THE USE OF VISUAL AIDS TO IMPROVE VOCABULARY MASTERY ON THE EIGHTH GRADE STUDENTS OF SMPN 1 KEDUNG JEPARA IN THE ACADEMIC YEAR 2013/2014 - Test Repository
THE USE OF VISUAL AIDS TO IMPROVE VOCABULARY
MASTERY ON THE EIGHTH GRADE STUDENTS OF SMPN 1
KEDUNG JEPARA IN THE ACADEMIC YEAR 2013/2014
Graduating Paper
Submitted to the Board of Examiners as a partial fulfillment of the
Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
In the English Department
Tatik Assa’diyah
KKI 11310131International Class Program
English Department of Educational Faculty of
State Institute for Islamic Studies (STAIN) Salatiga.
2014
DECLARATION
BISMILLAHIRROHMANIRROHIM
Hereby the writer declares that this graduating paper is made by the write herself, and it is not containing materials written and has been published by other people and other peoples‘idea except the information from the references.
The writer is capable to account to him graduation paper if in the future it can be proved of containing others‘ idea or in fact, the writer imitates the others‘ graduating paper.
Likewise, this declaration is made by the writer, and she hopes that this declaration can be understood Salatiga, August 15, 2014
The Writer
Tatik Assa’diyah 113 10 131
MINISTRY OF RELIGIOUS AFFAIRS SALATIGA STATE
Jl.Tentara Pelajar 02 Phone(0298) 323706, 323433 Fax. 323433 Salatiga 50721 Website:E-mail: administrai@stainsalatiga.ac.id
Salatiga, August 15 , 2014
Setia Rini, M.Pd
The Lecturer of Educational Faculty Salatiga State Institute for Islamic Studies
ATTENTIVE COUNSELOR NOTES
Case: Tatik Assa‘diyah‘s Graduating Paper
Dear, The Head of Salatiga State Institute for Islamic Studies Assalamu’alaikum Wr.Wb.
After reading and correcting Tatik Assa‘diyah‘s graduating paper entitled ―THE
USE OF VISUAL AIDS TO IMPROVE VOCABULARY MASTERY ON
THE EIGHTH GRADE STUDENTS OF SMPN 1 KEDUNG JEPARA IN
THE ACADEMIC YEAR 2013/2014
”, I have decided and would like to propose
that if it could be accepted by the educational faculty. I hope it could be examined as soon as possible.
Wassalamu’alaikum Wr.Wb.
Consultant
Setia Rini, M.Pd NIP. 19750518 200312 2 002
MINISTRY OF RELIGIOUS AFFAIRS SALATIGA STATE
Jl.Tentara Pelajar 02 Phone(0298) 323706, 323433 Fax. 323433 Salatiga 50721 Website:E-mail: administrai@stainsalatiga.ac.id
Salatiga, August 15 , 2014
Ruwandi, M.A
The Lecturer of Educational Faculty Salatiga State Institute for Islamic Studies
ATTENTIVE COUNSELOR NOTES
Case: Tatik Assa‘diyah‘s Graduating Paper
Dear, The Head of Salatiga State Institute for Islamic Studies Assalamu’alaikum Wr.Wb.
After reading and correcting Tatik Assa‘diyah‘s graduating paper entitled ―THE
USE OF VISUAL AIDS TO IMPROVE VOCABULARY MASTERY ON
THE EIGHTH GRADE STUDENTS OF SMPN 1 KEDUNG JEPARA IN
THE ACADEMIC YEAR 2013/2014
”, I have decided and would like to propose
that if it could be accepted by the educational faculty. I hope it could be examined as soon as possible.
Wassalamu’alaikum Wr.Wb.
Consultant
Ruwandi, M.A NIP. 19661225 200003 1 002 MOTTO Lerning to Do Doing to Learn
Erning to live Living to Serve.
(FFA)
DEDICATION
This graduating paper is dedicated to: 1.My God the Almighty 2. My dearest father and mother ( Bisri and Muawanah), who always pray for me and give their endless love.
3. My dearest brother and sister ( Muntaha Almisbah and Khoirunnisa‘), thank you for your motivation, kindness, and love.
4. My dearest younger brother and younger sister ( Roisul Umar and Nasriyatur Rizqiyah), thank you for your kindness and love.
