THE STUDENTS*ABILITY IN LEARNING ENGLISH VOCABULARY “ kSE STUDY IN FIFTH YEAR STUDENTS OF SD MUHAMMADIYAH, PARAKAN, 4ANGGUNG IN THE ACADEMIC YEAR OF 2005 / 2006). - Test Repository

DEPARTEMEN AGAMA SEKOLAH TINGGI AGAMA ISLAM NEGERI (STAIN) SALATIGA

Ji. Stadion No. 03 Telp. 323433,323706 Kode Pos 50721 Salatiga

DEKLARASI

Bismillahirramanirrahim Dengan penuh kejujuran dan tanggung jawab peneliti menyatakan bahwa skripsi ini tidak berisi materi yang pernah ditulis oleh orang lain atau pernah diterbitkan. Demikian juga skripsi ini tidak berisi satupun pikiran-pikiran orang lain, kecuali informasi yang terdapat dalam referensi yang dijadikan bahan rujukan.

Apabila dikemudian hari ternyata terdapat materi atau pikiran-pikiran orang lain diluar referensi yang peneliti cantumkan, maka peneliti sanggup mempertanggungjawabkan kembali keaslian skripsi ini dihadapan sidang munaqosah skripsi.

Demikian deklarasi ini dibuat oleh peneliti untuk dapat diaklumi.

Salatiga, 7 September 2005 Peneliti

Zulacfali NIM. 113.01.055

DEPARTEMEN OF RELIGIONS AFFAIRS STATE ISLAMIC STUDIES INSTITUTE SALATIGA

J C. Stadion 3 (Phone. (0298) 323706 Salatiga 50721

ATTENTIVE COUNSELOR NOTES Salatiga, September 7th 2005

Case : Zulaefah’s Thesis Dear,

The Head of State Islamic Studies Institute of Salatiga Asssalamu 'alaikum Wr. Wb.

After reading and correcting Zulaefah’s thesis “ A Descriptive Study of Students’ Ability In Learning English Vocabulary (A Case Study of the Fifth Year tudents of SD Muhammadiyah, Parakan, Temanggung in the Academic ear of 2005 / 2006)”, we have decided and we would like to propose that if it can be accepted by the education faculty. I hope it will be examine as soon as possible.

Wasssalumu 'alaikum Wr. Wb.

Consultant Assistant Consultant

Dra. Woro Ketnaningsih, M.Pd Norwanto. M. Hum.

NIP. 150 262 646 NIP. 150 321 407

DEDICATION

This thesis is dedicated to : 1. My highly valued parents, my mother Alifiyah, and my father Suroso.

2. My younger brother, Arif Pujiyanto

3. My Uncles, Zamroni and Noerfa’I, and my aunt Sri Wahyuni

4. My cousins, Ahmad Muslim, Sukiyah, Bukit Himawan, Mardi Lestari Dewi, Zaenal Arifm.

5. My nieces, Ina, Nisa and Ningrum.

6. I .ecfure and students of ST AIN Salatiga.

ACKNOW LEDGEMENT

Asssalamu 'alaikitm Wr. Wb.

Prise to be Allah SWT as the greatest substance for creating these content of the universe as the very best circumstance and his messeger Muhammad, as the most prominent leader of moslem in such all great time.

In the process o f completion o f this thesis, the writer receive advice contribution, and assistance which can not be enumerated from many people.

However, the writer can express the gratitude to them. The writer would like to that t o :

1. Drs. Badwan, M. Ag as the head o f State Islamic Studies Institute o f Salatiga.

2. Drs. Sa'adi, M.Ag the head of English Departement who gave opportunity to writer to continuing and doing the thesis.

3. Mrs. Woro Retnaningsih, M.Pd as the writer counselor, thank for your knowledge, suggestion and guidance for me in doing this thesis.

4. Mr. Norwanto, M. Hum thanks for your great attention, motivation and guidance for me in doing and completing this thesis.

5. All lectures o f English in English Departement, who have given and transfer the knowledge patiently.

6. Muhammad Nuruddin who give spirit to the writer thanks for everything.

7. All my friends, Siti Muttaqiyatim, Lina Fidayanti, Siti Barokah, Siti Rofiqoh, Bety Apriyana, Anik Masruroh, Iskayah, thanks all of you give the writer good motivation in doing the thesis and keep our friendship.

