THE EFFECT OF NATURAL METHOD TOWARD STUDENTS’ VOCABULARY AT THE THIRD GRADE STUDENTS OF SDN 48 PEKANBAR
THE EFFECT OF NATURAL METHOD TOWARD STUDENTS’ VOCABULARY AT THE THIRD GRADE STUDENTS OF SDN 48 PEKANBARU
*Yuni Sarwindah
**Kurniawan, S.S.,M.Pd
**Johari Afrizal, S.Pd.,M.Ed
**Dosen FKIP Universitas Islam Riau
*Mahasiswa FKIP Universitas Islam RiauABSTRAK: penulis telah melakukan penelitian di SDN 48 Pekanbaru, penulis
menemukan bahwa siswa lemah dalam penguasaan kosa kata. Metode penelitian
yang digunakan oleh penulis adalah experimental design. Target populasi dalam
penelitian ini adalah kelas III di SDN 48 Pekanbaru dan sample dalam penelitian
ini adalah 32 siswa dari kelas IIIA sebagai kelas experimental dan kelas IIIB
sebagai kelas control. Teknik analisa data menggunakan uji T. digunakan utuk
mengetahui terdapat perbedaan atau tidak terdapat perbedaan seteah pree test
dan post test. Di dapatkan bahwa hasil uji T adalah 2.0 dan T-table sebesar
1.9990 dengan df 62 pada level 0.05. hal ini berarti berarti t-test lebih besar
daripada t-table (15, 39> 1.9990). Dengan demikian Natural Method mempunyai
efek terhadap siswa dalam kemampuan kosakata siswa kelas III SDN 48
Pekanbaru.
ABSTRACT: The research was done at SD N 48 Pekanbaru, researcher found
that the students have low in vocabulary ability. The method used in this research
is experimental design. The target population of this research is the third grade
students of SDN 48 Pekanbaru and the sample of this research is 32 students from
Class IIIA as experimental class and IIIB control group. The technique to analyze
the data was t-test formula. It was used to determine whether there is or there is
not a significant difference between the average score of the pre test and post test.
It was found that the value of t-test was 2.0 and t-table is 1.9990. In degree
freedom (df 62) at 0.05 level. It means that t-test is bigger than t-table (15, 39>
1.9990). in alpha decision level 0.05. The finding shows that Natural Method have
effect to the students’ vocabulary ability of the third grade students at SDN 48
Pekanbaru.Key words: Natural Method, Vocabulary ability
INTRODUCTION
Vocabulary, much more than grammar, is the key to student understanding what they hear and read in school; and to communicating successfully with other people. For this reason it is very important for them to build up a large store of words. Research studies have shown the strong links between having an extensive vocabulary and achieving school success.
Vocabulary is important element for student if they want to be able to speak, they have to know words and master it. If they do not know the words of language of course they will feel difficult to communicate. Among the language element, vocabulary seems to be the most important the one. Indonesia student often find some difficulties in learning the vocabulary of English as foreign language, because English vocabulary is different that of Indonesia, in terms of spelling, pronunciation, and grammar.
Elementary School as the lowest level of education provider that learner at the level of today's children is exposed to a foreign language subjects. Surely this is a separate homework for English teachers who teach in elementary to achieve learning success. English teacher at the elementary school level are exposed to various kinds of reality that can be its own obstacles for them to formulate appropriate teaching how to deal with students who are still at the level of children. It’s not easy to instill the knowledge and expertise English for children in Indonesia because English as a foreign language in Indonesia. In this case, English teacher elementary school level should not only formulate appropriate materials to train new language skills for children , but also to be able to present interesting teaching and fun so that the kids interested in learning.
LITERATURE Natural methods
The natural approach is a
in the
late 1970s and early 1980s. It aims to foster naturalisticin a classroom setting, and to this end it emphasizes communication, and places decreased importance on conscious
study and explicit correction of
student errors. Efforts are also made to make the learning environment as stress- free as possible. In the natural approach, language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input.
Krashen and Terrell (1981; 1982), have identified the Natural Approach with what they call "traditional" approaches to language teaching. Traditional approaches are defined as "based on the use of language in communicative situations without recourse to the native language" - and, perhaps, needless to say, without reference to grammatical analysis, grammatical drilling, or to a particular theory of grammar. (Krashen and Terrell
1983: 9) note that such "approaches have been called natural, psychological, phonetic, new, reform, direct, analytic, and imitative and so forth" (The fact that the authors of the Natural Approach relate their approach to the Natural Method has led some to assume chat
Natural Approach and Natural Method
are synonymous terms. Although the tradition is a common one, there are important differences between the Natural Approach and the older Natural Method, which it will be useful to consider at the outset.
