ENRICHING VOCABULARY MASTERY USING SHORT TEXTS A Classroom Action Research in the Second Year of SMP N 5 Sukoharjo in the Academic Year of 20092010

ENRICHING VOCABULARY MASTERY USING SHORT TEXTS

A Classroom Action Research in the Second Year of SMP N 5 Sukoharjo in the Academic Year of 2009/2010

Written by:

Risqi Ekanti Ayuningtyas Palupi

K2206029

Submitted to Teacher Training and Education Faculty of Sebelas Maret University as Partial Fulfilment of the Requirement

for the Undergraduate Degree of Education

TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA 2010

APPROVAL

This thesis is approved by the consultants to be examined by the Board of Examiners of Teacher Training and Education Faculty of Sebelas Maret University.

Approved by

Consultant 1 Consultant 2

Dr. Abdul Asib, M.Pd. Teguh Sarosa, S.S., M.Hum.

NIP. 19520307 198003 1 005 NIP. 19730205 200604 1 001

This thesis is examined by the Board of Examiners of Teacher Training and Education Faculty of Sebelas Maret University and accepted as a partial fulfillment of the requirements for achieving the Undergraduate Degree of Education in English. Place of the test

Date of the test

The Board of Examiners

1. Chairman Drs. Suparno, M. Pd

(………………………) NIP. 19511127 198601 1 001

2. Secretary Dewi Sri Wahyuni, M.Pd.

(………………………) NIP. 19780818 200312 2 002

3. Consultant 1 Dr. Abdul Asib, M.Pd.

(……………………....) NIP. 19520307 198003 1 005

4. Consultant 2 Teguh Sarosa, S.S., M.Hum.

(………………………) NIP 19730205 200604 1 001

Legalized by, Teacher Training and Education Faculty Sebelas Maret University The Dean

Prof. Dr. M. Furqon Hidayatullah, M.Pd NIP. 19600727 198702 1 001

ABSTRACT

Risqi Ekanti Ayuningtyas Palupi. K2206029: “ENRICHING VOCABULARY

MASTERY USING SHORT TEXTS (A Classroom Action Research in the Second

Year of SMP N 5 Sukoharjo in the Academic Year of 2009/2010 ).” Teacher Training and Education Faculty, Sebelas Maret University, Surakarta 2010.

This study is based on the problem of the low vocabulary mastery of the second year students of SMP N 5 Sukoharjo in the academic year of 2009/2010. It is aimed at knowing whether using short texts can enrich the students’ vocabulary. It is also aimed at the improvement of the students’ achievement in teaching learning process using short stories.

The materials used in this research were short text. The procedure of the research consisted of identifying the problems, planning the action, implementing the action, observing or monitoring the action, reflecting the result of the observation, and research findings. The research was conducted in one cycle. The cycle consisted of four meetings. The techniques in collecting the data were qualitative and quantitative method. In the qualitative method, the researcher used observations, field notes, photographs, and document analysis. The results of the observation were in the form of field notes and photographs. In the quantitative method, the researcher used tests. The test consisted of the pre-test and post-test. The technique to analyze the test result was by comparing the mean score of pre-test and post-test. Besides that, this research also used descriptive statistics and the t-test of non-independent.

The results of this research show that short texts can improve the students’ vocabulary mastery. The improvement can be seen in the form of students’ achievements. They can be seen from the aspects of vocabulary mastery and the

students’ motivation. First, from the aspect of the vocabulary mastery, the students could understand, grasp, remember, pronounce, write about 75 until 80 % of the words correctly and also use the words in context appropriately. Then, the improvement of students’ score can be seen from the differences between the pre-test and post-test. The mean score of the pre-test improves from 4.07 to 7.36 in post-test. Then, the scores of the pre-test and post-test show that there is also an improvement of students who achieve the minimum standard score, that is 60. They are from 2.8% to 94.3% of students. Second, from the students’ motivation, the students are more active and enthusiastic during teaching learning process. Next, they have more concentration to do the exercises. Then, they do not do something useless during teaching learning process. At last, they also like having discussion with their friends.

The results of this research imply that using short texts are good material to improve students’ vocabulary mastery and also improve students’ learning activity

during teaching learning process. The short texts made the students easier in understanding the form and the meaning of the words. Through short texts, students during teaching learning process. The short texts made the students easier in understanding the form and the meaning of the words. Through short texts, students

MOTTO

“Mantapkan hati dan niat seraya berucap Bismillahirrahmanirrahim”

"No pain, no palm; no thorns, no throne; no gall, no glory; no cross, no crown."