5. My motivator (Taufiqul Muqorrobin ), thank you for your motivation and your advice,love and everything.
6. All of my big family, thank you for your kindness.
7. My beloved friends khumaira girls (Alif Karyawati, Rizki Parahita A, Khoirul Bariyyah, Tatik Assa‘diyah, and Kuni Azkal Maroya), thanks for your support and togetherness.
8. My beloved friends of International Class Program batch 2010, thank for the togetherness.
9. All my brothers and sisters in International Class Program batch 2011-2013.
10. All of my friends, especially English Department batch 2010.
ACKNOWLEDGMENT
In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the writer could finish this thesis as one of the requirement for Sarjana Pendidikan in English Department of Educational Faculty of Salatiga State Institute for Islamic Studies (STAIN) Salatiga in 2014.
Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.
However, this success would not be achieved without those supports, guidance, advice, help, and encouragement from individual and institution, and I somehow realize that an appropriate moment for me to deepest gratitude for: 1.
Dr. Rahmat Hariyadi, M.Pd. as the rector of Salatiga State Institute for Islamic Studies.
2. Hammam, S.Pd., M.Pd. as the first director of International Class Program.
3. Setia Rini, M.Pd. as the second director of International Class Program 4.
Noor Malikhah, Ph.D as the third director of International Class Program 5. Setia Rini, M.Pd. as the first writer‘s counselor who have educated, supported, directed and given the writer advices, suggestions, and recommendations for this thesis from beginning until the end.
6. Ruwandi, M.A as the second writer‘s counselor who is so kind in completing this thesis.
8. All the lecturers of International Class Program.
9. All the lecturers of English Department of Educational Faculty.
10. All staff that have helped the writer in processing of thesis administration Thanks for the support, advices, suggestion, and other helps that you all gives. The writer hopes this research will useful for everyone.
Salatiga, September 4 2014 The Writer
Tatik Assa’diyah KKI 113 10 131
TABLES OF CONTENTS
TITLE………………………………………………………………….. i ii DECLARATION……………………………………………………...
ATTENTIVE CONSELOR NOTES 1 iii ……………………………….. iv
ATTENTIVE CONSELOR NOTES 2……………………………… v PAGE OF CERTIFICATION………………………………………. MOTTO……………………………………………………………… vi DEDICATION………………………………………………………… vii ACKNOWLEDGEMENT……………………………………………… viii TABLE OF ix CONTENS……………………………………………….. x
ABSTRACK……………………………………………………………
CHAPTER I: INTRODUCTION
1
1 A.BACKGROUND OF STUDY……………………………………….
3 B. IDENTIFICATION OF THE PROBLEM…………………………
4 C. LIMITATION OF THE PROBLEM………………………………
D. STATEMENTS OF THE
4 PROBLEM…………………………….
E. OBJECTIVES OF THE STUDY………………………………….
5
5 F. BENEFIT OF STUDY……………………………………………
6 G. CLASIFICATION OF KEY TERM……………………………… H. LITERATURE REVIEWS……………………………………….
7
8 I. RESEARCH METHODOLOGY…………………………………… J. HYPOTHESIS OF THE
19 STUDY…………………………………..
19 K. THE OUTLINE OF THE GRADUATING PAPER………………
CHAPTER II: RESEARCH THEORIES
21
21 A.TEACHING………………………………………………………… 1.
22 Term of Teaching……………………………………………….
2.
23 The concept of Teaching……………………………………… 3.
24 Teaching Strategy………………………………………………
B. LEARNING………………………………………………………
27 1. Term of Learning………………………………………………. 27 2.
33 Type of Learning……………………………………………… 3.
35 Learning Style…………………………………………………
C. VOCABULARY 36 1.
36 Term of Vocabulary…………………………………………..
2.
36 General View of Vocabulary………………………………….
3.
38 Definition of Vocabulary Mastery…………………………….
4. Principles of Learning and Teaching Vocabulary……………… 38 5.
How words are remembered…………………………………… 39 6. Type of Vocabulary……………………………………………. 43 7.
45 The importance of a vocabulary………………………………
D. VISUAL AIDS 46 1.
46 Definition of Visual Aids……………………………………… 2.
47 How the visual aids can help in teaching language…………… 3. The component of Visual Aids………………………………… 50
5.
