MENINGKATKAN PENGUASAAN VOCABULARY SISWA MELALUI GRAFIK ORGANIZERS (PENELITIAN TINDAKAN KELAS TERHADAP SISWA SISWI KELAS V SD NEGERI KENTINGAN NO. 79 SURAKARTA TAHUN AKADEMIK 2010 2011)

commit to user

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH

GRAPHIC ORGANIZERS

(An Action Research at Fifth Grade of SD Negeri Kentingan No.79 Surakarta in Academic Year 2010/2011)

Written by: Titik Purwoningsih

K2206010 Thesis

Presented as Partial Requirements for the Undergraduate Degree of Education in Teacher Training and Education Faculty of

Sebelas Maret University

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY

SURAKARTA 2011

commit to user

ii

ABSTRACT

Titik Purwoningsih. K2206010. “Improving Students’ Vocabulary Mastery through Graphic Organizers (An Action Research at Fifth Grade of SD Negeri Kentingan No.79 Surakarta in Academic Year 2010/2011.” A Thesis. Surakarta. Teacher Training and Education Faculty, Sebelas Maret University, 2011.

This thesis is written 1) to know whether graphic organizers can improve students’ vocabulary mastery 2) to know the participation of the students in teaching learning vocabulary by using graphic organizers and 3) to know the students’ interest in teaching learning vocabulary by using graphic organizers at the fifth grade students of SD Negeri Kentingan No.79 Surakarta.

The research was conducted in two cycles from July 30thuntil October 29th 2010 at the fifth grade students of SD Negeri Kentingan No. 79 Surakarta. The techniques in collecting the data are qualitative and quantitative method. In the qualitative method, the researcher uses observation and questionnaire. In the quantitative method, the researcher uses tests. The test consists of the pre-test and post-test. The technique to analyze the test result is by comparing the mean score of pre-test and post-test.

The results of this research show that graphic organizers can improve students’ vocabulary mastery. First, the improvement can be seen from the differences between the pre-test and post-test. In the pre-test, the mean of the students’ score is 41.48 while in the first post-test the mean of the students’ score is 67. 15 and the mean score of second post-test is 79. 81. Second, from the participation of the students in the classroom during the research. In the first meeting in cycle 1, the participation of 15 students (45.45 %) is enough and the participation of 18 students (54. 55 %) is still low. In the second meeting in cycle 1, the participation of 5 students (15. 15 %) is still low, the participation of 25 students (75. 75 %) is enough and the participation of 3 students (9. 10 %) is good. In the first meeting in cycle 2, the participation of 24 students (72. 73%) is enough and the participation of 9 students (27. 27 %) is good. In second meeting in cycle 2, the participation of 12 students (36. 36%) is enough and the participation of 21 students (63. 64 %) is good. Third, the improvement can be known through the students’interest. They are more enthusiastic during teaching learning process. They are more active than before. There are so many students who raise their hands to answer the question on the whiteboard or oral answer. When they do the tasks, many of them can finish the exercise quickly. They also like having discussion with their friends.

The result of the research implies that English teachers need to choose the appropriate technique in teaching vocabulary. The appropriate technique to teach vocabulary is graphic organizers.

commit to user

ABSTRAK

Titik Purwoningsih. K2206010. MENINGKATKAN PENGUASAAN

VOCABULARY SISWA MELALUI GRAFIK ORGANIZERS

(PENELITIAN TINDAKAN KELAS TERHADAP SISWA-SISWI KELAS V SD NEGERI KENTINGAN NO. 79 SURAKARTA TAHUN AKADEMIK 2010/2011). Skripsi. Surakarta. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, 2011.

Skripsi ini ditulis untuk 1) mengetahui apakah grafik organizers dapat meningkatkan penguasaan kosa kata bahasa Inggris siswa 2) mengetahui partisipasi siswa dalam pembelajaran vocabulary dan 3) mengetahui minat siswa dalam pembelajaran vocabulary menggunakan grafik organizers.

Penelitian ini dilaksanakan pada 30 Juli 2010 s/d 29 Oktober 2010 melalui 2 siklus di SD N Kentingan No. 79 Surakarta. Metode yang digunakan dalam pengumpulan data adalah kualitatif ( observasi dan angket) dan kuantitatif (pre test dan post test). Teknik yang digunakan dalam menganalisis hasil tes yaitu dengan membandingan nilai pre test dan post test.

Hasil penelitian menunjukkan bahwa grafik organizers dapat meningkatkan pengusaan vocabulary siswa. Pertama, peningkatan tersebut dapat dilihat dari perbedaan nilai rata-rata pre tes dan post tes. Nilai rata-rata pre test yakni 41. 48 sedangkan pada post tes 1 nilai rata-ratanya 67. 15, dan 79. 81 pada post tes 2. Kemudian, adanya peningkatan partisipasi siswa. Pada pertemuan pertama saat siklus pertama berlangsung, 15 siswa (45.45 %) cukup berpartisipasi dan 18 siswa partisipasinya sangat rendah. Pada pertemuan kedua siklus pertama, 5 siswa (15. 15 %) partisipasinya rendah, 25 siswa (75. 75 %) cukup berpartisipasi, dan 3 siswa berpartisipasi baik saat pelajaran. Pada pertemuan pertama siklus ke 2, sebanyak 24 siswa (72. 73%) cukup berpartisipasi dan 9 siswa (27. 27 %) sudah berpartisipasi dengan baik. Pada pertemuan kedua siklus kedua 12 siswa (36. 36%) cukup berpartisipasi dan 21 siswa (63. 64 %) sudah berpartisipasi dengan baik. Ketiga, peningkatan yang terjadi bisa diketahui melalui minat siswa terhadap kelas vocabulary. Mereka lebih antusias selama proses belajar mengajar. Mereka juga lebih aktif dari sebelumnya. Banyak siswa yang bersedia untuk menjawab pertanyaan di papan tulis maupun menjawab secara langsung. Saat mengerjakan latihan soal, banyak dari mereka yang bisa menyelesaikan latihan dengan cepat. Mereka juga menyukai diskusi dengan teman-temannya.

Berdasarkan temuan di atas, dapat ditarik kesimpulan guru bahasa Inggris harus memilih teknik yang tepat untuk mengajar vocabulary. Teknik yang tepat untuk mengajar vocabulary adalah grafik organizers.

commit to user

iv

commit to user

vi

MOTTO

commit to user

DEDICATION

With love, this research is devoted to:

1. My beloved mother and father, Turipah and Karnoto (alm),

2. My precious grandpa and grandma, Ta’ali, Sardinah, Sukhemi and Rasmin.

3. My understanding and supportive sweetheart, Ahmad Junaidi,

4. My delightful aunts and uncle, Nanik, Diyah, Uum and Cahyo.

5. My dear sister,Tasya,

6. And my charming friends from English Department ’06.

commit to user

viii

ACKNOWLEDGEMENT

Alhamdulillahirabbil’alamin. Praise and thank to God the Almighty for his blessing to the writer so that she can accomplish the writing of this thesis. In this occasion she would like to express her deepest gratitude and appreciation to the following:

1. Prof. Furqon Hidayatullah, M.Pd as the Dean of Teacher Training and Education Faculty of Sebelas Maret University who approved this thesis. 2. Drs. Martono, M.A as the Head of English Department who gave her

permission to write the thesis.

3. Drs. Siswantoro, M. Hum as the first consultant and Drs. A. Handoko Pudjobroto, who patienly gave her the guidance, advice, encouragement and time from beginning up to the completion of this thesis writing. 4. The lectures in English Department.

5. Yuni Trihastuti, S.Pd. M.Pd. as the Headmaster of SD Negeri Kentingan No. 79 Surakarta.

6. Bibit, A.MA as the collaborative English teacher for his help. 7. The fifth grade students ofSD Negeri Kentingan No. 79 , Surakarta. 8. Novientiers, who always cheer her up when she is down: Pita, Mery, Utik,

Nana, Ita, Ninis, Ayuk, Chika, Pipin, etc.

