Students` perception on the use of my word piggy bank book to improve vocabulary mastery in SMP ST. PAULUS Pangudi Luhur Moyudan.

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ABSTRACT
Putrianti, Antonia Dumasari. 2014. Students’ Perception on the Use of My Word
Piggy Bank book to Improve Vocabulary Mastery in SMP St. Paulus Pangudi
Luhur Moyudan. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
My Word Piggy Bank is a wordlists book which is used by all of the students in
SMP St. Paulus Pangudi Luhur in order to improve vocabulary. The students are
expected to memorize and understand all of the words from the book. In addition,
the perception may affect the learning behavior of students toward the
improvement of their vocabulary mastery.
In this research, the researcher addressed three research problems, 1) How is
the implementation of My Words Piggy Bank book in the eighth grade of SMP St.
Paulus Pangudi Luhur Moyudan? 2) What is the students’ perception on the use
of My Word Piggy Bank book in the eighth grade of SMP St. Paulus Pangudi

Luhur Moyudan? 3) What are the students’ suggestions toward the use of My
Word Piggy Bank book to improve vocabulary mastery? To answer the research
problems, the researcher used the theory of perception, theory of the nature of
worksheet and wordlists, theory of vocabulary mastery and theory of Junior High
School students’ characteristics. Each theory was applied to find the correlation
between the research findings and the theories proposed by the experts.
To answer those research problems, the researcher used a survey method. In
order to gather the data, the researcher did an observation to the students’ learning
activities. Then, the researcher also distributed a questionnaire to the 8A students
of SMP Pangudi Luhur Moyudan. Besides, the researcher also conducted an
interview with the English teacher and 8A students. The observation was done to
answer the first research question. While, the questionnaire was employed in order
to answer the second research problem. Further, the third research question was
answered based on the open-ended questionnaire and the interview.
Based on the data gathered, the researcher found that the implementation on
the use of My Word Piggy Bank book was not maximal enough. However, the
students’ vocabulary increased after learning by using My Word Piggy Bank book,
even though it was not really significant. Furthermore, based on the data obtained
from the questionnaire, the researcher found that the 8A students perceived
positive perception on the use of My Word Piggy Bank book. They admitted that

they were motivated in learning vocabulary by using that book. As a result, the
students could understand the English material and do the English test easier. It
because the words provided in My Word Piggy Bank book were often used either
in the lesson or test. However, to maximize the use of My Word Piggy Bank book,
the students suggested the teacher to give more exercises from My Word Piggy
Bank book. They also give a suggestion to make the book more interesting
appearance and provide the phonetic transcriptions.
Keywords: students’ perception, My Word Piggy Bank book, vocabulary mastery
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ABSTRAK
Putrianti, Antonia Dumasari. 2014. Students’ Perception on the Use of My Word
Piggy Bank Book to Improve Vocabulary Mastery in SMP St. Paulus Pangudi

Luhur Moyudan. Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
My Word Piggy Bank adalah buku yang berisi sejumlah kata yang digunakan
oleh semua siswa di SMP St. Paulus Pangudi Luhur Moyudan untuk
meningkatkan perbendaharaan kata. Para siswa diharapkan untuk menghafal dan
memahami semua kata yang tersedia pada buku tersebut. Selain itu, persepsi
dapat mempengaruhi perilaku belajar siswa terhadap perkembangan penguasaan
perbedaharaan kata yang mereka miliki.
Dalam penelitian ini, penulis mengajukan tiga masalah: Bagaimana
penerapan buku My Word Piggy Bank pada kelas 8 SMP St. Paulus Pangudi
Luhur Moyudan? 2) Bagaimana persepsi siswa mengenai penggunaan buku My
Word Piggy Bank pada kelas 8 SMP St. Paulus Pangudi Luhur
Moyudan??berkaitan dengan peningkatan penguassan perbendaharaan mereka?
3) Saran- saran apa saja yang siswa berikan terhadap penggunaan buku My
Word Piggy Bank agar perbendaharaan kata mereka meningkat? Untuk
menjawab ketiga pertanyaan tersebut, penulis menggunakan teori persepsi, teori
worksheet dan wordlist, teori penguasaan perbendaharaan kata dan teori
karakteristik siswa SMP. Teori- teori tersebut diterapkan untuk mengetahui
korelasi antara hasil penelitian dengan teori- teori yang dibuat oleh para ahli
Penelitian ini menggunakan metode penelitian survei. Untuk memperoleh data,