(William Penn)

"Criticism should not be querulous and wasting, all knife and rootpuller,

but guiding, instructive, inspiring." (Ralph Waldo Emerson)

DEDICATION

With deep profound love, this research is devoted to:

1. Her beloved father and mother, thank you. Nothing compares to what they have done for her.

2. Her beloved “eyang uti” and sisters “dek sha”, who always pray and encourage her.

3. Her best friends “pam, sopal, dee, lucy, jhono, anggit, riph, tika ” who give her unbroken support, prayer, and cares.

4. Her all friends, who always support her.

5. Herself and her beautiful future.

ACKNOWLEDGEMENT

Alhamdulillahirabbil’alamin. Praise be to ALLAH SWT who has given His blessing to the writer so that she can complete the writing of this thesis as a partial requirement for achieving the undergraduate degree of education in English Teacher Training and Education Faculty of Sebelas Maret University.

The writer is also fully aware that her thesis can never be finished without the help of others during the process of writing. Therefore, in this occasion she would like to express her deepest gratitude and appreciation to the following:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University who had given his permission to write this thesis.

2. The Head of the English Department of Teacher Training and Education Faculty for his advice.

3. Dr. Abdul Asib, M.Pd., the first consultant, for all his valuable guidance, advice, encouragement, and patience during the writing process of this thesis.

4. Teguh Sarosa, S.S., M. Hum., the second consultant and academic consultant, for all his valuable guidance, advice, encouragement, and patience during the writing process of this thesis.

5. The Headmaster of SMP N 5 Sukoharjo for the permission and advices for doing the research in SMP N 5 Sukoharjo.

6. Mrs. Sugiyati, the English teacher of SMP N 5 Sukoharjo, who helped and given her a chance to do the research.

7. The second year students of SMP N 5 Sukoharjo who participated well in the research.

8. Her beloved family, her father, her mother, her grandmother, her sister, for their supports, caring, and prayer.

9. Her “best friends”, Pamrih, Riana, Anggi, Dewi, Lucy, Ariph and Atika for their supports and suggestions.

10. Her incredible support, Yoyok Sandi Wibowo, Didit Hermawan, Muthya, and Aji, for his motivation to make the writer keep move on.

11. Her friends in the English Department of the year 2006 for their everlasting friendship.

12. Everyone who helped the writer to conduct the research for his or her participation in writing this thesis. The researcher realizes that this thesis is still far from being perfect. She

hopes and accepts gratefully every comment and suggestion. Hopefully, this thesis will be useful for the readers.

Surakarta, June, 2010

 Rea 

LIST OF FIGURE

Figure 1. An Illustration of Action Research Spiral ................................................. 38

CHAPTER I INTRODUCTION

A. Background of the Study

Mastering of a foreign language is one of the important things that is needed in modern society and globalization era. It is because language is one of instruments which has important functions in communication. The importance can

be seen from some sides of life, for example is job requirement, one of the requirements is language competence, both of in spoken and written form. Then, there are many education books that are written in foreign languages. So, it can be said that mastering foreign language is very important for surviving life.

As it is known, there are so many kinds of foreign language. English is one of the important foreign languages. It has been discussed before that foreign language has many functions, so does English. It has a function as a bridge for all aspects of human life, such as trade, communication, education, science, technology, society, and culture. In education, English is one of the native

languages used to improve students‟ ability. As quoted in Undang-Undang Sisdiknas (2003: 15) “bahasa asing dapat digunakan sebagai bahasa pengantar

pada satuan pendidikan tertentu untuk mendukung kemampuan berbahasa asing peserta didik ”. That is the most important reason why English is learned in school.

Actually, teaching English at junior high school is extremely important because it is still the basis for the higher level. Brewster, Ellis, and Girard (1992: 23-24) define some reasons for starting to learn a foreign language earlier. First, teaching English to young learner is aimed to increase the total number of years spent learning language. Second, the indisputable fact those young learners have a greater facility for understanding and imitating what they hear than adult. Third, the aim of early foreign language learning is to prepare young learner linguistically, psychologically, and culturally for language learning.

Singleton in Brumfit (1997: 7) also defines some reasons for teaching English at primary level, they are:

1. The need to expose children from an early age to understanding of foreign cultures so that they grow up tolerant and sympathetic to others.

2. The need to link communication to understanding of view concepts.

3. The need for maximum learning time for important languages, the earlier you start the more time you get.

4. The advantage of starting with early second language instruction so that later the language can be used as a medium of teaching.