9. Her motivators: Tiwi, Indah, Risty, Nanik, Wiwit.

10. Her beloved friends in English Department of year 2006 who cannot be mentioned one by one.

commit to user

TABLE OF CONTENTS

TITLE…... i

ABSTRACT ……….... ii

ABSTRAK ……….. iii

THE APPROVALOF THE CONSULTANTS……… iv

THE APPROVAL OFTHE BOARD EXAMINERS……….. v

MOTTO ……… vi

DEDICATION ………. vii

ACKNOWLEDGEMENT ……… viii

TABLE OF CONTENT……… ix

LISTS OF APPENDICES……… xii

LISTS OF TABLES ……… ..xiii

LISTS OF PICTURES………. xiv

CHAPTER I INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Limitation ... 5

C. Problem Statements ... 6

D. The Objectives of the Study ……… 6

E. The Benefit of the Study ………. 7

CHAPTER II THEORITICAL REVIEW... 8

A. Vocabulary Mastery ... 8

1. The Definition of Vocabulary Mastery... 8

2. The Importance of Teaching Vocabulary ... 10

3. Word Classification……… 10

4. Active Vocabulary vs. Passive vocabulary……… 17

5. The Various Techniques in Teaching Vocabulary……. 17

B. Graphic Organizers ... 22

1. The Definition of Graphic Organizers ... 22

2. The Kinds of Graphic Organizers... 23

commit to user

x

C. Teaching Vocabulary through Graphic Organizers……... 33

1. Vocabulary Words Out of Context……… 33

2. Vocabulary Words n Context………. 34

D. Motivation 1. The Definition ofMotivation ……….. 35

2. The Type of Motivation ……….. 36

3. The Characteristic of Motivated Students ……….. 36

E. Basic Assumption ... 37

F. Hypothesis ... 38

CHAPTER III RESEARCH METHODOLOGY ... 39

A. Place and Time of the Research ... 39

B. The Subject and the Object of the Research ... 39

C. Method of Research... 39

1. The Nature of Action Research ... 39

2. The Model of action Research ... 41

3. The Procedures of Action Research ………. 43

D.Technique of Collecting Data ……… 45

E. Technique of Analyzing Data……… 46

CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 47

A. Research Finding ... 47

1. Cycle 1 ... 47

a. Pre Research ... 47

b. Planning ... 51

c. Action ... 52

d. Observation ... 54

e. Reflection... 59

2. Cycle 2 ... 60

a. Revised Plan ... 60

b. Action ... 62

c. Observation ... 64

commit to user

3. Findings……… 67

a. Test Data……….. 66

b. Non-Test Data……….. 68

B. Discussion ... 69

C. Hypothesis Testing ... 71

CHAPTER V CONCLUSION AND SUGGESTION... 72

A. Conclusion ... 72

B. Suggestion ... 73

BIBLIOGRAPHY ... 75

commit to user

xii

LIST OF APPENDICES

1. Research Schedule……… 78

2. Pre Research Observation……… 79

3. Lesson Plan……….. 83

4. The Grade of the Participation of the Students in Learning Vocabulary… 116 5. Pre-Test, Post-Test 1, and Post Test 2 ……… 125

6. Samples of Students’ Works ……….. 135

7. Answer Key……… 141

8. Test Blue Print ………... 147

9. List of Students of Fifth Grade of Sd Negeri Kentingan ……….. 149

10. List of Students Score……….. 150

11. Questionnaire……… 151

commit to user

LIST OF TABLE

1. Table 4.1 Pre Research Schedule... 48

2. Table 4.2 The Research of Pre-Test... 50

3. Table 4.3 The Schedule of First Cycle... 52

4. Table 4.4 TheObserver’s Comments in Cycle 1... 55

5. Table 4.5 The Grade of the Participation of the Students in - Learning Vocabulary ... 58

6. Table 4. 6 The Comparison between Pre-test and Post-test 1 Result ... 58

7. Table 4. 7 The Schedule of Second Cycle ... 62

8. Table 4. 8 The Observer’s Comments in Cycle 2... 64

9. Table 4.9 The Grade of the Participation of the Students in - Learning Vocabulary ... 65

10. Table 4. 10 The Comparison between Post-test 1 and Post-test 2 Result ... 66

commit to user

xiv

LIST OF PICTURES

1. Picture 2.1 Star Diagrams ... 24

2. Picture 2.2 Spider Diagrams ... 25

3. Picture 2.3 Fish Bone Diagrams ... 26

4. Picture 2.4 Word Box ... 27

5. Picture 2.5 Cluster Diagrams ... 28

6. Picture 2.6 Tree Diagrams ... 28

7. Pictures 2.7 Chain Diagrams... 30

8. Picture 3.1 Action Research Spiral (Kemmis & McTaggart) ... 41

commit to user

CHAPTER I INTRODUCTION

A. Background of the Study

Nowadays, teaching English is popular in Indonesia. As everybody knows, English is the first foreign language that is taught in formal school starting from the elementary school until university. So, Teaching English from the very beginning is a good choice. Many reasons promote the teachers introducing English at an early age. Firstly, the learners are keen and enthusiastic during teaching learning process. Brumfit (1995: VI) states that young learners have more opportunities than adults. They are learning all time without having worries and responsibilities of adults. Their parents, friends, and teachers all help them in learning. Secondly, teaching English in early age is very useful to prepare the students in entering the secondary level. The students who begin early are usually much further along in high school and in college. They will be already familiar with English and they will understand and they can implement it as well as possible. Thirdly, it is useful to face globalization era. In globalization era, the people are demanded to use English for communication. So, it will be better if young learners can master English at an early age.

In the elementary school curriculum, English is included as a local content. So, it is optional to the school to teach this subject or not as what is stated in the Elementary Education Curriculum: pelajaran bahasa Inggris tidak di

commit to user

2

wajibkan di sekolah dasar, melainkan sebagai Muatan Lokal. (GBPP Muatan Lokal SD Bahasa Inggris: 1995.p.1).

However, most of elementary schools decide to teach it. Even in some private kindergartens, English is included in their curriculum and in some private elementary schools it is thought from the first grade.

The aims of teaching English to Elementary School students are that the students are expected to have the language competence covering pronunciation, vocabulary, writing, structure and culture awareness. The students are then expected to have the skills to use the language in a simple form.

Muatan pelajaran Bahasa Inggris diajarkan kepada siswa dengan harapan siswa memiliki:

1. Kemampuan (language competente) yang mencakup unsur-unsur tata bunyi, kosa kata, tata bahasa dan tata budaya.

2. Keterampilan menggunakan (language performance) unsur-unsur diatas tersebut dalam bentuk sederhana.

(GBPP muatan local SD Bahasa Inggris: 1995.p.2)

Meanwhile, vocabulary is one of the subjects taught when students are learning a language.Dale and O’Rourke (1971) state that vocabulary development is conceptual development, a basic educational aim of any school or college. A study of vocabulary is still going on and will never stop and it is not limited on its knowledge as word and meaning but also its instruction to students from the earliest grade to the highest one.

Vocabulary according to Hatch and Brown (1995:1) is the term of vocabulary refers to a list or set of words that individual speakers of language might use. It is required in all kind of language skills covering listening, speaking,

commit to user

reading, and writing. It is also the basic step to learn English in written form as well as spoken form. The experience of most language course is vocabulary. No matter how well the students learns grammar, no matter how successful the sounds of L2 are mastered, without words to express a wide range of meanings, communication in an L2 just can not happen in any meaningful way.

As everybody knows that students have difficulties when they study vocabulary, so the teachers should pay attention to find appropriate or good methods in teaching vocabulary. It is important for teachers to have a command of the knowledge based on teaching and that research is valuable resource to guide teaching practices. Furthermore, she explains that teachers can become researchers for the purpose of improving their teaching and learning environments in their classrooms.