penulis melakukan observasi terhadap proses belajar mengajar. Penulis juga
membagikan angket kepada siswa kelas 8A SMP St. Paulus Pangudi Luhur
Moyudan. Selain itu penulis juga mewawancarai guru Bahasa Inggris dan siswa
kelas 8A. Observasi dilakukan untuk menjawab pertanyaan pertama. Sedangkan
hasil dari angket digunakan untuk menjawab pertanyaan kedua. Kemudian,
pertanyaan ketiga dijawab dari hasil angket dan wawancara.
Berdasarkan data yang dikumpulkan, penulis mengetahui bahwa penerapan
buku My Word Piggy Bank belum cumaksimal. Walaupun begitu,
perbendaharaan kata para siswa meningkat. Berdasarkan hasil angket, penulis
mengetahui bahwa siswa kelas 8A memiliki persepsi positif terhadap
penggunaaan buku My Word Piggy Bank. Mereka setuju bahwa buku tersebut
mendorong mereka untuk belajar perbendaharaan kata. Hasilnya, mereka dapat
memahami materi dan mengerjakan test bahasa Inggris secara lebih mudah. Hal
ini dikarenakan kata yang ada pada buku My Word Piggy Bank sering muncul
baik dalam materi pelajaran ataupun tes. Untuk mengembangkan penggunaan
buku My Word Piggy Bank, para siswa memberikan saran agar guru Bahasa
Inggris memberikan latihan yang lebih banyak. Mereka juga menyarankan agar
penampilan buku dibuat lebih menarik dan disediakan cara pembacaan kata.
Kata kunci: students’ perception, My Word Piggy Bank book, vocabulary mastery
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STUDENTS’ PERCEPTION ON THE USE OF MY WORD PIGGY BANK
BOOK TO IMPROVE VOCABULARY MASTERY IN SMP ST. PAULUS
PANGUDI LUHUR MOYUDAN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Antonia Dumasari Putrianti
Student Number: 101214068

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2014
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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the works
or parts of the work of other people, except those cited in the quotations and the
references, as a scientific paper should.

Yogyakarta, December 9th, 2014
The Writer

Antonia Dumasari Putrianti
101214068

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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Sanata Dharma:
Nama

: Antonia Dumasari Putrianti

Nomor Mahasiswa

: 101214068

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:

STUDENTS’ PERCEPTION ON THE USE OF MY WORD
PIGGY BANK BOOK TO IMPROVE VOCABULARY
MASTERY IN SMP ST. PAULUS PANGUDI LUHUR MOYUDAN
beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikan secara terbatas, dan mempublikasikanya di internet atau
media lain demi kepentingan akademis tanpa perlu meminta ijin dari saya maupun
memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai
penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya.
Dibuat di Yogyakarta
Pada tanggal: 9 Desember 2014
Yang menyatakan

(Antonia Dumasari Putrianti)
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ABSTRACT
Putrianti, Antonia Dumasari. 2014. Students’ Perception on the Use of My Word
Piggy Bank book to Improve Vocabulary Mastery in SMP St. Paulus Pangudi
Luhur Moyudan. Yogyakarta: English Language Education Study Program,
Sanata Dharma University.
My Word Piggy Bank is a wordlists book which is used by all of the students in
SMP St. Paulus Pangudi Luhur in order to improve vocabulary. The students are
expected to memorize and understand all of the words from the book. In addition,
the perception may affect the learning behavior of students toward the
improvement of their vocabulary mastery.
In this research, the researcher addressed three research problems, 1) How is
the implementation of My Words Piggy Bank book in the eighth grade of SMP St.