TABLE OF CONTENT

CHAPTER I INTRODUCTION

2.9 English vocabulary for students’

CHAPTER III REPORT OF THE RESEARCH

3.1 The history if Establishing the institution

3.2 The general condition o f SD Muhammadiyah Parakan, Temanggung in the academic year

4.3 The strategies to maximize the positive students'

BIBLIOGRAPHY APPENDIX

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Learning is internal process, a parely internal event. It can not be seen in fact. This process can happen in someone who is learning.1 So, it is not evident behavior. Learning needs memory, thinking, and practicing. The level o f intelligence can influence success of student in learning.

English learning includes four language skills such as : listening, reading, writing, and speaking. The elements o f language like grammar, vocabulary, pronounciation, and spelling that have been taught can support those four skills of language.

English is taught as scientific subject in Indonesia. It is merely as the foreign language. Where in fact it can be mastered while someone practices in daily. According to Cafford (In Hasibuan, 1991) language is an element of patterned behavior.2 The way o f speaking and grammar in language includes pattern of behavior.

Speech is a form of language in which sounds of words are used to convey meaning. Because it is the most effective form of communication, it is very important and widely used. As Jakobson in Harlock’s book has pointed out that all sane human being talk, but almost half of the world’s

! M Ngalim Purwanto. (1987). Psichologi Pendidikan. Bandung : Remadja Karya CV. P. 87.

2 Sofia Rangkuti Hasibuan. (1991). Teori Terjemahan Dan Kaitannya dengan Tata

people are totally literate, and actual use o f reading and writing is an asset of a scare minority.3 The students need vocabulary to speak English. They must know meaning of word in English language. So, they can speak English well.

Vocabulary is very important to speak English.

In elementary school, the student has strongest mind of power to acquire, save, and reproduce some stimulants, and some experts call it as sensitive period. It is not only centralization of mind which has connection of growing fuction.

In this case, the students have ability to understand a lesson. The students’ ability usually are different. The example is in learning English vocabulary. The students’ ability in learning English vocabulary between one student with others will be different, such as : in understanding o f word, thinking ability, and remembering of word.

In fact the children usualy watching television about English carton film. In that story there vocabulary about kinds of colours, things, and names of animal. If children have high intelligence usualy is quick in understanding story about English carton film, and will remembering English vocabulary.

The example about colours like black, white, blue, yellow, and etc, the children can differentiate about that colours. If children have low intelligence usualy is slow or is not understanding story about English carton film, and will be difficult in remembering English vocabulary. The example

about names of animal like mouse, dog, duck, and etc, the children can not differentiate about it. So, the students’ ability in learning English vocabulary have individual characteristic.

Based on the case above, so the writer will carry out a research with the title : A Descriptive Study o f Students’ Ability in Learning English Vocabulary (A Case Study of Fifth Year Students o f SD Muhammadiyah, Parakan - Temanggung, in The Academic Year 2005 / 2006).

1.2 Li mi ta tion of The Problem

To avoid the mistakes during understanding this research, the writer limits the study on analyzing the students’ ability in learning English vocabulary of fifth year students of SD Muhammadiyah Parakan - Temanggung, in The Academic Year 2005 / 2006.

1.3 Problem Statement

The problems in this research are formulated as follows :

1. How far is the students’ ability in learning English vocabulary of the fifth year students o f SD Muhammadiyah Parakan - Temanggung, in the academic year o f 2005 - 2006 ?

2. What type of English vocabulary learning is used in the fifth year students of SD Muhammadiyah Parakan - Temanggung, in the academic year o f 2005 - 2006?

3. What strategies are used to maximize the positive students’ ability in learning English vocabulary of the fifth year students of SD Muhammadiyah Parakan - Temanggung, in the academic year of 2005 -

2006?

1.4 Objectives of the Study

1. To describe students’ ability in learning English vocabulary of the fifth year students of SD Muhammadiyah Parakan - Temanggung, in the academic year of 2005 / 2006.

2. To find out the type used in English vocabulary learning among the fifth year students o f SD Muhammadiyah Parakan - Temanggung, in the academic year of 2005 / 2006.

3. To reveal the strategies to maximize the positive students’ ability in learning English vocabulary o f the fifth year students of SD Muhammadiyah Parakan - Temanggung, in the academic year of 2005 / 2006.

1. Practically This research can be a guidance for the teachers who teach in

Elementary School, to supply their students in learning English vocabulary as base of learning foreign language.

