MOTIVATING THE SECOND YEAR STUDENTS OF MA MADANI PAO – PAO GOWA IN MEMORIZING ENGLISH VOCABULARY BY USING MIND MAP (FISHBONE MODEL) STRATEGY

• – MOTIVATING THE SECOND YEAR STUDENTS OF MA MADANI PAO

  

PAO GOWA IN MEMORIZING ENGLISH VOCABULARY BY USING

MIND MAP (FISHBONE MODEL) STRATEGY A Thesis

  

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan in English Education Department of

Tarbiyah and Teaching Science Faculty of UIN Alauddin Makassar State Islamic University Makassar

  MARYAM DJUFRY Reg. Number: 20401106077

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHING SCIENCE FACULTY

ALAUDDIN STATE ISLAMIC UNIVERSITY

MAKASSAR

  2010

THESIS AUTHENTIC STATEMENT

  Honestly, the researcher who signs below states that, this thesis under the title:

  

“Motivating The Second Year Students of MA Madani Pao –Pao Gowa in

Memorizing English Vocabulary By Using Mind Map (Fishbone Model)

Strategy, was originally written by the researcher: Maryam Djufry, Reg. Number

20401106077 of English Education Department of Tarbiyah and Teaching Science of

  Alauddin State Islamic University (UIN) Makassar. Later, if it is found as duplicate or imitation, the thesis and agree that she obtained will not be approved in the name of Law.

  Makassar, 21 May 2010 The Writer, Maryam Djufry

   NIM. 20401106077

  

ACKNOWLEDGEMENTS

ميحرلا نمحرلا الله مسب

  Alhamdulillah Rabbil Alamin, the researcher would like to express her highest gratitude to Allah SWT who has given her blessing, mercy and health so the researcher can complete the writing of her thesis. Salam and Shalawat are delivered to our prophet Muhammad SAW who has brought us from the darkness into the lightness, his families and followers until the end of the world.This thesis has been finished under the assistance, direction, and guidance of some people. As a result, the writer would like to express greatest gratitude, appreciation and thanks giving, especially :

  1. The writer’s beloved parents, Drs. M. Djufry Mangnga and Nurmiati Makka who always pray, encourage, and provide countless material, as well as support, so the writer could finish the process of writing this thesis.

  2. Prof. Dr. H. Azhar Arsyad, M.A., the Rector of UIN Alauddin Makassar, for his advice during the period when the writer studied at the university.

  3. Prof. Dr. H. Moh. Natsir Mahmud, M.A, the Dean of Tarbiyah and Teaching Faculty who has given me to get education at UIN Alauddin Makassar.

  4. Dra. Djuwairiah Ahmad, M.Pd., M.TESOL., as the Head of English Education Department of Tarbiyah and Teaching Science Faculty and Dra. Kamsinah, M.Pd.I., as the Secretary as well as all of staffs who has given a lot of contributions and advices.

  5. Dra. Djuwairiah Ahmad, M.Pd., M.TESOL., as the first consultant and Drs. H.

  Wahyuddin Naro, M. Hum., as the second consultant who always give the critiques and suggestions for the better result of this thesis.

  6. All lectures and staff of English Education Department for their guidance and assistance during the years of the writer’s study

  7. All of the students and teachers of Madrasah Aliyah Madani for their chance to be researched, so the research run well.

  8. The writer’s beloved sisters who always accompany, support, and assist me whenever and wherever.

  9. My special best friend, Deni D. Laiti, S.Kom for his help, support, attention and suggestion in writing this thesis.

  10. The writer’s best friends: Nurhayati, St Rahmatia Razak, Irmayanti, Riyat Galilea, Roslinah, and all of friends in PBI 3 and 4 especially, as well as all of the students of English Education Department of UIN Alauddin Makassar in Academic Year of 2006/2007 generally, for their support in finishing my study.

  The writer realizes that this thesis still needs more improvement to get better result, so that suggestions and advice are always expected. Finally, willingly the writer prays may all our efforts be blessed by Allah SWT.

