THE INFLUENCE OF USING TEXT TWIST GAME TOWARDS STUDENTS’ ENGLISH VOCABULARY MASTERY IN THE SECOND SEMESTER OF THE ELEVENTH GRADE AT SMA N 1 PENENGAHAN IN THE ACADEMIC YEAR OF 2016/2017 - Raden Intan Repository

  THE INFLUENCE OF USING TEXT TWIST GAME TOWARDS STUDENTS’ ENGLISH VOCABULARY MASTERY IN THE SECOND SEMESTER OF THE ELEVENTH GRADE AT SMA N 1 PENENGAHAN

  IN THE ACADEMIC YEAR OF 2016/2017 A Thesis

  Submitted as a Partial Fulfillment of the Requirement for S1 Degree

  By: Nasrudin NPM. 1311040163 STUDY PROGRAM : ENGLISH EDUCATION

  THE INFLUENCE OF USING TEXT TWIST GAME TOWARDS STUDENTS’ ENGLISH VOCABULARY MASTERY IN THE SECOND SEMESTER OF THE ELEVENTH GRADE AT SMA N 1 PENENGAHAN

  IN THE ACADEMIC YEAR OF 2016/2017 A Thesis

  Submitted as a Partial Fulfillment of the Requirement for S1 Degree

  By: Nasrudin NPM. 1311040163 STUDY PROGRAM : ENGLISH EDUCATION Advisor : Syofnidah Ifrianti, M.Pd Co-Advisor : Dewi Kurniawati, M.Pd

  

ABSTRACT

THE INFLUENCE OF USING TEXT TWIST GAME TOWARDS STUDENTS’

ENGLISH VOCABULARY MASTERY IN THE SECOND SEMESTER

OF THE ELEVENTH GRADE AT SMA N 1 PENENGAHAN

  

IN THE ACADEMIC YEAR OF 2016/2017

By

Nasrudin

Vocabulary is one of language elements that should be mastered by the students.

  Vocabulary mastery is meant as an ability of speaker or writer to use all the words of language that they have learn in conducting both oral and written communication. The students’ vocabulary mastery of SMA N 1 Penengahan is still low. It can be seen from the students’ vocabulary mastery score in preliminary research. There were 60.36% of the students who got the score under 72 as the criteria of minimum mastery. To solve the problem, the writer applied Text Twist game. Text Twist game is one way to help students improve their vocabulary mastery by doing some procedures in the technique such as rearranging the letters into correct word and then finding meaning from each word. The objective of this research is to know whether there is a significant influence of using Text Twist game toward students’ English Vocabulary Mastery in the Second Semester of the Eleventh Grade at SMA N 1 Penengahan in the Academic Year of 2016/2017.

  The research methodology was quasi experimental design. In this research, the population was the eleventh grade of SMA N 1 Penengahan, South Lampung. The sample of this research was two classes consisting of 38 students for experimental class and 38 students for control class. In the experimental class, the writer used Text Twist game and in the control class the teacher used Translation Technique. The treatments were held in 3 meetings in which 2 x 45 minutes for each class. In collecting the data, the writer used instrument in the form of multiple choice questions which had been tried out before the treatments. The instrument was given in pre-test and post-test. Before giving the treatment, the writer gave pre-test for both classes. Then, after conducting the treatments, the instrument was given in post-test.

  

DECLARATION

  I hereby state that this thesis entitled “The Influence of Using Text Twist Game towards Students’ English Vocabulary Mastery in the Second Semester of the Eleventh Grade at SMA N 1 Penengahan in the Academic Year of 2016/2017” is completely my own work. I am fully aware that I have quoted some statements and theories from various sources and they are properly acknowledged in this thesis.