52 Benefit of Visual Aids………………………………………… 6.
53 Type of Visual Aids…………………………………………… 7.
53 The type of visual aids most commonly used………………… 8. Tips for Using Visual Effectively……………………………… 54 9.
54 The purpose of using visual aids……………………………….
E. THEORITICAL FRAMEWORK…………………………………… 55 1.
Advantages of Visual Aids………………………………… 60
CHAPTER III: RESEARCH REPORT
62 A.
62 RESEARCH SETTING…………………………………………… 1.
63 Research Location……………………………………………… 2. The History of School…………………………………………… 63 B.
67 THE PROFILE OF TEACHER AND STAFF 1.
67 Teacher………………………………………………………….
2. Staff……………………………………………………………… 68
A. THE PROFILE OF STUDENTS…………………………………… 69 1.
69 The Name of Students………………………………………… B.
71 B. THE PROFILE OF SCHOOL FACILITIES………………………
CHAPTER IV: RESEARCH FINDING AND DISCUSSION
74 A. DATA PRESENTATION SCORE………………………………… 74 1.
Score verbal of cycle ……………………………………………… 74 a.
The Result of pre-test cycle 1…………………………………… 74 b.
The Result of pre-test cycle 2…………………………………… 76 d.
The Result of post-test cycle 2………………………………….. 78 B.
81 B.DISCUSSION a. Cycle 1……………………………………………………… 81 b.
Cycle II…………………………………………………….. 89 C.RESEARCH SUMMARY…………………………………………… 93
CHAPTER V : CLOSURE
96 A.
96 CONCLUSIONS…………………………………………………… B. SUGGESTION……………………………………………………… 97
BIBLIOGRAPHY CURRICULUM VITAE APPENDICES
LIST OF TABLES
1. Table 1.1 The Design of CAR.........................................................69 9.
Table 4.5 The analyze of students improvements……………….78 14.
13 Table 4.4 The Result of post test cycle II……………………….
77
76 12 . Table 4.3 The Result of post test cycle I………………………….
74 11. Table 4.1cycle Score pretest II…………………………………..
Table 4.1cycle Score pretest I……………………………………..
Table 3.8 The Profile of School Facilities………………………… 71 10.8. Table 3.7 The Name of Students………………………………….
10 2.
69
Table 3.6 The Profile Students……………………………………68 7.
67 6. Table 3.5 Staff…………………………………………………….
Table 3.4. Teacher…………………………………………………66 5.
Table 3.3 School organization Structure…………………………..Table 3.2 School Profile…………………………………………… 63 4.Table 3.1 Research Setting………………………………………… 62 3.93
ABSTRACT
Assa‘diyah, Tatik. 2014. The Use of Visual Aids to Improve Vocabulary Mastery
on The Eighth Grade Students of SMPN 1 Kedung Jepara in the Academic Year 2013/2014 . Graduating Paper, Educational Faculty.
English Department. State Institute for Islamic Studies (STAIN) Salatiga. Conselor: (I) Setia Rini, M.Pd., (II) Ruwandi, M.A.
Keyword: vocabulary mastery, visual aids
The objective of this research was to measure whether or not Visual Aids was effective in improving the students‘ English vocabulary mastery. The method of this research was quantitative. The writer used one group pre test
- – post test design. The instruments of the research were pretest and post test. The pre test was given to find out the ability of the students before they were given the treatment. The Posttest was given to find out the ability of the students after they were given treatment. The population of the research was 37of the first grades students of SMPN 1 Kedung Jepara and the sample of the research was entire population. The data of this research were collected by giving pre test and post test to the students‘ sample. The collected data were analyzed by using the t-test formula. The results of data analysis showed that: the mean score of pretest was 60,946, the mean score of posttest was 70,784 the t-observed was 1,199. The t- table with df 36 and significance level at 0,05 was 0,. Based on the data analysis above, the writer concluded that the alternative hypothesis of this research was accepted because the t, observed was higher than the t-table (5.41 >3,26). It also meant that the visual aids method was effective to increase the students' English vocabulary mastery.
