THE EFFECTIVENESS OF COURSE REVIEW HORAY (CRH) FOR TEACHING VOCABULARY (An Experimental Research at the Second Graders of SMP N 2 Purwokerto in Academic Year 20122013)

  

THE EFFECTIVENESS OF COURSE REVIEW HORAY (CRH) FOR

TEACHING VOCABULARY

(An Experimental Research at the Second Graders of SMP N 2 Purwokerto in

Academic Year 2012/2013)

  

A THESIS

Submitted to the English Department as a Partial Fulfillment

of the Requirements for S. Pd Degree

By:

  

ISNAINI RIZQI ROMADHANI

0901050093

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF PURWOKERTO

  

2013 ii

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DEDICATION

  The thesis is dedicated for:  My beloved mother and father (Farchah and Dwiwanto) who always give me advice, spirit and pray. So, I can finish the thesis on time.

   My old sister (Rohma Dara Rizqika) and my young sisters ( Rizqi Hanung Mumpuni and Rizqia Desfin Salsabila) who help me finished the thesis. Thank you to “Rizqi Dul bersaudara”.

   My sweetheart (Johan Kuncoro Jati) who always give me advice and spirit. You always make me happy and comfortable.  My best friends ( Nadia Mustika Maldini, Ari Dwi Haryanti, Shinta Dhani Aprilia,

  Siti Umi Hani, Priska Linang Sari, Hastin Afyati, Yuli Nur Widiasih, Dwi Tantri, Nisa Hikmawati, Vara Agustina and Siti Munawaroh) who always help and give me spirit.

   All of my friends in English Department 2009. Thank you so much.  All my friends in Muhammadiyah University of Purwokerto who I can not mention it one by one. Thank you for all.

  

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ACKNOWLEDGEMENT

  Praise to Allah SWT who has given blessing and mercy so that the thesis with title “The Effectiveness of Course Review Horay (CRH) for Teaching Vocabulary to the Second Grade of SMP N 2 Purwokerto in Academic Year 2012/2013” as a partial fulfillment for requirements of S.Pd. Degree of English Department, Teacher Training and Education Faculty, Muhammadiyah University of Purwokerto could be finished. Secondly, I would like to thank:

  1. Drs. Ahmad, M.Pd, the Dean of the Teacher Training and Education Faculty who has permitted me for doing the thesis.

  2. Drs. Pudiyono, M.Hum, as the chief of English Department of Teacher Training and Education Faculty.

  3. Drs. Bambang Suroso, M.Hum, as the first consultant who have given guidance and suggestion for my thesis patiently.

  4. Saefurrohman, M.Pd, as the second consultant who give guidance and suggestion for my thesis patiently up to his departure to Philippine.

  5. All the lecturers in English Department for the dedication in giving the knowledge to me.

  

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  6. Daud Dwi Sudarto, M.Pd., as the headmaster of SMP N 2 Purwokerto who has permitted me for doing the thesis.

  7. Akhir Hastina, S.Pd., Imam Tobroni, S.Pd. and Nari Bronto,S.Pd., as the teachers of SMP N 2 Purwokerto who help the researcher in conducting the research.

  8. All the second grade students of SMP N 2 Purwokerto, particularly VIII D, VIII G, VIII B and VIII H who had participated in the research.

  In writing this thesis, there are still many weaknesses in, as there is nothing perfect in the world, so any criticism and suggestions from the readers are very much welcome to make it better. It is expected that this thesis will give valuable things particularly for educational field and also those who are interested.

  Purwokerto, June 2013 The Researcher

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MOTTO

“Never surrender, because if you do, it is over.”

  (Top Ittipat

• – The Maker of Tao Kae Noi)

  

“It is difficult to change but it is so highest difficult to continue our life in poverty

and without education.”

  (Mario Teguh

• – The Golden Ways)

  

“I think and think for months and years. Ninety ninth times, the conclusion is

false. The hundredth time, I am right.”

“Learn from yesterday, live for today, hope for tomorrow. The important thing

is not to stop questioning.”

  (Albert Einstein)

  

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TABLE OF CONTENTS

  Page TITLE........................................................................................................ i APPROVAL…………………………………………………………….. ii DEDICATION…………………………………………………………. . v ACKNOWLEDGEMENT……………………………………………… vi MOTTO………………………………………………………………… viii TABLE OF CONTENT...................................................................... ...... ix ABSTRACT…………………………………………………………….. xi LIST OF TABLES……………………………………………………… xii LIST OF FIGURES……………………………………………………. . xii LIST OF APPENDICES………………………………………………. .. xiv

  CHAPTER I INTRODUCTION …........................................................ ... 1

  A. The Background of the Research ........................................... 1

  B. The Reasons for Choosing Topic ........................................... 3 C.

  The Problem of Research…………………………………... 3

  D. The Aim of the Research ........................................................ 4 E.

  The Limitation of the Research………………………… ...... 4

  F. The Clarification of the Terms ............................................... 4

  G. The Contribution of the Research........................................... 5

  CHAPTER II LITERATURE REVIEW…............................................... 7 A. Vocabulary ............ ......................................................... 7

