledge is not an all or nothing proposition. Word may be known at different levels.”

According to Hiebert and Kamil (2005:180) that vocabulary is strongly associated with reading comprehension and is an integral component of reading instructional programs. The same opinion is also stated by Nagy (1988), “What is

needed to produce vocabulary grow this not more vocabulary instruction, but more reading.”

Based on the theories above, the researcher 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.

f. Mastering Vocabulary based on the Syllabus of SMP Negeri 3 Lolofitu Moi

in 2016/2017

In the English syllabus of SMP Negeri 3 Lolofitu Moi at the eighth grade, there are four skills that should be mastered by the students. Especially in reading skill, the things should be mastered by the students stated in competence standard of reading that the students process, present, and think about concrete domains (using, analyzing, combining, modifying, and making) and abstract domains (writing, reading, accounting, drawing, and composing) as learned in the school and the other sources in the same point of view/theory. While the basic competence is applying the text structure and language feature to conduct the function of social descriptive text by explaining and asking the students to describe people, animal, and thing, shortly and simple based on the context.

So, there are two types of text that should be comprehended by the students, as follows.

1) Descriptive text According to Wardiman (2008:16) that descriptive text is a text that describes the features of someone, something or certain place. There are two structures of descriptive texts, namely identification and description. In the identification step, the writer identifies or introduces phenomenon to be described. In the description step, the writer describes the characteristics of animal.

My cat zedva

Zedva is my beautiful gray Persian cat. He walks with pride and grace, performing a dance of disdain as he slowly lifts and lowers each paw with the delicacy of a ballet dancer. His pride, however, does not extend to his appearance, for he spends most of his time indoors watching television and growing fat.

He enjoys movie in Television, especially chanel those for vichanel and cinemas 24. almost every day of my cat zedva Always watch television, after the feed and Sometimes he ate while watching television.

Zedva is as finicky about visitors as he is about what he eats, befriending some and repelling others. He may snuggle up against your ankle, begging to be petted, or he may imitate a skunk and stain your favorite trousers. Zedva does not do this to establish his territory, as many cat experts think, but to humiliate me because he is jealous of my friends.

After my guests have fled, I look at the old fleabag snoozing and smiling to himself in front of the television set, and I have to forgive him for his obnoxious, but endearing, habits.

source : the Jakarta Post, April 7, 2009 with necessary changes

2 ). Recount text Recount text is a kind of the texts that tells about the past event. According

to Anderson (2000), a recount text is a type of text that tells about something that has happened or retells past events activities and has a purpose to give detail information about what and when of that events. 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 vent, 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:

A Bomb in Plane

I am used to travelling by air but only on one occasion I felt frightened. After taking food, we flew low over the city. It slowly went high to the sky.But suddenly it turned

round and flew back to the airport. An air-hostess told us to keep calm and to get off the place quietly as soon as it landed. After we landed, the police searched the plane carefully. Everybody on board was worried and we grew curious about what was happening.Later, we learned that there was a very important person on board. Earlier,

somebody told the police that there was a bomb on the plane. Fortunately, they did not find a bomb and five hours later we were able to take off again.

(Source: Scaffolding, 2008) However, in the research, the researcher chose descriptive text as the

material used in applying Taxonomy Strategy to know whether there is a significant effect of using Taxonomy Strategy on the students’ ability in mastering vocabulary at the eighth grade of SMP Negeri 3 Lolofitu moi in 2016/2017.

g. The Assessment of Vocabulary

Assessment is important to evaluate the students’ ability. It is important after teaching-learning process because without assessment there is no reliable means of knowing how effective a teaching sequence has been. Assessment provides a form of feedback, both for students and teacher. According to Sudijono (2009:16), there are two general purposes of assessment.

1) To accumulate the data as a source to know the students’ ability after

following the teaching-learning process.

2) To know and measure the effectiveness of teaching method that teachers use

during the teaching-learning process.

According to Nation (2001:344), there are some tests to assess vocabulary that commonly said as language testing.

1) True/false test Write T if a sentence is true. Write N if it is not true. Write X if you do not understand the sentence.

a. We cut time into minutes, hours and days.

b. Some children call their mother Mama.

c. The entire world is under water.

d. When you keep asking, you ask once.

A vocabulary depth test Choose four words that go with the test word. Choose at least one from each

of the two boxes.

doctor surprising

beautiful

quick

change

thirsty

noise

school

A matching test Choose one word from the list on the right to complete the sentence. Do not

use the same word twice.

a. A journey straight to a place is

faint

b. An illness that is very serious is

acute

c. A river that is very wide is

common

d. Part of your body that is not covered by any clothes is bare

e. Something that happen soften is

alien

A multiple-choice test Circle the choice that best gives the meaning of the underlined word.

Chronic means: a. lasting for a long time

b. dissatisfied

c. to greatly decrease

d. effective and harmless

e. don’t know

A translation test Translate the underlined words into your first language.

a. You can see how the town has developed.

b. I cannot say much about his character.

c. Her idea is a very good one.

In the research, the researcher chose the multiple- choice to test the students’ ability in vocabulary, because multiple-choice might be easier than the other tests. It was supported by Djiwandono (2008:37) that there were nine kinds of evaluating vocabulary, such as objective test, matching test, true-false test, multiple-choice test, subjective test, essay test, questioning test, question-answer short test and completion test. In the evaluation the researcher used multiple- choice test. In the case, the researcher prepared some questions with four possible answers in their evaluation sheet and the students crossed which one correct answer is. There wa s only one alternative of the answer. When the students’

answer was not appropriate with the key of answers so they did not get the score but when the students answered correctly so they got score.

The researcher formulated the students’ score for each number of items, as follows. True answer = 1 False answer = 0

Then, the researcher counted the students’ mark by using the formula from Djiwandono (2008:68) as follows.