2. Theoretically This research can be used the result as a reference for those who want to conduct a study on English vocabulary.

1.6 Literature Review

In this thesis, the writer takes review of related literature from the other thesis and references. The first thesis reviewed is “THE STUDENTS’ MASTERY OF VOCABULARY INFLUENCED BY SEXIM IN WRITTEN ENGLISH” 4 which has been research by Dewi Widyawati in 2004, the students o f State Islamic Studies Institute (STAIN) of Salatiga, hi this thesis, she conclude that the students’ mastery o f vocabulary is influenced by sexism in written English, the frequency of students’ score based on the level mastery. According to her the students’ mastery of vocabulary influenced by sexism in written English is 86,7% (high), the score of students’ mastery of vocabulary influenced by sexism in written English is 70% (high)5.

The second thesis is “ A DESCRIPTIVE GROUNDED RESEARCH ABOUT PRESCHOOL AGES CAPABILITY ON THE MASTERY OF ENGLISH VOCABLILARY” b which has been research by Nur Khanif in 2003, the students of State Islamic Studies Institute (STAIN) of Salatiga. In this thesis, he analyzed about some effects to maximize the students’

4 Dewi Widyawati. (2004). The Students M astery o f Vocabulary Influenced By Sexim In Writen English. Salatiga : Unpublished Thesis.

5 ibid, page 66.

capability in learning English vocabulary that are students’ role optimally, reward and punishment application, limitation at material unit, educational equipment, morning vocabulary, and English usage in daily class activity. 7

The third thesis is “ THE INFLUENCE OF STORY READING ACTIVITIES TOWARD STUDENTS’ VOCABULARY MASTERY” 8 which has been research by Anita Farizanti Adlii in 2004, the students of

State Islamic Studies Institute (STAIN) of Salatiga. In this thesis, she analyzed that the profile o f students’ reading activities is very influential for students’ vocabulary mastery. According to her the stoiy reading activities from the result o f 30 category are various, those are : Good category, Middle category. Bad category. 9

The fourth thesis is “ THE INFLUENCE OF USING FILMS IN TEACHING LEARNING PROCESS ON VOCABULARY MASTERY” 10 which lias been research by Yun Diyaul Farikhah in 2004, the students of

State Islamic Studies Institute (STAIN) o f Salatiga. In this thesis, she analyzed about a significant difference in the result of teaching-learning process between the students’ whose teacher teaches them vocabulary using films and the students’ whose teacher teaches them vocabulary using pictures, the teaching vocabulary technique that is used in the experiment group gives a significant contribution to the students’ vocabulary mastery.

7 ibid,.page 71.

8 Anita Farizanti. (2003). The Influence o f Story Reading Activities Toward Students Vocabulaty M astery.

Salatiga . Unpublished Thesis.

7 According to her there is a difference of mean between the two groups, in

which the mean o f the experiment group is (9,75), which is higher than the mean o f the control group (2,5) while the t-test proves that the difference is significant because the result of t-test is 3,04 is higher than the figure shown on the t-table, teaching vocabulary using film is more effective than teaching vocabulary using pictures. It means the students who are taught using films get better achievement than the students who are not.11

This thesis will be different from the above researches in population, sample, method of gathering data, method of analyzing data, respondens.

1.7 Research Methodology

1. Population Suharsimi Arikunto, in her book Prosedur Penelitian : Suatu

Pendekatan Praktik

, states the population is all members of research subject.12 1

3 The population of the research all students of the fifth year students of SD Muhammadiyah Parakan - Temanggung, in the academic year of 2005 / 2006. They are 90 students.

2. Sample Sample is the points o f population that represent the whole population.1’ SD Muhammadiyah has tree class groups, and in this

11 Ibid, page 56.

12 Suharsimi Arikunto. (1993). Prosedur P enelitian: Suatu Pendekatan Praktik.

research the writer takes one class group consisting o f 40 students as sample, because this sample is homogen.

3. Method of Gathering Data 1) . Observation

The observer uses a blank o f sheet o f papa* to record all learning English activities o f students in the class that is observed from beginning to the end activities, especially type o f English vocabulary learning that is used o f fifth year students, alternative of learning strategies that are used to maximize the positive students’ ability in learning English vocabulary of fifth year students.

2) . Test Test method here means a method of collecting data through a set of questions that must be answered by the students as respondens.