From some statements above, it can be concluded that studying foreign language, especially English language, at junior high school is very important. By learning foreign language earlier, it prepares young learners to make a link of communication to understand concept of communication it self. It also maximizes From some statements above, it can be concluded that studying foreign language, especially English language, at junior high school is very important. By learning foreign language earlier, it prepares young learners to make a link of communication to understand concept of communication it self. It also maximizes

For enhancing all aspects in foreign language, especially English skills (listening, speaking, writing, and reading), the students need something to do. Firstly, the students need to understand the meaning of words. The words here means as vocabulary. For beginners, vocabulary mastery is the basic knowledge in learning English. Coady and Huckin (1998: 5) say that vocabulary is the central to language and of critical importance to language learning for the young learners. Vocabulary supports all of the English skills. It should not be neglected by anyone who learns a language. Then, knowing words is the key for understanding and being understood. So it can be concluded that vocabulary takes the important aspect to master English well as a foreign language. Knowing more words in English language, it will make other person understand or make ourselves understood easily.

Considering the importance of vocabulary competence, it is better to introduce new vocabulary earlier to the students. It makes them know and understand a lot of vocabularies. Therefore, it is not easy to teach English for the young learners, here are the junior high students. Sometimes, a teacher has many

problems to develop the students‟ vocabulary mastery. One of the problems that are faced is the characteristics of the students as young learners. There are many kinds of students‟ characteristic. First, young learners forget something quickly. They will forget some words that are learned easily if the teachers do not repeat

the words many times. It is clear that repetition is needed. Second, young learners get bored easily. Here, the teachers have to find out the appropriate, technique, or and material of teaching vocabulary for their students. By using the appropriate method, technique or and material, it is hoped the students feel amused and then get the best result in learning English, especially in vocabulary mastery. Third, young learners still like playing. They prefer playing than studying. They always discuss about something in their around while playing. So, it is important to find out the appropriate, technique, and or material t o enrich young learners‟ vocabulary mastery. The method, technique or the material is not only fun but should also contain the appropriate topic to be discussed.

After having pre research by interviewing the teacher and observing teaching learning process of mastering vocabulary at the second year of SMP N 5 Sukoharjo, the researcher finds out that the students‟ vocabulary mastery is still low. It can be seen from some indicators that are shown by the students ‟ acts as follows: firstly, the students are less interested in teaching learning process. It may be caused by the teacher‟s material which is not appropriate and attractive.

The materials used in teaching learning process only from books and students worksheet. There are no materials from other sources like internet, magazine, etc. So, it makes the students less interested and do not be active in teaching learning process. In teaching learning process, there are no interesting technique that used by the teacher. The teaching learning process uses teacher centre in delivering the lessons. Most of materials come from the teachers, so the

students do not have full concentration on the lesson and doing something useless during the process of teaching learning. Secondly, the students get difficulties to remember and grasp the meaning of words when the teacher gives them some English words. The students also get difficulties when they have to translate the words. It is because there are no appropriate learning sources that used to help the students for remembering the materials that are given. Thirdly, the students get difficulties in writing words or group of words correctly. It can be seen when they find some words that have double letters. Most of the students forget to write down the second letter. For example the word “suddenly”, the students write the word only “sudenly”. The other difficulties that the students faced when they do an exercise on jumble word. The students usually get mistake to rearrange into the correct word. Example is the word “n-t-w-i-r-e”. The correct arrangement is “winter” but students rearrange them become “writen”. From the indicators that are mentioned above, students‟ marks are still lower than the passing grade.

Due to the facts above, the researcher tries to enrich vocabulary mastery of the students using short texts. She wants to make the students interested by using the teaching material of short texts. She uses short texts because short texts will help to solve the problems that are faced by the students. Short text is one of an interesting material that helps the students to find out the keys to remember and grasp many new vocabularies. Beside that the students will be easy to write down the correct words or group words. It is because all words or group word are inside of the short texts.

Based on the description above, the researcher would like to conduct a research to solve the problem and also enrich students‟ vocabulary mastery by using short stories entitled “ENRICHING VOCABULARY MASTERY USING SHORT TEXTS ” (A Classroom Action Research in the Second Year of SMP N 5 Sukoharjo in the Academic Year of 2009/2010).

B. The Limitation of the Problem

The research has a broad scope and it is impossible for the researcher to handle the study consisting of so many complicated problems. Therefore, the researcher limits the problem on how to enrich the students‟ vocabulary mastery using short texts of the second year of SMP N 5 Sukoharjo in the academic year of 2009/2010.

C. The Problems Statement

Based on the background of study, the researcher wants to prove whether or not the short texts can improve students‟ vocabulary mastery in learning English at the junior high school. The problems of the study can be formulated as follows:

1. Can short texts enrich vocabulary mastery of the second year of SMP N 5 Sukoharjo in the academic year of 2009/2010?

2. How is the students‟ motivation in teaching learning process using short texts of the second year of SMP N 5 Sukoharjo in the academic year of 2009/2010?