Paulus Pangudi Luhur Moyudan? 2) What is the students’ perception on the use
of My Word Piggy Bank book in the eighth grade of SMP St. Paulus Pangudi
Luhur Moyudan? 3) What are the students’ suggestions toward the use of My
Word Piggy Bank book to improve vocabulary mastery? To answer the research
problems, the researcher used the theory of perception, theory of the nature of
worksheet and wordlists, theory of vocabulary mastery and theory of Junior High
School students’ characteristics. Each theory was applied to find the correlation
between the research findings and the theories proposed by the experts.
To answer those research problems, the researcher used a survey method. In
order to gather the data, the researcher did an observation to the students’ learning
activities. Then, the researcher also distributed a questionnaire to the 8A students
of SMP Pangudi Luhur Moyudan. Besides, the researcher also conducted an
interview with the English teacher and 8A students. The observation was done to
answer the first research question. While, the questionnaire was employed in order
to answer the second research problem. Further, the third research question was
answered based on the open-ended questionnaire and the interview.
Based on the data gathered, the researcher found that the implementation on
the use of My Word Piggy Bank book was not maximal enough. However, the
students’ vocabulary increased after learning by using My Word Piggy Bank book,
even though it was not really significant. Furthermore, based on the data obtained
from the questionnaire, the researcher found that the 8A students perceived
positive perception on the use of My Word Piggy Bank book. They admitted that
they were motivated in learning vocabulary by using that book. As a result, the
students could understand the English material and do the English test easier. It
because the words provided in My Word Piggy Bank book were often used either
in the lesson or test. However, to maximize the use of My Word Piggy Bank book,
the students suggested the teacher to give more exercises from My Word Piggy
Bank book. They also give a suggestion to make the book more interesting
appearance and provide the phonetic transcriptions.
Keywords: students’ perception, My Word Piggy Bank book, vocabulary mastery
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ABSTRAK
Putrianti, Antonia Dumasari. 2014. Students’ Perception on the Use of My Word
Piggy Bank Book to Improve Vocabulary Mastery in SMP St. Paulus Pangudi
Luhur Moyudan. Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas
Sanata Dharma.
My Word Piggy Bank adalah buku yang berisi sejumlah kata yang digunakan
oleh semua siswa di SMP St. Paulus Pangudi Luhur Moyudan untuk
meningkatkan perbendaharaan kata. Para siswa diharapkan untuk menghafal dan
memahami semua kata yang tersedia pada buku tersebut. Selain itu, persepsi
dapat mempengaruhi perilaku belajar siswa terhadap perkembangan penguasaan
perbedaharaan kata yang mereka miliki.
Dalam penelitian ini, penulis mengajukan tiga masalah: Bagaimana
penerapan buku My Word Piggy Bank pada kelas 8 SMP St. Paulus Pangudi
Luhur Moyudan? 2) Bagaimana persepsi siswa mengenai penggunaan buku My
Word Piggy Bank pada kelas 8 SMP St. Paulus Pangudi Luhur
Moyudan??berkaitan dengan peningkatan penguassan perbendaharaan mereka?
3) Saran- saran apa saja yang siswa berikan terhadap penggunaan buku My
Word Piggy Bank agar perbendaharaan kata mereka meningkat? Untuk
menjawab ketiga pertanyaan tersebut, penulis menggunakan teori persepsi, teori
worksheet dan wordlist, teori penguasaan perbendaharaan kata dan teori
karakteristik siswa SMP. Teori- teori tersebut diterapkan untuk mengetahui
korelasi antara hasil penelitian dengan teori- teori yang dibuat oleh para ahli
Penelitian ini menggunakan metode penelitian survei. Untuk memperoleh data,
penulis melakukan observasi terhadap proses belajar mengajar. Penulis juga
membagikan angket kepada siswa kelas 8A SMP St. Paulus Pangudi Luhur
Moyudan. Selain itu penulis juga mewawancarai guru Bahasa Inggris dan siswa
kelas 8A. Observasi dilakukan untuk menjawab pertanyaan pertama. Sedangkan
hasil dari angket digunakan untuk menjawab pertanyaan kedua. Kemudian,
pertanyaan ketiga dijawab dari hasil angket dan wawancara.
Berdasarkan data yang dikumpulkan, penulis mengetahui bahwa penerapan
buku My Word Piggy Bank belum cumaksimal. Walaupun begitu,
perbendaharaan kata para siswa meningkat. Berdasarkan hasil angket, penulis
mengetahui bahwa siswa kelas 8A memiliki persepsi positif terhadap
penggunaaan buku My Word Piggy Bank. Mereka setuju bahwa buku tersebut
mendorong mereka untuk belajar perbendaharaan kata. Hasilnya, mereka dapat
memahami materi dan mengerjakan test bahasa Inggris secara lebih mudah. Hal
ini dikarenakan kata yang ada pada buku My Word Piggy Bank sering muncul
baik dalam materi pelajaran ataupun tes. Untuk mengembangkan penggunaan
buku My Word Piggy Bank, para siswa memberikan saran agar guru Bahasa
Inggris memberikan latihan yang lebih banyak. Mereka juga menyarankan agar
penampilan buku dibuat lebih menarik dan disediakan cara pembacaan kata.
Kata kunci: students’ perception, My Word Piggy Bank book, vocabulary mastery
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ACKNOWLEDGEMENTS
First of all, I would like to thank Jesus Christ and Mother Mary for the
blessing and guidance, so I can pass all of the processes in writing my thesis.
They always give spirit and strengthen me whenever I almost give up.
My sincere gratitude goes to my thesis advisor Agustinus Hardi
Prasetyo, S.Pd., M.A. for his patience, guidance, encouragement and also jokes
during the process of writing my thesis. I thank him for always giving feedback,
advices, comments, suggestions and motivations to me. I would like to thank my
academic advisor Drs. Barli Bram, M.Ed., Ph.D. for his care to all of the
students, especially ELESP students of class B (2010). I thank all of the lecturers
and staff of ELESP Sanata Dharma University for giving the best help during my
study. I thank all of the librarian staff for their help and kindness.
My greatest thanks go to Bapak Junianto, S.Pd, the headmaster of SMP
St. Paulus Pangudi Luhur Moyudan who had given permission to me to conduct
the research. I would like to thank Ibu Ch. Yeni Farita, S. Pd, the English teacher
of SMP St. Paulus Pangudi Luhur Moyudan for her help during the research. My
special gratitude also goes to all participants in class 8A for the participation and
cooperation. I thank them for sparing their time to be involved in this research.
I dedicate this thesis to my beloved parents, Alexander Bambang Irianto
and Christina Titik Kismiyati. I am so grateful having them in my life. I deeply
thank them for their endless love, big support, and prayer. I also thank my brother,
Yohanes Enggal Septianto, who supports me. My sincerest thanks also given to
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my aunt and uncle, Ibu Th. Tiwi Wastuti and Bapak Gregorius Sugiyono, who
always support and give advices to me during writing this thesis.
My special thanks go to my very best friend, my lovely step mother, my
best partner, my craziest supporter, my strongest sister, my funniest entertainer,
my wisest problem solver, Elsa Putri Arbitasari. I thank her for always
accompanying and supporting me when I am down. I also say thanks to my
besties Veronika Meidika Eliana Sari and Rosalia Dewi Ratnaningsih. I thank
them for being best friends who always understand me in all situations.
My gratitude also goes to my beloved and unbreakable friends Vincent,
Tiwi, Nande and Bita. I thank them for their love, support, care and spirit. I thank
them for the ‘sweet friendship’, laugh, jokes, experiences, times and unforgettable
moments we have shared together. My deepest thank also goes to Gown Play
Performance, PPL friends (Gita, Mbak Tata, Edwin, Wawan and Suster Rita),
my KKN buddies (Leo, Ade, Vita, Agnes, Dian, Ika, Putri and Wiwik) and
OMK friends (Mbak Yuli, Manda, Nex, Ian, Gerbul, Yoga, Ina, Rila and
Ucup). I would also like to thank all of PBI students 2010, especially Brigit,
Gevi, Arnis, Heni, Riska and Rini. I thank them for our greatest moments during
our study in this campus.
My special thanks go to Yohanes Martin Nugroho Saputro, whose love,
caring, support, and patience are sincerely given to me in all conditions. I thank
him for always understanding and listening to me during the process of finishing
my thesis.
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Finally, I would like thank all of the people whose names could not be
mentioned for the support and prayers.

