THE IMPLEMENTATION OF BRAINSTORMING ACTIVITIES IN IMPROVING STUDENTSâ VOCABULARY MASTERY (A CLASSROOM ACTION RESEARCH ON THE EIGHTH GRADE STUDENTS OF SMP NEGERI 39 PURWOREJO IN 2009/2010 ACADEMIC YEAR).
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THE IMPLEMENTATION OF BRAINSTORMING ACTIVITIES
IN IMPROVING STUDENTS’ VOCABULARY MASTERY
(A CLASSROOM ACTION RESEARCH ON THE EIGHTH GRADE
STUDENTS OF SMP NEGERI 39 PURWOREJO
IN 2009/2010 ACADEMIC YEAR)
Arranged by:
IKA LARASTUTI
K2205011
THESIS
Submitted to Teacher Training and Education Faculty of
Sebelas Maret University as a Partial Fulfillment of the Requirements
for Gaining the Undergraduate Degree of English Education
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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ABSTRACT
Ika
Larastuti.
K2205011.
“THE
IMPLEMENTATION
OF
BRAINSTORMING ACTIVITIES IN IMPROVING STUDENTS’
VOCABULARY MASTERY (A CLASSROOM ACTION RESEARCH ON
THE EIGHTH GRADE STUDENTS OF SMP NEGERI 39 PURWOREJO
IN 2009/2010 ACADEMIC YEAR)” A thesis. Surakarta: Teacher Training and
Education Faculty of Sebelas Maret University, April 2013.
The aims of the research are: (1) to identify whether and to what extent the
implementation of brainstorming activities improves the students’ vocabulary
mastery and (2) to describe the class situation when brainstorming activities are
implemented in the classroom.
The method used in this research is collaborative classroom action
research; it is designed to improve students’ vocabulary mastery by using
brainstorming activities. The research was carried out on the eighth grade students
of SMP Negeri 39 Purworejo in the academic year of 2009/2010 in April until
May 2010. It is conducted in two cycles in which each cycle includes four stages
namely planning, action, observation and reflection. Each cycle consisted of three
meetings. The data is in the form of qualitative and quantitative data. The
qualitative data is collected through observation, interview, field note, research
diaries and photograph. The quantitative data is collected from the scores of pretest and post-test. The qualitative data was analyzed using Constant Comparative
Method and the quantitative data was analyzed by comparing the mean score of
pre-test and post-test.
The research findings showed that brainstorming activities can improve
students’ vocabulary mastery. The improvement of vocabulary mastery is
brainstorming activities could help students to learn four aspects of vocabularies
well. Their achievement could be seen from their performance in learning and
from the scores that improved gradually in every test. The mean score of the pretest is 6.11, the mean score of the post – test cycle 1 is 7.20 and the mean score of
the post – test cycle 2 is 7.80 The improvement of class situations can be seen
from the differences before and after the research. Before using brainstorming
activities, the teacher found difficulties in motivating and encouraging the
students to learn English. After implementing the uses of brainstorming activities,
the researcher could reduce the difficulties. The teaching learning process was
more effective because the students are more motivated in learning.
The researcher hopes that the finding of this research can enrich the
teacher’s technique in improving students’ vocabulary mastery and enrich the
knowledge and experience for other researchers and readers.
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ABSTRAK
Ika Larastuti. K2205011. “PENERAPAN KEGIATAN CURAH IDE DALAM
MENINGKATKAN PENGUASAAN KOSAKATA BAHASA INGGRIS
SISWA (PENELITIAN TINDAKAN KELAS DI KELAS 8 SMP NEGERI 39
PURWOREJO TAHUN AJARAN 2009 – 2010” Skripsi. Surakarta: Fakultas
Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret, April 2013.
Tujuan penelitian ini adalah: (1) untuk mengetahui apakah dan sejauh
mana penerapan kegiatan curah ide dalam meningkatkan penguasaan kosakata
siswa dalam pembelajaran Bahasa Inggris dan (2) untuk menjelaskan situasi kelas
pada saat kegiatan curah ide diterapkan di dalam kelas.