  Bandar Lampung, June 2017 Declared by,

  Nasrudin NPM. 1311040163

  

MOTTO

ِﻪﱠﻠﻟ ا ُتﺎَﻤِﻠَﻛ ْتَﺪِﻔَﻧ ﺎﱠﻣ ٍﺮُْﲝَأ ُﺔَﻌْـﺒ َﺳ ِﻩِﺪْﻌَـﺑ ﻦِﻣ ُﻩﱡﺪَُﳝ ُﺮْﺤَﺒْﻟاَو ٌم َﻼْﻗَأ ٍةَﺮَﺠَﺷ ﻦِﻣ ِضْرَْﻷا ِﰲ ﺎَﱠﳕَأ ْﻮَﻟَو

﴾ ٢٧ ﴿ ٌﻢﻴِﻜَﺣ ٌﺰﻳِﺰَﻋ َﻪﱠﻠﻟا ﱠنِإ

  “And if all the trees in the earth were pens, and the sea, with seven more seas to help it, (were ink), the words of Allah could not be exhausted. Lo! Allah is Mighty, Wise.”

  1

  (Luqman (31): 27)

  

DEDICATION

  This thesis is dedicated to everyone who cares and loves me. I would like to dedicate this thesis to:

  1. My beloved parents, Mr. Sunaryo, and Mrs. Miskah, who always pray, support and guide me to be successful in my study and my life.

  2. My beloved brothers, Harun and Sueb also my beloved younger, Andreansyah who always motivate me to succeed.

  3. My beloved Almamater, UIN Raden Intan Lampung.

CURRICULUM VITAE

  th

  The name of the writer is Nasrudin. He was born in Tanjung Heran, on January 15 , 1995. He is the third child of Mr. Sunaryo and Mrs. Miskah. He has two brothers whose names are Harun and Sueb, and one younger brother whose name is Andreansyah.

  The writer began his study in Elementary School at SD N Tanjung Heran in 2001 and graduated in 2006. He continued his study at Junior High School at MTs 2 Al- Munawwarah 2, South Lampung and graduated in 2009. After that, he went to SMA Negeri 1 Penengahan and graduated in 2012. After finishing his study in SMA, he decided to study in English Educational Program of Tarbiyah and Teacher Training Faculty of State Islamic University of Raden Intan Lampung. He joined an association in his faculty, called ESA (English Student Association). Besides ESA, he also joined organizations such as Asosiasi Mahasiswa Penerima Bidikmisi (AMPIBI), Komunitas Minat Baca Mahasiswa Lampung (KMBML).

  

ACKNOWLEDGEMENT

  Praise be to Allah, the most gracious and the most merciful, who has given his blessing and chance for completing this thesis entitled “The influence of using Text Twist game toward students’ vocabulary mastery in the second semester of the eleventh grade of SMA N 1 Penengahan in the academic year of 2016/2017”. This thesis is written as one of requirements of S-1 degree the English Education study program of UIN Raden Intan Lampung. In finishing this thesis, the writer obtained so much help, support, love and many valuable things from various sides. Therefore, the writer would sincerely thank:

  1. Dr. H. Chairul Anwar, M.Pd, the Dean of Tarbiyah and Teacher Training Faculty of UIN Raden Intan Lampung, with his personnel who have given an opportunity and forbearance to the writer when on going the study until the accomplishment of this thesis.

  2. Meisuri, M.Pd., the Chairperson of English Education Study Program of UIN Raden Intan Lampung who patiently guided the writer until the completion of this thesis.

  5. All excellent lecturers of English Education Study Program of UIN Raden Intan Lampung.

  6. Drs. Hariri, the headmaster of SMA N 1 Penengahan, Lampung Selatan, for allowing him to conduct the research.

  7. Ida Sriwahyuni, S.Pd., the English Teacher of SMA N 1 Penengahan who has helped and given suggestions during the research process and the students of the eleventh grade of SMA N 1 Penengahan for being cooperative during the research.

  8. The researcher’s parents, Mr. Sunaryo and Mrs. Miskah and also his beloved brothers for their support, love, and everything that he cannot tell all in words.

  9. The writer’s beloved friends, Ari Setiawan, Eli Nurhayati, Ahmad Saifudin, Fathur Rohman, Abdul Rohman Imanudin, Achmad Alfarezi, Elmizar M.