CHAPTER I INTRODUCTION A. Background of Study Vocabulary is one language components which should be mastered
by SMP or SMA students. Vocabulary is the most important component that will become the basic competence in order to successfully master the four language skills like listening, speaking, reading and writing. If the students have mastered a number of vocabularies required at their level, it will be easier for them to master those elements in English learning. Hardjono defines ―From all aspect foreign language that should be mastered by the students in the learning process, vocabulary is the most important aspect because the students can not use foreign language without vocabulary.‖( 1998:p.71). It means vocabulary is an essential component that has to be learned by the students in order to master English well. Hatch and Brown (1995: p. 1) state that vocabulary is the foundation to build a language which plays a fundamental role in communication. It means that vocabulary is the first priority in learning English. Vocabulary mastery has always been an essential part of English as a foreign language from the importance of vocabulary above, the teacher should give serious attention in teaching vocabulary especially to
Teachers have their own priority to manage their classroom, As Richards (1994:p.97) state
‖ teachers have primary responsibility for how they teach; they may assume very different roles within their own classroom‖. So teachers should make their classroom comfortable and interesting, especially teaching English in junior high school.
According to Hatch and Brown (1995: p. 1) there are several difficulties of mastering vocabulary The first is such a test may be used with classes of learners who speak different first languages and thus translation is not a practical approach. Second, there is the likelihood that some learners will have poor reading skills and thus the test needs to be able to be given orally if necessary. And the third is that the contexts for the tested words must not cause too many problems for the learners.
The difficulties are faced by students of SMPN 1 KedungJepara. This can be proven from pure research in the eighth grade students the researcher found that students‘ vocabulary mastery is low. It is because the students get difficulties in mastering vocabulary mastery. They are :
(1) the students get difficulties in grasping and memorizing the meaning of the words ; (2) they found it hard to spell the words correctly ; and (3) they get difficulties in pronouncing the words correctly; and (4) they get difficulties in using vocabulary in a sentence (Brown 1995: p. 1).
Based upon interviews with teachers and students, the researcher afraid to ask the teacher if they find a difficulty. These problems may give a great influence to their learning process.
The writer suggests using visual aids to solved the problem. The visual aids method can be used in teaching vocabulary, to make the teaching learning process much interesting and fun. It will increase students‘ interest in learning process in the classroom, because the circumstances become more interesting. It is suitable with the characteristic of the young learners who like playing and talking about here and now so using visual aids can be helpful in teaching vocabulary.
According to (Eline: 1997) the advantages of using visual aids they are; (1) Visual aids can make ideas clear and understandable (2.) Visual aids can make a speech more interesting (3.) Visual aids can help an audience remember facts and details (4.) Visual aids can help prove a point.
By using visual aids the expectation an effectively in order that the students can enrich and improve their vocabulary easily. Also helped students understand the motivation in learning and improving learning outcomes in learning vocabulary.
Based on the explanation above, the writer wants to use the visual aids method as the method to improve student‘s vocabulary mastery. The writer is interested in carrying out a study on ―THE USE OF VISUAL AIDS TO IMPROVE VOCABULARY MASTERY ON THE EIGHTH GRADE STUDENTS OF SMPN 1 KEDUNG JEPARA IN THE ACADEMIC YEAR 2013/2014 B.
Identification of the Problem
The on successful study of English may be consul by the following problems:
1. Teacher may not apply the appropriate approach or method in language teaching
2. Teacher may not use the best learning strategies 3.
Teacher may not use the best learning sources 4.
Teacher have to responsibility decreasing of less learn motivation and less skill even in problem solving of teaching visual aids.
C. Limitation of the Problem
Derived from the problems identified above, the writer focuses ontheuse of visual aids to improve vocabulary mastery on the Eighth grade students of SMPN 1 Kedung Jepara. This means the writer hopes that the result research can be used as reference for those who want to conduct a research in teaching English .
D. Statements of the Problem 1.
How is the implementation of visual aids to improve vocabulary mastery on the eighth grade students of SMPN 1 Kedung Jepara. in the academic year of 2013/2014?
2. Whether or not the implementation of Visual Aids signify the improvement vocabulary on the eighth grade students of SMPN 1 Kedung Jepara. In the academic year of 2013/2014?
E. Objectives of the Study
Based on the problem formulation above the objective of this research can be specified as follows:
1. To describe the implementation of visual aids to improve vocabulary mastery on the eighth grade students of SMPN
1 Kedung Jepara. in the academic year of 2013/2014? 2. To analyze and evaluate the improvement of vocabulary mastery after using visual aids?
