THE EFFECT OF MIME STORY TECHNIQUE IN STUDENTS' VOCABULARY MASTERY OF SURROUNDING OBJECTS AT SMP AL-IKHLAS GRESIK.

GRESIK

THESIS

Submitted in partial fulfillment of the requirement for the degree of

SarjanaPendidikan Islam (S.Pd) in Teaching English

By:

Najmatul

Baro’ah

NIM: D05212022

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY SUNAN AMPEL

SURABAYA

ABSTRACT

Baro’ah, Najmatul2016. “The Effect of Mime Story Technique In Students’ Vocabulary Mastery of Surrounding Objects on SMP Al-Ikhals

Gresik”.A Thesis. English Teacher and Education Department, Faculty

of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: M. Hanafi, MA.

Key words: The effect, Vocabulary Mastery, Mime Story Technique, Surrounding Objects.

Vocabulary is one of the competences of the language. It is an important aspect on learning English. How well one can communicate with English is partly dependent on how many vocabulary he or she has mastered. Most of studies have focused on the strategy in teaching vocabulary mastery. And in this study focuses on the use of mime story technique in students’ vocabulary mastery of surrounding objects.This study conducted to investigate the effect of mime story technique in students’ vocabulary mastery of surrounding objects. This study aimed whether the use of mime story technique has effect in students’ vocabulary mastery of surrounding objects. Mime story technique is a technique applied by the teacher, the teacher tells the story and the students do the action. This study was designed as the experimental study which applied pre- test and post test to collect the data. There were 35 students taken as the sample. In conducting the research, the pretest were though without using mime story technique and the pretest was though by using mime story technique. The result showed that the total score of pre-test and post test was 2693 for pre-test and 2995 for test. The mean of pre-test is 76,9 and the mean of post-test is 85,6. There were significant differences in students’ vocabulary mastery before and after giving treatment of mime story technique. The value of t- test after the data calculation on the formula was 19,12 and higher than the critical value of t – table t = 8,6. The result is 8,6< 19,12 Therefore, H0 is rejected and Ha which stated “the use of Mime Story Technique in students vocabulary mastery of surrounding objects is accepted. It means the mime story technique has effect in students’ vocabulary mastery of surrounding objects at SMP Al-Ikhlas Gresik.

skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan keguruan, UIN Sunan Ampel Surabaya. Pembimbing: M. Hanafi, MA. Key words: Pengaruh, Penguasaan Kosakata, Teknik Mime Story, Benda di Sekitar.

Kosakata adalah salah satu kompetensi bahasa.Kosakata adalah aspek yang penting dalam belajar bahasa Inggris. Seberapa baik seseorang bisa berkomunikasi menggunakan bahasa inggris tergantung pada berapa banyak kosakata yang di kuasai. Telah banyak penelitian yang membicarakan tentang strategy dalam mengajar kosakata. Dan penelitian in focus pada penggunaan teknik mime story dalam penguasaan kosakata siswa pada benda di sekitar. Penelitian ini diadakan untuk meneliti pengaruh teknik mime story dalam penguasaan kosakata siswa pada benda di sekitar. Penelitian ini bertujuan untuk mengetahui apakah teknik mime story mempunyai pengaruh terhadap penguasaan kosakata siswa pada benda di sekitar. Teknik mime story adalah teknik yang di gunakan oleh guru, guru bercerita dan murid yang memperagakan. Penelitian ini menggunakan penelitian eksperimen yang mana menggunakan pre-test dan post-test untuk mengumpulkan data. Ada 35 siswa sebagai sampel. Dalam penelitian ini, pre-test diadakan sebelum teknik mime story di ajarkan dan post-test diadakan setelah teknik mime story di ajarkan. Hasil dari skor pre-test dan post-tes adalah 2693 untuk pre-tes dan 2995 untuk post-tes. Dan rata-rata untuk skor pre-tes adalah 76,9 dan untuk post-tes adalah 85,6. Terdapat perbedaan yang singnifikan dalam penguasaan kosakata siswa sebelum dan sesudah pelaksanaan teknik mime story. Hasil nilai dari tes setelah data dihitung adalah 19,12 dan lebih besar daripada nilai t-kritikal dari t-table adalah 8,6. Hasilnya adalah 8,6< 19,12. Olehkarena itu Ho ditolak dan Ha diterima yang mana menyatakan "penggunaan teknik mime story pada penguasaan kosakata siswa pada benda di sekitar di terima.Yang berarti teknik mime story mempunyai pengaruh terhadap penguasaan kosakata siswa pada benda di sekitar di SMP Al-Ikhlas Gresik.

TABLE OF CONTENTS

Page

TITLE SHEET ... i

ADVISOR APPROVAL SHEET ... ii

APPROVAL SHEET ... iii

MOTTO ... iv

DEDICATION SHEET ... v

ACKNOWLEDGMENTS ... vi

PREFACE ... viii

ABSTRACT ... ix

PERNYATAAN KEASLIAN TULISAN ... x

TABLE OF CONTENTS ... xi

LIST OF TABLE ... xiii

LIST OF CHART ... xiv

LIST OF APPENDIX ... xv

CHAPTER 1 : INTRODUCTION A. Background of the Study ... 1

B. Problems of the Study ... 6

C. Objectives of the Study ... 7

D. Significance of the Study ... 7

E. Scope and Limitation ... 8

F. Hypothesis ... 8

G. Variable of this Study ... 8

H. Definition of Key Items ... 9

CHAPTER II : REVIEW OF RELATED LITERATURE A. Theoretical Review ... 11

1. Vocabulary ... 11

a. Definition of vocabulary ... 11

b. Kinds of Mime in Language Classroom ... 28

c. The Strength of Mime Story Technique ... 32

d. The Implementation of Mime Story Technique ... 35

B. Previous Study ... 36

CHAPTER II : RESEARCH METHOD A. Research Design ... 40

B. Population and Sample ... 43

C. Data Collection Technique ... 43

D. The instrument of Data Collection ... 45

E. Data Analysis ... 46

F. Research Variable and Hypothesis ... 47

CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION A. Research Findings ... 49

B. Discussion ... 58

CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 62

LIST OF TABLE

Table Page

3.2 Treatments Schedule ... 42

3.3 Standard competence and Basiccompetence... 44

4.1 Result of Students’ vocabulary mastery before and after being taught by

mime story technique Pre-test () and post-test () ... 52

3.1 Diagram of pre-experimental research plan ... 42 4.1 Diagram of the result of pre-test and post-test ... 54

LIST OF APPENDIX

Appendix 1: Syllabus Appendix 2: Lesson Plan Appendix 3: Pretest question Appendix 4: Posttest question Appendix 5: Pretest score Appendix 6: Posttest score Appendix 7: Vocabulary rubrics

This chapter presents the general issues related to the present study. These include the background of the study, research question, purpose of the study, significance of the study, scope, and limitation of the study, hypothesis of the study, variable and definition of the key terms.

A. Background of the Study

In foreign language teaching learning process, vocabulary plays an important role. It is one element that links the four skills of speaking, reading, listening and writing all together. Vocabulary is one of the competences of the language. It is an important aspect on learning English. How well one can communicate with English is partly dependent on how many vocabulary he has mastered. But in Fact, the main problem in teaching English in School is the less of the students’ motivation in English because of their weakness to use the vocabulary.