In this research, the writer uses one kind o f test, that is test of students’ ability in learning English vocabulary that is means as measuring it. In this case the writer uses English vocabulary test which conforms to the fifth year students o f Elementary School.

3) . Documentation This method is used to get data about historical background o f SD Muhammadiyah Par akan - Temanggung, the management, teachers, students, official employee condition, physical data

4. The method o f analyzing data The researches uses the formula as follows:

P = — X 100% N

P = the percentage o f students’ ability F = right answer N = maximum score c.q: right answer = 20 maximum score = 20 score : x 100% = 100

20 After knowing the test result and also the score o f the students, the

writer did the next step is finding the percentage o f the students' ability. To know the percentage o f students' ability, the writer classified it according to David Haris into four level ability:14 80% -100% : excellent 60% - 79% : good 50% - 59% : fair 0% - 49% : poor The research uses this formula to analyze how many percent o f the fifth year students of SD Muhammadiyah Parakan, Temanggung who ability the vocabulary.

10 To find out the type o f English learning vocabulary and the reveal the

strategies to maximize the positive students' ability in learning English vocabulary of he fifth year students o f SD Muhammadiyah Parakan, Temanggung, the writer uses descriptive analyzes, that the data from observation.

1.8 Organization of Thesis

The writer organizes the theses into five chapters. The first is introduction, that includes the background of the study, the limitation of the problem, the problem statement, the objectives o f the study, the benefits of the research, literature review, research methodology and organization of thesis

The second chapter is review or related literature, that includes the definition of ability, the definition o f learning, the types of learning, characteristic types of learning, factors which influence learning, retention, the definition of vocabulary, kind of vocabulary, five essential steps in vocabulary learning, English vocabulary for students’ in elementary school, die significance of vocabulary.

The third chapter is report o f the research and data presentation that includes the history o f establishing the institution of the school, the general condition of SD Muhammadiyah Parakan - Temanggung, English learning activities, the discription of teachers and students, the management of the school organization, data presentation.

11 The fourth chapter is the data analysis of the research report, consists

of result of how far is the students’ ability in learning English vocabulary, type of learning English vocabulary, the strategies used to maximize the positive students’ ability in learning English vocabulary

The fifth chater is closure. It consists of conclusion and suggestion The last part are bibliography and appendix.

CHAPTER H

REVIEW OF RELATED LITERATURE

in this chapter the writer wants to discuss about definition ability, definition of learning, the types of learning, characteristic types o f learning, factors which influence learning, retention, the definition of vocabulary, kind of vocabulary, five essential steps in vocabulary learning, English vocabulaiy for students’ in elementary school, the significance o f vocabulaiy.

2.1 Definition of Learning

The students learn first language systematically. They learn it by practice not theory. The definition o f learning can be found as follow: Learning is internal process, a parely internal event. It can not be seen in fact. This process can happen in some one who is teaming.1

Learning is a key process - some would say the key process - in human behavior; it pervades eveiything we do and think.2 Learning is the development and modification of tendencies that govern the psychological functions.3 According to Kester D. Crow and Alico Crow in Djamahs book learning is the acquisition of habits, knowledge and attitudes. According to

1 up. cit. M Ngalim Purwanto. p. 87.

2 Clifford. T. Morgan. Richard A. King and Nancy M. Robinson. (1979). Introduction to Psychology. London : Me. Graw-Hill International Book Company, p. 112. A.

13 Abdul Madjid in DjamaTs book learning is change behavior,

intelligence of learner base in long knowledge that take new change 4 According to Kimble and Germazy in Lodo’s book learning is a relatively permanent change in a behavioral tendency and is the result of reinforced practice.5

According to H. Douglas Brown die components o f the definition of learning that are: Learning is acquisition of “getting”. Learning is retention of information or skill. Learning involves active, conscious focus on and acting upon events outside or inside the organism. Learning is relatively permanent, but subject to for getting. Learning involves some form of practice, perhaps reinforced practice. Learning is a change in behavior.

Learning is “acquiring or getting of knowledge of a subject or skill by study, experience, or instruction.6

2.2 The Types o f Learning

Here, the types of learning can be devided in two types that are the types of learning base on material and base on activities in learning.