D. The Objectives of the Research

Based on the formulation of the problem, the general objective of this research is to improve students‟ vocabulary by using short texts. Particularly, this

research is aimed to find out:

1. Whether using short texts can enrich the students‟ vocabulary of the second year of SMP 5 Sukoharjo in the academic year of 2009/2010.

2. The students‟ motivation in teaching learning process using short texts of the

second year of SMP N 5 Sukoharjo in the academic year of 2009/2010.

E. The Benefits of the Study

It is expected that this research contributes some significant progresses in teaching vocabulary for several sides, they are:

1. Teacher It is expected that the teacher will get more information about one of the appropriate teaching materials, in this case is short texts. So the teacher hoped to create an interesting teaching learning process by using this teaching material. Then, the data of the research are also very useful for the teacher. It will help the teacher to identify the students‟ difficulties in learning vocabulary and also find the students who need more guiding. Then, the teacher can take some correct problems solving from those problems.

2. Students It is expected that the result will give motivation to the students to be better in vocabulary mastery. Through short texts, students are expected to have good enrichment in vocabulary and also the changes of behavior during teaching learning process.

3. School It is expected that the information of the result will be very useful for getting success in teaching learning process, so the quality of teaching learning process can be increased. The result of the research is also hoped to

improve students‟ achievement in English lesson standard.

CHAPTER II REVIEW ON RELATED LITERATURE (RATIONALE AND HYPOTHESIS)

A. Review On Related Literature

1. General Concept of Vocabulary

a. Notion of Vocabulary There are some definitions of vocabulary proposed by linguist experts, Hatch and Brown (1995: 1) state that vocabulary is a list or set of words for a particular language or a list or set of words that individual speakers of a language might use. Since vocabulary is a list, the only system involved is alphabetical order in dictionaries. Here, vocabulary is written in alphabetical order in dictionaries based on system or rule of foreign language.

Ur (1998: 60) defines that vocabulary can be mean as the words we teach in foreign language. It means vocabulary is written or spoken unit of language as symbol of idea in foreign language for the learners. For example, if someone learns new words in foreign language, it means that someone learns vocabulary. The items in vocabulary may be more than a single word, for example post office, mother-in-law, which expressing a single idea.

Furthermore, McWhorter (1989: 311) says that vocabulary means the ability to recognize individual words and to associate

meaning with the particular combination of letters that form a word. In the other word, vocabulary is the competence or skill in recognizing words and its meaning. Words are symbols, groups of letter that stand for, or represent, either a physical object or an idea. Then, recognizing words means knowing its meaning or idea and how they are formed by a combination of letters. For example, the word chair in our minds a physical reality, an object with a flat surface, usually supported by four legs, and used to for sitting. Then, the word love on the other hand, does not represent a physical object. It symbolizes the feeling of one person toward another.

Based on Hatch and Brown, vocabulary deals with a series of words in particular language. Ur adds that vocabulary deals with word taught in foreign language. Meanwhile, McWhorter states that vocabulary deals with the competence in recognizing words and its meaning. Based on three definitions above, vocabulary can be constructed as a series of words in foreign language used to express meaning. The words here are the symbols in form of groups of letter represent either a physical object or an idea. It can be formed fro m a single or more than one word.

b. The Importance of Vocabulary Vocabulary is an important aspect in our life. It is because people need vocabulary in expressing their ideas both of in mother b. The Importance of Vocabulary Vocabulary is an important aspect in our life. It is because people need vocabulary in expressing their ideas both of in mother

Vocabulary always becomes the essential part of English as a foreign language. Every person who learns a language must learn the vocabulary of the language in order to make the learning process easier. Without vocabulary mastery, learning a language becomes a very hard thing to do and communication in second language cannot happen in any meaningful way.

In language learning, vocabulary plays an important role. Edge (1993: 27) states that knowing a lot of words in foreign language are very important. Cross (1995: 14) states that a good store of words is crucial for understanding and communication. A strong vocabulary can

be a valuable asset, both in college and later in our career.

According to the statement above, it can be concluded that vocabulary is very important in learning language and mastering vocabulary will facilitate someone in using language in communication.

c. Vocabulary Mastery Coulson et al (1987: 1050) define that mastery is skill, use, or knowledge. It means mastery is the ability to use one of knowledge. While Hornby (1984:523) says that mastery is the complete control or c. Vocabulary Mastery Coulson et al (1987: 1050) define that mastery is skill, use, or knowledge. It means mastery is the ability to use one of knowledge. While Hornby (1984:523) says that mastery is the complete control or

While vocabulary is a series of words in foreign language used to express meaning in form of symbols of groups of letter, either a physical object or an idea and it also can be formed from a single or more than one word. So, from both of definitions above, vocabulary mastery can

be constructed as an ability to combine skill or knowledge of words that used to express meaning, in case of the physical object or idea, in form of symbols of group of letter in a single or more one word.