  1. The Definition of Vocabulary .................................. 7 2.

  The Aspect of Vocabulary………………………... 8

  3. The Types of Vocabulary ……………………….... 10

  4. The Ways of Learning Vocabulary. ....................... . 15

  5. The Principles of Teaching Vocabulary .................. 17

  B. Course Review Horay (CRH) ......................................... 18

  1. The Rules of CRH.......... .......................................... 20

  2. The Benefits of CRH ................................................ 25

  

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  3. The Disadvantages of CRH ...................................... 26

  4. The Solutions for Minimizing the Disadvantages of CRH ..................................................................... 27 C. Basic Assumption ........................................................... 29 D.

  Hypothesis……………………………………………. .. 29

  CHAPTER III RESEARCH METHODOLOGY ..................................... 30 A. The Method of Research ................................................. 30 B. The Place and Time of Research..................................... 31 C. The Subject of Research …….. ....................................... 32

  D. The Research Variable …….. .......................................... 33

  E. The Technique of Collecting Data .................................. 33

  F. The Technique of Analyzing Instrument ........................ 34

  G. The Technique of Analyzing Data ................................. 40

  CHAPTER IV RESULT AND DISCUSSION………………………… . 42 A. Result………………………………………………….. 42 B. Discussion……………………………………………... 48 CHAPTER V CONCLUSION AND SUGGESTION…………………. . 51 A. Conclusion…………………………………………….. 51 B. Suggestion…………………………………………….. . 51 REFERENCES APPENDICES

  

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ABSTRACT

THE EFFECTIVENESS OF COURSE REVIEW HORAY (CRH) FOR

TEACHING VOCABULARY

(An Experimental Research at the Second Graders of SMP N 2 Purwokerto in

  

Academic Year 2012 / 2013)

BY

  

ISNAINI RIZQI ROMADHANI

0901050093

  This research was aimed at finding out the effectiveness of Course Review

  

Horay (CRH) for teaching vocabulary. This experimental research took place at SMP

  N 2 Purwokerto in academic year 2012/2013. There were 48 students involved in the research which were divided into two classes. Class VIII G was the experimental class which was taught with Course Review Horay (CRH) and class VIII D was the control class which was taught with classical method. The research started with pre-test that was given before the researcher gave the treatment, and the post test was given after the researcher gave the treatment for collecting data. In experimental class, the students answered 16 questions of vocabulary given in the worksheet and the students that could answer in horizontal, vertical or diagonal said “Horay”. After the researcher gave the treatment, the mean score result of experimental class increased to 16.17, while the control class was only 8.54. The improvement of vocabulary at both classes showed that Course Review Horay (CRH) for teaching vocabulary at the level of significance of 0.05 and df 46 was significant, where the counted score of 2.841 was higher than t-table score of 1.679.

  Keywords: course review horay, teaching vocabulary

  

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List of Tables

  Page Table 1 :

  The Schedule of Research…………………………………… 32 Table 2 : T he Level of the Item Difficulty……………………………. 38 Table 3 : The Item Difficulty in Pre-

  Test……………………………... 39 Table 4 : The Item Difficulty in Post-

  Test…………………………….. 40 Table 5 : Pre-Test and Post- test (Experimental Class)………………… 43 Table 6 : Pre-test and Post-Test (Control Class)

  ………………………. 44 Table 7 : T-Test Result

  ………………………………………………… 48

  

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List of Figures

  Page

Figure 4.1 : The Comparison of Pre-Test Result ………………………….

  45 Figure 4.2 : The Comparison of Post-test Result …………………………..

  46

  

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List of Appendices

Appendices A..................................................................................................

  56 Appendix 1

  : Item Analysis of Pre Test………………………………………. 57 Appendix 2

  : Item Analysis of Post Test……………………………………… 60 Appendix 3

  : Calculation of Validity Pre Test………………………………... 63 Appendix 4

  : Calculation of Reliability Pre Test……………………………... 64 Appendix 5

  : The Score of r table…………………………………………….. 65 Appendix 6 : Measuring t- value………………………………………………. 66 Appendix 7 : Computation of t- test…………………………………………… 67 Appendix 8 : t

• – table…………………………………………………………. 68 Appendices B.................................................................................................

  69 Appendix 1 :

  Instrument of Measurement…………………………………….. 70 Appendix 2 :

  Lesson Plan……………………………………………………… 77 Appendix 3 :

  Worksheet of Course Review Horay (CRH)……………………. 142 Appendix 4 :

  Card Numbers…………………………………………………… 143 Appendix 5

  : Pictures (Second Meeting)………………………………………. 145