Antonia Dumasari putrianti

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TABLE OF CONTENTS
Page
TITLE PAGE .................................................................................................

i

APPROVAL PAGES ......................................................................................

ii

STATEMENT OF WORK’S ORIGINALITY ................................................

iv

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................

v

ABSTRACT ...................................................................................................

vi

ABSTRAK .......................................................................................................

vii

ACKNOWLEDGEMENTS ............................................................................

viii

TABLE OF CONTENTS ................................................................................

xi

LIST OF TABLES ..........................................................................................

xv

LIST OF FIGURE ..........................................................................................

xvi

LIST OF APPENDICES .................................................................................

xvii

CHAPTER I. INTRODUCTION
A. Research Background ........................................................

1

B. Research Problems .............................................................

4

C. Problem Limitation ............................................................

4

D. Research Objectives ...........................................................

5

E. Research Benefits ..............................................................

5

F. Definition of Terms............................................................

6

CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ......................................................

8

1. Perception ....................................................................

8

a. The Definition of Perception ..................................

8

b. Factors Influencing Perception ...............................

9

1) Stereotyping ......................................................

10

2) Selectivity ..........................................................

10

3) Situation ............................................................

10

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4) Self- Concept .....................................................

11

5) Needs.................................................................

11

6) Emotions ...........................................................

11

2. Wordlists .....................................................................

12

a.

Definition of Wordlists ..........................................

12

b. Criteria of A Good Wordlists Book ........................

12

1) Frequency ........................................................

12

2) Availability and Familiarity..............................

12

3) Coverage ..........................................................

13

4) Ease of Learning or Learning Burden ...............

13

3. The Nature of Worksheet .............................................

14

a. Definition of Worksheet .........................................

14

b. Characteristics of Worksheet ..................................

15

c. Criteria of A Good Worksheet ................................

15

1) Didaktik Criterion .............................................

15

2) Construction Criterion ......................................

16

3) Technique Criterion ..........................................

17

d. The Use of Worksheet ............................................

18

4. Vocabulary Mastery .....................................................

19

5. Characteristics of Junior High School Students ............

20

a. Physical Characteristic ...........................................

20

b. Emotional Characteristic ........................................

20

c. Intellectual Characteristic ......................................

21

d. Social Characteristic ..............................................

21

e. Moral Characteristic ..............................................

22

B. Theoretical Framework ......................................................

23

CHAPTER III. RESEARCH METHODOLOGY
A. Research Method ...............................................................

25

B. Research Setting ................................................................

26

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C. Research Participants .........................................................

26

D. Instruments and Data Gathering Technique ........................

27

1. Observation ..................................................................

27

2. Questionnaire ...............................................................

28

3. Interview ......................................................................

29

E. Data Analysis Technique ...................................................

29

F. Research Procedure ............................................................

31

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION
A. The Implementation of My Word Piggy Bank Book ...........