Metode yang digunakan dalam penelitian ini adalah penelitian tindakan
kelas kolaboratif; penelitian ini didesain untuk meningkatkan penguasaan
kosakata siswa menggunakan kegiatan curah ide. Penelitian ini dilakukan di kelas
8 SMP Negeri 39 Purworejo tahun ajaran 2009/2010 dari bulan April sampai Mei
2010. Penelitian dilaksanakan dalam dua putaran di mana setiap putaran terdapat
empat langkah yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Setiap
putaran terdiri atas tiga kali pertemuan. Data penelitian dalam bentuk kualitatif
dan kuantitatif. Data kualitatif diperoleh melalui pengamatan, wawancara, catatan
lapangan, catatan harian peneliti dan foto. Data kuantitatif diperoleh dari nilai pretes dan post-tes. Data kualitatif dianalisis menggunakan Metode Konstan
Komparatif dan data kuantitatif dianalisis dengan cara membandingkan nilai ratarata antara pre-tes dan post-tes.
Penemuan peneliti menunjukkan bahwa kegiatan curah ide dapat
meningkatkan penguasaan kosakata Bahasa Inggris siswa. Peningkatan
penguasaan kosakata siswa adalah kegiatan curah ide dapat membantu siswa
mempelajari empat aspek kosakata dengan baik. Peningkatan dapat dinilai dari
aktifitas belajar siswa dan nilai tes yang naik secara bertahap. Rata-rata pre-tes
adalah 6.11, rata-rata post-tes 1 adalah 7.20 dan rata-rata post-tes 2 adalah 7.80.
Peningkatan situasi kelas dapat dilihat dari perbedaan sebelum dan sesudah
penelitian. Sebelum penggunaan kegiatan curah ide, peneliti menemukan
kesulitan dalam memotivasi dan memberanikan murid untuk belajar bahasa
Inggris. Setelah penerapan kegiatan curah ide, peneliti dapat mengurangi kesulitan
dalam proses pembelajaran. Pembelajaran menjadi lebih efektif karena murid
lebih termotivasi.
Peneliti berharap penemuan penelitian ini dapat menambah teknik guru
dalam meningkatkan penguasaan kosakata siswa khususnya dalam pelajaran
Bahasa Inggris dan menambah pengetahuan dan pengalaman bagi peneliti lain dan
para pembaca.
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MOTTO
So truly with each hardship comes ease. Truly with each hardship comes ease
(Al-Insyirah 5-6)
Nun, demi pena dan apa yang mereka tuliskan
(Al-Qalam 1)
Man jadda wajada, Man shabara zhafira, Man yazra’ yahshud
Siapa yang bersungguh-sungguh pasti berhasil,
Siapa yang bersabar pasti beruntung,
Siapa yang menanam dia yang memetik
(Arabic Proverb)
Dum Spiro, Spero
While I breathe, I hope
(Cicero)
A journey of a thousand miles begins with one small step
(Lao Zhu)
Never measure the height of a mountain until you have reached the top
Then, you will see how low it was
(Dag Hammarskjold)
If there is a will, there is a way
(English Proverb)
Be an unbeatable!
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DEDICATION
This thesis is whole-heartedly dedicated to:
-
Allah SWT and the Prophet Muhammad SAW
Beloved parents, my sister Prasekti Dwijayanti and my extended family
-
-
Abi Andaya Iswara
Maya, Tika, Tyar and my best friends
The classmates of English Education Department 2005
-
All of lecturers and students of English Education Department of UNS
-
All of teachers, lecturers and students in this world. You are awesome!
Everyone who gave me a hand, motivation, and encouragement on my thesis
and my life. You make all more iridescent.
-
The readers, here and there
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ACKNOWLEDGEMENT
Praise to Allah the Almighty for His blessing given to the writer, so she
can accomplish the writing of her thesis as a partial fulfillment of the
requirements for gaining the Undergraduate Degree of Education in English
Education Department of Sebelas Maret University Surakarta. The writer also
wishes to express her deepest gratitude and appreciation to:
1. Prof. Dr. M. Furqon Hidayatullah, M.Pd, the Dean of Teacher Training
and Education Faculty, for giving the writer permission to write the
thesis.
2. Dr. M. Rohmadi, S.S., M.Hum, the Head of the Art and Language
Education Department, who gave the writer permission to write the
thesis.
3. Endang Setyaningsih, S.Pd, M.Hum, the Head of the English
Education Department, who gave the writer permission to write the
thesis and as the writer’s second consultant for her guidance, advice,
encouragement and time during the completion of this thesis writing.
4. Drs. A. Handoko Pudjobroto, as the writer’s first consultant for his
guidance, advice, encouragement and time from beginning up to the
completion of this thesis writing.