  Makassar, May 2010 Writer Maryam Djufry

   Nim: 20401106077

  

LIST OF CONTENT

  8 1. The Definition of Motivation ...................................

  17 3. The Principle of Teaching and Learning Vocabulary ...............................................................

  16 2. Types of Vocabulary ...............................................

  The Definition of Vocabulary ..................................

  14 C. The Concept of Vocabulary ............................................. 16 1.

  13 7. The way of generating motivation ............................

  12 6. Measurement of Motivation ....................................

  12 5. Characteristic of Student’s Motivation .....................

  9 4. The Function of Motivation .....................................

  8 3. The kinds of Motivation ...........................................

  7 B. The Concept of Motivation. .............................................

  Page TITLE OF PAGE ................................................................................................. i THESIS AUTHENTIC STATEMENT. ............................................................... ii THESIS APPROVAL ......................................................................................... iii THE EXAMINERS APPROVAL ........................................................................ iv ACKNOWLEDGMENT. ..................................................................................... v LIST OF CONTENT. ........................................................................................... vii LIST OF TABLES ............................................................................................... ix LIST OF APPENDICES ...................................................................................... xii ABSTRACT. ........................................................................................................ xiii CHAPTER

  Previous Research Findings. ............................................

  II. REVIEW OF RELATED LITERATURE A.

  5 CHAPTER

  5 F. The Operational Definition of Terms ..............................

  5 E. The Scope of The Research .............................................

  4 D. The Significance of the Research ....................................

  4 C. The Objective of the Research. ........................................

  1 B. Problem Statement ...........................................................

  Background ......................................................................

  I INTRODUCTION A.

  20

  4.

  22 Techniques of Teaching Vocabulary ........................

  D.

  24 Mind Map (Fishbone Model ............................................

  1.

  24 Definition. .................................................................

  2.

  25 Elements of Mind Map (Fishbone Model) Strategy .

  3. Teaching Procedures by Using Mind Map (Fishbone Model) Strategy ........................................................

  26 4. The Advantages of Mind Map (Fishbone Model) Strategy.....................................................................

  26 CHAPTER III. RESEARCH METHOD A.

  28 Research Design ............................................................

  B.

  28 Population and Sample ..................................................

  1.

  28 Population .................................................................

  2.

  28 Sample ......................................................................

  C.

  29 Research Instrument ......................................................

  D.

  29 Data Collection Procedures ...........................................

  E.

  30 Data Analyzing Technique ............................................

  CHAPTER IV. FINDINGS AND DISCUSSION A.

  32 Findings .........................................................................

  1.

  32 The Rate Percentages of the Students’……………..

  2.

  42 The Frequency Distribution of the Questionnaire ....

  3.

  43 Data Analysis of Students’ Motivation ....................

  B.

  44 Discussion ......................................................................

  CHAPTER V. CONCLUSION AND SUGGESTION A.

  47 Conclusion. ....................................................................

  B.

  47 Suggestion...................................................................... BIBLIOGRAPHY APPENDICES CURRICULUM VITAE

  

LIST OF TABLES

Page TABLE 1. The students of MA Madani Pao

• – Pao can improve their motivation by using the good medium and facilitate

  ……………………………… 32

  TABLE 2. The students of MA Madani Pao

• – Pao is very happy in memorizing English vocabulary by using mind map (fishbone model) strategy

  … 33

  TABLE 3. The students of MA Madani Pao

• – Pao has opinion the mind map (fishbone model) strategy can improve students’ motivation………… 33

  TABLE 4. The students of MA Madani Pao

• – Pao can motivate their English vocabulary by using mind map (fishbone model) strategy

  ………….. 34

  TABLE 5. The students of MA Madani Pao

• – Pao can express their idea is Freely by using mind map (fishbone model) strategy

  ……………… 34

  TABLE 6. The students of MA Madani Pao

• – Pao has opinion the mind map (fishbone model) strategy is very easy in memorizing English Vocabulary …………………………………………………………. 35

  TABLE 7. The students of MA Madani Pao

• – Pao has opinion the mind map (fishbone model) strategy is very entertainment in memorizing English vocabulary