2.2.1 According to Noerhadi Djamal the types o f learning base on material is devided into five character.7 There are classified as follows: a. Learning base on observer (sensory type of learning)

4 Noerhadi Djamal. (1985). Ilmu Jiwa Pendidikan. Semarang : Fakultas Tarbiyah Institute Agama Islam Negeri, p. 26.

5 H. Douglas Brown.(1972)JDrinc/pfcs o f Language Learning and Teaching. London: Prentice Hal. Inc. p. 7

b. Memory type of learning

c. Problem type o f learning

d. Motor type of learning e. Emotional type of learning.

2.2.2 Base on activities in learning, the types o f learning devided into seven character.8 They are classified as follows: a. Skill of physical

This type gives priority in order to the physical exercise move automatically. It also occur in phychology skills, for example reading and accounting. This skills need exercise, because it has purpose to automatize.

b. Problem solving This study is not use exercise repeatly. It needs solution by thingking.

c. Learning in fact of knowledge A science has memorizing and understanding aspect. The most important thing in made memorize by seeing the whole of fact and then realized.

d. Learning of way This type is gotten in finishing research. The step on making paper, making literature list, organize way.

e. Learning of attitude This study can occur by many of ways to know something and realize the attitude learning of attitude includes learning norm by identification, group interaction (there are certain attitude of group), conditioning communication equipment. The attitude is dynamics to move.

f. Learning gets deep interest This learning has purpose to obey the society. There are many things problem that make students in the nurse school dislike, for example clean the restroom. This activity can solve by concentrate to reach the purpose. In this challenge we learn to solve the problem in ourselves.

Learning to transfer This learning used to the other situation, for example learn about English to the other knowledge.

2.3 Characteristic Types of Learning

.Although the various theoretical formulations may emphasize one type of learning, it is common practice to differentiate several types o f learning such as explained by Douglas, Edwin and Charles follows as:9

1. Conditioning Essentially, stimuli and response have relationship in an experiment each other. When adequate stimulus was presented, so effective response will be known. Whereas when in adequate stimulus was presented, in effective response will not be known. To make in adequate response becomes effective, we do activity by repeated presentation.

2. Trial - Error Learning The task of the learner is to select the correct response from a large repertoire of available responses. Puzzle - box experiment afford a good example o f this form in the psychological laboratory. The stimulated organism performs great amount o f varied activity, eventually “hitting upon the correct response, the one which leads to the appropriate reward. With succeeding trials the amount of inappropriate activity diminishes and the correct action occurs more quickly and more surely.

3. Insight and Understanding In marking contrast to more mechanical types discussed above, there are many situations in which the solution appears suddenly (insight) or in which the organism demonstrates understanding of a problem with little or no previous experience with the exact situation. Insight and understanding are most likely to occurs when :

a. Problems are solvable by grasp of a general principle, relation, or method.

b. A new condition, motivation, ore method o f attack is introduced.

c. The act which solves the problem is unitary, or at least simple. Insight learning is least likely to occur when the task must be accomplished by mastery of a number of part solutions.

2.4 Factors Which Influence Learning

There are many factors which influence learning. In Douglas H. Fryer, Edwin R. Henry and Charles P. Sparks book explained as follows :10

1. Drive and Motivation Activity does not occur in the absence o f some drive or motive. The experiment in learning is frequently aimed at determination o f the effect of different drivers or motives, or at determination o f the effect of different degrees or amounts of drive. It is impossible to measure drive directly. Some measure o f control is usually exerted by depriving organism of food, water, sex, etc : applying shock or other presumably noxious stimuli; or, in the case of human beings, applying symbolic (frequently verbal) motives. Motivation o f itself is insufficient for learning. There must be some reward or other reinforcement.

2. Repetition and Practice Except for unitary or extremely simple activities, some repetition is usually necessary for successful performance, or for improvement and perfection of performance. One of the more consistent findings of learning experimentation is that distributed practice is superior to massed practice. This is true for a large variety of materials and for many different time intervals of rest or substitute activity. Many possibilities have been advanced as explanation of the phenomena - rehearsal,

fatique, interest and motivation, perseveration, and differential forgetting.

3. Generalization and Transfer of Training By “transfer or training” is mean the effect or practice in one activity on accomplishment in another activity. In its earliest form transfer o f training was accounted for in terms o f faculties. The faculty psychologists held that memory, will, reasoning, etc were in themselves strengthened by practice just a muscle is strengthened by exercise. Experimental evidence, beginning with James in 1890, has been consistently against such an interpretation. Nevertheless, transfer effects are common. There are positive effects in which prior learning facilitates future learning and negative effects in which prior training inhibits future learning.