5. Drs. Bambang Agus Purwanto, M.Ed, (RIP) as the writer’s formerly
first consultant for his dedication, guidance, advice, helping and time,
even when he was sick, he still spent his time for reading and
discussing the writer’s thesis.
6. Drs. Martono, M.A., as her Academic Consultant for his advices.
7. All of the Lecturers in English Education Department of Teacher
Training and Education Faculty of Sebelas Maret University.
8. Suwarto AS, S.Pd. MM.Pd., the Headmaster of SMP Negeri 39
Purworejo for facilitating the writer in doing the research.
9. Sugeng Sutopo, S.Pd, the English Teacher of class VIII B for helping
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this research.
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10. All of the students in class VIII B of SMP Negeri 39 Purworejo for
participating well in this research.
11. All of her teachers for teaching, educating and giving her knowledge
and manner.
12. Her beloved Mom and Dad for their prayer, caring, love and sincerity;
her sister Prasekti Dwijayanti for her cheers; also her extended family
for their prayers, support and love.
13. Abi Andaya Iswara for good and bad times; his family for their prayer
and encouragement.
14. Kriana, Tika, Maya, Tyar, Nova, Arifia, Aryo, Bimo, Aam, Arifah,
Sarah, Suci, Morgan, Ajeng, Aji, Diana Eka, Nunik, Nila, Nia, Ika,
Tina, Ocha, Widi, Bena, Diana Permata, Fita Lita, Dhita, Ardian,
Andri, Ignazt, Yanika, Agung, Mb Assa and all her best friends.
15. All of her friends in English Education Department of Sebelas Maret
University, SMA Negeri 1 Purworejo and SMP Negeri 2 Purworejo.
16. All of her friends in Wisma Putri Sima 2 Jebres Surakarta for good and
bad times.
17. Everyone who lend her a hand in the completion of this thesis writing.
Finally, the writer realizes that the thesis is imperfect as she has limitation
as human being. Hence, any criticism and suggestion will be valuable to the
betterment of this thesis. Last, she hopes that this thesis can contribute both
theoretically and practically to the development of English language teaching
field.
Surakarta, April 2013
Ika Larastuti
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TABLE OF CONTENT
page
TITLE OF PAGE…………………………………………………………
i
PRONOUNCEMENT……………………………………………………
ii
THE APPROVAL OF THE CONSULTANTS…………………………..
iii
THE APPROVAL OF THE EXAMINERS………………………….......
iv
ABSTRACT………………………………………………………….........
v
ABSTRAK…………………………………………………………………
vi
MOTTO………………………………………………………....................
vii
DEDICATION…………………………………………………………….
viii
ACKNOWLEDGEMENT……………………………………………......
ix
TABLE OF CONTENT……………………………………………….......
xi
LIST OF TABLES…………………………………………………….......
xiv
LIST OF FIGURES…………………………………………………….....
xv
LIST OF CHARTS ……………………………………………………….
xvi
LIST OF APPENDICES………………………………………………….
xvii
CHAPTER I INTRODUCTION…………………………………………..
1
A. Background of the Study…………………………………………..
1
B. Problem Statements………………………………………………...
8
C. Objectives of the Study…………………………………………….
8
D. Benefits of the Study……………………………………………….
9
CHAPTER II REVIEW ON RELATED LITERATURE…………………
10
A. Review on Vocabulary Mastery……………………………………
10
1. The Nature of Vocabulary Mastery…………………………….
10
2. The Construct of Vocabulary Mastery…………………………
12
3. Types of Vocabulary………………………………...................
13
4. Aspects of Vocabulary………………………………….............
14
5. The Importance of Teaching Vocabulary………………………
19
6. Teaching and Learning Vocabulary…………………………....
21
a. The Ways of Choosing Appropriate Vocabulary…………..
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b. The Techniques ofcommit
Presenting
New Vocabulary…………...
21
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c. The Ways to Discover the Meaning of the New Words……
31
d. The Ways to Help Students Remember the New Words…..
32
7. Procedures of Teaching Vocabulary………………………........
33
B. Review on Brainstorming Activities……………………………….
33
1. The Nature of Brainstorming Activities………………………..
33
2. Kinds of Brainstorming Activities………………………….......
36
3. The Advantages of Using Brainstorming Activities in English
Teaching and Learning Process…………………………………
41
C. Rationale……………………………………………………............
44
D. Hypothesis………………………………………………………….
46
CHAPTER III RESEARCH METHODOLOGY………………………..