One of the techniques in teaching vocabulary is by using graphic organizers. Ellington (2006) states that graphic organizers are visual and spatial displays designed to facilitate the teaching and learning of textual material. Graphic organizers actually have the power and potential to enhance the learning ability of students in all age groups. Because the use of visual learning tools is becoming widespread, the introduction of graphic organizers from an early age has been pushed as a means of facilitating familiarity with these extremely effective tools as early as possible.

Graphic organizers aid in learning across all subjects by nature, and the processes involved with them are actually applicable in a myriad of different uses. However, the true effectiveness of these graphic organizers actually lies in the

commit to user

4

ability of the teachers, as it is their responsibility to show students how to efficiently make use of them.

When used in effective ways, graphic organizers have a great amount of potential for fostering learning in a variety of different areas in education. The most prevalent educational areas that are positively affected by the effectiveness of graphic organizers are comprehension, reading and vocabulary knowledge. A number of studies have been conducted that indicate that graphic organizers have the ability to improve reading and vocabulary knowledge and understanding exponentially.

This is because the child is not only being required to read a bunch of words, but instead is being allowed to learn the importance or lack of importance of these words in order to attain increased clarity about them.

However, based on the observation, the writer found that the vocabulary test scores of the fifth grade students of Sekolah Dasar Negeri Kentingan No.79 Surakarta are still low. So, the writer assumes that the students’ vocabulary mastery needs improvement. While from the interview with the teacher, the writer knows that he seldom uses graphic organizers in his teaching.

Based on the description above, the writer in her thesis decides to make an action research to improve the vocabulary mastery of the fifth grade students of Sekolah Dasar Negeri Kentingan No. 79 Surakarta by using one of the techniques in teaching vocabulary. In this case, the writer tries to use graphic organizer. The research is entitled “Improving Students’ Vocabulary Mastery through

commit to user

Graphic Organizers (An Action Research at Fifth Grade of SD Negeri Kentingan No.79 Surakarta in Academic Year 2010/2011).”

B. Problem Limitation

The writer is fully aware that it is impossible for her to cope with all problems. She will get difficulties to handle the study consisting of so many complicated problems. Therefore, she has to limit the problems on how to improve vocabulary mastery (passive vocabulary) of the fifth grade students through graphic organizers (stars diagrams, spider map, and word boxes) in SD Negeri Kentingan No.79 Surakarta in 2010/2011 academic year.

C. Problem Statements The problems can be formulated as follows:

1. Can graphic organizers improve students’ vocabulary mastery at the fifth grade students of SD Negeri Kentingan No.79 Surakarta?

2. How do the fifth grade students of SD Negeri Kentingan No.79 Surakarta participate in teaching learning vocabulary by using graphic organizers? 3. How isthe students’interest in teaching learning vocabulary by using graphic

organizers at the fifth grade students of SD Negeri Kentingan No.79 Surakarta?

commit to user

6

D. The Objectives of the Study

The study aims at finding the answer to the questions stated in the problem statement. Therefore, the objectives of the study are:

1. To know whether graphic organizers can improve students’ vocabulary mastery at the fifth grade students of SD Negeri Kentingan No.79 Surakarta. 2. To know the participation of the students in teaching learning vocabulary by

using graphic organizers.

3. To know the students’ interest in teaching learning vocabulary by using graphic organizers at the fifth grade students of SD Negeri Kentingan No.79 Surakarta.

E. The Benefit of the Study

The research result is expected to be able to give some benefits to several sides, they are:

1. Teacher

It is expected that the teachers become more creative in selecting the suitable techniques or methods to teach vocabulary. Here, teaching vocabulary using graphic organizers may become one of the choices.

2. Students

It is expected that the result of this research can give some advantages to the students at fifth grade of SD Negeri Kentingan No.79 Surakarta. Through graphic organizers students are expected to have a good improvement in vocabulary and behavioral change during the teaching learning process.

commit to user

3. School

Through this research, it is expected that the information can be useful input for teaching English in SD Negeri Kentingan No.79 Surakarta and it is hoped that the school is able to improve its quality of teaching learning process.

commit to user

8 CHAPTER II THEORITICAL REVIEW

A. Vocabulary Mastery

1. Description of Vocabulary Mastery

Vocabulary mastery consists of two words “vocabulary and “mastery”. It is important to know the definition of vocabulary at first. Talking about vocabulary, there is a general perception that vocabulary is always related to words and dictionary. There are some definitions of vocabularies. Allen (1983:2) states that vocabulary is a large number of words. While according to Coady and Huckin (1997:5) in theSecond Language Vocabulary Acquisition, it is stated that vocabulary is central to language and words are of critical importance to the typical language learner. Hatch and Brown (1995:1) state that the term of vocabulary refers to a list or set of words that individual speakers of language might use. While according Hornby (1995:p.1131) vocabulary defined as number of words in a language. The other ideas comes from Penny Ur (1996:60) who states that vocabulary can be defined, roughly, as the words people teach in the foreign language. However, a new item of vocabulary may be more than a single word: for example, post office andmother in law, which are made up of two or three words but express a single idea. There are also multi word idioms. Supporting the previous definitions, we found in http://www. yourdictionary.com/vocab that vocabulary is all the words known and used by a particular person and often phrases, usually arranged alphabetically and defined or

commit to user

translated; a lexicon or glossary. However, the words known and used by a particular person do not constitute all the words a person is exposed to. From the definitions above it concluded that the meaning of vocabulary in this study is a number of words which are students should know so that they can understand and master the words, sentences, or the text completely.

Meanwhile, according to Webster (1981:1930), mastery is the position or display of skill or technique. In addition, it is stated in Oxford Learner’s dictionary that mastery is great skill or knowledge which people understand something completely.

So, vocabulary mastery is a great skill to understand the set of words completely that usually taught in a foreign language course.

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.

commit to user

10

2. The Importance of Teaching Vocabulary

Vocabulary is very important. Without mastering or understanding a certain number of vocabularies, it will be hard to master the language. For example: vocabulary from which a sentence is formed often makes students confuse and misinterpret the proposed meaning or message. This can happen when most of words that are really strange for the students to grasp their meaning. Although only a few words arise in the sentence, however if they are the key words the students will find it difficult to understand them. As a result, they will fail in comprehending the idea. In this case, students are demanded to learn vocabulary seriously and productively. This learning can involve the growth of either receptive or expressive vocabulary in general language development.

Furthermore, Coadyand Huckin (1997:5) who state” vocabulary is central to language and of critical importance to the typical language learner.” Moreover, Coady and Huckin add, “No text comprehension is possible either in one’s native language or in a foreign language without understanding the text vocabulary” (1997:20). It means that vocabulary is an important role in teaching language. With more vocabulary, it will give easiness for the learner in understanding and using language.

3. Word Classification

Considering the previous description of vocabulary, we find out that vocabulary deals with a list or set of words in a language. However, words can be classified based on their functional categories. There are content words and function words. Content words have semantic qualities that can be describe. The

commit to user

classifications include nouns, verbs, adjectives, and adverbs. In addition, there are pronouns, prepositions, conjunctions, articles, and demonstratives which are typically called function words. The meanings of these words show how we are to determine relations between words in utterances.

The classification will be discussed as follows: a. Content Words

1) Nouns

In a grammar class, students may have learned that a noun refers to a person, place, or thing. However, nouns based on functional approach can have some semantics roles such as agents, patients, dative, benefactive, instrumental, recipient, and locative. Nouns as agents mean that they can carry out action. For instance, “Titik biked to Bahama.”Nouns as patients mean that they can receive actions carried outby others. For example, “Titikcrashed herbike.”Nouns can be dative when nouns affected by state of action. For example, “Titik felt so frustrated.”Noun can be benefactive, for whom something is done. For example, “I changed the bike tire for Titik.” Nouns can be instrumental in helping to completean action. For example, “I mended the tire with apatch.”Nouns can be recipients. For example, “I give the bike to Titik.” Nouns can be locatives. For example, “Bahamais a great place to have a condominium.”