  ………………………………………………………… 35

  TABLE 8. The students of MA Madani Pao

• – Pao were focus in memorizing English vocabulary by using mind map (fishbone model) strategy

  … 36

  TABLE 9. The students stimulated in learning vocabulary by using mind map

  (fishbone model) strategy …………………………………………… 36

  TABLE 10. The students of MA Madani Pao

• – Pao interest in learning English by using mind map (fishbone model) strategy

  ……………………… 37

  TABLE 11. The students of MA Madani Pao

• – Pao has opinion the mind map (fishbone model) strategy is very suitable in learning vocabulary

  …... 37

  TABLE 12. The students of MA Madani Pao

• – Pao not bored in learning vocabulary through mind map (fishbone model) strategy

  …………… 38

  TABLE 13. The students of MA Madani Pao

• – Pao getting new knowledge by using mind map (fishbone model) strategy

  ………………………….. 38

  TABLE 14. The students of MA Madani Pao

• – Pao has good spirit in memorizing English vocabulary through mind map (fishbone model) strategy

  … 39

  TABLE 15. The students of MA Madani Pao

• – Pao interest in memorizing English vocabulary by using mind map (fishbone model) strategy

  ………….. 39

  TABLE 16. The students of MA Madani Pao

• – Pao is easy to memorize English vocabulary by using mind map (fishbone model) strategy

  …………... 40

  TABLE 17. The students of MA Madani Pao

• – Pao has opinion the using mind map (fishbone model) strategy is very effective and creative in memorizing English vocabulary

  ………………………………………………… 40

  TABLE 18. The students of MA Madani Pao

• – Pao is very happy to learn English by using mind map (fishbone model) strategy

  ………………………… 41

   TABLE 19. The students motivated in learning English especially memorizing

  English vocabulary by using mind map (fishbone model) strategy … 41

  TABLE 20. The students of MA Madani Pao

• – Pao can increase their vocabulary by using mind map (fishbone model) strategy

  …………………….. 42

  TABLE 21. Frequency Score o

  f The Students’ Motivation From The Questionnaire

  ……………………………………………………. 42

  TABLE 22. The Percentage o

  f The Students’ Motivation From The Questionnaire Score

  ……………………………………………………………… 43

LIST OF APPENDICES

  APPENDIX I. The Items Of Questionnaire APPENDIX II. Questionnaires Result APPENDIX III. Classification of the statements in motivation based on the crireria of the questionnaire.

  APPENDIX IV.

  Table of Questionnaire Score of the Students’ Motivation at the Second Year Students of MA Madani Pao – Pao Gowa. APPENDIX V. Vocabulary List of Mind Map (Fishbone Model) Strategy.

  

ABSTRACT

Title : Motivating the Second Year Students of MA Madani Pao-Pao

Gowa in Memorizing English Vocabulary by Using Mind Map

   (Fishbone Model) Strategy Researcher : Maryam Djufry Reg. Number : 20401106077 Consultant I : Dra. Djuwairiah Ahmad, M.Pd., M.TESOL Consultant II : Drs. H. Wahyuddin Naro, M. Hum.,

  This thesis presented about motivating the second year students of MA Madani Pao

• – Pao Gowa in memorizing English vocabulary by using Mind Map (Fishbone Model) Strategy.

  The problem statement of the research was: To what extent can the use of Mind Map (Fishbone model) Strategy motivate the second year students of MA Madani Pao

• –Pao Gowa in memorizing English vocabulary? The objective of the research was to find out the s econd year students’ motivation of MA Madani Pao – Pao Gowa in memorizing English vocabulary by using Mind Map (Fishbone Model) Strategy.

  The population of the research was the second year students of MA Madani Pao

• – Pao Gowa in Academic Year of 2009/2010 which consisted of one class. The sample of the research consisted of 20 students. This meant that the writer used a total sampling technique. Furthermore in collecting the data the researcher used questionnaire which was used to identify the students’ motivation in memorizing English vocabulary by using Mind Map (Fishbone Model) Strategy.