33

B. Students’ Perception on the Use of
My Word Piggy Bank Book ...............................................

36

1. Eighth Graders’ Perception on the Use of
My Word Piggy Bank book in General ..........................

37

2. Eighth Graders’ Perception on the Use of
My Word Piggy Bank Book
Based on the Appearance ..............................................

40

3. Eighth Graders’ Perception on the Use of
My Word Piggy Bank book
Based on the Content ....................................................

44

4. Eighth Graders’ Perception on the Use of
My Word Piggy Bank book in Improving
Vocabulary ...................................................................

47

C. Students Suggestions’ toward the Use of
My Word Piggy Bank Book to Improve Vocabulary
Mastery .............................................................................

51

1. Students’ Suggestions toward the Use of
My Word Piggy Bank Book Based on
the Open- Ended Questions ...........................................

51

2. Students’ Suggestions toward the Use of
My Word Piggy Bank book Based on
the Interview .................................................................
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CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS
A. Conclusions .......................................................................

57

B. Recommendations ..............................................................

59

REFERENCES ...............................................................................................

62

APPENDICES ...............................................................................................

65

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LIST OF TABLES
Table 4.1 The Questionnaire Results of the Students’ Perception
on the Use of My Word Piggy Bank Book In General ...................

38

Table 4.2 The Questionnaire Results of the Students’ Perception
on the Use of My Word Piggy Bank Book Based on the
Appearance ...................................................................................

41

Table 4.3 The Questionnaire Results of the Students’ Perception
on the Use of My Word Piggy Bank Book Based on the
Content .........................................................................................

44

Table 4.4 The Questionnaire Results of the Students’ Perception
on the Use of My Word Piggy Bank Book Based on the
to Improve Vocabulary Mastery....................................................

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LIST OF FIGURE
Table 2.1 The Perceptual Process (Altman et al. 1985: 86) ..............................

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LIST OF APPENDICES
Appendix A Letter of Permission .................................................................
Appendix B

66

The Blueprint of Observation, Questionnaire
and Interview ...........................................................................

68

The Observation Sheet .............................................................

78

Appendix D The Observation Results ..........................................................

80

Appendix E

The Questionnaire Sheet ..........................................................

82

Appendix F

The Questionnaire Results ........................................................

86

Appendix C

Appendix G The Interview Guide for Students .............................................

108

Appendix H The Students’ Interview Results ...............................................

110

Appendix I

The Interview Guide for English Teacher .................................

114

Appendix J

The Teacher Interview Results .................................................

116

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CHAPTER 1
INTRODUCTION

This chapter presents the research background, research problems, problem
limitation, research objectives, research benefits and also the definitions of terms.

A. Research Background
Almost every Junior High school in Indonesia implements English as a
compulsory subject for the students. It is because English is a one of international
languages which are used in almost all aspects in the world such as education,
economic, politic, trade, health, technology and so forth. However, since English
plays as a foreign language in Indonesia, some problems come up such as
vocabulary mastery and pronunciation. Then those problems influence the
students’ English scores. Vocabulary holds a major role for students who learn
English. It is a base for students to learn English. When the students have a lot of
vocabulary they will find less difficulty in improving English skills. By knowing
and understanding vocabulary, they can easily learn Reading, Writing, Listening
and Speaking. However, as stated by Dale and O’Rourke (1971) students have
mastered vocabulary if they do not only know about knowing and understanding
of the vocabulary but also they could use it.
Further, Wilkins as cited by Thornbury (2002) stated that without knowing any
vocabulary, it is impossible to convey something. On the other hand, without
knowing any grammar we can still convey something (p. 13). This means if
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someone does not know about grammar, he or she can still convey their ideas
even though in limited words. However, if someone does not know vocabulary at
all he or she definitely cannot convey their ideas. By this explanation, it could be
seen that mastering vocabulary is really needed for students to help them in
English lesson.
Furthermore, Coady and Huckin (1997) also said that there are three reasons
why foreign language learners do not have thousand-word vocabulary after three
years of study. The first is they are doing activities which do not support them to
speak in the target language. The second is they are learning useless words in their
daily life so it causes the third reason, they are not fully mastering the words they
learn because they think they will not use those words in their conversation (p.
10). Thus, it could be seen that the major reason why foreign language students do
not have rich vocabulary is because they are not accustomed to use the language.
Then, Burton (1982) also proposed an advantage of having large vocabulary.
He states “a large vocabulary helps you to express your ideas precisely, vividly,
and without repeating yourself in composition” (p. 98). Based from the
explanation, it is seen that vocabulary holds important part in delivering what we
are going to say. However, vocabulary is one of Junior High School students’
problems since they only learn and use it when they have English lesson.
Thus, to improve the students’ vocabulary mastery, SMP St. Paulus Pangudi
Luhur Moyudan, a school where the research was conducted, asks the students to
use a book which contains vocabulary lists named My Word Piggy Bank. That
book is a kind of wordbook, and as Burton stated that wordbook is very useful.