2) Verbs

Verbs are words that denote action. Verbs are also words that denote states and process.

commit to user

12

a) Verbs Classifications

(1) Activities, Accomplishments, Achievements and States Verbs

Vendler (1967) in Hatch & Brown (1995) placed verb into four classes: activities, accomplishments, achievements and states. For example:

activities accomplishments achievements states

run paint a picture recognize know

walk draw a triangle find love

write run a mile lose have

seek build hear be(tall)

It will be easy for the children to learn activities and accomplishment verbs because they can implement it in their real activities.

(2) Lexical, Modal and Primary Verbs

- Lexical or full verb are those with a meaning that can be clearly and independently identified (e.g. in a dictionary) such as run, jump, walk, want, etc. They act as main verbs.

- Modal verbs have function as auxiliary verbs. The verbs are: can, could, may, might, will, would, shall, should, must, ought to, and used to.

- Primary verb can function either as main verbs or as auxiliary verbs. The verbs are: be, have and do. For example:

Main verb use: Iamsad. Shehasa cat. They do sums.

commit to user

(3) Finite and Nonfinite Form of Verbs

- The finite forms of a verb are the forms which show tense, person, or number. For example: I go, she goes, andthey went.

- The nonfinite verb forms have no person or number, but some types can show tense. For example: to go, going, gone.

(4) Transitive and Intransitive Verbs

- Transitive verbs are verbs which require an object. For example: Jane makes a cake. The function of the wordJanein this sentence is subject, the wordmakesis transitive verb and the worda cakeis object.

- Intransitive verbs are verbs which can be used without an object. For example: I am waiting.

b) Verbs for Children

Brown (1957) in Hatch & Brown (1995) states that 57% of the verbs used by children are action verbs. In addition, action words are acquired early. The words allow children to talk about actions in here and now. Transitive actions such as hug and bite and intransitive actions such as sleep, sit serve this purpose. An –ing form of the verbs (e.g. playing, reading) is needed to talk the now or ongoing actions, so, the–ing of the present progressive is acquired early.

3) Adjectives

Hatch & Brown (1995) state that adjectives are words used to highlight qualities or attributes. An adjective has several criteria:

- An adjective can occur immediately before a noun as ina big car.This is called the adjective’s attributive function.

commit to user

14

- An adjective can occur alone after forms of the verb be:The car was big.This is the adjective’s predicative function.

- An adjective can be immediately preceded by very and other intensifying words asvery big, terribly nice.

- An adjective can be compared as inbigger/biggest, more/most beautiful.

- Many adjectives permit the addition of –ly to form an adverb. For example: quiet> quietly.

4) Adverbs

Adverbs are similar to adjective in many ways. The difference is that adjectives assign attributes to noun while adverbs assign attributes to verbs, clauses or entire sentences.

Most adverbs are easy to recognize because they are formed by adding an –ly suffix to an adjective, as in sadly and happily. There are some types of adverb: - Adverbs which have no distinctive element, such as just and soon, or compound adverbs, somehow and whereby

- A few other endings which mark a word as an adverb, used especially in informal speech: new-style, earthwards, clockwise, and sideways.

b. Function Words 1) Pronouns

Hatch & Brown (1995) states that pronouns refer to nouns that have already been mentioned in the discourse or point ahead to noun that we are about to mention.

commit to user

There are many kinds of pronouns:

- Personal pronouns are the main means of identifying speakers, addresses, and others:I, you, he, she, it, we, and they.

- Reflexive pronouns, always ending in-self or selves. For example: I cooked for myself.

- Possessive pronouns express ownership, and appear in two forms.My, your, etc. are used as determiners in the noun phrase, as in my house, his motorcycle.Mine, yours, etc. are used to express their own as in,This is mine. Hers is over there.

There are several other subclasses, they are:

- Reciprocal pronouns are used to express a two way relation ship. For example: each other, one another.

- Interrogative pronouns are used to ask questions about personal and non personal nouns. For example:who?, whom?, whose?, which?, what?.

- Relative pronouns (who, whom, whose, which, that) are used to link a subordinate clause to head of the noun phrase, as inThat’s the videowhichcaused the problem.

- Demonstrative pronouns (this/these, that/those) express a contrast between near and distant, as in Takethisone here, notthatover there.

- Indefinite pronouns express a notion of quantity. Two types of indefinite pronouns: compound pronouns and of-pronouns. Compound pronouns consist of two elements:every-, some-, any-, or no-, -one, -body, orthingas insomeoneand anything. Of-pronouns consist of several form which may appear alone or be followed by of (I’ve bought all the candies/ all of the candies). Their meanings

commit to user

16

range from the universal sense of all andboth to the negative sense ofnoneand few. Other items in this class includeeach, much, many, more, moat, less, fewer, some and neither.

2) Conjunctions

Conjunctions are words that join words, phrases or sentences. There are two kinds of conjunctions:

- Coordinating conjunctions consist of and, or and but. And there are few pairs such as neither…nor. These conjunctions signal such meanings as addition and sequence (and), the expression of alternatives (or), and contrast (but).

- Subordinating conjunctions will exist when one clause is subordinated to another, as in “I love you because you are handsome.” Here, the main clause (I love you) is joined to subordinate clause (you are handsome) by the conjunction because.

3) Prepositions

Hatch & Brown (1955) states that prepositions are all those words that help locate items and actions in time and space. There are two prepositions:

1) Single words prepositions include:about, at, on, in, before, by, down, for, etc.

2) Multi-word prepositions include: ahead of, because of, due to, instead of, as far as, by means of, etc.

Preposition can have two kinds of meaning:

- Showing destination such as: to, onto, into, out of, off, etc.

commit to user

4) Articles and Demonstratives

There are three articles in English: a, an, the. This, these, that and those are the kind of demonstratives.

4. Active Vocabulary vs. Passive Vocabulary

Based on Lewis and Hill, the differences between active vocabulary and passive vocabulary are:

1. Active Vocabulary

It means for students to add the word to their active vocabularies they need to know the contexts in which it can occur, the possible and impossible collocations of the word or a learner's active vocabulary is words that learners understand and use in speaking or writing. In other word active vocabulary is made up of words that come to students’ mind immediately when they have to use words in a sentence, as they speak.

2. Passive Vocabulary

It means recognizing the its meaning when it occurs in context (a relatively simple process). A learner's passive vocabulary is the words that they understand but don't use yet. Learners often have an extremely large passive vocabulary but a considerably smaller active one. Passive vocabulary usually is used in reading and listening.

5. The Various Techniques in Teaching Vocabulary

Teaching learning vocabulary sometimes is difficult and ineffective when the teacher does not use appropriate techniques to present new vocabulary. As the result, the students are not interested in learning vocabulary and they do not

commit to user

18

understand about new vocabulary. To solve this problem, the teacher should find and use the appropriate ways or techniques while the teacher teaches new vocabulary to the learners. Based on Lewis and Hill (1992:102), there are nine ways or techniques in presenting new vocabulary. There are:

a. Demonstrate

.If the teacher does give a verbal explanation, it should at least be accompanied by a physical demonstration. The demonstration both helps to make the meaning clearer and helps to fix the word in the students’ minds.

It is not usual for students to be able to tell people where they learned a new word, what the weather was like on the day, etc. The more the students can be involved as a person in what is going on in the language classroom, the more likely the new language is to be retained effectively in the memory. If every word is “explained” in the same way either by translation or verbal explanation, they merge into a set of language in which is difficult to distinguish individual items. Demonstration highlights particular words and helps associate it in the students’ minds with both visual and aural memories.

b. Use the real thing

Teacher become so pre-occupied with teaching that sometimes they explain, or even draw on the blackboard things which are immediately available in the room. The teacher will show real objects or pictures of real objects to the learners.

commit to user

c. Draw or sketch

Teacher do not need to be artists to make simple sketches which illustrate meaning, particularly if they bear in mind the advice given above about teaching contrast rather than meaning itself. The meaning of bush was explained by two very simple sketches.

d. 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 red certainly/definitely Warm orange probably/possibly Cool yellow

Cold e. Antonyms

Antonyms indicate oppositions in meaning between terms (A is the opposite of B; e.g. cold is the opposite of warm). There are two kinds of antonyms.