Theory of language
Krashen and Terrell see communication as the primary function of language, and since their approach focuses on teaching communicative abilities, they refer to the Natural Approach as an example of a communicative approach. The Natural Approach "is similar to other communicative approaches being developed today" (Krashen and Terrell 1983: 17). They reject earlier methods of language teaching, such as the Audiolingual Method, which viewed grammar as the central component of language. According to Krashen and Terrell (1983: 1)., the major problem with these methods was that they were built not around "actual theories of language acquisition, but theories of something else; for example, the structure of language" Unlike proponents of Communicative Language Teaching, however, Krashen and Terrell give little attention to a theory of language. Indeed, a recent critic of Krashen suggests he has no theory of language at all (Gregg 1984). What Krashen and Terrell do describe about the nature of language emphasizes the primacy of meaning. The importance of the vocabulary is stressed, for example, suggesting the view that a language is essentially its lexicon and only inconsequently the grammar that determines how the lexicon is exploited to produce messages. Terrell quotes Bolinger in Susanti (2012) to support this view:
The quantity of information in the lexicon far outweighs that in any other part of the language, and if there is anything to the notion of redundancy it should be easier to reconstruct a message containing just words than one containing just the syntactic relations. The significant fact is the subordinate role of grammar. The most important thing is to get the words in. (Bolinger, in Terrell 1977: 333).
Language is viewed as a vehicle for communicating meanings and mes- sages. Hence Krashen and Terrell state that "acquisition can take place only when people understand messages in the target language (Krashen and Terrell 1983: 19). Yet despite their avowed communicative approach to language, they view language learning, as do audio lingualistic, as mastery of structures by stages. "The input hypothesis states that in order for acquirers to progress to the next stage in the acquisition of the target language, they need to understand input language that includes a structure that is part of the next stage" (Krashen and Terrell 1983: 32). Krashen refers to this with the formula "I + 1" (i.e., input that contains structures slightly above the learner's present level). We assume that Krashen means by structures something at least in the tradition of what such linguists as Leonard Bloomfield and Charles Fries meant by structures. The Natural Approach thus assumes a linguistic hierarchy of structural complexity that one masters through encounters with "input" containing structures at the "1 + 1" level.
The Characteristic of Natural Method
There are some of the characteristic of natural method:
1. The list lesson given by listening and then conversation (speaking), reading, or writing and last grammar
2. Teaching presented initially introduced simple words know by students, then introduce object from existing object in the classroom, at home and outside the classroom, or even recognize master foreign language.
3. Aids and dictionaries that can be used at any time is necessary, for example, to explain and interpret difficult words a foreign languages, and expand vocabulary as a key condition to master a foreign language.
4. Because of the ability and fluency of reading and conversation is preferred in this method is the grammatical subject (grammar) less attention.
The teacher roles of natural method
1. The teacher as primary source provider of comprehensible in target language. Teachers are required to provide a lot of time to provide input language with a wide range of assistance such as sign-sign that the child may interpret a given input.
2. The teacher as the creator of an existing group atmosphere and relaxed and friendly so it will minimize the occurrence of active filter in the study. To minimize the occurrence of these effective filter, teacher do not force your child to speak in the group before they are ready to speak, the teacher does not correct the mistake that was made of child, and the teachers provide learning materials that correspond with the interest of children.
3. Teacher acts as responsible and voters, collecting and designing learning materials and activities at diverse group to us in the grouping selecting teaching materials are not only selected based on the perception of teacher alone but also must consider the interest and needs of the children, as well as teacher also needs to chose situation or activities that are appropriate for the presentation of a particular material.
The advantages of natural method
There is some goodness from natural method:
1. It the advanced level of this method very effective, because each individual student was brought into the real atmosphere to use active listening and conversation
2. Teaching read and converse in the language of darting through precedence, while the grammar lessons are taught at any time.
3. Teaching is meaning and easily absorbed by the student, because every word and sentence taught to have context (relationship) with the world day life the student.
Vocabulary
Vocabulary is really important in order acquire a language. It is one of aspect needed to be fluent of the four language skills namely reading, writing, speaking, and listening skills. According to hornby (1995;1425), vocabulary is total number of words that make up a language. Logman (1992;4), states that vocabulary is a list of words used an alphabetical order and which explanation of their meaning. Whoter (1986;1) states that vocabulary development is a skill worth the effort to improve someone’s vocabulary that reading, writing, speaking and listening skills.
Vocabulary mastery is important in learning language, because it is the basic component in learning a language. Its means that person must have understood a number of words when they want to express their ideas.