The process of vocabulary mastery is not simple. The vocabulary mastery can not be done spontaneous but step by step. Keraf (1989: 65-

66) defines the step in processing vocabulary mastery. First, children period, this term children are able to define concept vocabulary to say their concrete idea. Second, adolescent period, this term is the adolescent start to use the language and make it more extensive directly in simple communication. Third, adult period, this term the vocabulary are used more and more intensive because they make more communication each other.

From the definition above, mastery may be defined as the ability to use skill or knowledge in one subject area based on recognized standard. While vocabulary, means a series of words in foreign language used to express meaning. Then vocabulary mastery define as an ability to combine skill or knowledge of words that used to express meaning, in case of the physical object or idea, in form of symbols of group of letter in a single or more one word.

d. The Way How to Improve Vocabulary Mastery There are various ways to improve vocabulary mastery. The teachers may have some techniques to teach it. The technique here refers to the way of teaching. The success of teaching learning process

depends on not only the teachers‟ and students‟ competence but also the technique of teaching.

Dealing with the technique of vocabulary teaching, there are so many techniques proposed by some experts. There are two techniques in improving vocabulary mastery. They are direct and indirect techniques. Direct technique is usually used through the language book, prose, poetry and games. Then indirect technique uses the other source of lesson like mathematic, social lesson, and science lesson.

There are some techniques of teaching vocabulary. The techniques are the unplanned vocabulary teaching and planned vocabulary

teaching.

Unplanned

vocabulary teaching is vocabulary teaching is

While Lewis and Hill (1992: 102-103) mention some ways to teach vocabulary. They are:

1) Demonstrate Demonstration is the way of teaching vocabulary by doing physical demonstration together verbal explanation. The demonstration helps to make the meaning clearer and to fix the word in the students‟ minds. Beside that it also helps students to memorize both of visual and aural memories. For examples, stagger, chuckle, etc.

2) Use the real thing In this way, the teachers present vocabulary items by bringing the real things into classroom. The objects of the real things can be in the class or probably through the window. Sometimes the explanation is no more complicated than pointing.

3) Draw or sketch Teachers do not need to be artists to make simple sketches which illustrate meaning. For example the meaning of bush was explained by two very simple sketches.

4) Use the blackboard to show scales or grades Words like cool, orange (color), or probably may be explained by presenting them with groups of related words: Hot

certainly / definitely warm

red

probably / possibly cool

5) Antonyms This is the way of teaching vocabulary by giving the opposites or antonyms of the word. Here, the learners have to be aware that a word may have different opposite in difficult context. It is worth that the explanations given here are not exact definitions of the

word, the level of the explanation must be suitable to the students‟ level of English at the time so that dictionary, like accuracy can

often be counter-productive. For example: light bag >< heavy bag

poor >< rich light word >< strong word

dirty >< clean rough area >< quite area

happy >< sad happy >< sad

6) Synonyms Synonyms are the way of teaching vocabulary by giving same meaning of two or more words. Though words may have similar denotation meaning, their connotation meanings often differ. Beside that, using the former phrase also helps to build up in the students‟

mind ides that language consists of choice, that words do not mean the same as each other.

7) The dictionary This is the way of teaching vocabulary by using dictionary to know vocabulary items. One technique for explaining these which teachers too frequently overlook is asking the class whether anybody knows the word and, or not, asking one or more students to look the word up in a dictionary. A bilingual dictionary can be used at low levels and monolingual dictionary at the high levels.

8) Verbal explanation Verbal explanation refers to the way of teaching vocabulary by explaining the meaning of vocabulary items in students‟ own language.

9) Translation It is a way of teaching vocabulary by translating some words or individual words from the target language into other language. It is 9) Translation It is a way of teaching vocabulary by translating some words or individual words from the target language into other language. It is

Furthermore, Gairns (1991: 73-75) says that there are some techniques used in presenting new vocabulary. They are:

1) Visual techniques

a) Visual These include flashcards, photographs, blackboard drawings, wallcharts, and realia (i.e. objects themselves). They are extensively used for conveying meaning and particularly useful for teaching concrete items of vocabulary such as furniture, and certain areas of vocabulary such as places, professions, descriptions of people, actions, and activities.

b) Mime and gesture These are often used to supplement other ways of conveying meaning. When teaching an item such as “to swerve”, a teacher might build a situation to illustrate it, making use of blackboard and gesture to reinforce the concept.