F. Benefit of Study
The result of this research is expected to give contribution in some ways:
1. Practically The result of this research can be used by English teacher in teaching, to motivate the students to improve their vocabulary mastery and to suggest the SMPN 1 Kedung Jepara to complete their teaching especially the language teaching using visual aids
2. Theoretically
Beside Vocabulary is basic component in learning a foreign language and Generally children like thing about visual aids , so they are highly motivated to learnvocabulary and to memorize words that the children watch from visual aids performance. Furthermore, visual aids will make the students relaxed and fun.
The result of this research can be used as reference work for study of the other subject.
G. Classification of Key Term
Here are some definitions as a guidance to understand the terms of this study:
1. Visual aids Visual aid refers to an instructional aid that is used to supplement spoken and written information. Visual aids can be in the form of videotape, posters, cars models and film.
2. Vocabulary mastery In the oxford learner‘s pocket dictionary, vocabulary is list of words with their meanings, especially in a book for learning a foreign language. Mastery is command or control through knowledge and skill in specific field (the new lexicon Webster‘s dictionary of united stated
American, 2000:615). Vocabulary mastery is the knowledge understanding the words.
H. Literature Reviews
In the research paper the writer takes one literature reviews. The first review is entitled ― Improving Students Vocabulary Matery Using
Experiential Learning (A Classroom Action Research on The Sixth Grade of SDN Banaran 01 Sukoharjo in The A cademic Years 2009/2010) that was by ―Ike Anisa 2009.
In that paper, she analyzed that the result the use of Experiental Learning can improve students‘ their vocabulary, motivation, interest and achievement. The implementation of visual aids is reasonable because it can give students enrich and improve their vocabulary easily and motivation to learn English. (Ike Anisa, 2009) .
Differ with Ika‘s paper, (Budi, 2011:35) identified that the use of visual aids can help students to improving vocabulary mastery on the text and answer the question. visual aids is not only making students easier to understand the lesson but also motivating and attracting students in learning English particularly in structuring ideas, editing ideas.vocabulary mastery ability as well.
Based on the findings above, the researcher is interested in conducting research using word wall as a method to teach text as the way to improve students‘ vocabulary mastery ability . Because the students sometimes feel bored since the methods and media are monotonous. When the teacher used usual method, the students will not be attracted with the teaches.
So word wall will gain the interest from the student in junior high school and also can motivate students and improve their vocabulary mastery .
I. Research Methodology 1.
Research Approach An approach that will be done by the writer use quantitative as a primary approach. The quantitative research isolates and defines variables and variables categories. These variable are linked together to frame hypotheses. The data are collected are then tested upon the data (Banner, 1993:4). The secondary approach is descriptive. Descriptive is describing how a technique of learning is applied and the result can be reached (Mukhlis, 2000:57).
2. Method of The Study
The method is used in this research is CAR (Classroom Action Research). CAR is systematic study from a group of teachers to conduct actions in learning based on their reflection. It indicates that the basic unity of theoretical and practical knowledge Ebbutt in (Basrowi and Suwandi, 2008: 26). Furthermore, Classroom Action Research (CAR) is a research designed to assist a teacher to find out what is happening in his or her own class and to determine actions for future improvement.
3. Research Subject In conducting this action research, the writer is interested in the students of SMPN 1Kedung Jepara. It is located on Sowan
Lor Street –Tedunan . The class is consist of 37 students specifically consist of 10 males and 27 females. They are selected on the basic of the preliminary observation, which is shown the result that students is low vocabulary mastery in visual aids.
4. Research Design This study uses the classroom action research
(CAR), with the several processes; they are preliminary study, planning of the action research, observation, and reflection, and then make the report. It is popular way in this period. Preliminary study included the students low in vocabulary skill, the students have poor motivation in vocabulary skill.
Classroom action research begins with a finding reference about the classroom experiences, issues, the problem of the class, etc. it will help the teacher to explore and examine the several aspect that should be prevented and improve the study and learning process. The class room action research procedure used which According to Kemmis (1990)cited in Mills (2000:17), action research consists of cycles. Every cycle consists of four steps; planning, acting, observing, and reflecting.