  The result of the analysis indicated that the score of students’ motivation in memorizing English vocabulary by using Mind Map (Fishbone Model) strategy was categorized as good score and their mean score was 79. 65%. It meant that the second year students of Ma Madani Pao

• – Pao Gowa had good motivation in memorizing English vocabulary by using Mind Map (Fishbone Model) Strategy.

CHAPTER I INTRODUCTION A. Background Motivation is one of the most important factors that influence students' English achievements or performance. It has a close relationship with students'

  success or failure in English teaching. Therefore, teachers must pay more attention to this aspect. As Gardner in Wang (1987) emphasizes that the motivation constructed the primary factor to influence students on English learning. He believes that motivation for language learning cannot only include goal orientation but the combination of effort, desire to achieve the goal of learning the language and favorable attitudes toward learning the language.

  Mc. Donald in Sadirman (2001) states that motivation is an energy change within the person characterized by affective arousal and anticipatory goal reaction.

  Motivation is the characteristic that helps students’ goal to give reason, incentive, enthusiasm, or interest that causes a specific action or certain behavior. Motivation is present in every life function.

  Motivation in education can have several effects on how students learn and how they behave towards subject matter. It can: a) direct behavior toward particular goals, b) Lead to increase effort and energy, c) Increase initiation of, and persistence in, activities, d) Enhance cognitive processing, e) Determine what consequences are reinforcing, f) Lead to improved performance.

  Based on definition above the writer argues that motivation is one of the important factors that influence students ’ English learning achievement. Motivation is an important role in education and learning because by rising the students

  ’ motivation, they can be stimulated to use their potential or talent in doing something and make the materials to be meaningful for students. So in order to help the students to maintain a proper strength in English learning motivation, it is very necessary for the teachers in the daily teaching procedure.

  Ericksen in Dawis (1978) states that some students seem naturally enthusiastic about learning, but many need or expect their instructors to inspire, challenge, and stimulate them: "Effective learning in the classroom depends on the teacher's ability to maintain the interest that brought students to the course in the first place".

  Whatever level of motivation, students bring to the classroom will be transformed, for better or worse, by what happens in that classroom. Every student or other people who want to get easy in studying English, of course they must have enough vocabulary. As we all know, Vocabulary is a key to master English because by mastering vocabulary, it is easier for students to understand English.

  One of the element of English involve in the language skills is vocabulary. Vocabulary is only needed to convey what one wish to say that is organized by Grammar. The ability to communicate and to convey our social needs could not establish without having enough vocabulary.

  As a compulsory subject in English teaching and learning process vocabulary is the important aspect to support the English language component skills, namely: reading, writing, speaking, and listening. So learning vocabulary for learners is important because the students ability to learn English is determined by vocabulary that they have. Through vocabulary, someone can communicate his/her idea, feeling, emotion, and desire. Sometimes a clever person who has good idea must be stopped only because he/she lacks vocabulary mastery. It is very hard for everyone to express his or her ideas in English to other people without word.

  The writer realize, the students are lazy to speak or learn more about English because they did not have enough words to say their ideas or their feeling in English because the students lack of vocabulary. It is the big reason why the students are not too interested, in learning English during the class.

  In the relation to this, the writer use Mind Map (Fishbone Model) Strategy to encourage students in learning particularly in memorizing English vocabulary. The writer thinks that by using Mind Map ( Fishbone Model) Strategy, The students can participate to memorize English vocabulary and this is a good process to be used for them because by using Mind Map (Fishbone Model) Strategy, every student can be easy and fast in learning vocabulary.

  Mind mapping is a powerful technique allowing students to make the best use of the students’ brain power. With mind mapping strategy, it make the students more productive and creative. The writer uses fishbone model because the model is unique and interesting to motivate the students in memorizing English vocabulary.

  Based on the previous explanation, the writer needs to conduct a research to get the factual information about the effectiveness of Mind Map (Fishbone model) Strategy to motivate the second year students of MA Madani Pao

• – Pao Gowa in memorizing English vocabulary.