  Nur, Bayak Djaka Surya, all friends in English department 2013, especially class D, the writer’s partners in Asosiasi Mahasiswa Penerima Bidikmisi community, thanks for the biggest motivation, help and support. Finally, the writer is fully aware that there are still a lot of weaknesses in this thesis. For this, the writer truthfully expects criticism and suggestion from the readers to

  

TABLE OF CONTENTS

Page

COVER ................................................................................................................. i

ABSTRACT .......................................................................................................... ii

APPROVAL ......................................................................................................... iii

ADMISSION......................................................................................................... iv

DECLARATION.................................................................................................. v

MOTTO ................................................................................................................ vi

DEDICATION...................................................................................................... vii

CURRICULUM VITAE...................................................................................... viii

ACKNOWLEDGEMENT................................................................................... ix

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

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

LIST OF FIGURES ............................................................................................. xv

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

  CHAPTER I INTRODUCTION A. Background of the Problem ..................................................................... .

  1 B. Identification of the Problem ................................................................... .

  8 C. Limitation of the the Problem .................................................................. .

  8 D. Formulation of the Problem ..................................................................... .

  8 E. Objective of the Problem and the Use of Research.................................. .

  8 F. Scope of the Research .............................................................................. .

  9 CHAPTER II RIVIEW OF RELATED LITERATURE

  A. Frame of Theories .................................................................................... . 10

  1. Teaching English as a Foreign Language ............................................. . 10

  2. Concept of Vocabulary ......................................................................... . 12

  3. Concept of Vocabulary Mastery ........................................................... . 20

  4. Aspect of Vocabulary Mastery.............................................................. . 22

  5. Concept of Teaching Vocabulary.......................................................... . 25

  b) Procedure of Teaching Vocabulary through Translation Technique.………………………………………………………... . 39

  c) Advantages and Disadvantages of Translation Technique ............. . 40

  B. Frame of Thinking .................................................................................... . 41

  C. Hypothesis................................................................................................. . 42

  CHAPTER III RESEARCH METHODOLOGY A. Research Design.......................................................................................... . 43 B. Variable of the Research ............................................................................. . 45 C. Operational Definition of Variables............................................................ . 46 D. Population, Sampling Technique, and Sample of the Research.................. . 46

  1. Population of the Research.................................................................... . 46

  2. Sample of the Research ......................................................................... . 47

  3. Sampling Technique.............................................................................. . 47

  E. Data Collecting Technique.......................................................................... . 48

  1. Pre-Test ................................................................................................. . 49

  2. Post-Test................................................................................................ . 49

  F. Research Instrument.................................................................................... . 49

  G. Research Procedure..................................................................................... . 56

  1. Planning ................................................................................................ . 56

  2. Application............................................................................................ . 58

  3. Reporting............................................................................................... . 59

  H. Scoring Procedure ....................................................................................... . 59

  I. Validity and Reliability ............................................................................... . 60

  1. Validity of the Test................................................................................ . 60

  2. Reliability of the Test............................................................................ . 63 J. Data Analysis .............................................................................................. . 64

  1. Fulfillment of the Assumptions ........................................................... . 65

  a. Normality Test .............................................................................. . 65

  b. Homogenity Test ........................................................................... . 65

  2. Hypothetical Test ................................................................................ . 66

  CHAPTER IV RESULT AND DISCUSSION

  E. Discussion ................................................................................................... 80

  CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ................................................................................................. 83 B. Suggestion ................................................................................................. 83

REFERENCES...................................................................................................... 85

APPENDICES ....................................................................................................... 89

  

LIST OF TABLES

Page

  Table 1 The Score Data from English Teacher of SMA N 1 Penengahan, Lampung Selatan in the Academic Years 2015/2016 .............................

  3 Table 2 The Data of Documentation at the Eleventh Grade of SMA N 1 Penengahan .............................................................................................. 47

  Table 3 Table Specification of Pre-test Items before Try Out ............................... 50 Table 4 Table Specification of Post-test Items before Try Out ............................. 51 Table 5 Table Specification of Pre-test Items after Try Out .................................. 53 Table 6 Table Specification of Post-test Items after Try Out ................................ 55

  Table 7 The Level of Reliability .......................................................................... . 64 Table 8 Data of Teacher and Staffs of SMA N 1 Penengahan (2016/2017) .......