Problems in learning and teaching English vocabulary at SMP Al-Ikhlas still need to be addressed. It is because English structure is completely different from our language system, pronunciation and grammar. Most of the beginner students have several difficulties in mastering English vocabulary. Based on the preliminary research in SMP Al-Ikhklas Gresik by interviewing the English teacher the researcher fined the problems that are:

a. The students are difficult to memorize the meaning of every English word. The teachers have to teach vocabulary to the beginners not only to memorize

2

but how to make them be able use the vocabulary in their daily communication. Whether it is formal or informal situation.

b. The students usually forget the meaning of the words which have been taught

or practiced before, because vocabulary taught in monotonous technique;

memorizing and drilling.1 It is expected that the teacher has to find the

appropriate technique in teaching English vocabulary.

The challenge for language teachers is to determine what strategy is the most effective.Furthermore, teachers have to find the strategy to keep children to concentrate to the teaching, to make them enjoy the lesson and to have fun and amusement. The teaching technique should be interesting and useful to help students’ progress. The interesting technique and teaching aids will help the students in mastering vocabularies.

Vocabulary is one of the language components that are important in studying English. By having vocabulary well, students are easier to accept the teacher explanation. In using the language, students who are rich in vocabulary will be successful in expressing their skills. But one who is poor in vocabulary will get trouble in those skills. Hatch and Brownstated that, “vocabulary is the

foundation to build languages which play a fundamental role in communication.”2

Knowing the meaning of foreign language is the basic step of students in learning a foreign language. Bockovácited in Nuralam stated that, “To build a good stock of vocabulary is the first and most important step when starting to learn a new language well. Mastered ability of using the right expressions,

1_{English Teacher, “How Students Vocabulary Level”, interview (27 Mar 2016).}

2_{Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics and Language Education (New York:}

phrases, grammatical structures and functions ensure students to be successful in

their communication.”3

Students sometimes have difficulties in learning vocabulary. The difficulties are how to spell, how to pronounce, grammar, meaning, etc. Learning new words means that students should learn new kind of vocabulary. These difficulties often make learners feels that English is a scary thing. Thonbury mentions some difficulties in learning vocabulary namely:

1. Pronunciation: research shows that words that are difficult to pronounce are

more dificult to learn.

2. Spelling: sound-spelling mismatcehs are likely to be the cause of errors,

either of pronunciation or of spelling, and can contribute to a words difficulty.

3. Lenght and complexity: learner oftens meet long and complex words, that

they may get difficulty in learning new language.

4. Grammar: grammar is also problematic associated with the word, moreover

the differences grammar between the first and second language makes the learner feel that grammar is very difficult. It can be solved through practice.

5. Meaning: when learners understand the meaning of a word it may be able to

make them learning fluently. I contarst, if learners do not understand the meaning it makes a word difficult to learn.

6. Range, connotation and idiomatic: some words have a lot of and similar

meaning: it will make the learners confuse.4

3_{Nuralam F, “Improving Students’ Vocabulary Mastery by Using Immediate Environment Based}

Topics at the Second Grade of MtsPutriAssyafi’iyahMenggala, Nort Lombok Academic Year 2013/2014” (Mataram: FKIP of Mataram University, 2014), p. 18.

4

Those problems appears in many times as people learn vocabulary.

Usually the problems of EFL students are lack of vocabulary.5 Most students

have found difficulties in understanding meaning of word. It is because they may not know it when they are learning. It is so hard for them can understand the lesson well and it also might make them disappointed and unmotivated.

Students will be difficult to catch the lesson of new language when they are learning new language without knowing the meaning of that new language. Having a low vocabulary can trap students in a bad condition and also less

successful in using strategies for vocabulary learning.6 _{This problem becomes one}

of obstacles in learning process. Sometimes it may decrease learners’ spirit to learn vocabulary.

Learning vocabulary is an important instructional aimfor teachers in all

content areas in middle grades schools.7_{Recent research, however,indicates that}

vocabulary instruction may be problematicbecause many teachers are not “confident about bestpractice in vocabulary instruction and at times don’t

knowwhere to begin to form an instructional emphasis on wordlearning.”8

In recent years numerous studies on vocabulary mastery have been done by some researchers. Among examples are improvingstudents’ vocabulary

4_{Jeremy Harmer and Scott Thornbury, How to Teach Vocabulary, 1st edition (New York: Pearson}

Education ESL, 2002), p. 27.

5_{Hong-Fa Ho and Chen Huong, “A Multiple Aspects Quantitative Indicator for Ability of English}

Vocabulary: Vocabulary Quotient.”, Journal of Educational Technology Development & Exchange, vol. 4, no. 1 (2011), p. 23, accessed 13 May 2016.

6_{Sue Hackman, Teaching Effective Vocabulary (Department for Children, Schools and Families,}

2008), p. 7.

7_{William P. Bintz, “Teaching Vocabulary Across the Curriculum”, Middle School Journal, vol. 42,}

no. 4 (2011), p. 44, accessed 13 May 2016.

mastery by using pictures by HeriMarzuki, this research is used picture as media in mastering vocabulary. This research was classroom action research. The result of this research in pre-test 56.80%, cycle 1 71.80% and cycle 2 80.47%. From the result of this research indicated that using picture as media could improve the

students’ vocabulary mastery.9

The use of jigsaw II technique and still pictures combination to improve students’ vocabulary mastery by SilvianaDilla showed that the combination of Jigsaw II technique and Still Pictures can improve students’ vocabulary mastery. The improvementcan be seen from students’ average score from 72.4 to 84.25 in cycle 1. The students were very enthusiastic and active in learning vocabulary using jigsaw II technique and media can be seen in the result of the observation sheet, questionnaire and interview revealed that the students gave very positive

responses toward the use of this technique and media.10_{Most of the researchers are}

interested on teaching vocabulary by using teaching technique, media, authentic material and others.

The researcher proposes one of techniques in cooperative learning method that is Mime Story Technique. One of the things that are uniquely able to do on the spot is to use mime, gesture, and expression to convey meaning and

atmosphere.11_{Mime Story Technique may help the student in mastering}

vocabulary on substantial chunks of useful language in fun and motivating way. It

9_{Heri Marzuki, “Improving Students’ Vocabulary Mastery by Using Pictures Media at the Third}

Grade of SDN 010 Kepenuhan”, Jurnal Ilmiah Mahasiswa FKIP Prodi Bahasa Inggris, vol. 1, no. 1 (2015), p. 2, accessed 9 May 2016.

10_{Dilla Silviana Anggi Putri, “The Use of Jigsaw II Technique and Still Pictures Combination to}

Improve Students’ Vocabulary Mastery” (Journal of English Language Teaching, 2013), p. 7.

11_{Jeremy Harmer, The Practice of English Language Teaching, 3rd edition (New York: Pearson}

6

allows the student to reflect and focus on a key and significant moment, because they have only one thing to think about. When the teacher uses physical movement, gesture and actions to express a dramatic idea or to dramatize a scene in the story, it allows the student to understand the performance without using words and encourages them to concentrate on gesture, relationships and communication.

According to Scotts and Ytreberg, Mime story technique is a technique applied by the teacher in which the teacher tells the story to the pupils and pupils

do the action.12 _{Based on the explanation, by showing your facial expression, it}

may help the student to understand the meaning of the words by showing the gesture and performing the action.

B. Research Question of the Study

Referring to the background of the study, the research question is formulated as follows “Does mime story has effect in students’ vocabulary mastery of surrounding objects at seven grade of SMP Al-Ikhlas Gresik?”

C. Objective of the Study

This study aimed at finding out whether the use of Mime Story Technique has effect in students’ vocabulary mastery of surrounding objects.

D. Significance of the Study

1. For the Teacher

12_{Wendy A. Scott and Lisbeth H. Ytreberg, Teaching English to Children (New York: Longman Pub}

It is expected that the teacher will get more information about one of the appropriate teaching technique, in this case is mime story. So the teacher hoped to create an interesting teaching learning process by using this teaching technique. Then, the data of the research are also very useful for the teacher.