Vocabulary is one of important factors in learning English besides sound, system, grammar, and culture. It is important factor for practicing language as means of communication. Within the last few years, vocabulary has become viewed as an important aspect in second language learning, in fact, many believe just as important as the main skills of listening, reading, speaking, and writing. Related to English teaching learning process, language skills such as listening, speaking, reading, and writing needs a series of words that are called vocabulary. According to Steven Stahl (2005) puts it “ vocabulary knowledge is the knowledge of a words not only implies a definition, but also implies how that word fits into the word. “ . Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and depends over the course of life time.
METHOD
The research is an experimental research. They are two variables: Independent variable and dependent variable. The independent variable is a variable that is identified as a casual variable is taught to cause the independent variable.
The writer was get the population and sample of the research are the third grade students SDN 48 Pekanbaru. Population is the group of interest writer to which she/he would like the result of the study to be generalized. In order to know the population completely it is described on the table.
Table 1. Population of the research Classes Number of student
III.A
32 III.B
32 Total
64 The research instrument for this research by disturbing vocabulary test to the student. It is in multiple choices form. There are two times of item test used in this research. The first is the pre- test and the second one is post-test.
After calculated mean score pre- test and post-test, now we can see the progress of students’ result by used Natural Method in teaching vocabulary based on mean score, variance, and standard deviation, as table below:
4
80 Pre Test Column1
60
40
20
Co nt ro l C la ss
Chart 1. Increasing Mean Score in Post Test and Pre Test Ex pe rim en ta l C la ss
Beside table above, we can see the percentage of the students’ increasing in vocabulary ability in the chart as bellow:
30 The analysis table 1. Therefore, writer compared between pre-test and post-test score. In table 4.5 above showed that there was an increasing of students’ test result. The score of pre-test was 1665 and the score of post-test was 2650. The mean or average of the students’ pre-test score was 52.03, while the mean of the students’ post-test was 82.81. So, there was increased point about 30.78 from pre-test to post-test. Variance of pre-test was 53.70, and variance of post-test was 85.48 so there was increase about 31.79. Mean while, standard deviation of pre- test was 7.32, while standard deviation of post-test was 9.24. In here, there was increase about 1.92 from pre-test to post- test.
65
35
35 Low
1.92 High 65 100
9.2
Table 2. The progress of Students Score in vocabulary ability pretest and posttest Data Analy sis Pre - test Pos t- test Increas ing
2
7.3
31.79 Standa rd Deviat ion
49
70 85.
53.
30.78 Varian ce
81
03 82.
985 Mean 52.
5 265
Score 166
From chart 7 can be conclude that there was significant effect between Pre Test and Post Test, which the pre test of experimental is 52.03 and post test is
82.81. For the pre test of Control Group is 49.69 and post test is 71.25.
From the explanation above, it can be seen that there was a significant increasing of the students’ ability in vocabulary. In the post-test become higher than pre-test after applying natural method. It means that there was increase of the students’ reading comprehension after treatment by natural method in third grade especially class III A as experimental class.
DISCUSSION
From the data analysis, the write found out the means in experimental group pre-test 52.03. Then three meeting, the writer gave treatment to the students by using natural method in teaching vocabulary. To know how result of treatment, writer gave post-test and students answer based on the topic given. The writer found out the mean score of post-test was 82.81. It could be seen that the means increase made by students of the experimental group from pre-test and post-test was 30.78. This Natural Method was successful. It gave positive effect to the students in vocabulary. Students are better in comprehension text than before.
Moreover, based on the calculation of standard deviation of pre- test was found 7.32 and post-test 9.24. Then the writer used t-test to know the increase of students’ vocabulary ability. It was found that the value of t-test was 15.39 and t-table is 1.9990. In degree freedom (df 62) at 0, 05 level. It means that t-test is bigger than t-table (15.39 > 1.9990) in alpha decision level 0.05. Consequently, the null hypothesis is rejected and the alternative hypothesis was accepted. So, there is significant effect of Natural Method in vocabulary ability of the third grade at SDN 48 Pekanbaru.
CONCLUSION
This chapter was discussing about the conclusion of this research. Based on the result of the data analysis in chapter IV, the writer can make conclusion that related with this research. It can be concluded:
1. The average score before applying natural method was 52.03 point in pre-test and after applied the natural method was 82.81point in post-test. It means that the average pre-test and post test increased 30.78 point.
2. There was significant different of students’ vocabulary between the pre-test and post-test. Therefore, alternative hypothesis was accepted and null hypothesis was rejected because the observed statistic (t observed ) was greater than critical statistic (t critical ) where 15.39> 1.9990. Therefore, there was significant effect achieved in vocabulary mastery after applied Natural Method in teaching learning vocabulary in SD N 48 Pekanbaru.
3. The Third Grade students of SDN 48 Pekanbaru were interested in learning English by using natural method.
Although a little difficult because all of process learning used English full, but they can understand the text deeply.