47
A. Research Setting………………………………………………........
47
B. Research Subject……………………………………………………
48
C. Research Methodology……………………………………………..
48
D. The Procedures of Action Research…………………………….....
49
E. Data Collecting……………………………………………………..
52
1. Collecting Qualitative Data…………………………………….
52
2. Collecting Quantitative Data…………………………………..
55
F. Data Analysis……………………………………………………….
56
1. Qualitative Data Analysis………………………………………
56
2. Quantitative Data Analysis……………………………………..
57
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION……….......
59
A. Research Findings…………………………………………………..
59
1. Cycle 1………………………………………………………….
59
2. Cycle 2…………………………………………………………
61
B. Discussion…………………………………………………………..
69
C. Hypothesis Testing……………………………………………………..
73
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION
74
A. Conclusion…………………………………………………….........
74
B. Implication…………………………………………………….........
76
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C. Suggestion…………………………………………………….........
77
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BIBLIOGRAPHY…………………………………………………………
79
APPENDICES……………………………………………………………..
83
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LIST OF TABLES
page
Table 3.1.
Research Schedule………………………………………
48
Table 4.1
The Summary of Research Findings in Cycle 1………...
59
Table 4.2
The Summary of Research Findings in Cycle 2………...
61
Table 4.3
Research Findings Based on Field Note of Research …..
63
Table 4.4
Research Findings Based on Interview Transcript before
and after Research……………………………………….
64
Table 4.5
Research Findings Based on Researcher’s Diaries……...
65
Table 4.6
The Comparison of Students’ Mean Score in Pre-Test,
66
Post-Test 1 and Post-Test 2…………………………….
Table 4.7
The Comparison of Mean Score of Each Vocabulary
66
Aspect Scores…………………………………………..
Table 4.8
The Comparison of Students’ Scores in Post-Test 1 and
66
Post-Test 2………………………………………………
Table 4.9
The Improvement of Students’ Vocabulary Mastery
67
from Cycle 1 to Cycle 2…………………………………
Table 4.10
The Summary of All Research Findings………………...
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LIST OF FIGURES
page
Figure 2.1
The Example of Brainstorming Activities………………..
43
Figure 3.1
The Procedures of Action Research...................................
52
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LIST OF CHARTS
page
Chart 4.1
Students’ Improvement of Meaning Aspect……………...
70
Chart 4.2
Students’ Improvement of Spelling Aspect………………
70
Chart 4.3
Students’ Improvement of Using Aspect………………...
71
Chart 4.4
Students’ Improvement of Pronunciation Aspect………..
71
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LIST OF APPENDICES
page
Appendix 1:
School Map………………………………………………
84
Appendix 2:
List of Students’ Name…………………………………... 85
Appendix 3:
Group Distribution……………………………………….
86
Appendix 4:
Class Seat Map…………………………………………...
87
Appendix 5:
Research Schedule……………………………………….
89
Appendix 6:
Indicators of the Problem………………………………...
90
Appendix 7:
Pre-Research Observation……………………………….
91
Appendix 8:
Transcript of Interview (before Research)……………….
96
Appendix 9:
The Result of Questionnaire (before Research)………….
116
Appendix 10: Lesson Plans……………………………………………..
118
Appendix 11: Field Note of Action Research…………………………...
149
Appendix 12: Researcher’s Diaries……………………………………..
162
Appendix 13: The Result of Questionnaire (after Research)……………
169
Appendix 14: Transcript of Interview (after Research)............................
171
Appendix 15: Summary of All Research Findings……………………..
186
Appendix 16: Blueprint, Pre-Test Items, Key Answers and Scoring
Rubrics…………………………………………………..
188
Appendix 17: Blueprint, Post-Test 1 Items, Key Answers and Scoring
Rubrics……………………………………......................
193
Appendix 18: Blueprint, Post-Test 2 Items, Key Answers and Scoring
Rubrics…………………………………….......................
199
Appendix 19: Sample of Students' Test Items and Answer Sheets……..
204
Appendix 20: Transcript of the Students’ Pronunciation……………….
241
Appendix 21: Sample of Students’ Questionnaires……………………..
250
Appendix 22: Recapitulation of Students’ Score………………………..