2. For the Students

It is expected that the result will give motivation to the students to be better in vocabulary mastery. Through mime story, students are expected to have good enrichment in vocabulary and also the changes of behavior during teaching learning process.

3. For the School

It is expected that the information of the result will be very useful forgetting success in teaching learning process, so the quality of teachinglearning process can be increased. The result of the research is also hoped toimprove students’ achievement in English lesson standard. E. Scope and Limitation

The scope and limitation of the study focuses on the effect of mime story technique in students’ vocabulary mastery of surrounding objectsat seventh grade students of Al-Ikhlas Junior High School Gresik.

F. Hypothesis

8

a. Alternative hypothesis ( Ha) : There is significant effect of using mime

story technique in students’ vocabulary mastery of surrounding objects.

b. Null hypotheses ( Ho) : There is no significant effect of using mime story

technique in students’ vocabulary mastery of surrounding objects. G. Variable of this Study

This variable of this study consists of two variables:

1. The independent variable is the mime story technique will be used to make

students mastering vocabulary.

2. The dependent variable is the vocabulary mastery of surrounding objects at

seventh grade of Al-Ikhlas Junior High School Gresik. H. Definition of Key Terms

1. The effect:effect is a noun meaning the result of something, an outcome.13

In this research the effect means the result of using mime story technique in students’ vocabulary mastery. In this study the researcher compare the result of pre-test and post-test.

The different between the effect and the impact are, the effect is a result of something for the short terms and the impact is a result of something for the long terms.

2. Vocabulary mastery:mastery is a comprehension about all of knowledge.

Mastery is the knowing and understanding everything about

knowledge.14_{Vocabulary mastery means an ability to use words in}

conducting communication, and students understand the set of words.15 In

this study the students can apply the words of surrounding objects in communication and the students understand the set of words.

3. Mime story technique:Mime story technique is a technique applied by the

teacher in which the teacher tells the story to the pupils and pupils do the

action.16 In this study the researcher arrange teaching sequence according

to Jones, the teacher tells the story and does the actions. The students’ listen and watch. The teacher tells the story and does the actions. The students listen and do the actions. The teacher tells the story but does not

do the actions. The students listen and do the actions.17

4. Surrounding objects: means the object around the students. In this study,

the students master the name of the object around.

14_{Marzuki, “Improving Students’ Vocabulary Mastery by Using Pictures Media at the Third Grade}

of SDN 010 Kepenuhan”, p. 3.

15_{Ike Anisa, “Improving Students’ Vocabulary Mastery Using Experiential Learning (A Classroom}

Action Research on the Sixth Grade of SDN Banaran 01 Sukoharjo in Academic Year of 2009/2012)” (Klaten: University of Widya Dharma Klaten, 2010), p. 169.

16_{Scott and Ytreberg, Teaching English to Children, p. 23.}

17_{Jones Alistair, Action Stories with Children (Cambridge: Cambridge School, Valles Oriental,}

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher focuses on review of related literatures that used as theoretical framework and previous studies which related to the research. The review of related literatures is described as follows;

A. Theoretical Framework 1. Vocabulary

a. Definition of Vocabulary

There are some definitions of vocabulary proposed by linguist experts; Hatch and Brown state that vocabulary is a list or set of words for a particular language or a list or set of words that individual speakers of a language might use.1 _{Since vocabulary is a list, the only system}

involved is alphabetical order in dictionaries. Here, vocabulary is written in alphabetical order in dictionaries based on system or rule of foreign language.

Vocabulary is considered as one of component of a language. Vocabulary is important aspect that appeared in listening, speaking, reading and writing. It means the learning activity not works smoothly without knowing vocabulary.

According to the Cambridge Advanced Learner’s Dictionary, cited in Macounova.L, anoun “vocabulary” has two definitions:

1. all the words known and used by a particular person

1_{Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics and Language Education (New York:} Cambridge University Press, 1995), p. 1.

2. All the words which exist in a particular language or objects.2

According to Neuman and Dawyer in Bintz, vocabulary can be defined as “the words we must know to communicate effectively: words in speaking (expressive vocabulary) and words in listening (receptive vocabulary).”3_{Learning vocabulary is important as a part of learning}

English or other foreign languages since learners learn vocabulary first before they master more complex structure. Richard and Renandya suggest that “vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read and write.”4

Ur (1998: 60) defines that vocabulary can be mean as the words we teach in foreign language. It means vocabulary is written or spoken unit of language as symbol of idea in foreign language for the learners. For example, if someone learns new words in foreign language, it means that someone learns vocabulary. The items in vocabulary may be more than a single word, for example post office, mother-in-law, which expressing a single idea.

Furthermore, McWhorter (1989: 311) says that vocabulary means the ability to recognize individual words and to associate

2_{Lenka Macounova, “Teaching of Vocabulary” (Masaryk University Faculty of Education, 2007), p.} 11.

3_{William P. Bintz, “Teaching Vocabulary Across the Curriculum”, Middle School Journal, vol. 42,} no. 4 (2011), p. 44, accessed 13 May 2016.

4_{Jack C. Richards and Willy A. Renandya (eds.), Methodology in Language Teaching: An Anthology}

12

meaning with the particular combination of letters that form a word. In the other word, vocabulary is the competence or skill in recognizing words and its meaning. Words are symbols, groups of letter that stand for, or represent, either a physical object or an idea. Then, recognizing words means knowing its meaning or idea and how they are formed by a combination of letters. For example, the word chair in our minds a physical reality, an object with a flat surface, usually supported by four legs, and used to for sitting. Then, the word love on the other hand, does not represent a physical object. It symbolizes the feeling of one person toward another.

Based on Hatch and Brown, vocabulary deals with a series of words in particular language. Ur adds that vocabulary deals with word taught in foreign language. Neuman and DawyerinBintz, also adds that vocabulary can be defined as words in speaking (expressive vocabulary) and words in listening (receptive vocabulary).”5 Meanwhile, McWhorter states that vocabulary deals with the competence in recognizing words and its meaning. Based on three definitions above, vocabulary can be constructed as a series of words in foreign language used to express meaning. The words here are the symbols in form of groups of letter represent either a physical object or an idea. It can be formed from a single or more than one word.

In teaching vocabulary, a teacher needs to use proper technique in order to help the students have good understanding on new words being learned. And in order to get a different teaching and learning environment. And also to make the students more interest in teaching learning process of vocabulary mastery.

b. The Important of Vocabulary Mastery

Vocabulary is an important aspect in our life. It is because people need vocabulary in expressing their ideas both of in mother tongue and foreign language. Tailor says that in order to live in the world, we must name objects. Names are essential for the construction of reality. Without a name, it will be difficult to accept the existence of an object, an event, and a feeling.6

Vocabulary always becomes the essential part of English as a foreign language. Every person who learns a language must learn the vocabulary of the language in order to make the learning process easier. Without vocabulary mastery, learning a language becomes a very hard thing to do and communication in second language cannot happen in any meaningful way.

In language learning, vocabulary plays an important role. Edge states that knowing a lot of words in foreign language are very

14

important.7 _{Cross state that a good store of words is crucial for}

understanding and communication. A strong vocabulary can be a valuable asset, both in college and later in our career.8

According to the statement above, it can be concluded that vocabulary is very important in learning language and mastering vocabulary will facilitate someone in using language in communication.