2.5 Retention

Retention is inability to pass it out from the bladder.11 Any measurable degree o f persistence if material learned is considered evidence o f retention.

There are five principal ways in which retention is measured, namely; recall, recognition, reconstruction, relearning, and transfer.12 These measures are not interchangeable.

11 As Hornby 1974. Oxford Advance Learner's Dictionary o f Current English.

2.6 The Definition of Vocabulary According to Oxford Advanced Learner Dictionary (1992:1425) in Hammam’s book, there are three definition o f Vocabulary.13 Those definitions are in the followings: a. Vocabulary is total number o f words that make up o f language.

b. Vocabulary is a body of words known to a person or used in a particular book, subject, etc.

c. Vocabulary is a list o f words with their meaning, especially one which accompanies a text book o f foreign language.

2.7 Kind of Vocabulary You may thing have one vocabulary, but actually you have two vocabularies that are receptive vocabulary and expressive vocabulary. According James F Sheperd (Hammam’s book) there are two vocabulary:’4

1. Receptive vocabulary Receptive vocabulary is the words that we know when we listen, read, or the words that we know when we receive thoughts from others.

There are many words that we are recognize when heard or read but do _{->h ' '} not use when speak or write. It we have a receptive vocabulary o f 14.000 words, the chances are that in 80 percent o f what we write. We rely on a

vocabulary of fewer than 3.000 words and that in 95 percent o f what you say you use a vocabulary o f fever than 1.000 words.

Receptive vocabulary is our basic vocabulary : the total storehouse o f words we can use to understand the thoughts o f others when we listen and read. It is also all the words on which we can a raw when we speak and write : the words we use in speaking and writing are all words you know when we hear or read them. Therefore our first goal o f vocabulary development should be to increase the size o f our receptive vocabulary.

2. Expressive vocabulary Expressive vocabulary is the words that use whoa we speak or write that is when you express our thoughts to other expressive vocabulary almost certainly contains many words that we do not we when speak and write. Therefore, our second goal o f vocabulary improvement should be to increase the percentage o f words in our expressive vocabulary that we use in speaking and writing.

We can increase our choice o f words in writing and speaking and the potential size of our expressive vocabulary, because the words we use when we write and speak are that know when we read or hear them.

2.8 Five Essential Steps In Vocabulary Learning

In learning English vocabulary needs essential steps. In this here, the writer will explain about it. According to Evelyn Hutch and Cheryl Brown there are five essential steps in vocabulary learning that are:15

1. Encountering new word The first essential step for vocabulary learning is encountering new words, that have a source for words. The student strategies here include learning new words by reading books, listening to TV and radio, and reading newspapers and magazines.

2. Getting the word form The second step essential to vocabulary learning appears to be the getting of a clear image - visual or auditory or both - of form o f the vocabulary item.

3. Getting the word meaning The third essential step in the learners’ reported strategies is the one which is most often associated with the idea o f vocabulary learning: getting the word meaning.

4. Consolidating word form and meaning in memory The fourth necessary step is requires the consolidation o f form and meaning in memory.

5. Using tire word

22 The final step in learning words is using the words. Some would argue

that this step is not necessary if all that is desired is a receptive knowledge of the word.

2.9 English Vocabulary for Students’ in Elementary School

The aim of learning English for student is an instrumental subject mater. The purpose is to give some foundations of English language. The students are not hoped to be able to the vocabulary mastery in the four English skill. It means that learning English in Elementary School is only as an additional mater to supply student’s communication ability by memorizing certain

English vocabularies. In addition, English learning in Elementary School is memorizing vocabulary.

The vocabulary having been mastered by students can be explained through some themes as follows:

1. Family

a. Family member (father, mother, brother, grand father, grand mother)

b. Family member’s duty (example: father working)

c. Family custom (example: mother prepares meal, 1 am washing plates).

2. Animal

a. Kind of animal (cat, dog, cow, goat)

b. Wild animal (tiger, lion, woll)

c. Insect (butterfly, ant)

d. Water animal (example: fish)

e. Flying animal (example: bird)

3. Jobs

a. Kind of job (doctor, teacher, police)

b. Job place (doctor in hospital, teacher in school)

4. Communication Equipment (radio, television, telephone, newspaper)

5. Kind of Transportation

a. Land transportation (car, train, bus)

b. Water transportation (ship, boat)

c. Air transportation (plane, helicopter)

2.10 The Significance of Vocabulary

Students should learn vocabulary together with their meaning to avoid mistake in writing. This is important because every English word has a definite place for write and we can not change it. However students should practice English using the rule of English in order to be good English writer.