260
Appendix 23: Photographs……………………………………………… 264
Appendix 24: Letters of Permission…………………………………….. 269
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THE IMPLEMENTATION OF BRAINSTORMING ACTIVITIES
IN IMPROVING STUDENTS’ VOCABULARY MASTERY
(A CLASSROOM ACTION RESEARCH ON THE EIGHTH GRADE
STUDENTS OF SMP NEGERI 39 PURWOREJO
IN 2009/2010 ACADEMIC YEAR)
Arranged by:
IKA LARASTUTI
K2205011
THESIS
Submitted to Teacher Training and Education Faculty of
Sebelas Maret University as a Partial Fulfillment of the Requirements
for Gaining the Undergraduate Degree of English Education
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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2013
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ABSTRACT
Ika
Larastuti.
K2205011.
“THE
IMPLEMENTATION
OF
BRAINSTORMING ACTIVITIES IN IMPROVING STUDENTS’
VOCABULARY MASTERY (A CLASSROOM ACTION RESEARCH ON
THE EIGHTH GRADE STUDENTS OF SMP NEGERI 39 PURWOREJO
IN 2009/2010 ACADEMIC YEAR)” A thesis. Surakarta: Teacher Training and
Education Faculty of Sebelas Maret University, April 2013.
The aims of the research are: (1) to identify whether and to what extent the
implementation of brainstorming activities improves the students’ vocabulary
mastery and (2) to describe the class situation when brainstorming activities are
implemented in the classroom.
The method used in this research is collaborative classroom action
research; it is designed to improve students’ vocabulary mastery by using
brainstorming activities. The research was carried out on the eighth grade students
of SMP Negeri 39 Purworejo in the academic year of 2009/2010 in April until
May 2010. It is conducted in two cycles in which each cycle includes four stages
namely planning, action, observation and reflection. Each cycle consisted of three
meetings. The data is in the form of qualitative and quantitative data. The
qualitative data is collected through observation, interview, field note, research
diaries and photograph. The quantitative data is collected from the scores of pretest and post-test. The qualitative data was analyzed using Constant Comparative
Method and the quantitative data was analyzed by comparing the mean score of
pre-test and post-test.
The research findings showed that brainstorming activities can improve
students’ vocabulary mastery. The improvement of vocabulary mastery is
brainstorming activities could help students to learn four aspects of vocabularies
well. Their achievement could be seen from their performance in learning and
from the scores that improved gradually in every test. The mean score of the pretest is 6.11, the mean score of the post – test cycle 1 is 7.20 and the mean score of
the post – test cycle 2 is 7.80 The improvement of class situations can be seen
from the differences before and after the research. Before using brainstorming
activities, the teacher found difficulties in motivating and encouraging the
students to learn English. After implementing the uses of brainstorming activities,
the researcher could reduce the difficulties. The teaching learning process was
more effective because the students are more motivated in learning.
The researcher hopes that the finding of this research can enrich the
teacher’s technique in improving students’ vocabulary mastery and enrich the
knowledge and experience for other researchers and readers.
commit to user
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ABSTRAK
Ika Larastuti. K2205011. “PENERAPAN KEGIATAN CURAH IDE DALAM
MENINGKATKAN PENGUASAAN KOSAKATA BAHASA INGGRIS
SISWA (PENELITIAN TINDAKAN KELAS DI KELAS 8 SMP NEGERI 39
PURWOREJO TAHUN AJARAN 2009 – 2010” Skripsi. Surakarta: Fakultas
Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret, April 2013.
Tujuan penelitian ini adalah: (1) untuk mengetahui apakah dan sejauh
mana penerapan kegiatan curah ide dalam meningkatkan penguasaan kosakata
siswa dalam pembelajaran Bahasa Inggris dan (2) untuk menjelaskan situasi kelas
pada saat kegiatan curah ide diterapkan di dalam kelas.