  67 Table 9 The Data Total of the students of SMA N 1 Penengahan (2016/2017) .

  68 Table 10 Data of Infrastructural Situation of SMA N 1 Penengahan ...................

  69 Table 11 Normality of the Experimental and Control Class .................................

  77 Table 12 The Result of Homogeneity Test ............................................................

  78 Table 13 The Result of Hypothetical test ..............................................................

  79

  LIST OF FIGURES Page

  Figure 1 Graphs of the result of the pre-test in experimental class............................. 74 Figure 2 Graphs of the result of the result of pre-test in control class ........................ 75 Figure 3 Graphs of the result of the result of post-test in experimental class ............. 76 Figure 4 Graphs of the result of the result of post-test in control class ...................... 76

  

LIST OF APPENDICES

Page

  Appendix 1 The Result of Interview Teacher in the Preliminary Research ..........

  90 Appendix 2 Result of Interview with the Student in the Preliminary ....................

  93 Appendix 3 Students’ Vocabulary Score ...............................................................

  99 Appendix 4 Analysis Result of Test Items using Anates ....................................... 105 Appendix 5 Blueprint of Vocabulary Mastery (Pre-test after Try Out) ................ 107 Appendix 6 Vocabulary Test Instrument of Pre-test after Try Out ....................... 108 Appendix 7 Vocabulary Test Answer Sheet (Pre-test after Try Out) .................... 112 Appendix 8 Vocabulary Test Answer Key (Pre-test after Try Out) ...................... 113 Appendix 9 Blueprint of Vocabulary Mastery (Post-test after Try Out) ............... 114 Appendix 10 Vocabulary Test Instrument of Post-test after Try Out .................... 115 Appendix 11 Vocabulary Test Answer Sheet (Post-test after Try Out)................. 120 Appendix 12 Vocabulary Test Answer Key (Post-test after Try Out)................... 121 Appendix 13 Result of the Pre-test in the Experimental Class .............................. 122 Appendix 14 Result of the Pre-test in the Control Class ....................................... 123 Appendix 15 Result of the Post-test in the Experimental Class............................. 124 Appendix 16 Result of the Post-test in the Control Class...................................... 125 Appendix 17 The Score of Students in Experimental Class .................................. 127 Appendix 18 The Score of Students in Control Class ........................................... 128 Appendix 19 The Result of Normality and Homogenity Test ............................... 129 Appendix 20 Documentation ................................................................................. 130 Appendix 21 Students’ Work of Pretest and Posttest for Control Class ................ 134 Appendix 22 Students’ Work of Pretest and Posttest for Experimental Class ...... 136 Appendix 23 Syllabus ............................................................................................ 138 Appendix 24 Lesson Plan 1 (Experimental Class)................................................. 139 Appendix 25 Lesson Plan 2 (Experimental Class)................................................. 152 Appendix 26 Lesson Plan 3 (Experimental Class)................................................. 166 Appendix 27 Lesson Plan 1 (Control Class) .......................................................... 179 Appendix 28 Lesson Plan 2 (Control Class) .......................................................... 187 Appendix 29 Lesson Plan 3 (Control Class) .......................................................... 196 Appendix 30 Research Administrations ................................................................ 2 204

CHAPTER I INTRODUCTION A. Background of the Problem English is used by most people throughout world. Although there are some languages

  that become international language nowadays, people tend to use English rather than other languages. As an international language, English can give many advantages to people who learn it. English is taught in order to absorb science, technology and art. English also helps people to communicate with other people in other countries. In Indonesia, English is the first foreign language which is taught at Primary School, Junior, and Senior High Schools up to the university level. Based on Educational

  

Level Unit of Curriculum (KTSP), English subject has some skills and elements that

  should be mastered by the students. All the students must have the four language

  1

  skills (listening, speaking, reading, and writing). All of those skills will be achieved when the students have mastered vocabulary. Thornbury says without grammar very

  2

  little can be conveyed, without vocabulary nothing can be conveyed. We can still understand the language even if we did not know about grammar. But, the language will tell us nothing, if we do not know anything about vocabulary.

  Dealing with the background above, the writer saw that vocabulary plays an important role in understanding a sentence or a text. When we talk about vocabulary we are also talking about particular meaning. Students must learn vocabulary of the language is they want to be able to use the language in communication. Michael et.al says that vocabulary is the set of words for which writer know the meanings when the

  3 writer speaks or read orally.