BINARY ANTONYMS GRADABLE ANTONYMS

Binary antonyms are predicates which come in pairs and between them exhaust all the relevant possibilities.

For example: good and bad.

Gradable antonyms are two predicates which have relation with scale of values.

For example: Rich and Poor, between rich and poor is a

commit to user

20

continuous scale of values, which may be given names such as middle class.

Sometimes it is usually much easier to offer explanations about the meaning of word in antonyms. For example the kind ofrudemeans not polite.

It is worth mentioning 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 being productive.

f. Synonyms

Two words (or phrases) are synonyms when they have the same meaning. (Terms with subtle differences between meanings are termed near-synonyms). It can be said that A denotes the same as B; A is equivalent with B). For example: “She lookspretty” is synonym with “She looksbeautiful. Sometimes it is helpful particularly with a relatively unimportant word of passive vocabulary to provide a quick synonym explanation. It is still helpful if teacher remember to say It is similar in meaning to…,rather than It means the same as…., The former phrase helps to build up in the student’s mind the idea that language consists of choice, that words do not mean the same as each other; the second undermines this important attitude.

commit to user

g. The dictionary

Silberstein (1948: 110)statesthat dictionary is a source of many kind s of information about words. Students often benefit from instruction and practice using an English dictionary. The elements of a dictionary entry should be introduced before students are asked to use dictionaries independently. Too often teachers forget that it is the students who are learning and, in general, the more the students are involved in the process the more successful that is likely to be. Text should not contain very large numbers of new words so there should not be a great number of new words at any one time. One technique for explaining these which teacher s too frequently overlook is asking the class whether anybody knows the word-individual students do learn things outside the classroom. If not, asking one or more students to look the word up in a dictionary (at lower levels a bilingual dictionary; at higher levels a monolingual dictionary). In this way the process of “learning a new word” also provides practice in important learning skills -dictionary using-and, for those using a good monolingual -dictionary-ensures that they do have other examples for words used in context, a note on its stress, etc. h. Verbal explanation

Some language items are best explained by being used in a variety of contexts, with the teacher commenting on the use. It is important with such explanation s to use more than one context to avoid any accidental features of that particular context.

This kind of explanation is particularly useful in dealing with lexical items common within functional teaching. Most“functional phrases” are best explained

commit to user

22

by two or three examples and description of the function performed. It is not usually necessary to add further explanation.

i. Translation

In this technique, the teacher explains the meaning of the new words using the learners’ mother tongue.Although some teachers over use this technique, it is equally true that others under use it. To some it is seen as boring and traditional.

B. Graphic Organizers

1. The Definition of Graphic Organizers

One way to help make a curriculum more supportive of students and teachers is to incorporate graphic organizers. Basically graphic organizers are instructional tools used to illustrate a student or class’s prior knowledge about topic or section of the text. "Semantic Map, structured overview, web, concept map, semantic organizer, story map, graphic organizer...No matter what the special name, a graphic organizer is a visual representation of knowledge. It is a way of structuring information, of arranging important aspects of a concept or topic into a pattern using labels" (Bromley, Irwin-DeVitis,& Modlo, p. 6). Hall & Strangman in http://www.grapicorganizer/GraphicOrganizersHTML.asp.htm states that graphic organizer is a visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. Graphic organizers are also sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams. Semantic

commit to user

mapping or graphic organizer based on Stahl and Vancil (1986) in Coady and Huckin (1992) involves drawing a diagram of the relationships between words according to their use in a particular text. It has the effect of bringing relationships in a text to consciousness for the purposes of deepening understanding of a text and creating associative networks for words. It is best introduced as collaborative effort between the teacher and the class. Graphic organizers are visual representations of the material a student is learning. The organizer assists the student in brainstorming and/or organizing information to make it easier to understand how ideas connect. The other definition is stated by Ellington (2006) that graphic organizers are visual and spatial displays designed to facilitate the teaching and learning of textual material. They help students structure their learning, visualize the way information is presented in lectures and organized in texts, map out stories to improve comprehension, and see the relationships among vocabulary and concepts.

So, it can be concluded that graphic organizers are kinds of visual and graphic displays which are designed to facilitate the teaching and learning textual material in the form of diagrams that depict the relationship between facts, terms, and or ideas.

2. The Kinds of Graphic Organizers a. Star diagrams

Star diagrams are a type of graphic organizer that summarize and organize data about multiple traits or characters, fact, or attributes associated a single topic

.

commit to user

24

Star diagrams are useful for basic brainstorming about a topic or simply listing all the major traits related to a theme. For example, a star diagram can be used to create a graphic display describing all students know about dinosaurs (when they lived, what kinds there were, how big they were, what they ate, where fossils have been found, etc.) or a graphic display of methods that help students’ study skills (like taking notes, reading, doing homework, memorizing, etc.). Another use is a story star, a star diagram used to describe the key points of a story or event, noting the 5 W's: who, when, where, what, and why.

Picture 2.1Star Diagrams b. A spider map

A spider map (sometimes called a semantic map) is a type of graphic organizer that is used to investigate and enumerate various aspects of a single theme or topic, helping the student to organize their thoughts. It looks a bit like a spider's web, hence its name.

The process of creating a spider diagram helps the students focus on the topic, requires the students to review what they already know in order to organize that knowledge, and help the students to monitor their growing comprehension of the topic. It also helps point out the areas where the students must investigate more.

commit to user

If the topic at hand involves investigating attributes associated with a single topic, and then obtaining more details on each of these ideas, use a spider diagram as the graphic organizer. The spider diagram is like a star graphic organizer with another level of detail.

For example, a spider diagram can be used to find methods that help students study skills (like taking notes, reading, memorizing, etc.), and investigate the factors involved in performing each of the methods. Another example is to use a spider map to prepare for a writing assignment; the student must concentrate on the main topic, list the big ideas concerning the topic, and think of the attributes/qualities/functions associated with each of these ideas.

Picture 2.2Spider Diagrams c. A fishbone map

A fishbone map (sometimes called a herringbone map) is a type of graphic organizer that is used to explore the many aspects or effects of a complex topic, helping the student to organize their thoughts in a simple, visual way. The use of color helps make a fishbone map clearer and easier to interpret.

If the topic at hand involves investigating attributes associated with a single, complex topic, and then obtaining more details on each of these ideas, use a fishbone diagram as the graphic organizer. The fishbone diagram is like a spider

commit to user

26

map, but it works for more complex topics - topics that require more details to be enumerated.

The process of creating fishbone diagram helps the students focus on the topic, requires the student to review what they already know in order to organize that knowledge, and helps the students to monitor their growing comprehension of the topic. It also helps point out the areas where the student must investigate more (where the fishbone is difficult to fill out).

For example, a fishbone diagram can be used to prepare for a writing assignment; the student must concentrate on the main topic, list the big ideas concerning the topic, and think of the attributes/qualities/functions/effects associated with each of these ideas. Another example is to use a fishbone map to explore the implications of improved farming methods or a new scientific discovery - or any other cause-and-effect scenario.

Picture 2.3Fish Bone Diagrams d. Word Boxes

Vocabulary maps or word boxes are graphic organizers that can be useful in helping students learn new vocabulary words. For each new vocabulary word, the students write the word, its definition, its part of speech (noun, verb, adjective,

commit to user

adverb, etc.), a synonym, an antonym, draws a picture that illustrates the meaning of the word, and write a meaningful sentence using the word.

Picture 2.4Word Box

e. Cluster diagrams

Cluster diagrams (also called cloud diagrams) are a type of non-linear graphic organizer that can help to systematize the generation of ideas based upon a central topic. Using this type of diagram, the students can more easily brainstorm a theme, associate about an idea, or explore a new subject.