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Burton (1982) advised that through wordbook students can absorb a lot of words
and make it as a hobby which of course very profitable. (p. 105). Furthermore
there would be a weekly test to measure how many words the students could
memorize and understand. The students have to master certain section in My Word
Piggy Bank book which has been determined. By using that book, students are
expected to master vocabulary. So it would help them to understand English
material. However, the fact shows that most of the students read the list of
vocabulary in My Word Piggy Bankbook rarely. So even there is a good medium
to improve their vocabulary mastery (My Word Piggy Bank) they still could not
master vocabulary well. It could be seen when the researcher did the internship
program and taught them. At that time, the researcher asked the students to make
English sentences, and there were many students who asked the meaning of easy
words, for example membaca, kanan etc.
Besides, Altman, Valenzi, and Hodgetss (1985) explain that the way people
perceive on something, whether in a positive or negative way, influences their
behavioral responses (p. 85). Thus, if the students perceive the implementation on
the use of My Word Piggy Bank book positively, their behavioral responses will
be positive too which will increase their vocabulary mastery. On the other hand, if
the students perceive the implementation on the use of My Word Piggy Bank book
negatively, their behavioral responses will be negative. Then it will obstruct the
students in increasing their vocabulary mastery.
Through this research, the researcher would like to find out and analyze the
students’ perception on the use of My Word Piggy book to improve their

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vocabulary. Furthermore, after knowing the students’ perceptions on the use of
My Word Piggy Bank book to improve their vocabulary, there will be some
students’ suggestions toward the use of My Word Piggy Bank book in order to
improve their vocabulary.

B. Research Problems
The problem questions of this research are:
1. How is the implementation of My Words Piggy Bank book in the eighth grade
of SMP St. Paulus Pangudi Luhur Moyudan?
2. What is the students’ perception on the use of My Word Piggy Bank book in
the eighth grade of SMP St. Paulus Pangudi Luhur Moyudan?
3. What are the students’ suggestions toward the use of My Word Piggy Bank
book to improve vocabulary mastery?

C. Problem Limitation
SMP St. Paulus Pangudi Luhur Moyudan provides many English books which
are used as English learning media for the students. However, the researcher
limits the subject on the My Word of Piggy Bank book. Actually My Word Piggy
Bank book is used by all students in that school. However, the researcher chooses
class 8A. It is because the students in that class have various levels of
understanding English material. Some of the students could easily absorb the
English material. While, some others need longer time to understand the English
lesson. It is shown in the teaching and learning process and test scores. The

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researcher focuses on three main points. The first is the implementation of My
Word Piggy Bank book in English lesson. The second is the students’ perception
towards the use My Word Piggy Bank book in order to improve their vocabulary
mastery. The last is to look for the students’ suggestions on the use of My Word
Piggy Bank book.

D. Research Objectives
Related to the research problems above, there are three objectives presented in
this research. The first objective is to know the implementation of My Words
Piggy Bank book. The second is to investigate the students’ perception on the use
of My Word of Piggy Bank book. The third objective is to look for the students’
suggestions toward the use of My Word Piggy Bank book in order to improve their
vocabulary mastery.

E. Research Benefits
This research is aimed to give beneficial contributions to the English teacher of
SMP St. Paulus Pangudi Luhur Moyudan, other researchers and English
Language Education Study Program.
1. The English Teacher of SMP St. Paulus Pangudi Luhur Moyudan
This research provides knowledge and information about students’ perception
and students’ suggestions to improve their vocabulary. The information could be
used by the teacher as a feedback on the use of My Word Piggy Bank book and

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develop a new way to use My Word Piggy Bank so 8A graders could improve
their vocabulary mastery.
2. Other Researchers
This research helps future researchers who are interested in conducting a
similar research on implementing English book to improve students’ vocabulary.
3. English Language Education Study Program
This research contributes to English Language Education Study Program to
help one of education institutes in implementing certain learning media in this
case My Word of Piggy Bank book to improve vocabulary mastery of Junior High
School students.

D. Definition of Terms
In this part, the researcher would explain the definition of perception, My Word
Piggy Bank book and vocabulary mastery.
1. Perception
According to George and Jones (2005, p.105), the definition of perception
which relevants to this study

is “the process by which individuals select,

organize, and interpret the input from their senses (vision, hearing, touch, smell,
and taste) to give meaning and order to the world around them”. In this research,
perception refers to eigth graders’ view on the use of My Word Piggy Bank book
in SMP St. Paulus Pangudi Luhur Moyudan.