Metode yang digunakan dalam penelitian ini adalah penelitian tindakan
kelas kolaboratif; penelitian ini didesain untuk meningkatkan penguasaan
kosakata siswa menggunakan kegiatan curah ide. Penelitian ini dilakukan di kelas
8 SMP Negeri 39 Purworejo tahun ajaran 2009/2010 dari bulan April sampai Mei
2010. Penelitian dilaksanakan dalam dua putaran di mana setiap putaran terdapat
empat langkah yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Setiap
putaran terdiri atas tiga kali pertemuan. Data penelitian dalam bentuk kualitatif
dan kuantitatif. Data kualitatif diperoleh melalui pengamatan, wawancara, catatan
lapangan, catatan harian peneliti dan foto. Data kuantitatif diperoleh dari nilai pretes dan post-tes. Data kualitatif dianalisis menggunakan Metode Konstan
Komparatif dan data kuantitatif dianalisis dengan cara membandingkan nilai ratarata antara pre-tes dan post-tes.
Penemuan peneliti menunjukkan bahwa kegiatan curah ide dapat
meningkatkan penguasaan kosakata Bahasa Inggris siswa. Peningkatan
penguasaan kosakata siswa adalah kegiatan curah ide dapat membantu siswa
mempelajari empat aspek kosakata dengan baik. Peningkatan dapat dinilai dari
aktifitas belajar siswa dan nilai tes yang naik secara bertahap. Rata-rata pre-tes
adalah 6.11, rata-rata post-tes 1 adalah 7.20 dan rata-rata post-tes 2 adalah 7.80.
Peningkatan situasi kelas dapat dilihat dari perbedaan sebelum dan sesudah
penelitian. Sebelum penggunaan kegiatan curah ide, peneliti menemukan
kesulitan dalam memotivasi dan memberanikan murid untuk belajar bahasa
Inggris. Setelah penerapan kegiatan curah ide, peneliti dapat mengurangi kesulitan
dalam proses pembelajaran. Pembelajaran menjadi lebih efektif karena murid
lebih termotivasi.
Peneliti berharap penemuan penelitian ini dapat menambah teknik guru
dalam meningkatkan penguasaan kosakata siswa khususnya dalam pelajaran
Bahasa Inggris dan menambah pengetahuan dan pengalaman bagi peneliti lain dan
para pembaca.
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MOTTO
So truly with each hardship comes ease. Truly with each hardship comes ease
(Al-Insyirah 5-6)
Nun, demi pena dan apa yang mereka tuliskan
(Al-Qalam 1)
Man jadda wajada, Man shabara zhafira, Man yazra’ yahshud
Siapa yang bersungguh-sungguh pasti berhasil,
Siapa yang bersabar pasti beruntung,
Siapa yang menanam dia yang memetik
(Arabic Proverb)
Dum Spiro, Spero
While I breathe, I hope
(Cicero)
A journey of a thousand miles begins with one small step
(Lao Zhu)
Never measure the height of a mountain until you have reached the top
Then, you will see how low it was
(Dag Hammarskjold)
If there is a will, there is a way
(English Proverb)
Be an unbeatable!
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(The Writer)
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DEDICATION
This thesis is whole-heartedly dedicated to:
-
Allah SWT and the Prophet Muhammad SAW
Beloved parents, my sister Prasekti Dwijayanti and my extended family
-
-
Abi Andaya Iswara
Maya, Tika, Tyar and my best friends
The classmates of English Education Department 2005
-
All of lecturers and students of English Education Department of UNS
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All of teachers, lecturers and students in this world. You are awesome!
Everyone who gave me a hand, motivation, and encouragement on my thesis
and my life. You make all more iridescent.
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The readers, here and there
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ACKNOWLEDGEMENT
Praise to Allah the Almighty for His blessing given to the writer, so she
can accomplish the writing of her thesis as a partial fulfillment of the
requirements for gaining the Undergraduate Degree of Education in English
Education Department of Sebelas Maret University Surakarta. The writer also
wishes to express her deepest gratitude and appreciation to:
1. Prof. Dr. M. Furqon Hidayatullah, M.Pd, the Dean of Teacher Training
and Education Faculty, for giving the writer permission to write the
thesis.
2. Dr. M. Rohmadi, S.S., M.Hum, the Head of the Art and Language
Education Department, who gave the writer permission to write the
thesis.
3. Endang Setyaningsih, S.Pd, M.Hum, the Head of the English
Education Department, who gave the writer permission to write the
thesis and as the writer’s second consultant for her guidance, advice,
encouragement and time during the completion of this thesis writing.
4. Drs. A. Handoko Pudjobroto, as the writer’s first consultant for his
guidance, advice, encouragement and time from beginning up to the
completion of this thesis writing.