  Some students at Senior High School in SMA N 1 Penengahan, South Lampung still cannot communicate in English. It can be seen from the students’ score in table 1 that gotten from preliminary research. They can neither speak nor write. The students feel as if English lesson were very frightening and difficult. Hence, they lose motivation to learn English. This problem comes about due to the teaching learning always take place in the same way every classes. In the preliminary research at the Eleventh Grade Students at the SMA N 1 Penengahan, Kalianda, Lampung Selatan, the writer interviewed Mrs. Ida Sri Wahyuni as the English teacher about the students’ capability in mastering English, especially about their vocabulary. She said that the students’ vocabulary mastery is still low, because they feel that the vocabulary given is still hard to remember.

  In doing preliminary research, the writer got data of vocabulary score which was taken from semester test at the eleventh grade of SMA N 1 Penengahan. The following table 1 is describing the result of students’ score in vocabulary test.

  

Table 1

English Vocabulary Score of the Eleventh Grade Students at the Eleventh Grade

of SMA N 1 Penengahan in the Academic Year 2015/2016

  Class No Score

  Total Percentage

  XI IPA

  XI IPS 1

  XI IPS 2 ≥ 72

  1

  22

  9

  13 44 39.64% < 72

  2

  12

  29

  26 67 60.36% Total

  34

  38 39 111 100%

  

(Source: The Score Data from English Teacher at SMA N 1 Penengahan, Kalianda,

Lampung Selatan in the Academic Years 2015/2016)

  According to the criteria of minimal mastery for English subject in SMA N 1 Penengahan, Lampung Selatan, the KKM is seventy two (72). Based on the table above, it can be seen that 39.64% students got score >72, and 60.36% students got score <72. It showed many students do not get the target vocabulary score that has been set by the school. It can be concluded that the students’ vocabulary mastery is still low and should be increased.

  Based on those statements, the writer discussed about the factors that make students are still hard to achieve maximum vocabulary results in English learning. It means that the factor that make learning vocabulary process is not effective is caused by the monotonous technique. The technique cannot make learning process more interest and the student feels annoyed when the learning process’ in the class. The researcher means that there is no innovative technique and the teacher only asks the student to open the dictionary and asks them to memorize the difficult vocabulary.

  The reach the best goal, the researcher thought teacher must change the way in teaching English.

  Like other languages, in learning English, students have to be able to understand words. In fact, it happens that students want to express something in English but they do not know how to express the word appropriately because of the lack of vocabulary. Tankersley says that “vocabulary is the meaning and pronunciation of words that we use in communication. It simply the numbers of words that we

  4

  understand or can actively use to listen, speak, read, or write”. Students have to be able to understand words whether in written or audio form. Many kinds of language games could be applied in class such as bingo families and many others. The teacher should apply various interesting teaching strategy for vocabulary instruction and then

  Facing the problem above, the writer suggested creating and implementing a suitable technique so that teaching and learning process can run effectively and reaching the teaching objective. From this condition and situation, the use of teaching technique is necessary, that is why the writer used game to find out whether game can improve the students’ vocabulary achievement or not. In this study, the writer applied Text Twist game in learning vocabulary.

  Text Twist game is a language game where the way of playing this game is by arranging some letters which are given by the teacher in order to form as many English words as possible within a certain period of time. This game is played in groups. The group which can arrange the most letters into English words, will be the

  5

  winner. It means that, the text twist game is a kind of language game that played in a group which emphasized on arranging some letters in task which got from the teacher and the player or students have to rearrange its letters into correct words as fast as possible within a certain period of time. Desmanto says that the advantages of this game are students will be motivated to look words up in dictionary. Also, Text Twist game makes students become more creative to find out the vocabulary. As the

  6

  impact, students got improvement in vocabulary memorizing skill. It means that the game can make the students motivate to check the words that they do not know in dictionary. Hence, the improvement in vocabulary memorizing will be more develop.

  Using technique especially Text Twist game in teaching and learning process is an interesting topic for many researchers. Therefore, there is a number of studies have been done in these field. Related to this study, the writer chose some references about previous studies which are closed to the influence of using Text Twist towards students’ vocabulary mastery topic. Based on the previous research, Nurdianita, she conducted the research entitled “The

  

Use of Text Twist Game for Teaching Vocabulary (A Quasi-Experimenal Study at the

Tenth Grade Students of SMA Islam Ta’allumul Huda Bumiayu in the Academic Year

  7

2014/ 2015)”. In this case, the result of her research showed that Text Twist game

  can be used to teach vocabulary. It can be seen in the t-test which showed that the t- value was higher than t-table. It means that there was a different significant between two means of control and experimental class. The questionnaire also showed that there was significant enthusiasm during the learning process going on. It means that the students were interested in learning vocabulary by using Text Twist game.