B. Problem Statement

  Based on the previous description, the writer presents one research question, as follow: To what extent can the use of Mind Map (Fishbone model) Strategy motivate the second year students of MA Madani Pao

• –Pao Gowa in memorizing English vocabulary? B.

   Objective of the Research

  Based on the problem statement above, the objective of this research is to find out the second yea r students’ motivation of MA Madani Pao – Pao Gowa in memorizing English vocabulary by using Mind Map (Fishbone Model) Strategy.

  C. The Significance of Research

  The results of the research is expected to be valuable information and give a meaningful contribution for teachers in learning process to create a good strategy and to motivate the students to be interested in learning English. This form of motivation creates a more pleasant learning atmosphere and for the students to know one way to memorize English words. Then, for the English teacher and students, it is expected to give alternative way and information about the new strategy to increase students’ motivation especially in memorizing English vocabulary.

  D. Scope of the Research

  The scope of the research is restricted to identify the second year students’ motivation of MA Madani Pao

• – Pao Gowa in memorizing English vocabulary by using Mind Map (Fishbone Model) Strategy.

  E. The Operational Definition of Terms 1. Motivation

  Brown in Roslinah (2007) states that motivation is commonly thought as an inner drive, impulse, and emotion as desire that moves on particular action.

  Furthermore, Harmer in Roslinah (2007) states that motivation is some kind of internal drive that encourages somebody to pursue a course of action.

  Motivation is the internal condition of human which suppose to do something (Gleithmen: 1989)

  2. Vocabulary

  Brown in Ningsih (2008) views vocabulary on two ideas, they are: (1) Vocabulary is the content and function words of language which are learned through by that they become a part of child’s understanding, speaking, reading, and writing.

  (2) Vocabulary is words having meaning when heard or seen even though the individual procedures it when communicating with others.

  3. Mind Map

  Mind map is a tasks, or other items linked to and arranged around a central key word or idea. Mind maps are used to nd writing.

  Buzan (2005) states that Mind Map is an expression of Radiant Thinking and is therefore a natural function of the human mind.

  4. Fishbone Model

  A fishbone model is a tactic that can be used to teach learning objectives that have been written. A fishbone model is a visual illustration that clearly shows the relationship between a topic and the various factors related to it. The shape of the model looks like the skeleton of a fish. The head of the fish represents the topic to be analyzed, and the bones of the fish represent the factors or categories of factors related to the topic.

CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Research Findings There are some researchers who have conducted research that related with this

  topic as follow: Dalasari (2004) conducted research on improving the writing ability at the third year students of MAN Wajo through mind mapping. She pointed out that, extensive studies and research reveal that using mind mapping improves students ability to remember, study decisions and improve exam success rates. Mind mapping increases the quality of thinking. Mind mapping is helpful for creative thinking allowing the students to access multiple intelligences and generate new idea.

  Ramayananur (2007) conducted research on motivating the students of SMUN 2 Bulukumba to learn English vocabulary by using morphological analysis.

  She reported that, the second year students of SMU 2 Bulukumba had positive motivation to learn English Vocabulary using Morphological analysis which was proved by mean score (76.51)

  Rahayuddin (2007) conducted a research on facto r influencing the students’ motivation to ask questions in teaching and learning process at SMK Profesi Makassar. He reported that, there were two factors that influence the students’ motivation to ask question: external and internal. External factor such as the material was very high, it was proved by percentage (74.28%), and the internal factor such as the teacher was low, it wasproved by percentage (42.86%).

  From the researcher finding above, the writer concludes that, motivation is important to present in our life but the writer found there are gaps from the research above that, the researcher did not explain about the findings especially The rate percentages of the students’ score so, the writer explained about the distributed questionnaires using the rate percentages of the students score and it can see at the chapter four.

B. The Concept of Motivation 1. The Definition of Motivation

   Motivation is internal drives that encourage somebody to do something

  and wish to achieve and motivation is one of reason success in language teaching.