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2. My Word Piggy BankBook
Some Junior High Schools in Sleman regency ask their students to use this
book in order to improve their vocabulary mastery. My Word Piggy Bank book is
a book which provides vocabulary lists, regular and irregular words, and part of
speech of the word, adverb, preposition and quantifier. This book was written by
Dra. Agustina Emi Indarti and published by Educational Media Inside (EMI). My
Word Piggy Bank is not a compulsory book, but all of the SMP St. Paulus
Pangudi Luhur Moyudan students have it. However, this book is not the only
source in learning English. The English teacher also provides some other books
for learning English. The English teacher of SMP St. Paulus Pangudi Luhur
Moyudan used this book to help the students to improve their vocabulary mastery.
3. Vocabulary Mastery
This research highlights vocabulary as a medium for students to help them to
enrich their vocabulary mastery. West (1935) as cited by Nation (1990) states that
vocabulary is a good example to make a dictionary which provides the meaning
(p. 22). Furthermore Fries (1948, p. 3) as cited by Prasetyo (1999, p. 7) says:
That a person has learned a foreign language when he has thus, within
limited vocabulary, mastered the sound system ( that is when he can
understand the stream of speech and achieve an understandable production
of it) and has, secondly, make the structural devices (that is the basic
arrangement of utterances) matters of automatic habit.
Thus, based on those two definitions the researcher defines vocabulary mastery
as an ability of understanding the meaning and the use of a word. So, by having a
lot of vocabulary, the students are also expected to master it by understanding and
using words correctly.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter discusses two main parts namely Theoretical Description and
Theoretical Framework. In the first part, the researcher discusses the concepts
related to the research. The concepts are: (1) Perception (2) Wordlists book (3)
The Nature of Worksheet (4) Vocabulary Mastery (5) Characteristics of Junior
High School Students. Furthermore, theoretical framework discusses the theories
that will be used to solve the research problem.

A. Theoretical Description
In this part, the researcher provides some theories which are used in this
research. It includes the theories of perception, wordlists book, worksheet,
vocabulary mastery and characteristics of Junior High School students.
1. Perception
a. Definition of Perception
According to Altman, Valenzi and Hodgetts (1985, p. 85), perception is how
someone views the reality. The process of perception makes people understand
and cope with the environment where they live. Kreitner and Kinicki (2008, p.
183) define the perception as “the process of interpreting one’s environment.”
Besides, this process also enables someone to understand the object and as a
result, someone could recognize object around him or her. Therefore, according to
Gibson, Ivancevich, Donnelly & Konopaske (2009, p. 98) perception is a process
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of organizing and interpreting various stimuli. By the organized and interpreted
stimuli which have been created, then they create meaning to the environment. In
conclusion, perception refers to the process of selecting, organizing and
interpreting object around someone then giving the meaning of it.
The Perceptual Process
Stimuli

Sensors’
selection of
stimuli

Perception,
Organization, and
interpretation of
stimuli

Behavioral
response

Figure 2.1 The Perceptual Process (Altman et al. 1985: 86)
From figure 2.1 it could be seen that there are four processes on how someone
form perception. Firstly, s/he has stimuli which then selected by brain. The
selected stimuli are in the form of information. Then, the information which has
made is organized and interpreted. Then it would be translated into meaning.
Thus, perception is the result of translating information which has been organized
and interpreted. Finally, the perception will make behavioral response. If someone
has good perception s/he will create good behavior towards things as the
behavioral responses.
b. Factors Influencing Perception
Gibson et al. (2009, pp. 98-101) define six factors which influence perception
such as (1) stereotyping (2) selectivity (3) self-concept (4) situation (5) needs (6)
emotion. The factors are explained as follows:

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1) Stereotyping
Gibson et al. (2009, p. 100) define a stereotype as “an over generalized,
oversimplified,

and

self-perpetuating

belief

about

people’s

personal

characteristics.” Another definition of stereotype is told by Altman et al (1985, p.
91) “the process of categorizing people or things based on limited amount of
information”. Robbins (2001, p. 128) defines stereotyping as “judging someone
on the basis of one’s perception of the group to which that person belongs”.
2) Selectivity
In this factor, a person chooses certain stimuli around him/her and filters other
stimuli. That is the reason why people can perceive something differently. Every
person has different levels of threshold; nonetheless it may make people have
different thought on seeing something. Gibson et al. (2009, p. 100) state that
selectivity is selection of certain information which makes someone comfortable.
He or she may ignore the negative information.
3) Situation
Situation also becomes another factor which influences perception. Situation
which includes someone’s experience in the past can affect what he or she
perceives. Gibson et al. (2009, p. 101) add that situation truly influences
perceptual accuracy and here situation is about time and people around. Robbins
(2001, p.129) defines that situation also affects perception. It is said that people
will have different perception on the same thing because s/he sees that thing in a
different situation. He adds that situation can also be seen as time, location, light
and heat.