5. Drs. Bambang Agus Purwanto, M.Ed, (RIP) as the writer’s formerly
first consultant for his dedication, guidance, advice, helping and time,
even when he was sick, he still spent his time for reading and
discussing the writer’s thesis.
6. Drs. Martono, M.A., as her Academic Consultant for his advices.
7. All of the Lecturers in English Education Department of Teacher
Training and Education Faculty of Sebelas Maret University.
8. Suwarto AS, S.Pd. MM.Pd., the Headmaster of SMP Negeri 39
Purworejo for facilitating the writer in doing the research.
9. Sugeng Sutopo, S.Pd, the English Teacher of class VIII B for helping
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the writer in conducting
this research.
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10. All of the students in class VIII B of SMP Negeri 39 Purworejo for
participating well in this research.
11. All of her teachers for teaching, educating and giving her knowledge
and manner.
12. Her beloved Mom and Dad for their prayer, caring, love and sincerity;
her sister Prasekti Dwijayanti for her cheers; also her extended family
for their prayers, support and love.
13. Abi Andaya Iswara for good and bad times; his family for their prayer
and encouragement.
14. Kriana, Tika, Maya, Tyar, Nova, Arifia, Aryo, Bimo, Aam, Arifah,
Sarah, Suci, Morgan, Ajeng, Aji, Diana Eka, Nunik, Nila, Nia, Ika,
Tina, Ocha, Widi, Bena, Diana Permata, Fita Lita, Dhita, Ardian,
Andri, Ignazt, Yanika, Agung, Mb Assa and all her best friends.
15. All of her friends in English Education Department of Sebelas Maret
University, SMA Negeri 1 Purworejo and SMP Negeri 2 Purworejo.
16. All of her friends in Wisma Putri Sima 2 Jebres Surakarta for good and
bad times.
17. Everyone who lend her a hand in the completion of this thesis writing.
Finally, the writer realizes that the thesis is imperfect as she has limitation
as human being. Hence, any criticism and suggestion will be valuable to the
betterment of this thesis. Last, she hopes that this thesis can contribute both
theoretically and practically to the development of English language teaching
field.
Surakarta, April 2013
Ika Larastuti
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TABLE OF CONTENT
page
TITLE OF PAGE…………………………………………………………
i
PRONOUNCEMENT……………………………………………………
ii
THE APPROVAL OF THE CONSULTANTS…………………………..
iii
THE APPROVAL OF THE EXAMINERS………………………….......
iv
ABSTRACT………………………………………………………….........
v
ABSTRAK…………………………………………………………………
vi
MOTTO………………………………………………………....................
vii
DEDICATION…………………………………………………………….
viii
ACKNOWLEDGEMENT……………………………………………......
ix
TABLE OF CONTENT……………………………………………….......
xi
LIST OF TABLES…………………………………………………….......
xiv
LIST OF FIGURES…………………………………………………….....
xv
LIST OF CHARTS ……………………………………………………….
xvi
LIST OF APPENDICES………………………………………………….
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CHAPTER I INTRODUCTION…………………………………………..
1
A. Background of the Study…………………………………………..
1
B. Problem Statements………………………………………………...
8
C. Objectives of the Study…………………………………………….
8
D. Benefits of the Study……………………………………………….
9
CHAPTER II REVIEW ON RELATED LITERATURE…………………
10
A. Review on Vocabulary Mastery……………………………………
10
1. The Nature of Vocabulary Mastery…………………………….
10
2. The Construct of Vocabulary Mastery…………………………
12
3. Types of Vocabulary………………………………...................
13
4. Aspects of Vocabulary………………………………….............
14
5. The Importance of Teaching Vocabulary………………………
19
6. Teaching and Learning Vocabulary…………………………....
21
a. The Ways of Choosing Appropriate Vocabulary…………..
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b. The Techniques ofcommit
Presenting
New Vocabulary…………...
21
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c. The Ways to Discover the Meaning of the New Words……
31
d. The Ways to Help Students Remember the New Words…..
32
7. Procedures of Teaching Vocabulary………………………........
33
B. Review on Brainstorming Activities……………………………….
33
1. The Nature of Brainstorming Activities………………………..
33
2. Kinds of Brainstorming Activities………………………….......
36
3. The Advantages of Using Brainstorming Activities in English
Teaching and Learning Process…………………………………
41
C. Rationale……………………………………………………............
44
D. Hypothesis………………………………………………………….
46
CHAPTER III RESEARCH METHODOLOGY………………………..