To create a cluster diagram, the students first thinks of as many terms or ideas relating to the stimulus topic as possible (and then writes the second-level ideas in circles attached to the main topic) - this first step is like creating a star diagram. Then the students explore each of these new second-level ideas in turn, and for each, find as many related ideas as possible (and add these third-level terms to the diagram around the idea). If more detail is desired, the previous step can be repeated for each of the third-level ideas (or more).

For example, a cluster diagram can be used to create a graphic display to brainstorm about a topic like pollution. The first level of ideas could be specific

commit to user

28

types of pollution (like air pollution, water pollution, polluted soil, etc.), and the second-level could be details on each of those subtopics (for air pollution, you could include causes of air pollution, effects of air pollution, how to stop it, etc.). You could go on to include further details on these third-level topics, and more levels, until you are out of ideas.

Picture 2.5Cluster Diagrams f. Tree Diagrams

Tree diagrams are a type of graphic organizer that shows how items are related to one another. The tree's trunk represents the main topic, and the branches represent relevant facts, factors, influences, traits, people, or outcomes.

Tree diagrams can be used to sort items or classify them. A family tree is an example of a tree diagram. Other examples of trees are cladistic trees (used in biological classification) and dichotomous keys (used to detemine what group a specimen belongs to in biology). Tree diagrams are also used as visual in statistics to document the outcomes of probabalistic events (like tossing a coin).

commit to user

g. Story maps

Story maps are graphic organizers that can be useful in helping students analyze or write a story. This type of analysis is especially good for examining fables and folktales.

Story map graphic organizers help the students identify the elements of the story and the theme or moral of the story. Some of the many elements of a story include the important characters (their appearance, personality traits, and motivations), the setting of the story (time and place), the problem faced by the characters, how the problem is approached, and the outcome.

There are many types of story maps that examine different elements of the story (and reveal different structures within a story).

1. Some summarize the beginning, middle and end of a story. 2. Some list the 5 W's: who, when, where, what, and why of a story.

3. Some list the title, setting, characters, the problem, the solution and the moral or theme of the story.

4. Some list a complex chain of events that summarize all key elements of the story, in chronological order.

5. Some, like a storyboard, are mostly pictorial, and illustrate the major events of a story in chronological order.

h. Chain diagrams

Chain diagrams also called sequence of events diagrams, are a type of graphic organizer that describe the stages or steps in a process.

commit to user

30

The students must be able to identify the first step in the process, all of the resulting stages in the procedure as they unfold, and the outcome (the final stage). In this process, the students realize how one step leads to the next in the process, and eventually, to the outcome.

Chain diagrams are useful in examining linear cause-and-effect processes and other processes that unfold sequentially.

Pictures 2.7Chain Diagrams i. Continuum or timeline diagrams

Continuum diagrams are a type of graphic organizer that is used to represent a continuum of data that occur in chronological (time) order or in sequential order.

If the topic has a definite beginning and/or ending points and the data points in between are not discrete, use a continuum/timeline.

For example, a continuum or timeline diagram can be used to display milestones in a person's life.

In making a timeline, the students must first determine appropriate endpoints for the timeline and important points/dates to label on the continuum.

commit to user

3. The Benefits of Graphic Organizers a. Development of Higher Level Thought

Graphic organizers almost always incorporate higher-level thinking must evaluate input and select only the most essential information since there is generally not enough room to copy directly from a source. Metacognitive development occurs as students explain their own thought processes and are exposed to the strategies and thinking of others. The format often encourages students to expand beyond the source(s): to access prior knowledge, to predict and question, to investigate further. Because people are thinking at a higher level, they can more readily identify: ambiguities, the need for clarification, and information that is missing.

b. Applicability for A Wide Range of Learners

Students with very diverse levels can often collaborate meaningfully on a graphic organizer. More advanced learners are often challenged by graphic organizers because the format gives them an opportunity to incorporate prior knowledge and real-world applications. Students who did not initially know the information at the comprehension level still have the opportunity to demonstrate their intelligence when higher-level thinking is required in completion of the organizer. Students with low literacy skills, limited fluency in the language of instruction, and those with diverse learning styles can often process information presented in this format more readily than they can traditional text material. Organizers are often easily modified for special needs students.

commit to user

32

c. Increased Language Development

Higher-level thinking prompts more use of language. Students have more exposure to the language of thought. New content vocabulary is clearly presented on the organizer. Students must incorporate their own words when summarizing the information presented on an organizer.

d. Greater Retention for All Learners People retain:

10% of what they read 20% of what they hear 30% of what they see

50% of what they see and hear 70% of what they say

90% of what theysayas they do or teach something. (E.Dale)

When students collaborate on a graphic organizer, they are saying, doing, and teaching each other. They are also changing written or oral input to visual input that is meaningful to them. People retain information more readily when they are processing it at higher levels of thought. (Examples: Students are categorizing words rather than memorizing them. Students are reading and listening at the analytical level rather than at the comprehension level.) The visual presentation of any organizer reflects the relationship of the concepts contained which promotes retention for most learners. It is more beneficial, and more fun, to study from notes on organizers than from traditional notes.

commit to user

e. More Equitable Assessment Measures

After using an organizer for instructional purposes, they are often very effective for assessment purposes. Many students, who have trouble accurately reflecting their learning on traditional forced choice tests, can perform well on alternative assessment measures that include graphic organizers. The conceptual and strategic essence of a lesson is more evident to students who study from graphic organizers. It is easier to make modifications for special needs students with graphic organizers used for assessment purposes than it is to modify a traditional exam.

Prepared by Jeanette Gordon, Illinois Resource Center .

C. Teaching Vocabulary through Graphic Organizers

Although more and more teachers are using graphic organizers to teach reading and writing, many do not realize how powerful they can be in teaching vocabulary.

There are two main types of graphic organizers based on the purpose:

1. Vocabulary words out of context

The most basic vocabulary word organizers can be used to memorize the meanings of words out of context. They are helpful when the students are studying a list of vocabulary words. To study a word out of context, the teacher would include several boxes for students to fill in–one for the word itself, one for the definition, one for an example of the word, one for synonyms, one for antonyms, and one for a sentence using the word. For visual learners, the teacher

commit to user

34

might want to include a box asking them to draw something connected to the word. In addition, the teacher may wish to include an additional box in which the student will explain a strategy they will use to remember the definition of the word. After they have filled in all of these boxes, they will truly “own” the vocabulary.

2. Vocabulary words in context

While students are reading, sometimes they do not understand some words. Even if the teacher has taught them vocabulary strategies to help them guess the definition of the word, the strategies may not be appropriate. That’s where graphic organizers can help.

In these graphic organizers, include a box for the word itself, a box or two for “context clues”. In this way, the graphic organizer will help them understand how the vocabulary strategies the teacher has taught them can really help them guess the meaning of an unfamiliar word.

Based on the explanation above, the writer just uses three kinds of graphic organizers (star diagrams, spider map, and word boxes) which are appropriate for the material of vocabulary of fifth grade students.

commit to user

D. Motivation

1. The Definition of Motivation

Learning is fun and exciting, at least when the curriculum is well matched to students’ interest and abilities. When the teacher teach the right things the right way, motivation takes care itself. Motivation is very important so the teacher should know about it.

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. Next, Ford (in Elliot 1999: 330) states that motivation is recognized as consisting of three interrelated components: personal goals, personal agency beliefs, and emotions. Next, Elliot (1999: 329) state that motivation is a subject that intrigues teachers, because they realize both through their professional training and instinctively that is an issue that can mean the difference between success and failure in the classroom.

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.

commit to user

36

2. The Type of Motivation

There are many kinds of learning motivation stated by the experts. Elliot (1999: 333) states that there are two categories of motivation, namely: intrinsic motivation and extrinsic motivation.

Intrinsic motivation means the desire of students themselves to learn in order to achieve specific objectives. While, extrinsic motivation means motivation where the students learn because of consequences to obtain rewards and inducements.

3. 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 challenges, and has confidence in his or her success.

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

3). Need for achievement. The learner has needs to achieve, to overcome difficulties and succeed in what he or she sets out to do.