8 Power”. This research is aimed at responding the questions: how is the

  implementation of Text Twist game through cooperative learning to improve students’ mastery of English noun, and how is the improvement of students’ mastery of English noun after students are taught using Text Twist game. The result of the study showed that there was improvement of students’ ability in noun vocabulary after being taught using text-twist game. It could be seen from the result of the test and observation from the pre cycle to second cycle. The students’ participant in the whole teaching learning process got improvement in every cycle. Finally, the result of this study showed that the implementation of Text Twist game through cooperative learning technique could maximize the students’ noun vocabulary power. Some researches above discussed about teaching vocabulary. All of researchers wanted to get the fact either getting the best vocabulary teaching technique or improving students’ vocabulary mastery. However, in this case, the influence of using Text Twist game for students’ vocabulary mastery has not been discussed yet. The writer assumes that it will give influence of using Text Twist game towards students’ vocabulary mastery.

  Vocabulary Mastery in the Second Semester at the Eleventh Grade at SMA N 1 Penengahan, South Lampung in Academic Year of 2016/2017”.

  B. Identification of the Problem

  Based on the background of problem, the writer identified the problems as follows: 1. The students cannot master vocabulary well.

  2. The technique used by the teachers make the students bored.

  C. Limitation of the Problem

  Based on the identification problems, the writer limited the problem about the influence of using Text Twist game towards students’ vocabulary mastery of noun, verb, and adjective in humanity song lyrics.

  D. Formulation of the Problem

  The researcher formulated the problem as follows: is there any significant influence of using Text Twist game towards students’ vocabulary mastery?

  E. The Objective Research and the Use of Research

1. Objective of Research

  The findings of the research were expected:

  a. To motivate and encourage students in learning English and improve students’ vocabulary.

  b. To give information for further research with certain interest.

  c. To give information to the English teacher about the influence of Text Twist game towards students’ vocabulary mastery.

F. Scope of the Research

  1. Place of Research The research was conducted at SMA Negeri 1 Penengahan. It is located on Jl.

  Raya Klaten, Penengahan, Lampung Selatan.

  2. Subject of Research The subject of this research was the students at second semester of the eleventh grade at SMA Negeri 1 Penengahan.

  3. Object of Research The object of research was the students’ vocabulary mastery.

  4. Time of Research The research was conducted at the second semester of the eleventh grade in

CHAPTER II REVIEW OF RELATED LITERATURE A. Frame of Theories

1. Teaching English as a Foreign Language

  Teaching is the activities of giving some lesson to the students. Teachers have to master in using language during learning process. Language is used to

  1

  communicate to communicate our thoughts and ideas. And there are some skills in language. Especially in English language, the teacher always give lesson that containing at least four skills namely listening skill, speaking skill, reading skills, and writing skills. As a teacher, the teacher must master all of the skills to use as a communication of ideas, feeling, believe, opinion, loves, knowledge etc. There are many languages in the world. One of them is English. English is the international language. International English is a concept of the English as a global means of communication in numerous dialects, and also the movement

  2 towards an international standards for the language.

  In Indonesia, English is a foreign language that is taught formally from Junior

  Chin and other country also use these languages. These are foreign language because they have different sound pattern, different words, little ode structure and

  3 entirely different meaning.

  In this case, the teacher should create the learning process or situation which funny and enables the students to learn English well. Thus, in teaching English the teacher should speak English clearly, simple and as often as possible. Based on Brown’s statement, teaching means giving instructions. Guiding in study of

  4

  something, providing with knowledge, causing to know or understand. It means the teacher must be able to create a pleasant condition by using of the English. If teacher often uses English in the classroom, students are accustomed to listening and imitating so that it makes them easy to understand without having to tell the meaning. By this way, the students will unconsciously remember the meaning of the words spoken. However, to achieve the goal of teaching English, there should be skillful, creative and innovative teachers. These teachers surely need media, technique or other facilities which can support them in achieving the goal.