The writer sees that the important o f vocabulary is some thing serious to be considered by the students especially for the fifth year students of Elementary Scholl Muhammadiyah P arak an - Temanggung, in the academic year o f 2005 - 2006. Why? Because their mastery in writing will help them in conveying the messages they send to the reader.

24 However, a new vocabulary item may be more than a single word, for

example; post-office, mother-in-law, etc., which are constructed o f more than one word but expressing are single meaning unit. There are also multiword idioms such as “call it day”, where the meaning cannot be deduced from an analysis o f words that make the phrases. Realizing the above cases, a useful convention is to cover them by talking about vocabulary ’’items” rather than “words”.

In learning vocabulary, it is important for the students to understand the meaning of the new language that they are learning. We know that “the end of language is the communication or meaning”. People talk in order to express the meaning o f their thoughts, and they listen in order to discover the meaning of what others say. Without meaning there would be on real point in language.

The teachers also need to know wether the students have understood the new language so that they can organize their teaching accordingly.

Based on the explanation above, it can be summarized that vocabulary is the total number of words and often phrases, which make up the language.

They are learned to achieve the end of language; the communication of meaning.

CHAPTER III REPORT OF THE RESEARCH This chapter will discuss about the historical background and general

condition o f SD Muhammadiyah, Parakan, Temanggung, English learning activities, the discription o f teachers and students, the management of the school organization, data presentation.

3.1 The History of Establishing The Institution of The School

SD Muhammadiyah Parakan, Temanggung was built on 2000/2001 M; by the leader of Muhammadiyah Temanggung that is Imam Supardi, S. Ag. It cooperate with SD Muhammadiyah Sapen Yogyakarta. It is superior education base on Islamic values, and development o f knowledge and technology.

SD Muhammadiyah Parakan, Temanggung pay more attention on basic education to children, because it is very important as foundation to next education. The children will be taught in order to be conscious to development Islam in next future. Furthermore, they have high spirit to

' development Islam going to place that more high.

3.2 The General Condition of SD Muhammadiyah Parakan, Temanggung in

The Academic Year 2005 - 2006

3.2.1 Inventory of SD Muhammadiyah Parakan, Temanggung :

b. Teacher office

: 1 room

c. Library

: 1 room

d. School Healthy Center : 1 room

e. Office : 1 room f.

Administration room : 1 room

8- Mosque : 1 room

h. Language laboratory

: 1 room i.

IPA Laboratory : 1 room

Warehouse room j- : 1 room k. Activity room

: 1 room 1. Computer room

: 1 room m. Toilet

: 6 room n. Cooperative room : 1 room

By those mediums and instruments, SD Muhammadiyah Parakan, Temanggung undertakes its function as an elementary school. Beside teaching them formally, SD Muhammadiyah Parakan, Temanggung also runs extracurricular activities to develop students interest and talents, and their awareness about Islamic.

3.2.2 The Activities Extracurricular and Islamic

a. The activities of Islamic are Sholat dhuha, read the holy Qur’an in

3 J English learning activities

1. Opening Teachers are the main determinant for pupils’ learning achievement.

Therefore, every lesson must be conducted as comfortable possible. Before it is started, the teacher and the students sit on the chair in a classroom. Before opening the lesson, the teacher always examine whether every body has kept silent or not, and than the teacher may give salutation and then asks one of pupils to lead the other to pray. The next step, she repeats and asks questions dealing with the previous lesson.

2. Teaching learning process The method which can be used in English teaching learning process is direct method. Here the teacher must be active in manage the classroom, and active use English in teaching. The teacher also use some teaching aids that are English story book, tape recorder.

The first step used by students to master vocabulary is memorization, that students have to understand the meaning or words.

3. Evaluation learning result. A good evaluation is always done every time after daily teaching learning process. The evaluation is done after lesson end and in the examination, to measure the students ability in SD Muhammadiyah, there are two evaluation procedures namely: Daily evaluation,

3.4 The description of Teachers and Students

3.3.1 The Teachers To manage the education activities, every school needs employee called teachers. It is expected that every activity can be performed effectively and efficiently, so that the goal o f teaching learning can be achieved.