2) Verbal Techniques

a) Use illustrative situation (oral or written) This is most helpful when items become more abstract. To ensure that students understand, teachers often make use of a) Use illustrative situation (oral or written) This is most helpful when items become more abstract. To ensure that students understand, teachers often make use of

b) Use of synonymy and definition Definition here is the way of teaching vocabulary by defining or describing objects. Synonymy is also the way of teaching by giving more than one meaning for a word.

c) Contrast and opposites Contrast and opposites are they way of teaching vocabulary by giving the opposites of the words. However, it is vital to illustrate the contexts in which this is true.

d) Scales Once students have learnt two contrasting or related gradable items, this can be a useful way of revising and feeding in new items. This is the example of adverbs of frequency:

never hardly ever occasionally

I go to cinema on Sundays

sometimes often always sometimes often always

self. The example of “furniture” is “table, chair, bed, sofa, etc”. Some of these can of course also be dealt with through visual

aids.

3) Translation Translation can be very effective way of conveying meaning. It can save valuable time in teaching process but it seen as boring and traditional. The teacher will find difficulties if the students come from different nationalities.

In this paper, the researcher uses definition, synonyms, antonyms, mime and gesture, dictionary, verbal explanation and translation techniques to improve students‟ vocabulary mastery. It is because the techniques that are mentioned are usually used in school. Then, it is also hoped that by using these techniques, the students can understand and grasp the vocabulary easily.

e. The Construct of Vocabulary Mastery Dealing with the vocabulary mastery, it can be defined as an ability to combine skill or knowledge of words that is used to express meaning, in case of the physical object or idea, in form of symbols of group of letter in a single or more one word.

Thornbury (2002: 27) declares some factors why learning vocabulary is rather difficult for second language learner. If those factors are fulfilled, someone can be said that he or she has achieved the vocabulary mastery. The example is when an Indonesian student has an English subject at school and it is the second language for her or him. She or he can not understand the lesson easily. It is because she or he

should know the appropriate word, how to spell, how to pronunce, what‟s the meaning, etc to express the idea of the subject. Here, Thornbury says

that the factors come from the word‟s aspects such pronunciation, spelling, length and complexity, grammar, meaning, and range,

connotation and idiomatic are the indicators in vocabulary mastery. Those six aspects above will be defined briefly here.

1) Pronunciation Research shows that words that are difficult to pronounce are more difficult to learn. Potentially difficult words will typically be those that contain sounds that are unfamiliar to some groups of learners- such as regular and lorry for Japanese speakers. Many learners find that words with clusters of consonants, such as strength or crisp or breakfast, are also problematic.

2) Spelling Sound- spelling mismatches are likely to be the cause of errors, either of pronunciation or of spelling, and can contribute to a 2) Spelling Sound- spelling mismatches are likely to be the cause of errors, either of pronunciation or of spelling, and can contribute to a

letters are particularly problematic: foreign, listen, headache, climbing, bored, honest, cupboard, muscle , etc.

3) Length and complexity Long words seem to be no more difficult to learn than short ones. However, as a rule of thumb, high frequency words tend to be short in English, and therefore the learner is likely to meet them more often, a factor favoring their „learn ability‟. Furthermore, variable

stress in polysyllabic words- such as in word families like necessary, necessity and necessarily can add to their difficulty.

4) Grammar It is problematic when grammar associated with the word, especially if this differs from that of its L 1 equivalent. Spanish learners of English, for example, tend to assume that explain follows the same pattern as both Spanish explicar and English tell, and say he explained me the lesson . Remembering whether a verb like enjoy, love , or hope is followed by an infinitive (to swim) or an –ing form (swimming) can add to its difficulty. Then the grammar of phrasal verbs is particularly troublesome: some phrasal verbs are separable (she looked the word up) but others are not (she looked after the children ).

5) Meaning When two words overlap in meaning, learners are likely to confuse them. Make and do are a case in point: you make breakfast and make an appointment, but you do the housework and do a questionnaire . The words with multiple meanings such as since, and still, can also be troublesome for learners. Having learned one meaning of the word, they may be reluctant to accept a second, totally different, meaning. Unfamiliar concepts may make a word difficult to learn. Thus, culture specific items such as words and expressions associated with the game cricket (a sticky wicket, a hat trick, and a good innings) will seem fairly opaque to most learners and are likely to be easily learned.