Table 1.1 THE DESIGN OF CLASSROOM ACTION RESEARCH
Kemmis and Mc Taggart Model
CYCLE 1 Set of Planning I Action I problem Reflection I
Observation I CYCLE 2 New problem from Reflection
I of problem Planning II Action II Reflection II Observation II
If the problem has not finished yet
NEXT STEP
This research uses a classroom action research. Actually there are Mc Taggart Model in Dr.Hamzah,M.Pd (2012). MenjadiPeneliti PTK yang Profesional as the measurement in this study.
The researcher plans to conduct two cycles of classroom action research. There are four steps in one cycle for doing classroom action research. They are planning, action and observation, and reflection.
1. Cycle I
a) Planning
In this stage the researcher conducted some activities to make the teaching and learning process interesting. The researcher arranges the lesson plan based on the teaching material, improves the teaching strategy, prepare the teaching aid and also prepares the sheet of the observation to observe teaching and learning process in this cycle.
b) Action
Doing the activity based lesson plan which is made. In teaching and learning activity, the students are guided to study vocabulary through using Vocabulary game and here are some steps:
1) Giving a brief explanation of the material of vocabulary
2) Applying Vocabulary game.
3) Providing worksheet
5) Closure activity
In the end of teaching and learning activity in every cycle, the teacher gives a test to evaluate the students‘ result for teaching and learning process.
c) Observation
Observation is made during the learning process should be on going and observer does a collaboration in implementation with the English teacher of the class. Here are the instruments used:
1) Field note
2) Recording the situation
3) Collecting data (students‘ score)
d) Reflection
A reflection is effect to inspect what has been done. The result of reflection is used to establish the next steps of the research. This research is designed in classroom action research. It is purposed to improve student vocabulary mastery. Before doing the cycle, the researcher uses preliminary research to identify the problems in teaching and learning process. There are three cycle in this classroom action research. They are first cycle, and second cycle. Each cycle has several steps such as identifying area focus (planning), collecting data (action), analyzing and interpreting data (observation), develop an action planning (reflection).
The researcher‘s reflection is done by discussing with his collaborator. Note of lack, incompatibility between action and scenario or different response of students that expected. They are analysis of the observation, identification of the problem and find out the alternative decision of the problem.
2. Cycle II
The second cycle is done based on the result of reflection from the first cycle. If the result from observation was still low in quality, it is needed another action in order to make improvement of the quality for the next cycle the topic.
a) Planning 1.
The researcher identified the teaching and learning design, such as arranging lesson plan which was according to teaching and learning process.
2. The researcher prepared the teaching and learning resources, such as material, power point (slides), and worksheet and observation sheets.
3. Prepare attendance list in order to know students‘ activeness in participating teaching and learning by using visual aids.
b) Acting d) Reflection 5. Research Instrument
According to (Eline:1997) it can be concluded that a research Instrument is what you use to collect the information in a qualitative field tudy or observation. It helps you keep track of what you observe and how to reports it. It mus be both valid and precise. the process of collecting data, analyzing, and find the solution.such as a paper and pencil test, a questionnaire, an interview, a research tool, or a set of guidelines for observation.
(Pierce, 2009, p. 159) state "Careful planning for data collection can help with setting realistic goals. Data collection instrumentation, such as surveys, physiologic measures (blood pressure or temperature), or interview guides, must be identified and described. Using previously validated collection instruments can save time and increase the study's credibility. Once the data collection procedure has been determined, a time line for completion should be established."
The researcher use of validated collection instrument consists of Observation, Test and Check list.
1. Observation (Sheet)
Observation is action which forms interpretation and values of theory. In addition researcher also researcher will join in class. In this case, the researcher is the teacher. The researcher will used field note, field notes are used to observe and to know the situation and activities during teaching learning process. By using field note I would like to know class situation and participation of students.
2. Test
Test is a method of measuring a person‘s ability, knowledge, or performance in a given domain (H. Doughlas brown, 2004, 3). Test is done to know students‘ achievement so that the researcher knows the students‘ improvement can be reached by the students.
6. Evaluation criteria
The students‘ success or failure in doing the activities above was assessed by referring to the criterion issued by Department of Education andCulture. The criterion says that a student can be said to pass the test if he or she cansolve 65% of the whole problems and a class is said to be successful if 85% of themembers pass the test.