47
A. Research Setting………………………………………………........
47
B. Research Subject……………………………………………………
48
C. Research Methodology……………………………………………..
48
D. The Procedures of Action Research…………………………….....
49
E. Data Collecting……………………………………………………..
52
1. Collecting Qualitative Data…………………………………….
52
2. Collecting Quantitative Data…………………………………..
55
F. Data Analysis……………………………………………………….
56
1. Qualitative Data Analysis………………………………………
56
2. Quantitative Data Analysis……………………………………..
57
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION……….......
59
A. Research Findings…………………………………………………..
59
1. Cycle 1………………………………………………………….
59
2. Cycle 2…………………………………………………………
61
B. Discussion…………………………………………………………..
69
C. Hypothesis Testing……………………………………………………..
73
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION
74
A. Conclusion…………………………………………………….........
74
B. Implication…………………………………………………….........
76
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C. Suggestion…………………………………………………….........
77
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BIBLIOGRAPHY…………………………………………………………
79
APPENDICES……………………………………………………………..
83
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LIST OF TABLES
page
Table 3.1.
Research Schedule………………………………………
48
Table 4.1
The Summary of Research Findings in Cycle 1………...
59
Table 4.2
The Summary of Research Findings in Cycle 2………...
61
Table 4.3
Research Findings Based on Field Note of Research …..
63
Table 4.4
Research Findings Based on Interview Transcript before
and after Research……………………………………….
64
Table 4.5
Research Findings Based on Researcher’s Diaries……...
65
Table 4.6
The Comparison of Students’ Mean Score in Pre-Test,
66
Post-Test 1 and Post-Test 2…………………………….
Table 4.7
The Comparison of Mean Score of Each Vocabulary
66
Aspect Scores…………………………………………..
Table 4.8
The Comparison of Students’ Scores in Post-Test 1 and
66
Post-Test 2………………………………………………
Table 4.9
The Improvement of Students’ Vocabulary Mastery
67
from Cycle 1 to Cycle 2…………………………………
Table 4.10
The Summary of All Research Findings………………...
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LIST OF FIGURES
page
Figure 2.1
The Example of Brainstorming Activities………………..
43
Figure 3.1
The Procedures of Action Research...................................
52
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LIST OF CHARTS
page
Chart 4.1
Students’ Improvement of Meaning Aspect……………...
70
Chart 4.2
Students’ Improvement of Spelling Aspect………………
70
Chart 4.3
Students’ Improvement of Using Aspect………………...
71
Chart 4.4
Students’ Improvement of Pronunciation Aspect………..
71
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LIST OF APPENDICES
page
Appendix 1:
School Map………………………………………………
84
Appendix 2:
List of Students’ Name…………………………………... 85
Appendix 3:
Group Distribution……………………………………….
86
Appendix 4:
Class Seat Map…………………………………………...
87
Appendix 5:
Research Schedule……………………………………….
89
Appendix 6:
Indicators of the Problem………………………………...
90
Appendix 7:
Pre-Research Observation……………………………….
91
Appendix 8:
Transcript of Interview (before Research)……………….
96
Appendix 9:
The Result of Questionnaire (before Research)………….
116
Appendix 10: Lesson Plans……………………………………………..
118
Appendix 11: Field Note of Action Research…………………………...
149
Appendix 12: Researcher’s Diaries……………………………………..
162
Appendix 13: The Result of Questionnaire (after Research)……………
169
Appendix 14: Transcript of Interview (after Research)............................
171
Appendix 15: Summary of All Research Findings……………………..
186
Appendix 16: Blueprint, Pre-Test Items, Key Answers and Scoring
Rubrics…………………………………………………..
188
Appendix 17: Blueprint, Post-Test 1 Items, Key Answers and Scoring
Rubrics……………………………………......................
193
Appendix 18: Blueprint, Post-Test 2 Items, Key Answers and Scoring
Rubrics…………………………………….......................
199
Appendix 19: Sample of Students' Test Items and Answer Sheets……..
204
Appendix 20: Transcript of the Students’ Pronunciation……………….
241
Appendix 21: Sample of Students’ Questionnaires……………………..
250
Appendix 22: Recapitulation of Students’ Score………………………..
260
Appendix 23: Photographs……………………………………………… 264
Appendix 24: Letters of Permission…………………………………….. 269
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