  Based on the statement above, the writer concluded that motivation is all the things which can give energy or to stimulate someone to do something in order to reach goal.

  Motivation cannot be separated from our lives. It has an important role in our daily activities. Without motivation we may not accomplish the goal in our life. Why does the teacher succeed in this teaching, why do the students succeed in their exam? The teacher and the students are successful because they have motivation. It cannot be denied that motivation is very necessary in teaching and learning process. So, In this case, the teacher in teaching should choose certain strategy to arouse the students’ motivation.

  To have more information about motivation, we can see from the point of view as revealed in the following: a.

  Sardiman (2001) the word “motif” meant as motivation, which motivates someone to do something. It is an activator from intern subject to do sure activities in a purpose of interest.

  b.

  Protector in Umayah (2005) states that motivation is strong reasons or cause for doing something or the reason why is something do.

  c.

  Mc. Donald in Hamalik’s book (2001) said that motivation is an energy change within the person characterized by affective arousal and anticipatory goal reaction.

  d.

  Zimbardo in Umayah (2004) states that motivation is characterized by the following features. (1) energy arouse (2) direction of effort toward a particular goals; (3) selective attention to relevant stimuli ( with decreased sensitivity irrelevant ones); (4) organization of respond units into integral pattern or sequence (5) persistence of this activity until the imitating condition are changed.

  e.

  Harmer in Haryati (2004) states that motivation is some kind internal drive that encourages somebody to pursue a course of action. If we perceive a goal (that is something we wish to achieve) and if that goal is sufficiently attractive, we will be strongly motivated to do whatever is necessary to reach that goal.

2. The Kinds of Motivation

  Harmer in Haryati (2004) states that there are two categories of motivation. They are extrinsic motivation which is concerned with factors outside the classroom and intrinsic motivation which is concerned with what makes place inside the classroom.

  a.

  Extrinsic Motivation As we know that, students study a language because they have an idea of something which they wish to achieve. So it has been suggested that there are two main types of such motivation, integrative and instrumental motivation. An integrative motivation, motivate students to be attracted by the culture of the target language community (they wish to integrate themselves into that culture). While, instrumental motivation, describe a situation in which students believe that the mastery of the target language will be instrumental in getting them better job and position or status. The language is an instrument in their attainment of such a goal.

  b.

  Intrinsic Motivation Instrinsic motivations are inherent in the learning situations and meet pupils-needs and purposes. This motivation plays a vital part in most the students’ success or failure in language learners. From them what happens in the classroom will be vital important in determining their attitude to study

  English and in supplying motivation. According to Harmer in Haryati (2004) that there are four factors effecting this motivation. These are physical conditions, method, the teacher, and success. 1). Physical Conditions

  It cannot be denied that conditions have a great effect on learning, which can a student’s motivation either positively or negatively. It means in teaching and learning English, the teacher should observe the students’ physical conditions. And as well as the teaching and learning process in going on when the conditions are good so make their classroom as pleasant as possible. So the variety ways are preparing to arouse the motivation.

  2). Method The method are taught to the students must have some effect on their motivation. This is necessary for the teacher in teaching also learning English language. So the teacher should choose the certain method appropriately the students taste at the time, in order to minimalist their bores in learning English. 3). The Teacher

  One of the most important elements in intrinsic motivation is the teacher herself. The teacher is the key figure in the language course. It is the teacher who sets the tone for the learning activities. Her expertise in method and techniques of language teacher in presenting materials is very essential to influence the students’ motivation.

  4). Success Success or lack of it plays a vital part in the motivational drive of students.

  The students’ purpose in learning is going to be success. This can motivate the students to learn harder in order to get their success. For the students’ success means work harder and effective to gaining their means.

  3. The Function of Motivation

  Aacording to Hamalik (2001) the behavior will not happen without aim, but it rises to receive the people’s motif. This opinion is same with the theory that humans behavior is purposive. It aims to satisfy our needs. Generally the function of motivation can be decided as follow: a.

  To stimulate someone to do something, without motivation will not appear something action like study.

  b.

  Motivation as director. It is means that direct of action to reach goal with.

  c.