Mastery is the knowing and understanding everything about knowledge.9 _{Moreover Cameron stated (vocabulary skills included:}

pronunciation, spelling, grammar and meaning.10 _{According to Swannel}

adopted by Larasati, mastery is comprehensive knowledge. From the definition, mastery is wide; it covers all of the elements of knowledge.11

It means that mastery is a comprehension about all of knowledge.

Coulson et al define that mastery is skill, use, or knowledge. It means mastery is the ability to use one of knowledge.12 _{While Hornby}

says that mastery is the complete control or knowledge. Here, mastery is

7_{Julian Edge, Essential of English Language Teaching (London: Longman, 1993), p. 27.}

8_{David Cross, Practical Handbook of LAnguage Teaching (Great Britain: The Bath Press, 1995), p.} 14.

9_{Heri Marzuki, “Improving Students’ Vocabulary Mastery by Using Pictures Media at the Third} Grade of SDN 010 Kepenuhan”, Jurnal Ilmiah Mahasiswa FKIP Prodi Bahasa Inggris, vol. 1, no. 1 (2015), p. 3, accessed 9 May 2016.

10_{Lynne Cameron, Teaching Languages to Young Learners (New York: Cambridge University Press,} 2001), p. 78.

11_{Larasati, “Improving Students’ Vocabulary Mastery Through Board Games (A Classroom Action} Research at the Fourth Grade of SDN Cengklik II Surakarta in 2009/2010 Academic Year)” (JurnalIlmiah FKIP prodiPendidikan Bahasa Inggris, 2011), p. 12.

12_{J. Culson et al., the New Oxford Encyclopedic Dictionary (Singapore: Topan Printing Company,} 1987), p. 1050.

the whole power or ability to direct knowledge.13 _{It means mastery is the}

ability to combine skill and knowledge in one certain area. The certain area in teaching means a lesson taught. It is usually arranged by a standard of curriculum and syllabus in every aspect whether the topic or the test

Vocabulary mastery is a complete skill to understand and apply the stocks of words. It constitutes an essential thing that students have in order to be able to listen, read, write and speak. There are some indicators of vocabulary mastery: pronunciation, spelling, meaning and using vocabulary especially to make simple sentences, which are used by the researcher to conduct teaching vocabulary and used in testing the students’ vocabulary mastery.14

Vocabulary knowledge is often viewed as a critical tool for second language learners because a limited vocabulary in a second language impedes successful communication.15Hardjono cited in Anisa, state that,” from the basic aspects of foreign language that have to be mastered by the student in learning process the most important one is

13_{AS Hornby, Oxford Advance Learners’ Dictionary of Current English (London: Oxford University} Press, 1995), p. 523.

14_{Ike Anisa, “Improving Students’ Vocabulary Mastery Using Experiential Learning (A Classroom} Action Research on the Sixth Grade of SDN Banaran 01 Sukoharjo in Academic Year of

2009/2012)” (Klaten: University of Widya Dharma Klaten, 2010), p. 169.

15_{Mofareh Alqahtani, “The Important of Vocabulary in Language Learning and How to be Taught”,}

16

vocabulary, without mastering the vocabulary impossible for them to use the foreign language.”16

Mastering vocabulary not only to knowing English words and their meaning, but also how the words work together in sentences. It means that teaching vocabulary is not only to give the meaning of the word but teach how the word works well in the sentence. From the definition above, mastery may be defined as the ability to use skill or knowledge in one subject area based on recognized standard. While vocabulary, means a series of words in foreign language used to express meaning. Then vocabulary mastery define as an ability to combine skill or knowledge of words that used to express meaning, in case of the physical object or idea, in form of symbols of group of letter in a single or more one word.

Assessing student learning is a critical component of effective teaching and achievement. Therefore, part of the teacher’s literacy instructional plan needs to include the assessment of students’ vocabulary mastery.17_{By monitoring students’ progress, teachers may}

use the results to modify their instruction to meet the needs of individual students, those of the class, and the instructional program. One approach in assessing students’ vocabulary development is through the use of the

16_{Anisa, “Improving Students’ Vocabulary Mastery Using Experiential Learning (A Classroom} Action Research on the Sixth Grade of SDN Banaran 01 Sukoharjo in Academic Year of 2009/2012)”, p. 167.

17_{Patricia A. Antonacci and Catherine M. O’Callaghan, Promoting Literacy Development: 50}

rubric.18_{In this study the researcher use rubric for assessing vocabulary}

development by Antonacci.

c. The Way How to Improve Vocabulary Mastery

There are various ways to improve vocabulary mastery. The teachers may have some techniques to teach it. The technique here refers to the way of teaching. The success of teaching learning process depends on not only the teachers' and students' competence but also the technique of teaching. Dealing with the technique of vocabulary teaching, there are so many techniques proposed by some experts. There are two techniques in improving vocabulary mastery. They are direct and indirect techniques. Direct technique is usually used through the language book, prose, poetry and games. Then indirect technique uses the other source of lesson like mathematic, social lesson, and science lesson.

There are some techniques of teaching vocabulary. The techniques are the unplanned vocabulary teaching and planned vocabulary teaching. Unplanned vocabulary teaching is extemporaneous teaching of vocabulary items that come up without planning in course of lesson, while planned vocabulary teaching where the teacher goes into classroom with an item or a set of vocabulary items that the teacher has decided before hand. The planned vocabulary teaching can be described as “the

18_Ibid.

18

vocabulary lesson” since the primary objective of the teaching activities is the presentation and practice of the lexical item themselves.

While Lewis and Hill mention some ways to teach vocabulary. They are:19

1) Demonstrate

Demonstration is the way of teaching vocabulary by doing physical demonstration together verbal explanation. The demonstration helps to make the meaning clearer and to fix the word in the students' minds. Beside that it also helps students to memorize both of visual and aural memories. For examples, stagger, chuckle, etc.

2) Use the real thing

In this way, the teachers present vocabulary items by bringing the real things into classroom. The objects of the real things can be in the class or probably through the window. Sometimes the explanation is no more complicated than pointing

3) Draw or sketch

Teachers do not need to be artists to make simple sketches which illustrate meaning. For example the meaning of bush was explained by two very simple sketches.

19_{Michael Lewis and Jimmie Hill, Practical Techniques for language Teaching (London: Language} Teaching Publication, 1992), pp. 102–103.

4) 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 5) Antonyms

This is the way of teaching vocabulary by giving the opposites or antonyms of the word. Here, the learners have to be aware that a word may have different opposite in difficult context. It is worth 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-productive. For example:

light bag >< heavy bag poor >< rich light word >< strong word dirty >< clean rough area >< quite area happy >< sad rough texture >< smooth texture high >< low

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6) Synonyms

Synonyms are the way of teaching vocabulary by giving same meaning of two or more words. Though words may have similar denotation meaning, their connotation meanings often differ. Besides that, using the former phrase also helps to build up in the students' mind ides that language consists of choice, that words do not mean the same as each other.

7) The dictionary

This is the way of teaching vocabulary by using dictionary to know vocabulary items. One technique for explaining these which teachers too frequently overlook is asking the class whether anybody knows the word and, or not, asking one or more students to look the word up in a dictionary. A bilingual dictionary can be used at low levels and monolingual dictionary at the high levels.

8) Verbal explanation

Verbal explanation refers to the way of teaching vocabulary by explaining the meaning of vocabulary items in students' own language. 9) Translation

It is a way of teaching vocabulary by translating some words or individual words from the target language into other language. It is seen as boring and traditional. In this technique, the teacher will find difficulty

to translate the word(s) into all languages, if the class consists of different nationalities.