True = 10 x 10 = 100 False = 0 x 0 = 0
100
7. Data collection
a) Test
Test is a method of measuring a person‘s ability, knowledge, or performance in a given domain (H. Doughlas brown, 2004, 3). In this classroom action research, the researcher provided pre test and post test to evaluate how far the students understand the ability of vocabulary. Test is done to know students‘ achievement so that the researcher knows the students‘ improvement can be reached by the students.
Harris(1969:7)said that the multiple —choice consists of stem or lead ,which is either a direct question or an in complete statement ,and two or more choices or responses, of which one is the answer and the others are distracters —that are the incorrect
responses. In this study, I used 50 items of multiple
—choice of four distracters: A, B, C, and D. To assess the development achieved by the students a series of tests were carried out. They were pre-test, formative test, and post-test. The tests were designed to measure the students‗ability in vocabulary. It focused on subject-verb agreements because based on my observation, the eight grade students of SMP N 1 Kedung Jepara especially in vocabulary agreements were still low and it needed to be increased.1. Construction of Instrument
a) Pre-test
Pre-test was given to the students in the first step of collecting data. Pre-test was used to identify the students ‘ ability in vocabulary game before the treatment was given.
In other words, it told the beginning conditions of the students ‗ ability in vocabulary mastery.
b) Formative test
Formative test is a test which is evaluating students in the process of forming their competencies and skills with the goal of helping them to continue that growth process (Brown,2004:6). In this study, the writer conducted the formative tests in the end of cycle1 and cycle2.
c) Post-test
Post-test was conducted to measure the students ‗achievement after the treatments. The test was the same as the pre-test and formative tests. Result of the post-test was analyzed to see to what extent vocabulary game develop the students
‗invocabulary mastery. 1)
Observation Observation is the activity of giving total concern to research object by the sense (SuharsiniArikunto, know how the condition of class and students during the teaching and learning process. In conducting observation the researcher used the sheets of checklist to note the activity that might occur in the teaching vocabulary mastery by using visual aids. 2)
Documentation Documentation method is to get a researcher data linked to research object that will be elaborated in this research, and it emphasizes an interview method result, and observation. This method is used to collect data dealing with documentation of teaching and learning process the use visual aids to improve vocabulary mastery.
8. Data Analysis
1. Statistical technique A statistical technique is used to know there are any influences to student vocabulary mastery or no from the result of pre-test and post test. The researcher uses mean formula from (Sutrisnohadi, 1981:246) to analyze the data:
∑
M =
M : the mean obtained ∑x : the sum of the students‘ value N : the number of subject
2. Descriptive technique A descriptive technique is used to know the students‘ behavior during teaching and learning process.
In descriptive technique the researcher will analyze the observation sheet which has been made with his collaborator.
J. Hypothesis of the Study
Based on the background of study, statement of the problem, the hypothesis of this study stated that: ―The use of visual aids To improve vocabulary mastery on the eighth grade students of SMPN 1 Kedung Jepara. in the Academic Year of 2013/2014 ‖.
K. The Outline of the Graduating Paper
In order to make easy to understand this graduating paper, the researcher uses a system of presentation as follows: Chapter 1 is introduction. It contains; the background of the study, the identification of the problem, limitation of the problem, statement of problem, objectives of the study, benefit of study, classification of key term, hypothesis of the study and research methodology
Chapter II is research theories. It contains about theories that relevant toward research, Teaching, Learning, Vocabulary, and visual aids, and about the characteristic the teaching learning process using visual aids .
Chapter III is research report. It contains about general description of SMPN 1 Kedung Jepara. Chapter IV is research finding and discussion. It is about field note and scores of the test. Chapter V contains of closure presents by giving conclusion and suggestion, bibliography and appendix.
CHAPTER II RESEARCH THEORIES This chapter contains two sections. This first section talks about the
theoretical reviews underlying this study. The last section describes the research procedure which is used as the basis of this study
A. Teaching
Teaching is derived from word teach. It has meaning; give somebody information about a particular subject to learn something (Oxford- Advanced Learner‘s Dictionary, 1995: 1225).
H. Douglas Brow (2000), in his book Principles of Language Learning
and Teaching stated that ―Teaching is showing or helping someone to
learn how to do by something, giving instruction, guiding in the study of something‖.