6) Range, connotation and idiomaticity Words that can be used in a wide range of context will generally be perceived as easier than their synonyms with a narrower range. Thus put is a very wide-ranging verb, compare to impose, place, position , etc. Likewise, thin is a safer bet than skinny, slim, slender . The words have style constraints, such as very informal words (chuck for throw, swap for exchange) may cause problems. Uncertainly to the connotations of some words may cause problems too. Thus, propaganda has negative connotations in English, but its nearest equivalent in other languages may dean deviant. Finally, 6) Range, connotation and idiomaticity Words that can be used in a wide range of context will generally be perceived as easier than their synonyms with a narrower range. Thus put is a very wide-ranging verb, compare to impose, place, position , etc. Likewise, thin is a safer bet than skinny, slim, slender . The words have style constraints, such as very informal words (chuck for throw, swap for exchange) may cause problems. Uncertainly to the connotations of some words may cause problems too. Thus, propaganda has negative connotations in English, but its nearest equivalent in other languages may dean deviant. Finally,

meaning is transparent (decide, watch). It is their idiomaticity, as well as their syntactic complexity that makes phrasal verbs so difficult.

From all those definition above, we conclude that vocabulary mastery is the students‟ awareness of understanding the words and their

rules to communicate. The aspects to be measured are limited to pronunciation of words, spelling, the use of words in meaning and meaning. It is because, those three aspects that are learned in junior high school.

2. Essences of Short Text

a. The Concept of Text Brown and Yule (1997: 24) suggest that the term to spoke “text” as

w ell, where “text” means verbal record communication. They also differentiate the term of those text and discourse dealing with the context. Willis (1998: 67) says that text in general sense to mean a continuous piece of spoken or written language. Texts in this sense are printed texts.

Arthur Hughes (2003:140) states that texts candidates are expected to be able to deal with can be specified along number of parameters: type, form, graphic features, topic, style, intended readership, length, Arthur Hughes (2003:140) states that texts candidates are expected to be able to deal with can be specified along number of parameters: type, form, graphic features, topic, style, intended readership, length,

Cross (1995:77-78) states that the text is a major resources; permitting you to vary the learning activities from lesson to lesson. There are four main factors to consider when deciding how to threat a passage; linguistic complexity, length, interest level and aims.

From the definition above, it can be concluded that the text is a verbal communication which consists of continuous piece of spoken or written language and its meaning is contextually.

b. The Concept of Story Story is account of past events, incidents, or account of invented or imagined events, etc (Hornby: 1995: 94). Taylor (2000: 16) says that story is relating tale to one or more listener through voice and gesture. It is clear that vocabulary in a story should be presented in clear context; the amusing situations can make the vocabulary easy to remember.

Ray B. West (1968: v) says that story is something brought into being by application of the skill and workings of the imagination of the author. Its aim is to arouse the emotions and stimulate the imagination of the students.

Brad Hooper (1992: xi) says that story is different from a novel in that it is short enough to be read in one sitting, with every word leading toward some final, preordained effect. In story, the sentences are generally shorter in order the students easy to follow the story.

From the statements above, the writer draw conclusion that story refers to the written or spoken description of past events, incidents, or account of invented or imagined events that can be used to for teaching students which have aims to make the students easier to follow the story and it has different from a novel that is short enough to be read in one sitting.

This paper, the writer uses the story as text especially folktale for increasing vocabulary mastery in second year of SMP N 5 Sukoharjo Academic Year 2009/2010.

c. The Notion of Folktales One kind of story that usually heard by child is the folktales. It is type words composition that recites the story of the folklore in a certain region that is popularly and orally told from one generation to other generation in a certain community.

(www.classicalfolktale.wikipedia.com)

1) The meaning of Folktales The word folktale is not defined in English usage. Taylor (2000:4) defines the term “folktale” as traditional story that has been 1) The meaning of Folktales The word folktale is not defined in English usage. Taylor (2000:4) defines the term “folktale” as traditional story that has been

Another definition of folktales is that “words folktales refer to the many types of traditional narrat ives know to the “folk” (Coffin and Cohen, 1996:1). Philips (1992) defines folktales as story about

telling stories with unverifiable claims and its literary form. From the definition above, we can assume that folktales are traditional stories that have been passed by words of mouth and told from generation to generation. Folktales lasted through a long period of time due to their universality. They are forms of traditional literature which began as attempt to explain and understand the natural and spiritual world. The origin of folktales lies in oral tradition.

2) The type of folktales There are several types of folktales. Taylor (2000) divides folktales as fable, fairy tales, hero stories, myths, legend. Fables are very short folktales with animals as the main characteristic and with very obvious moral lesson, often summon up in single line at the end.

Legend is stories that are based on real hero and his or her mighty deeds. And believed by the teller and served as historical purpose:

“The dog and the meat” and “the greedy old spider”.