4). High aspiration. The learner is ambitious, goes for demanding challenges, high proficiency, top grades.

commit to user

5). Goal orientation. The learner is very aware of the goals of learning, or of specific learning activities, and directs his or her effort towards achieving them.

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

7).Tolerance of ambiguity. The learner is not disturbed or frustrated by situations involving a temporary lack of understanding will come later.

E. Basic Assumption

In learning a foreign language, there are some difficulties faced by the learners. For the students of SD Negeri Kentingan No. 79 Surakarta, vocabulary mastery is considered as the most difficult skill. The students are not interested in English class, they think English is a difficult lesson, some students do not pay attention to the teacher, and the way of her teaching vocabulary is not attractive. Besides, the students lack of time to study vocabulary. Subsequently, the lack of teaching aids and sources (only from book) make the students so bored.

To overcome problems above, here, the writer decided to use graphic organizer that is one of visual aids which can make the new content vocabulary is clearly presented by structuring the words that have relation based on topic concept on graphic. It helps the students to create their own organizers as they become more comfortable. They understand content better (there is definition about the meaning of word), and help the students to structure their learning, visualize the way information is presented in teacher and organized in texts, map

commit to user

38

out stories to improve comprehension, and see the relationships among vocabulary and concepts.

From the explanation above, it can be assumed that graphic organizers can improve students’ vocabulary mastery of the fifth grade students of SD Negeri Kentingan No. 79 Surakarta.

F. Hypothesis

Based on the theory above, the action hypothesis can be formulated as follows: graphic organizerscan improve students’ vocabulary mastery of the fifth grade students of SD Negeri Kentingan No. 79 Surakarta.

commit to user

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Research

This action research is carried out in SD Negeri Kentingan No. 79 Surakarta. It is located on Jalan Ir. Sutami No. 52, Jebres Surakarta 56172. Meanwhile, the research is conducted from July to October 2010.

B. The Subject and the Object of the Research

The subjects of the study are the students of the fifth year of SD Negeri Kentingan No. 79 Surakarta. It is one class that consists of 33 students, 19 boys and 14 girls. However, the object of the study isimproving students’ vocabulary mastery through graphic organizers.

C. The Method of the Research

This chapter presents the discussion about the research or classroom action research as follows:

1. The Nature of Action Research

The seeds of action research are to be found as early as the late nineteenth century in the Science in Education movement and a variety of other social reform initiatives (McKernan:1996). It also grew out of the moves by progressive educators, such as John Dewey and Kurt Lewin .There are some definitions of action research. The first is by Kemmis (in Elliott: 63) who states:

commit to user

40

Action research is a form of self-reflective enquiry undertaken by the participants in social (including educational) situation in order to improve the rationality and justice of (a) their own social or educational practices, (b) their understanding of these practices, and (c) the situation in which the practices are carried out. It is most nationally empowering when undertaken by participants collaboratively, thought it is often undertaken by individuals, and sometimes in cooperation with ‘outsiders’. In education, action research has been employed in school-based curriculum development, professional development, school improvement programs, and systems planning and policy development.

A second definition is stated by Elliott, who states as follows:

Action research might be defined as ‘the study of a social situation with a view

to improving the quality of action within it’. It aims to feed practical judgment

in concrete situations, and the validity of the ‘theories’ or hypotheses it

generates depends not so much on ‘scientific’ tests of truth, as on their

usefulness in helping people to act more intelligently and skillfully. In action

research ‘theories’ are not validated independently and then applied to

practice. They are validated through practice.

The third definition is stated by Wallace (1998:15) that action research is therefore a sub-area of inquiry, which simply means the process of answering and questions by using various kinds of evidence in some kind of reasoned way. In addition, it is different from other more conventional or traditional types of research in that it is very focused on individual or small group professional practice and is not so concerned with making general statements.

From the definition above, action research is a systematic study which is focused on small group professional practice in social situation by the researcher, to know about their particular school operates how they teach, and how well their students learn so they can improve the quality of professional action. Action research starts with practical judgment and the validity of the theories or hypothesis is applied in practice.

commit to user

2. The Model of Action Research

Action research has been developed by Kemmis and McTagart in Burns (1999:32). There are four stages: planning, acting, observing, and reflecting. The scheme of this model can be shown as follows:

commit to user

42

The scheme in action research can be visually reflected as follow:

Picture 3.2The Scheme of Action Research

The teacher as researcher has to practice the action research as a spiral of steps that consist of four stages as follows:

1. Planning : How can I encourage my students’ vocabulary mastery? Perhaps I should give them different technique in teaching vocabulary.

2. Acting : I take them to training classes using graphics organizer.

3. Observing : Observing and recording students’ activity when the students undertake the exercise after the teacher gives a different way of teaching vocabulary.

4. Reflecting : Perhaps I should do the same way or another way at class in a consistent fashion.

When the problem has not been overcome, this process can be repeated in some cycle until the researcher finds a solution.

2. Act 4. Refl ect 1. Plan 3. Obse rve 2. Act 3. Obse rve 4. Refle ct 1. Plan

commit to user

3. The Procedures of Action Research

According to the model of action research that has been developed by Kemmis and McTagart in Burns (1999:32), action research occurs through a dynamic and complementary process, which consists of four essential ‘moments’: of planning, acting, observing, and reflecting. These stages are included in the procedure of action research. The procedure is as follows:

1. Surveying

This is a very open-ended and uncertain phrase where teacher feels her way into research question. It involves identifying and agreeing upon a general idea or issue of interest to the students. After the researcher knows about the lack of vocabulary mastery of the fifth grade students, the researcher starts for undertaking some initial action, such as documenting the general observations of the situation, in order to clarify the understandings about the problem and to bring these back to the students. It may also involve doing some reading of recent articles or books to obtain ideas for research.

2. Identifying

The second step is identifying the problem based on the result of the survey. The researcher has taken the problem to be overcome such as: What is the effective ways to improve students’ vocabulary mastery?

3. Planning

The third step is planning. This phase involves developing a viable plan of action for gathering data, and considering and selecting a range of appropriate methods. Burns (1999:37) states that the plan is aimed at trialing a particular

commit to user

44

course of action and collecting data on the outcomes of this action. Develop a plan of critically informed action to improve what is already happening,

4. Implementation

During this period, the researcher develops and put into action. She will teach by giving new activities for the students. For example: she teaches vocabulary through graphic organizers. In all these activities the focus is on students interacting much more in groups than would normally have occurred. She uses a number of methods to collect data on the students’ interaction:

a. She holds a weekly programming and assessment meeting where formal and informal observations on progress were shared.

b. She observes each other teaching and noted the students’ classroom behavior.

5. Analyzing

Close analyzes of data is often the stimulus for reflection. Burns (1999:38) states that the data are analyzed using a systematic process of analyzes and interpretation according to agreed criteria.

6. Writing report

Burns (1999:41) states that this is a summative phase where the research questions, the strategies, developed, the process of research, and the analyses and results observed are drawn together by writing up an account in a report. This is a very important phase as it aims to ensure that the research has a chance of being disseminated to others, rather than remaining as a private or isolated activity.

commit to user

D. Technique of Collecting Data

In collecting the data, tests in the form of objective test and essay are used. It is started by pre test and post test in the end of the research. Pre test and post test are used to ensure the improvement of the students’ vocabulary mastery.

The validity of the Instruments is very important. Wallace (1998:36) defines validity means testing what the researcher is supposed to test, and not something else. It is clearly and extremely important issue: there is no point in reflecting on data that are misleading or irrelevant. In her research, the researcher uses content validity.

To support the data, an observation technique is used in which observation notes serves as instruments. In her research, the researcher collaborates with the English teacher of the class. The English teacher acts as the observer. He observes and notes all that happen during the teaching and learning process. Meanwhile, the researcher acts as the teacher. Questionnaire is also used.