In leaching learning process, the teacher have importance rules. Their existence is always needed in every school or education institution. They will give material of the subject. SD Muhammadiyah

Parakan, Temanggung has 19 teachers, two o f them teach English subject. To know the condition of teachers, look at he following table.

TABLE I THE TEACHERS OF SD MUHAMMADIYAH PARAKAN, TEMANGGUNG

Name No.

1. Tri Selyaningsih, S.Sos

3. Tri Rahayu, S.Tp

4. Siti Barkah, S.Pd

5. Ari Setyani, S.Pd

6. Afhita Budi, S.T

29 8.

Dahono, S.Pd 9. Imam Effendi, S.Sos 10. Kuwoto, S.Pt 11. Mukhlas Aziz, S.Ag 12. Sri Hermawan, S.Pd 13. Sri Widarti, S.P

14. Hanik Istiqamah, S.Ip

15. Fathminah, S.Pd

16. M. Hasan A1 Bustami

17. Supri Astuti

18. M. Binawan, S.S

19. Sunarwan Based on the result of direct observation found that the numbers of teachers in the school year of 2005 - 2006 is 19 person. The English teacher of first until fifth year is Supri Astuti, A.Md, and sixth year is M. Binawan, S.S

3.3.2 The Students The students are persons who are studying at school. The total number of students of SD Muhammadiyah Parakan, Temanggung is

259 students. They consists o f 130 male and 229 female.

30 TABLE II

70 4.

3.5 The Management of The School Organization To know the management of SD Muhammadiyah Parakan,

48 TOTAL OF STUDENTS 130 229 359

IV (A,B)

90 6.

5. V (A,B,C)

IV (A,B)

SITUATION OF THE STUDENTS

III (A,B,C)

31 3.

II (A, 13)

90 2.

1. I (A,B,C)

Sum of female Sum of Students

IN SD MUHAMMADIYAH PARAKAN, TEMANGGUNG No. Class Sum of male

Temanggung, the writer give organization structure:

31 x ABLE HI ^ . NGGUNG TABLE III

IMADIYAH P ARAKAN, T MANAGEMENT OF SDMUHAMP

IN THE ACADEMIC YEAR 2005 / 2 Financial affair Sri Widarti, SP

Spiritual affair Students affair Administration Mujtahid Hasan, A of financial affair Dahono, S.Pd Ana Rustiana. A.Md

Coordinator o f first class Tri Rahavu. S.Pt Teacher second

Teacher first A class A class Tri Setivoningsih. S.Sos Siti Barkah, S.Pd

Teacher third

Teacher first Teacher second

B class

B class B class

Sri Lestari, S.Ki

An Setiyaningsih, S.Pd Ruliyana Setyoningrum. S.P

Teacher third

Teacher first

C class C class

Dahono, S.Pd

Tri Rahayu. S.Pt

___ __ >

3.6 D ata P resen tation

List of Respondent

Name No

Name No

21. Irma Swastika

1. Adhinda Gita Safarani

22. Isnaeni Anggi Safitri

2. A’in Hayu P. N

23. Karunia Apriliyani

3. Alif Bayu Aji

24. Kholif Putro Budi P

4. Ana Siti Khumaeroh

25. Krisna Amalia

5. Arbinta Rully

26. Kustyar Dwi Rangga

6. Ashy Kusumawati

27. Lukman Yunianto

7. Atika Putri P

28. Muh, Rachreza Ramadhan

8. Bagas Prabowo

9. Bagas Priyambodo

29. Muh. Syarif A1 Jundi

30. Muh. Yusar

10. Bagaskoro Rcslu Aji

31. M. Zakiyuddien Zulfa

11. Berlian Reka

12. Dheka Cresia

32. M. Zaqi Romdoni

13. Dian Ariyani Azizah

33. Nur M. Sidiq 14. lima Pratiwi

34. Ranita Vindriyana

15. Evia Nur Fadhila

35. Resti Setyoningrum

16. Faridah Q.A

36. Revno Mahardhika

17. Faris Husain

37. Ridlionasih Adi K

18. Febriana Dwi Astuti

38. Surestya Arina S

19. Furhiha Rahma l.M

39. Tausia Suci S

20. Ikhsan Darmawan

40. Wening Lastri

X ---------------- \

CHAPTER IV THE DATA ANALYSIS

4.1 Resource of the Students’ Ability

P = — xl00% N

I lere, the writer describe the result of the test as data of this research as below:

1. It is a ...