Gairns says that there are some techniques used in presenting new vocabulary. They are:20

1) Visual techniques a. Visual

These include flashcards, photographs, blackboard drawings, wallcharts, and realia (i.e. objects themselves). They are extensively used for conveying meaning and particularly usefulfor teaching concrete items of vocabulary such as furniture, and certain areas of vocabulary such as places, professions, descriptions of people, actions, and activities.

b. Mime and gesture

These are often used to supplement other ways of conveying meaning. When teaching an item such as “to swerve”, a teacher might build a situation to illustrate it, making use of blackboard and gesture to reinforce the concept.

2) Verbal Techniques

a. Use illustrative situation (oral or written)

20_{Ruth Gairns, Principles in Learning and Teaching Vocabulary (London: Language Teaching} Publication, 1991), pp. 73–75.

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This is most helpful when items become more abstract. To ensure that students understand, teachers often make use of more than one situation or context to check that students’ have grasped the concept.

b. Use of synonymy and definition

Definition here is the way of teaching vocabulary by defining or describing objects. Synonymy is also the way of teaching by giving more than one meaning for a word.

c. Contrast and opposites

Contrast and opposites are they way of teaching vocabulary by giving the opposites of the words. However, it is vital to illustrate the contexts in which this is true.

d. Scales

Once students have learnt two contrasting or related gradable items, this can be a useful way of revising and feeding in new items. This is the example of adverbs of frequency.

e. Examples of type

This is the way of teaching vocabulary by exemplifying things itself. The example of “furniture” is “table, chair, bed, sofa, etc”. Some of these can of course also be dealt with through visual aids.

Translation can be very effective way of conveying meaning. It can save valuable time in teaching process but it seen as boring and traditional. The teacher will find difficulties if the students come from different nationalities.

In this study, the researcher uses mime and gesture, techniques to improve students’ vocabulary mastery. Then, it is also hoped that by using this technique, the students can understand and grasp the vocabulary easily.

2. Mime Story Technique

a. Definition of Mime Story Technique

In this part the writer wants to explain the definition of mime story technique. Mime story has several definitions from the expert, here are some explanations. The first one, mime is defined as a facial expression. In Examination, “mime is mimicry performed by an actor or comedian who specializes in the art of narration, portrayal of character, ideas or moods by bodily movement alone”21

Mime story is one of drama activities, Wessels cited in Rahmat, said, “There is a scope within application of drama techniques such as improvisation, mime, character analysis, observation, interpretation

21_{L. Examination, Mime Matters: A reference document to support teachers and students of}

Miming and teachers preparing for the LTCP or LSDE teaching qualifications. (2012), p. 2, accessed 19 May 2016.

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and invention to help the learners in their acquisition of the language.”22

According to, “Mime is a non verbal representation of an idea or a story through gesture, bodily movement and expression.”23 _Mime

story in in learning language is imitating or pretending story to guess the meaning of words.

According to Scotts and Ytreberg, “Mime story technique is a technique applied by the teacher in which the teacher tells the story to the pupils and pupils do the action.”24 _{Based on the explanation, by}

showing your facial expression, it may help the student to understand the meaning of the words by showing the gesture and performing the action.

Mime also has educational value because it is an art form that encourages students to laugh, think and feel. According to Arterberry and Sawatzky “Mime challenges students to think abstractly, create meaning through observation, imagination and movement. This allows the students to experience and express their understanding to find the words of what they see and create”25_{. It means that students have a}

chance to think freely. It can make students able to show their creativity of their understanding about something.

22_{Muhammad Rahmat, Mime Story Technique (2014), p. 15, accessed 19 May 2015.}

23_{John Dougill, Drama Activities for Language Learner (London: Macmillan Publishers Ltd, 1987),} p. 13.

24_{Wendy A. Scott and Lisbeth H. Ytreberg, Teaching English to Children (New York: Longman Pub} Group, 1990), p. 23.

25_{T. Arteerbeny and B. Sawatzky, Study Guide: Meaning Through Motion a Study guide (1997), p.} 8, accessed 15 May 2016.

Mime is to act or express (feeling, act) it can be done through gesture, body movement, and facial expression. Moreover, mime is an interesting and fun activity in learning, so that the students will not feel bored in learning. It can help them memorize the activities that the teacher and students do.

Students learn differently from adult. Every age group has specific need when learn a foreign language. According to Gengross and Puchta, foreign language teacher develop a method which appropriate for the student based on the following principles:

1. Language learning takes place best of all in anxiety-free and joyful atmosphere.

2. The development of receptive skills (listening) takes place before the development of productive skills (speaking).

3. Students learn by what they see, hear, and do.26

The teacher at school requires additional strategies which allow the students to become more efficient learner to receive, process store and remember the information quickly and effectively. When the learners are processing information, thinking or remembering their visual, auditory and movement are activated. The learners’ memory of vocabulary works associatively. By mime story technique the teacher carry a strong motivation for the learners.

26_{Gunter Gerngross and Herbert Puchta, Do and Understand: 50 Action Stories for Young Learners} (England: Longman, 1996), p. 18.

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This technique is useful for explanation of the actions and grammar items. Such concepts as: jumping, smoking; are easy items to explain through performing those actions. Mime, action is a great fun for children who like acting and moving very much.27

When students start to learn a foreign language, it is going mainly through their ears and what students listen is their main source. Of course, the teacher also give them as much visual back up as possible through facial expression, movement, miming and so on. It means that in miming story telling the teacher makes the combination between telling the story and doing the movement. It can help students establish the link between words and meaning.

b. Kinds of Mime in the Language Classroom

Tan stated that English language teachers generally want to plan engaging, motivating, challenging learning experiences for the students. However, many factors contribute to making this goal difficult to achieve. Overcrowded classrooms, curricular demands, and outdated teaching materials can be de-motivating for students.28 Sometimes, the teaching methods may be boring, particularly when the teacher fall back on traditional lectures about vocabulary that the teacher only drilling the students.

The opportunity that the teacher can use is by conducting games, role-play, and other fun activities as a means of brightening up

27_{Larasati, “Improving Students’ Vocabulary Mastery Through Board Games (A Classroom Action} Research at the Fourth Grade of SDN Cengklik II Surakarta in 2009/2010 Academic Year)”, p. 16. 28_{Peggy Pek Tao Tan, Using Mime in the Language Classroom, vol. 1, no. 41 (2008), p. 56.}

the lessons and cheering up the students. When they can laugh and smile, they are more inclined to participate and to discover that language learning can be extremely pleasant. Mime requires a person to use body language, facial expressions, and gestures to convey meaning. Mime activities can be successfully incorporated into a variety of language lessons as the examples below illustrate by Tan.29

1. Using Mime to Show Sentence Meaning

Example of sentence to be mimed: I was walking along the road when a mad dog bit my leg.

1. A student writes these words on the board: . . . the road….bit ..

2. He acts out the first action of walking.

3. A partner acts out the second action of the dog bite. 4. The class guesses what the complete sentence is.

5. Another pair of students takes a turn at miming a sentence. This activity can be varied by having one student, rather than a pair, try to act out the sentence. In a large class, students can work with the sentences in smaller groups so that more are likely to be actively engaged at one time than if the whole class is observing only one or two people.

2. Using Mime to Describe Objects and Their Use

1. A student stands in front of the class and holds an imaginary telephone.

29_Ibid.

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2. Without speaking, she mimes using the telephone to chat with someone.

3. The rest of the class, or a pair of students working together, names the imaginary object, describes it, and explains its function in five sentences.