  Motivation as moving spirit. It is function as machine size of motivation will determine quick or slow something the job.

  4. Characteristic of Student’s Motivation

  Penny in Dewi (2008) makes conclusion that there are certain typical characteristics of students’ motivation. Some of these are: a.

  Positive task orientation. The learner is willing to tackle task and challenges and has confidence in his or her success.

  b.

  Ego-involvement. The learner finds it important to succeed in learning in order to maintain and promote his or her own (positive) self-image. c.

  Need for achievement. The learner has a need to achieve to overcome difficulties and succeed in what he or she sets out to do.

  d.

  High aspirations. The learner is ambitious, goes for demanding challenges, high proficiency, top grades.

  e.

  Goal orientation. The learner is very aware of the goals of learning, or of specific learning activities, and directs his or her efforts toward achieving them.

  f.

  Perseverance. The learner consistently invests a high level of effort in learning, and is not discouraged by setbacks or apparent lack of progress.

  g.

  Tolerance of ambiguity. The learner is not disturbed or frustrated by situations involving a temporary lack of understanding or confusion.

5. Measurement of Motivation

  Since motivation is a kind of spirit or mental power that cannot identified by senses, it is quiet hard to measured. We do not see motivation; we see behavior. Thus, the measurement of motivation is indirect; e.g.: attitude, interest, and values. But, to know the motivation there is one way namely identifying indicators, because our ability to measure is restricted on something concrete that can be identified by our senses.

  Morgan in Dewi (2008) identifies two ways to measure the motivation: a. Self Report Measurement

  Motivation as mentioned above is a mental power or spirit that cannot be identified directly from outside by other people but the subject can touch it intuitively in his inner soul. Therefore, motivation can just expressed directly by the subject. For example, when Merry is just calm without any comment on his motivation or least on speaking English, she does not also produce any English sound in his speech; other people cannot know whether or not Merry has high motivation on speaking English. Merr y’s motivation on speaking

  English can just be known if she herself says something about it like “I like speaking English very much” or “speaking English is boring” this called self- report because the subject report about herself.

  b.

  Behavioral Measurement The most v alid data to identify motivation is to see students’ behavior. This is because behavior is believed as the more accurate indicator that can be used to see motivation. It is quiet for someone to tell lie with his behavior.

  Someone may say that he has a high motivation in speaking English but more accurate indicator is his participation in speaking English. When the students participate actively in speaking English, the researcher may judge that they have a high motivation. This measurement is called behavioral measurement because the researcher analyzes and judges motivation according to the students’ behavior.

6. The Way of Generating Motivation

  There are some ways that can be used to give the students’ stimulus, in learning representing motivation or extrinsic motivation, such as punishment, appreciation, denigration, emulation, competition, present and notification about increasing the students’ learning.

  a.

  Appreciation and Denigration All educationists agreed that appreciation is very effective in developing motivation. Cumbo in Haryati (2004) was proved the research that, without looking for the basic ability appreciation very effective to motivate the students to learn.

  Contrast with Sardiman (2001 ) in his book’s Interaction and

  Motivation to Learn and Teaching “ that denigration is not for motivate the students learning.” b.

  Competence Most of educationist disagree about the motivation progress between the students’ competence of them. It relevance with Crombach in Haryati

  (2004) stated that, motivation with students competition it means make them contrast which one students and others. In other, Sadirman (2001) stated that, competition can use motivation in students learning.

  Based on the previous statement the writer concluded that, competition can arise students’ motivation in learning by contrast between one and others.

  c.

  Gift and Punishment Gift and punishment are more concrete than appreciation. Gift as a tool in motivate the students’ behavior. Each students who has a good thing they are gives appreciation by their teacher. Gift and appreciation can be verbal or materials.

  Gift can be said as motivation because there are somebody not so interest for them who did not have any capability in some competence (Sardiman 2001). Punishment as tool to motivate the students. It will give negative psychologist behaviors than the students’ motivation. Punishment can increase learning motivation, but the students will finish their study if the punishment lost.

  d.