E. Technique of Analyzing Data

The researcher evaluates the teaching of vocabulary by giving written test (pre test and post test). The data from the tests are analyzed in order to prove whether or not teaching vocabulary using graphic organizer can overcome the students’ problems in vocabulary mastery.The formula is:

1. The mean of the pre test and post test

X = N

X



Y= N

Y

commit to user

46

X = The mean of pre test and post test



X = The total score of post test Y = The mean of post test score



Y = The total score of post test N = The number of the students (Ary, Jacobs & Razavieh, 1979: 107)

In addition, the teacher also analyzes the process of teaching vocabulary by evaluating observation and questionnaire.

commit to user

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter presents the result of the action research conducted in grade V of SDN Kentingan No. 79 Surakarta in academic year of 2010/ 2011. The action of this research was done in the classroom. During the action, the researcher was helped by Mr. Bibit as the collaborator. The aim of this research is to improve the students’ vocabulary mastery through graphic organizers as teaching media at fifth grade of SD Negeri Kentingan No.79 Surakarta in academic year 2010/2011. This chapter describes and discusses the data collected from the research.

A. Research Finding

The research was conducted in two cycles. The procedure of the research consisted pre research, research implementation and research discussion. The research finding can be described as follows:

1. Cycle 1 a. Pre Research

Before the researcher conducted this research, she had surveyed and recognized the problems faced by the students and the teacher in teaching and learning process. In identifying the problems, the researcher collected the data in three ways; those are questionnaire, observation, and test. This section describes the results of the data collected. These results led the researcher to continue the

commit to user

next step that is planning the action. Following is the table of pre-research schedule.

Table 4. 1Pre Research Schedule

No. Activity Date

1. Pre-Observation Friday, July 30th, 2010

2. Pre-test Friday, August 6th, 2010

3. Giving questionnaire Friday, August 6th, 2010

1) Pre Observation

Based on the pre-observation result, the researcher found some problems. Those are:

a) Students’Vocabulary Mastery

The students’vocabulary mastery was still low. Actually, they did not use English in daily conversation. Consequently, they felt so strange when they learned about English especially vocabulary. A lot of unfamiliar words made them confused. They also got some difficulties in understanding the meaning of vocabulary, how to pronounce the vocabulary, and how to write the vocabulary.

b) Students’Interest

The students’ interest in learning English, especially vocabulary, was also low. They thought that English was a difficult lesson. This assumption made them passive students. When the teacher was still explaining, they did not pay attention to him. They did not have enough confidence to ask and answer the questions. They were so afraid if they made mistakes. They kept silent until the teacher

commit to user

They thought that English lesson was very completely difficult because they did not understand the meanings. Non-cooperative teacher, the conventional way in teaching and boring media made them not interested learning vocabulary.

After implementing the action, the researcher distributed the second questionnaires and she got good responses from the students. The students admitted that they had a better understanding in vocabulary mastery. They enjoyed English class because the new media was attractive and helped them to understand vocabulary and they had high confident to ask and answer the questions related to vocabulary.

B. Discussion

The goal of this research is to improve students’ vocabulary mastery. The

research findings show the improvements in many aspects by comparing the condition before and after graphic organizers were used. In this section, those findings are discussed by justifying them with the theories in Chapter II.

As mentioned before in Chapter I, graphic organizers are appropriate

media to improve students’ vocabulary mastery. Graphic organizers are design to

facilitate and enhance the learning of vocabulary.

There are more benefits when graphic organizers are used in the teaching learning process. The benefits are explained below:

a. Development Of Higher Level Thought

Graphic organizers can make the students to thing one step higher than before. The designs of graphic organizers have ability to facilitate the teaching

and learning textual material in the form of attractive diagrams. Students’ brain

can process the information easily when the numbers of vocabulary which they learn are presented systematically in the relevant topic. Because of that, they can understand the meaning of words easily.

b. Applicability for A Wide Range of Learners

Graphic organizers are applicable not only for advance students but also for the beginner students. Students are helped in learning vocabulary because the format of graphic organizers gives them an opportunity to incorporate prior knowledge and real-world applications. Graphic organizers are also often easily modified for special needs students. Especially for primary students, the simple and colorful graphic organizers are needed to attract their attention.

c. Increased Language Development

New content vocabulary is clearly presented on the organizer. Students can incorporate their own words when summarizing the information presented on an organizer.

d. Greater Retention for All Learners

When students collaborate on a graphic organizer, they are saying, doing, and teaching each other. They are also changing written or oral input to visual input that is meaningful to them. The visual presentation of any organizer reflects the relationship of the concepts contained which promotes retention for most learners. It is more beneficial, and more fun, to study vocabulary from notes on

commit to user

e. More Equitable Assessment Measures

After using an organizer for instructional purposes, they are often very effective for assessment purposes. There is significant improvement after they study vocabulary use graphic organizers. It can be seen from their mean scores before and after using graphic organizers.

Table 4.11The Mean Scores Table

Mean of students’ pre

test scores

Mean of students’ post

-test 1 scores

Mean of students’ post

-test 2 scores

41. 48 67. 15 79. 81

C. Hypothesis Testing

The hypothesis of this research is that graphic organizers can improve

students’ vocabulary mastery at the fifth grade students of SD Negeri Kentingan

No.79 Surakarta. The data have been analyzed and proved that that the hypothesis of this research is accepted. Graphic organizers are effective media to improve the

students’ vocabulary mastery. The use of graphic organizers in teaching

vocabulary attracts their interest to study vocabulary in an easy and enjoyable way.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestion of the study about

improving students’vocabulary mastery through graphic organizers.

A. Conclusion

Based on the result of the research, it can be concluded that graphic

organizers can improve students’ vocabulary mastery at the fifth grade students of

SD Negeri Kentingan No.79 Surakarta. The results of students’ tests show that

there is an improvement of students’vocabulary mastery after action. The mean score gets improved from the pre-test to the cycle 2 test. In the pre-test, the mean

of the students’ score is 41.48 while in the first post-test the mean of the students’

score is 67. 15 and the mean score of second post-test is 79. 81.

The participation of the students in class is improved. During the researcher implements the actions, the students are more active. In the first meeting in cycle 1, the participation of 15 students (45.45 %) is enough and the participation of 18 students (54. 55 %) is still low. In the second meeting in cycle 1, the participation of 5 students (15. 15 %) is still low, the participation of 25 students (75. 75 %) is enough and the participation of 3 students (9. 10 %) is good. In the first meeting in cycle 2, the participation of 24 students (72. 73%) is enough and the participation of 9 students (27. 27 %) is good. In second meeting

commit to user

in cycle 2, the participation of 12 students (36. 36%) is enough and the participation of 21 students (63. 64 %) is good.

The students’ interest also improved. The researcher found a good

atmosphere in the class. The students are more enthusiastic during teaching learning process. Furthermore, the good thing is they are more active than before. There are so many students who raise their hands to answer the question on the whiteboard or oral answer. When they do the tasks, many of them can finish the exercise quickly. They also like having discussion with their friends.

B. Suggestion

The researcher would like to give some suggestions related to teaching and learning. The researcher hopes that these suggestions will be useful, especially for teachers, institutions, students, and other researchers.

1. For the Teachers

Vocabulary is one of the subjects taught when students learn a language. One of several ways to teach vocabulary effectively is by using graphic organizers. Graphic organizers are new technique to present vocabulary by using graphic display. It is more fun to study vocabulary through graphic organizers. Moreover, graphic organizers can attract students’ interest so the teacher will easily deliver the materials.

2. For the Institutions

The institutions that deal with English teaching-learning in their programs should provide the appropriate facilities that support the teaching learning process in order to improve the educational quality, such as an appropriate language laboratory, audio visual room, internet, library et cetera. The institution should encourage English teachers to use different techniques to teach English especially vocabulary in order to improve quality of teaching learning process.

3. For Other Researchers

This research studies the improvement of students’ vocabulary mastery through graphic organizers as the technique. The result of the research is expected to be able to encourage other researchers to conduct research dealing with the graphic organizers in the other subjects, such as speaking, writing, reading, or listening. Otherwise, they can also study the improvement ofstudents’ vocabulary