4. New students take turns acting and describing. Example student answer:

It is a telephone. It is used for communication. It is found in most homes and offices. We use the telephone to call our friends. It is fun to chat with friends and relatives. Other objects that work well for this activity include a basket, shoes, scissors, spectacles, a tennis racket, a book, a ring, a toothbrush, and a ball. The possibilities are endless.30

3. Using Mime to Tell a Story

1. Students are divided into groups.

2. In each group, one student is the narrator. He reads or tells the story.

3. The other students listen carefully and mime what is happening.

An example story that works well with groups of three:31

30_{Ibid., p. 57.}

One morning John woke up, stretched, and took a shower. He turned on the tap but the water was too hot. Ouch! The water burned his shoulder. Then he wiped himself dry, put on his clothes, and combed his hair. He cooked eggs for breakfast. He put some salt and pepper on his eggs and ate his breakfast hungrily. Next he put on his shoes and went to his car. It was a very hot day, so he was perspiring. He drove to the library and read a few books. After that, he went to visit his friend. He knocked on the door. His friend was happy to see him. They drove to the discotheque. They had drinks and danced. They enjoyed themselves thoroughly. This activity can also be done without the narrator. Students write key words and phrases on the board or on cue cards and then mime their story. Some additional storylines that work well include a robbery, a drowning incident, a love story, and a visit to the doctor or dentist.32

4. Using Mime to Explain a Procedure33 1. Make groups of three of four.

2. Depending upon the proficiency level of the students, give them, or have them create, a topic and steps to describe a familiar process such as how to bake abutter cake, how to check a book out of the library, or how to check into a hotel.

32_Ibid. 33_{Ibid., p. 58.}

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3. Students work together to determine the key words and phrases that their audience will need. For example: For the cake baking procedure, they may choose bowl, grams, sugar, butter, flour, eggs, mix, and so forth.

4. They decide on roles and practice their mime. 5. The groups take turns presenting their mimes. 6. They begin by writing their key words on the board. 7. Then, they act out the process.

8. The rest of the class tries to describe the process.34

c. The Strength of Mime Story Technique

Mime emphasizes the paralinguistic features of communication. It builds up the confidence of learners by encouraging them to get up and do things in front of one another. Mime helps develop students' power of imagination and observation and can also be quite simply "a source of great enjoyment" with students tending "to be very enthusiastic about this aspect of drama",35_{Savignon says that the mime helps learners become}

comfortable with the idea of performing in front of peers without concern for language and that although no language is used during a mime it can be a spur to use language.36_{Mime is a great way of reinforcing memory by}

means of visual association, and recall of language items is assisted whenever an associated image is presented. Mime can help to fix language

34_Ibid.

35_{Suane Karbowska Hayes, Drama as a Second Language: A Practical Handbook for Language}

Teachers (National Extension College, 1984), p. 15.

in the minds of the students, and the following activity demonstrates how vocabulary items can be revised and reinforced.37Mime can generate language use where explanation is required teacher's instructions and the discussion of the students-if the mime involves pair work or group work, learners normally find it easier and more motivating to produce language when they have to accomplish a task. If the mime is then performed before the rest of the class, the target language can be usefully employed for evaluating and interpreting what has been seen, as in the following example which aims at practicing fluency.38

Mime story as a medium that involves performing arts is used in teaching vocabulary, speaking, listening, writing and also reading. According to Webster, The performing arts emphasis helps students develop vocabulary mastery through the performing arts: storytelling, oral interpretation, reader’s theatre, story theatre, creative drama, puppetry, mime or movement, and music. Courses in these subjects are offered in rotation and taught in variety formats. Students in the emphasis become active participants in processes that lead to original works incorporating the performing arts.” Based on the above explanation, the writer assumes that mime story technique is a suitable technique in teaching vocabulary. This will make the vocabulary easier to memorize by the students, and they will become active participants in learning process.

37_{Dougill, Drama Activities for Language Learner, p. 35.} 38_{Ibid., p. 36.}

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When the students do mime the students can work on using their bodies to express meaning. This change in focus can be very powerful for language learning: the children acquire the language at a more subconscious level because they are not thinking about what they are saying, but how to show the meaning.39mime story technique are a combination of the TPR and stories and are great technique for getting children to memorize substantial chunks of useful language.

The advantages of using mime story technique are They’re fun and motivating, They activate auditory, visual and kinesthetic learners, They’re easy for children to memorize They help children learn whole chunks of language at a time, Teachers can easily write them so they include the language areas they are working on.40 From those explanations about mime story technique above, it can be conclude that mime story technique has good effect in students’ vocabulary mastery.

d. The Implementation of Mime story Technique

Based on the explanation about mime story technique above, Jones arranges several teaching sequence that may be followed by the teacher in teaching learning activity:

1. Before the teacher start teaching they will need to pre-teach any unfamiliar lexis.

39_{Sarah Phillips and Alan Maley, Drama with Children (Oxford University Press, 1999), p. 13.} 40_{Jones Alistair, Action Stories with Children (Cambridge: Cambridge School, Valles Oriental,} 2012), p. 1.

2. The teacher tells the story and does the actions. The students listen and watch.

3. The teacher tells the story and does the actions. The students listen and do the actions.

4. The teacher tells the story but does not do the actions. The students listen and do the actions.

5. The teacher tells the lines of the story in a jumbled order. The students listen and do the actions.

6. The students tell the story and do the actions. 7. The students do a reading or writing task.41

This technique is helpful for the beginners (elementary school student or the first grade of junior high school) in a small class which consists of 10-15 students, but it does not mean that this technique cannot be used in a big class such like in Indonesia. Using mime story technique in a big class has a certain challenge for the teacher who used this technique. But the teacher have to remember that the success of using this technique is depend on the background of the students also, for example the student basically have good ability in English from their family because of their parent are native speakers.

41_{Ibid., p. 1.}

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B. Previous Study

There are many studies that have been done in this field. Related to this study, there are three relevant studies worthy to explore.

The first study titled the use of jigsaw II technique and still pictures combination to improve students' vocabulary mastery by Silviana Dilla. This study was conducted to investigate the improvement of the students’ vocabulary mastery after learning using Jigsaw II technique and Still Pictures. There were two cycle of this research. They were planning, action observation, and reflection. The result of the study showed that the combination of Jigsaw II technique and Still Pictures can improve students’ vocabulary mastery. And give a good contribution in English teaching and learning, especially in the area of vocabulary learning.

The second researcher conducted a study titled using pictures media in

improving students' vocabulary mastery by Heri Marzuki. A Mime game is one

of the guessing games besides guessing pictures, and guessing sentences. Guessing game could be an effective technique to develop and reinforce some concepts of grammar. The finding showed that teaching using mime game was more effective than that of without using mime game. In addition, during the experimental study, learners showed their enthusiasm, enjoyment, excitement, motivation, and involvement. In other words, the students enjoyed learning grammar using mime game better than doing deskwork.

The next researchers conducted a study titled the use of vocabulary journal in enriching students' vocabulary mastery and the students' attitudes toward its use by fika Nurul. The research was aimed at discovering the effects of vocabulary journal on the students’ vocabulary mastery and also their attitudes toward its application in the class. Through vocabulary journal they could write their new vocabulary when they learn English at class, it also could be remembered and used in their daily life. Finally, there are many new vocabularies that can be used continually by students orally or in written product. The result show that 2 of 10 students (20%) stated that the use of vocabulary journal facilitating them to review the vocabulary. Many students learn new words relatively quickly but they also forget them quickly too. Taking this into account, the vocabulary journal can facilitate the learners review the material any time.

Other researcher conducted a study titled The Effectiveness of Mime

Game in Teaching English Grammar by Angelina Linda Hartani.. A Mime game

is one of the guessing games besides guessing pictures, and guessing sentences. Guessing game could be an effective technique to develop and reinforce some concepts of grammar. The finding showed that teaching using mime game was more effective than that of without using mime game. In addition, during the experimental study, learners showed their enthusiasm, enjoyment, excitement, motivation, and involvement. In other words, the students enjoyed learning grammar using mime game better than doing deskwork.