2. Concept of Vocabulary

  When we learn about English, learners will be introduced to divide language into the four skills: listening, speaking, reading and writing then to add grammar,

  5

  vocabulary and phonology to them as components of language. Vocabulary is a horde of words that showed by individual. It means that each word have meaning and function depends on their word form. According to Caroline, “vocabulary is

  6

  the collection of words that an individual”. Thus, whatever words found it can be called as vocabulary.

  As a reader or a writer, vocabulary is also needed as a basis knowledge to make their activity going on as well as they can. As a writer, the function of vocabulary is to know what the ideas that will be write in their blank page. Then, as a reader the main function of vocabulary is to know what the writer tells about in the written text. According to Hiebert and Kamil, vocabulary is the set of words for which writer

  7

  know the meanings when the writer speaks or read orally. This statements also supported by Richards and Renandya, they say that vocabulary is a core

  8

  listen, read and write. Therefore, we can assume that the four skill which said before could not be function if learners did not mastering vocabulary.

  All of vocabularies are words. Usually learning word is learning about new words and searching the meaning of them. Knowledge of words also comes in two forms: receptive and productive. These statements are supported by Michael and Hiebert, they say generically, vocabulary is the knowledge of meaning of words.

  What complicates this definition is the fact that words come in at least two forms: oral and print. Knowledge of words also comes in two forms: receptive –that which we can understand or recognize–and productive –the vocabulary we use when we write or speak. Oral vocabulary is the set of words for which we know the meanings when we speak or read orally. Print vocabularies consist of those words for which the meaning is known when we write or read silently. Productive vocabulary is set of word that an individual can use when writing or speaking. Receptive vocabulary is that set of words for which an individual can assign the

  9 meaning when listening or reading.

  In the other side, Hatch and Brown, they say that vocabulary refers to a list or set vocabulary the students have, the bigger possibility to have a skill to use the language.

  If the students’ vocabulary is limited, they will find some difficulties in using English for communication in English. Vocabulary becomes one of the requirements for people to speak a language, we will find the difficult to express something without vocabulary. Thornbury says without grammar very little can

  11

  be conveyed, without vocabulary nothing can be conveyed. We can still understand the language even if we did not know about grammar. But, the language will tell us nothing, if we do not know anything about vocabulary. From the statement above, we can assume that vocabulary is used to build a language, it is a basic element in communication. Hence, learning vocabulary plays an important role in understanding the language whether it is used in written or spoken. We need vocabulary to communicate. When we want to talk, if we have limited vocabulary so, we will difficult to convey something. That is why vocabulary called as important part in language, no language exist without vocabulary. to talk about word classes. Because getting vocabulary come from knowing words. Each word have different role in a written or spoken form. Thornburry says that words play different roles in a text. Therefore, the different roles fall into

  12 one of eight different word classes.

  There are eight main word classes in English, such as preposition, conjunction,

  13

  determiners, pronoun, adverbs, verbs, noun, and adjectives. In this research, the study was focused on noun, verb, and adjective in song lyrics. The reason of choosing them is the words or vocabulary that usually used in song lyric are noun, verb, and adjective. The writer means that they are more frequently used than the other word classes. The theme of song that used in this research is about humanity. The using of song lyric as a material topic was aimed for getting the appropriate material based on one of the topic syllabus (Kurikulum 2013) in the second semester of the eleventh grade at Senior High School (SMA) provided.

a. Verbs

  The verb is part of the backbone of any sentence, joining the noun or subject as words that relate specifically to it. The verb gives the subject its action or ₁₄ expresses its state of being. Sentences are complete only if they contain both a subject and a verb. Most verbs describe actions, so they called action verb. Action verbs tell what people or thing are doing. Here common action verbs such as: ₁₅ drink, eat etc. There are three important types of verb to be aware such as:

  1. Auxiliary Verbs or Lexical Verb Two or more words may be joined together into a single verb phrase that functions as the full verb of the predicate. The first part of the verb is the

  16 auxiliary verb and the second part is the lexical verb (will be arriving).

  2. Main Verbs Main verb can stand alone (e.g. shouted, arrived). However, where more than one verb is used, they express the main idea (e.g. she is swimming, have you seen?).