Fairy tales are folktales that include some magical elements (not necessity fairies): the German word marchen is sometimes used for this. Fairy tales are fictional and take place in a never-land. Examples: Tumbelina. Hero stories some of which have some real historical parts and other of which may not. Examples “Johnny Appleased” and “Pail Bunyan”, primitive myth, when strictly

defined, is religious and deals with the creating and ordering of the universe and with the earlier order in which present world condition were being established. It is told as if they are fact, and usually involving God, Goddesses and supe rnatural power: “Adam and Eve” and “Noah‟s ark”. Legends are stories that are based on a real hero and his or her mighty deeds and believed by the teller and serve a historical purpose. Example: “Shakespeare‟s Ghost” and “Paul Bunyan”.

3) The Characteristics of Folktales Although there a lot of variations between folktales, and even between two telling stories of the same tale, certain characteristics typical in folktales contribute to relatively easy reading. Taylor

(2000:9) gives various characteristics of folktales that make them exceptionally good for language teaching. These are the list: - time order - repetition and redundancy - predictability - relatively simply grammar - concrete ideas - illustrations that provide support and context for the texts - a unique reader-write relationship

3. The General Concept of Young Learners

a. The Notion of Young Learners Teaching English to children is different from teaching English to and adult. In relation to the English teaching learning process, they need activities which are exiting and can stimulate their curiosity. It means that the English teacher should be use the technique for English teaching that can make the students interested in learning English Lesson (House, 1997: 98)

b. The Characteristic of Children In general, children have the following characteristics:

1) They like playing Children like playing. They more like playing than learning. Hence from that to convey the material of learning we should be able to take both, that is playing and learning in the same time.

2) They talk about “Here and Now” Children always discuss about existing in their around and happened in that time. So material of teaching that will be teaching is about their surrounding and happened in that time.

3) Their own understanding comes through hands, eyes, and ears Children will be understandings about what we talk are using hands, eyes, and ears.

Clark (1990: 6-8) states the characteristics of the children are as follows:

1) Children are developing conceptually. They develop their way of thinking from the concrete to the abstract thing.

2) Children have no real linguistic. They teach subject what school provides for them

3) Children are still developing their common skill such as turn taking

and the use of body language. They learn more slowly.

4) Young children are very egocentric. They tend to resolves around themselves.

5) Children get bored easily children have no choice to attend school. The class activities must be fun and interesting by setting up the interesting activities.

6) Children are at early of their education, ensuring success and enhancing the children‟s motivation are important factors in promoting the success of early start in foreign language learning.

7) Children are better mimics. It will take them more confident in attempting the sound of foreign language and they delighted in playing the sound.

8) Children forget quickly. Therefore, the teacher in teaching English needs repetition. From the definition above, it can be conclude that young learner need activities which are exiting and can stimulate their curiosity, of course based on their characteristics in teaching learning English lesson.

4. The Notion of Motivation

a. The Definition of Motivation Motivation is needed in every occasion, especially in teaching learning process. It is because motivation will influence someone both in process and result. Thus, it is very important for teachers to know about motivation.

Some experts define some definition of motivation. Brophy (1998:

3) says that motivation refers to the students‟ subjective experiences, their willingness to engage in teaching learning activities and their reasons for doing this. Then, Weiner (in Elliot et al, 2000: 332) says that

motivation is internal states that arouses us to action, pushes us in particular direction, and keep us engaged in certain activities. Next, Groccia (1992: 62) states that people learn and study because the consequences of such behavior satisfy certain internal and/or external motives.

From the definition above it can be concluded that motivation is an arousal, impulse, or desire that moves and leads learner to do a particular action in order to meet and needs or to attain a set of goals of teaching learning process.

b. The Types of Motivation There are many kinds of learning motivation stated by the experts. Biggs and Watkins (1995: 84) state that there are four categories of motivation, namely: extrinsic motivation, achievement motivation, social motivation, intrinsic motivation.

Extrinsic motivation is motivation where the students learn because of consequences to obtain a reward and to avoid the punishment. While intrinsic motivation is motivation where the students learn because they are interested in task or activities itself.

Achievement motivation, the students learn in order to compete against the other students, that is winning makes they feel good. Then,

social motivation is defined as the students‟ motivation in order to make the other people feel pleasure.

Ur (1996: 19) defines some kinds of motivation. They are integrated motivation and instrumental motivation. Integrative motivation is the desire to identify with and integrate into target language culture. Then instrumental motivation is to wish to learn the language for purposes of study or carrier.

c. The Characteristic of Motivated Students Naiman et al, in Ur (1996: 275) comes to conclusion that the most successful students are not necessary those to whom a language comes very easily; they are those who display certain typical characteristic, most of them clearly associated with motivation, those are as follows: 1). Positive task oriented. The learner willing to tackle tasks and