These previous studies demonstrated that the use of media and technique in students vocabulary mastery have a good impact on students achievement. The

36

result of those studies showed that after giving the treatment the vocabulary mastery of students are increased. While those previous studies have explored the various teaching technique and media use d to teach vocabulary mastery that show high degree of motivation from students. Because those of previous studies have not explored the use of mime story technique in vocabulary mastery, I initiatively use mime story technique in teaching vocabulary mastery, through mime story technique students can easily remember the vocabulary because they learn with body movements. I conducted the research titled “The Effect of Mime Story Technique in Students Vocabulary Mastery of Surrounding Objects”. This research determined whether there was a significant difference in the achievement before and after treatment by using mime story technique and found out the effect of using mime story technique in students’ vocabulary mastery.

This chapter discussed several things such as research design, population and sample, hypothesis, instrument to collect the data, data collection technique, data analysis procedure and testing hypothesis.

A. Research Design

This method use experimental reserach. Experimental is the best of the quantitative designs which is used to decide probable cause effect.1_Experimental research is the way to find a causal relationship (relationship clause) in determining cause and effect.

The experimental research design is classified into pre-experimental design, true experimental, and quasi-experimental. Pre-experimental research does not have random assignment of objects to groups or other strategies to control extraneous variables. True-experimental research use randomization and provides maximum control of extraneous variables. Whether quasi-experimental research lack randomization but employ other strategies to provide some control over extraneous variables.2 _{In this research, the researcher used pre-experimental} research. Pre-experiment research involved only one group which was pretested, exposed to treatment, and post tested. The success of the treatment was determined by comparing the pretest and the posttest score.

1_{John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and} Qualitative Research, 4th edition (Boston: Pearson, 2011), p. 295.

2_{Donald Ary, Introduction to Research in Education (United States of America: Wadsworth}

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The researcher gave treatment to the student. Before and after treatment, students were tested using (pre-test and post test). These tests will chose as they were available. To know the effect of mime story technique in students' vocabulary mastery, the scores of pre-test and post-test were compared. If the result of the pos-test after the treatment was higher than the pre-test, it means that mime story technique has affected the students’ vocabulary mastery. The research design is as follows:

Notes: X1: Pre-test X2: Post-test X: Treatment

X1 X2

3.1 Pre-experimental research plan

Table 3.2 Treatments’ Schedule

No Activities

Date

25th July 28th July 1st August 4th August 1. Pre-test

2. Treatment 3. Post-test

Preparing Test Instrument

Pre-Test

Post-Test

Result

Treatment of mime story technique

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B. Population and Sample

This study is conducted at SMP Al-Ikhlas Gresik. It takes place at Mulyorejo Village Panceng Gresik. The populations are students of the seventh grade. There are 35 students of the seventh grade.

C. Data Collection Technique

Data collection technique is the technique to collect the data that is needed by the researcher. In this research, the technique that is used by the researcher is administering test. The test was in form of students’ worksheet. The test was unscrambling word. The students rearrange unscramble vocabulary word and give the number of the picture (see Appendix 3 and 4).

The researcher used vocabulary worksheet test to get the data. The researcher administered the test to all of respondents. The tests were conducted two times before and after getting treatment. Then it would be give scored in order to find out the score of the test. In this research, the techniques to collect the data were pretest, treatment, and posttest. The researcher conducted pretest before gave treatment to the students.

Treatment was conducted after the researcher gave pretest to the students. The researcher conducted treatment two meetings by giving mime story technique related to the topic in school standard at the school. This school use (KTSP) for standard curriculum.

Standard Competence Basic Competence 2.Listening

Expressing meaning in oral texts functional and simple short monologue form of descriptive and recount to interact with the surrounding environment.

2.1 Expressing meaning in simple short monologue by using a variety of harsh language accurately, fluently, and thanks to interact with the environment. 2.2 Expressing meaning concept in

simple short monologue by accurately, fluently, and thanks to interact with the environment.

According to school-based curriculum (KTSP), the seven grade students are demanded to be able to express interact with the environment. The instruction of the pre-test test was “Unscramble bad room vocabulary and number the picture”. Therefore, based on the school-based curriculum (KTSP), the test had the appropriate content validity.

D. Instrument of Data Collection

Research instrument refers to any equipment used to collect the data.3 Based on Ary, selecting appropriate and useful measure instruments is critical to

3_{Suharsimi Arikunto, Prosedur Penelitian (Suatu Pendekatan Praktik) (Jakarta: Rineka Cipta,}

42

the success of any research study.4 _{One valuable technique to measuring} instruments for educational research is use tests. A test is a set of stimuli presented to an individual in order to elicit responses on the basis of which a numerical score can be assigned. This score, based on a representative sample of the individuals’ behavior, was an indicator of extend to which the objects has the characteristic being measured.

There were two kinds of test that was used by researcher. The tests were called by pretest (X1) and posttest (X2). In this research, the researcher also gave treatment (X) to the students. As in the explanation in the research design, the researcher gave pretest first and continued by conducting treatment then the last were posttest.

1. Pre-test is a test which is given before the treatment. The purpose of giving pre-test was to know about the students’ vocabulary mastery. The test was in the form of written test (see appendix 3). The test would administrate in a classroom during school hours. The research instructed the students to do the test. There were 15 number of tests that was tested before conducted the treatment. The researcher gave 30 minutes to do the pretest.

2. Post-test is a test which is given at the end of the research. The purpose was to measure how far the students understand the lesson and also to know whether the mime story technique has affect students vocabulary mastery at seven grade of SMP Al-Ikhlas Gresik. Same as pretest, the researcher gave

4_{Donald Ary, Lucy Cheser Jacob, and Chris Sorensen, Introduction to Research in Education (USA:}

15 number test and limit the time 30 minutes to do the entire test. (For more detail about posttest, see appendix 4).

E. Data Analysis

After the pre-test and post-test were conducted, the next step was analyzing the result of the treatment based on the data. The researcher uses statistics to analyze the data. Parametric statistics is used to know the result of the hypothesis. The test is compared with the average of two samples with the interval. It means two sample that have the same of population and sample in the different time.5

In this research, the researcher wants to know the improvement of the different mean. So, the researcher uses t-test to test the hypothesis. The independent-samples t test evaluates the difference between the means of two independent or unrelated groups. That is, the researcher evaluate whether the means for two independent groups are significantly different from each other. The independent-samples t test is commonly referred to as a between-groups design, and can also be used to analyze a control and experimental group. With an independent-samples t test, each case must have scores on two variables, the grouping (independent) variable and the test (dependent) variable. According to Suharsimi Arikunto, the t-test formula can be used to analyze pre-experimental results using a pretest and posttest with one group design6_{. The function of t-test}

5_{Sugiyono, Statistika untuk Penelitian (Bandung: Alfabeta, 2010), p. 127.} 6_{Arikunto, Prosedur Penelitian (Suatu Pendekatan Praktik), p. 349.}

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is to evaluate whether the mean value of the pre-test differs significantly from the mean value of the post-test. The formula is used in the t-test formula is:

t= _∑

( )

Notes;

Md = mean from difference of pretest and posttest Xd = deviation of each objects (d-Md)

Σ = the squared deviations N = Objects of sample d.b = determined by N-1

F. Research Variables and Hypotheses 1. Variables

According to Arikunto variables are the objects of the experiment or the focus on an experiment.7 Another definition, variable is something that may vary. There are two types of variables. They are:

a. Independent variable is one condition which is manipulated by the experimenter. Creswell states that independent variable called treatment conditions or factors in an experiment.8_{Mime story technique is the} independent variable.

b. Dependent variable is the one that measures the influence of the independent variable. Creswell defines that dependent variable is the

7_{Ibid., p. 161.}

response or the criterion variable presumed to be caused or influenced by the.9 Independent treatment conditions. Based on the definition, the dependent variable of this study is the students’ vocabulary mastery of surrounding objects. Score of oral performance test.