  3. Phrasal Verbs Phrasal verbs are formed by adding a particle (adverb or preposition –or an adverb and a preposition) to a verb to create new meanings. Thus ‘set out’ (‘we set out the following day’ or ‘he set out his agenda for the

b. Noun

  According to Frank, noun is one of the most important parts of speech. Its arrangement with the verb helps to form the sentence core which is essential to every complete sentence. In addition, it may function as the chief or head word in

  18 many structures of modification.

  There are some main types of nouns, namely common nouns (words for people, places and things are called common nouns), proper nouns (the names of particular people, places and things), singular noun, and plural noun. 1) Common nouns

  a) Common nouns are words for things These common nouns are words for things: ruler, chair, hammer, bicycle,

  truth, pen, table, saw, ship, calculator, crayons, sofa, axe, truck, television, pencil, loyalty, drill, ferry, fridge, book, lamp, ladder, train, cooker, dictionary, carpet, lawnmower, bus, computer, courage, telephone, spade, laziness printer, etc. c) Common nouns are words for places These common nouns are words for places: bank, airport, hotel gas

  station, library, park, museum, farm, mall, zoo, theater, factory, hospital, nursery , etc.

  d) Common nouns are words for people who do certain things These common nouns are words for people who do certain things: singer, manager, sailor, gardener, dancer, secretary, pilot, police, officer, etc.

  2) Proper noun As mentioned before the proper noun is word that showed about names of particular people, places and things. According to Sargeant, there are some kinds of proper noun such as:

  a) The people’s names people’s names are proper nouns. Such as: Robin Hood, Florence etc.

  b) The names of the days of the week and the months of the year are proper nouns.

  c) The names of special days and celebrations are also proper nouns.

  d) The names of famous places, buildings and monuments are proper nouns.

  3) Singular noun When you are talking about just one thing or person, use a singular noun.

  For example: a tent, a park, an idea, a taxi, a doctor, an oven, a house, a lady, an exercise, etc.

  4) Plural Nouns Use a plural noun when you are talking about two or more people, places or things. Just add s to make most nouns plural. For the example:

  19 computers, chairs, pens, books, mirrors, tables, rooms, etc.

c. Adjectives

  According to Frank, the adjective is a modifier that has the grammatical property of comparison. It is often identified by special derivational endings or by special adverbial modifiers that precede it. Its most usual position is before the noun it

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  modifies, but it fills other positions as well. There are some types of adjectives namely:

  1. Determiners Determiners consist of a small group of structure words without c) Possessive adjectives, my, your, one’s, John’s, the girl’s etc.

  d) Numeral adjectives, cardinal: four, one hundred etc. Ordinal: fourth, third, etc.

  e) Adjectives or indefinite quality –some, few, all, more, etc.

  f) Relative and interrogative adjective –whose, what, which. All of these determiners except the articles and the possessive adjectives of the personal pronouns may functions as pronouns when not followed by nouns. Personal pronouns have separate forms for the possessive used without a noun –my (adjective) book vs the book is mine (pronoun).

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  2. Descriptive Adjectives Descriptive adjectives usually indicate an inherent quality (beautiful intelligent), or a physical state such as age, size, color. Inflectional and derivational endings can be added only to this type or adjective.

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3. Concept of Vocabulary Mastery

  According to Kamil and Hiebert, vocabulary is knowledge of meanings of words.

23 So, all of knowledge of word is vocabulary. It means that vocabulary is

  According to Kridaklsana, vocabulary represents: (1) language component claiming all information about meaning and word usage (2) vocabulary mastery of the speaker or writer of a language. (3) list of word formed such as a

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  dictionary, but with brief and practical definition. It means that all details about meaning and word usage should be consisted in language component and it is produced by vocabulary. Vocabulary mastery is not only mastering in written form but also in oral form. Overall, vocabulary can be called as list of word that contains information about meaning and word usage and it looks like a dictionaries.

  Mastery means understanding well or simply reaching a certain level of understanding of particular content, whereas competence represents the ability to apply what has been mastered. According to Guskey “Mastery is a term that all educators use and believe they understand well. But when pressed to describe precisely what it means to master a concept, skill or subject everyone has a

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