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4) Self- Concept
Self- concept is meant as a way someone feels about and perceives his or her
self. Self-concept becomes a factor influences perception because the way
someone sees his or her self will affect perception around him or her. Moreover,
according to Gibson et al. (2009, p. 100), someone who has well self-concept
(understands his or her self) is easier to see others accurately. It is also stated that
someone’s

characteristics

will

influence

when

s/he

identifies

other’s

characteristics.
5) Needs
“Perceptions are significantly influenced by needs and desires.” Usually
someone does something s/he likes and needs. (Gibson, 2009, p. 101). Further,
Robin as cited by Indriani states “need can stimulate individual and may strongly
influence their perception.” So, someone will do what they want to eat, learn what
they want to learn and do whatever they want to do.
6) Emotions
A person’s emotions can influence in forming perception. When someone feels
s/he gets benefits from something, s/he tends to form positive perception.
However, when someone sees that there is no beneficial from something s/he will
have negative perception in his or her mind.
Those are five factors which influence someone’s perception in viewing
something. In the next sub section, the researcher discusses the definition and
criteria of a good wordlist book for students.

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2. Wordlists Book
In this section, the researcher is going to describe two main parts. They are the
definition and the criteria of wordlist book.
a. Definition of Wordlists book
According to West (1935) as cited in Nation (1990), wordlists book is arranged
to “make the learning English more manageable by providing a tried and
principles basis for vocabulary selection (p. 24).
b. Criteria of a Good Wordlists book
Nation (1990, pp. 21-24) explains some criteria to make a good wordlists book.
1) Frequency
A good wordlists book should provide clear meaning of a word especially
words which have some different meanings. Moreover, it should contain of the
frequency of the main headword plus the relative frequency in every meaning. So,
the users will know the main meaning of a certain word. The wordlists book
should also give distinction in its meaning in order to help the user to choose
which meaning they want to use. Additionally, examples are also important to be
provided so that the user could understand the meaning of the words easier:
…it gives the frequency of the main headword plus the relative
frequency of its meanings, including forms under the same headword
(GSL) each of these distinctions is given a percentage so that the user of
the list can easily decide which meaning and use is the most important. In
addition to make the learners easier in understanding the words, every
meaning should provide examples.
2) Availability and Familiarity
Availability should be one of good wordlists book criteria because availability
involves “words which though not necessarily frequent, is always ready for use,

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and comes to mind when it is needed” (Richards, 1969, p, 5). So, to arrange
available words, the wordlists writer should relate the word to the certain
situations and certain categories. Availability could be seen through this example.
A word ‘hand’ is an available word because it categorizes into “part of body”.
Nation (1990, p. 24) also adds about the familiarity, it is stated “word
familiarity is an attempt to measure the degree of importance people attribute to
words.” familiar words do not mean the words are very frequent to use. Richards
(1969, p. 13) gives tooth- paste as the example. Tooth- paste is a familiar word
because every people use it, but it is not included into frequent word. Thus,
wordlists book for students should have familiarity aspect especially word which
familiars to their life in order to increase their vocabulary.
3) Coverage
“Coverage is the capacity of a word to take the place of other words” (Nation,
1990, p. 21). It means a word could be used to make a definition of other words.
Furthermore, the meaning of that word can replace other word and it can combine
with other words then produce new word.
4) Ease of Learning or Learning Burden
Nation (1990, p. 21) states a good criterion of wordlists that is the wordlists
should be fun for the learners. A wordlists book should be arranged regularly so
the students could also learn the words from the easy level to the more difficult
level.

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3. Nature of Worksheet
This sub section presents the definition and the characteristic of worksheet.
Worksheet is one of the printed learning materials which is usually used for
learning media. Actually, printed learning materials have many types and every
type has own purpose to help the students to understand the material. According
to Munawaroh (n.d), printed learning material is a set of material which contains
idea, fact, concept, principles and theory from all subjects learned. This set of
material is designed to achieve the learning goal. Meanwhile, Majid (2009, pp.
175-179), classifies nine types of printed learning materials they are: handout,
book, module, worksheet, brochure, leaflet, wall chart, pictures and mock-up.
a. Definition of Worksheet
Worksheet is a printed learning material which provides exercises for students.
It must contain the instruction and steps to do the exercise. Moreover, according
to Darmodjo and Kaligis as cited by Indriyani (2013, pp. 15-18), worksheet is
defined as a learning medium which is used by the teachers in order to improve
the students’ activity in the learning process. Generally, a worksheet contains
practical works’ instruction, theories, crossword, portfolio, exercises or all other
instructions which invite the students to involve in the learning activities.
Therefore, Prastowo as cited by Nurhana (2012, p. 16) explains that by using
worksheet, the students could learn the materials without teacher’s guidance. It is
because the worksheet has provided the materials, the summary of the materials,
and the exercises and also the structured instructions in order to help the students
to understand the materials.

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b. Characteristics of Worksheet
As a printed learning material, worksheet has some characteristics which differ
from others types of printed learning material. Lismawati (2010, p. 38), defines
worksheet characteristics they are:
1) Worksheet does not contain many pages. It does not reach hundreds pages.
2) Worksheet is designed as a specific learning medium which is used by certain
level of education unit (satuan tingkat pendidikan tertentu).
3) Workshe