2. Hypotheses

Tuckman explains that a hypothesis can be defined as an expectation about events based on generalizations of the assumed relationship between variables.10 _{There were two hypotheses of this study. There are:}

a. There is significant effect of using mime story technique in students’ vocabulary mastery of surrounding subjects.

b. There is no significant effect of using mime story technique in students’ vocabulary mastery of surrounding subjects.

9_{Ibid., p. 129.}

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents research findings and discussion the effect of mime story technique in student’s vocabulary mastery.

A. Research Finding

In this research, the researcher wanted to know the effect of mime story technique on students’ vocabulary mastery of surrounding objects. The effect could be seen from significant different score of students’ vocabulary mastery before and after thought by using mime story technique. The effect could be seen from significant different score of students’ vocabulary test before and after thought by using mime story technique. The data of the research were obtained by doing pre-experimental study, the students study through mime story technique and study without mime story technique of surrounding objects at seven grade of SMP Al-Ikhlas Gresik.

The presentation of the data also answered research problems in chapter I. The research problems formulated as “Does mime story has effect in students’ vocabulary mastery of surrounding objects at seven grade of SMP Al-Ikhlas Gresik?” To know the effect of mime story technique, the researcher used pretest and posttest before and after treatment. In this case, the students’ vocabulary mastery could be seen from those tests. In addition, to answer whether mime story technique has effect toward students’ vocabulary mastery the researcher analyzed the data by using paired sample T-test.

1. The students’ vocabulary mastery before being taught using mime story technique

The researcher gave the pretest to the students’ before conducted the treatment. The pretest was conducted at 25th _{July. The pretest was}

administered to 35 students as a sample. The researcher gave pretest in the form of scramble words with pictures and number the pictures related to the topic that was thought in SMP Al-Ikhlas Gresik, the topic was bedroom. The researcher served 15 unscrambles word with picture that has to number by the students (see appendix 3). The test was conducted to know students’ basic competence before the researcher gave the treatment.

The students’ achievement before being thought by using mime story technique.The students got difficulties to understand and grasp the meaning of words. They forgot words and their meanings easily. They also got difficulties when they had to translate the words from Indonesian into English or vice versa. The students could not pronounce the wordscorrectly. They still made mistakes to pronounce the words.The students still made mistakes when they wrote words. For example, when the students found a word which has double letters when they wrote words.Most of the students forgot to write the second letter. Most of the students also made mistakes when they did the exercises in arranging some letters intoa correct word. The students could only pronounce, understand,remember, grasp and use words in context about 25 % of them.The students were less interested during teaching learning process.

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The students did not havefull concentration during teaching learning process. The students liked doing something useless during teaching learning process. The students did the exercises individually. The mean score of pre-test is 76,9.

2. The students’ vocabulary mastery after being taught using mime story

technique.

The posttest was given by researcher at 4thof August 2016 after giving treatment twice. The same as pretest, the researcher served 15 unscrambles word with picture that has to number by the students but in different topic (see appendix 4). The topic in posttest was living room. The result of students’ pretest and posttest score can be seen in table 4.1.

The students understood and grasped the meaning of words easily. They also remembered the words easily. They translated words from Indonesian into English or vice versa easily.The students could pronounce most of the words correctly. The students could write the words correctly. They also could arrange the letters into a correct word. There were no mistakes in writing the words. The students could pronounce, understand remember, grasp and use words in context.The students were more active and enthusiastic during teaching learning process. They started to ask and answer the questions. The students had more concentration to do the exercises. They did not do something useless during teaching learning process.The students liked having discussion with their friends. The mean score of post-test is 85,6.

Table 4.1 the result of Students’ vocabulary mastery before and after being taught by mime story technique Pre-test ( ) and post-test ( )

No. Name

1. AbilMaulana 75 84

2. Ahmad S 75 86

3. Ahmad Syafii 77 85

4. Aidatul F 78 84

5. Alvina Vivian 83 86

6. Andriyani F S 85 88

7. AnisKhoiriyah 80 85

8. Ari Yahya 75 85

9. ArjunWahyu R 77 86

10. Bayu Putra A 75 85

11. Bintang M H 79 86

12. DelaAyu Sri W 75 86

13. Dina Khoerul 76 85

14. ElvianDwi M 76 86

15. Fadlilatul M 85 88

16. Fadliz Jalal 80 90

17. FaraFarozal F 75 86

18. Fitri A A 75 86

19. GaluhAmbar S 80 89

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21. Khusnul K 75 86

22. Lailatul F 78 84

23. MitaNafiatus 75 84

24. Muhammad A T 76 84

25. Moh. Oktavian 75 84

26. Moh. Darwis 75 84

27. NabilahEka P 75 83

28. NurFirda F 79 84

29. PutriMellisa 76 84

30. RirinAgustina 76 83

31. Samudra A F 75 89

32. Sri Wahyuni 78 85

33. Syaroni M 76 84

34. Thoifin 75 88

35. Ziyadatul N 70 85

Total score 2693 2995

It can be conclude that there was significant difference between the students’ score of pretest and the students score of post test. And the average of those results of pre-test and post-test can be seen at the diagram below.

CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the conclusion of the research regarding to the analysis of the effect of mime story technique in student's vocabulary mastery are presented as follows:

A. Conclusions

Based on the result of this research, it can conclude that mime story technique has effect on the students’ vocabulary mastery of surrounding object at seven grade of SMP Al-Ikhlas Gresik. The research showed there was a significant difference in achievement between the students who were taught by mime story technique and the students who were though without mime story technique. The result was taken from pretest and posttest. The result is as follows: 1. The students’ vocabulary mastery score before though by using mime

story technique is 2693.

2. The students’ vocabulary mastery after taught by using mime story technique is better than before using mime story technique because the score of the students’ posttest is 2995.

3. The students mean students vocabulary mastery of pre-test is 76,9. 4. The students mean students vocabulary mastery of post-test is 85,6.

5. The statistically analysis by using t-test showed that The observed t = 19,12 and the critical t = 8,6.The result is 8,6< 19,12 So, Ho is rejected and Ha is accepted.

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The improvements can be seen, were students’ vocabulary mastery

and also students' motivation. From the vocabulary aspects, the students understood and grasped the meaning of words easily; they could pronounce and write the words correctly. They could pronounce, understand, remember, and know the meaning of the words.The students' motivation increased when the mime story were used. They showed that they were more active and enthusiastic during the teaching learning process.

B. Suggestions

The research has been done and the result has been explained clearly above. Based on the research, the researcher wants to give some suggestions to the teacher, students, school, and next researcher.

1. Teacher: This research as a contribution in teaching learning process, by giving the information how the significance of improving students’ vocabulary mastery by using mime story technique. Teachers can also apply such kind of mime story technique to teach their students in the class in order to the teaching process more fun and enjoyable for the students.

2. Students: This research will be able to expect the utilization of the technique in improving their vocabulary mastery especially by using mime story technique. The result of the study is also expected to be able to give support for students to study hard.

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3. School: This research will be able to give information for the school that mime story technique is the kind of teaching technique, which is suitable with the students to improve their vocabulary mastery.

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