  Learning Progress The students will be happy if they know what they have reached in learning. The result of Rudolf research support by Sadirman (2003) stated that, students’s learning can motivate from intrinsic motivation fron their self and they will do more to the next. It must be paid attention to the teacjhers, the successful feeling have to be formed in students’ self to build the students

  ’ motivation in learning.

C. The Concept Of Vocabulary 1. The Definition of Vocabulary

  Some scholars give some definition of vocabulary as shown below: Good in Busran (2009) defines vocabulary as content and function words of language which are learned so thoroughly so that become part of child’s understanding, speaking, and later reading and writing vocabulary. It also means words having been heard or seen even though not produced by individual himself to communicate with others.

  Webster in Ningsih (2008) says vocabulary is list of word, usually arranges in order and defined as dictionary, glossary, and lexicon.

  The are many definitions of vocabulary. Hornby in Ningsih (2008) states that vocabulary are : 1)

  All the words that a person knows or uses 2)

  All the words in a particular language 3)

  The words that people use when they are talking about a particular subject and list of words with their meaning especially in book for learning a foreign language.

  Another definiton also given by Chart in Bahar (2009) states that vocabulary are: a) all the words language, b) all the words used or understand by particular person, class, profession, etc. c) a list of words and phrases expecially one arrange in alphabetically order defined or translated lexicon glossary.

  By analizing the definition above, the concludes that vocabulary is a list of words which have meaning and it arrange alphabetically, recognized and understood by a particular person in speaking, listening, reading, and writing. The writer can also say that vocabulary is simply of the words of a language which have meaning and function.

2. Types of Vocabulary

  Vocabulary is the stock of lexical item in a language for the purpose of learning and teaching activities, linguistics classified it into two kinds, namely receptive and productive vocabulary.

  a.

  Receptive Vocabulary refers to the words for lexical items which only can be recognized and comprehend in the context of reading and listening.

  b.

  Productive Vocabulary refers to the words which can be recalled and used appropriately in writing and speech.

  But sometimes both receptive and productive vocabulary are difficult to be distinguished because a word that students has in his receptive store may suddenly become productive if the situation or context provokes to be a permanent stale of affairs.

  According Stritcland in Ningsih (2008) vocabulary consists of four types, namely; a.

  Understanding Vocabulary refers to the words that can be recognized and comprehended through reading and listening.

  b.

  Speaking Vocabulary refers to the words used informal and formal ways.

  Informal means the word used in the process of everyday living and family situation, while formal means reserved for used with strangers or in audience situation.

  c.

  Writing Vocabulary refers to the words used in informal and formal ways.

  Informal means the words used in personal correspondence notes and memoranda and diaries while formal means the words used in business correspondence or more scholarly writing.

  d.

  Potential of Marginal Vocabulary refers to the words which could be interpreted from context and analysis of knowledge of word form (prefixes, suffixes, roots, and other languages).

  Harmer in Bahar (2009) also devices vocabulary, it into two types, namely; a. Active Vocabulary refers to vocabulary that the students have been through or learnt and which they are expected to be able to use.

  b.

  Passive Vocabulary refers to words with students will recognize when they meet them, but they may be able to produce it.

  Furthermore, Good in Bahar (2009) divides vocabulary into four kinds, they are: a.

  Oral Vocabulary means that a person employs in expressing ideas orally and actively.

  b.

  Writing Vocabulary means that words are commonly used in writing.

  c.

  Listening Vocabulary means that a person can recognize the words when they are found in.

  Next, Schail in Munawir (2008) states that every person has three types of vocabulary, they are: a.

  Active Vocabulary; the words customarily used in speaking and probably runs from 5000 to 10000 words. b.

  Reserve Vocabulary; the words known but is rarely used in writing a letter, we have more time to consider or when are as searching for a synonym.

  c.

  Passive Vocabulary; the word recognized vaguely, but are not sure of the meaning.

3. The Principles of Teaching and Learning Vocabulary

  Wallace (1989) informs that there are various main principles of teaching vocabulary, namely a.