THE EFFECT OF APPLYING SEMANTIC CLUSTERING TECHNIQUE ON STUDENTS VOCABULARY MASTERY.
THE EFFECT OF APPLYING SEMANTIC CLUSTERING
TECHNIQUE ON STUDENTS’ VOCABULARY MASTERY
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan in Partial Fulfilment of the Requirement
for the Degree of Sarjana Pendidikan
By:
Tiarmayanti Novita Sonia
Registration Number 2103321045
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Sonia, Tiarmayanti Novita. 2103321045. The Effect of Applying Semantic
Clustering Technique on Students’ Vocabulary Mastery. A Thesis. English
Department. Faculty of Languages and Arts. States University of Medan.
Medan: 2015.
This study deals with The Effect of Applying Semantic Clustering Technique on
Students’ Vocabulary Mastery. This study used the experimental design. The
population of the study was the first grade of SMP Swasta Masehi Medan. There
were sixty students of first grade junior high school as the sample of the research.
This study was conducted with two groups, experimental and control group. The
experimental group was taught by applying Semantic Clustering Technique and
the control group without applying Semantic Clustering Technique. The data were
acquired by adminitered the pre-test and the post-test. The data were analyzed by
using SPSS 17.00. The mean score of the experimental group in pre-test =58.20,
control group = 50.87. In the post-test, mean score of the experimental group =
76.23, while the control group = 64.53. The result of this study showed that
teaching by applying Semantic Clustering Technique significantly affected the
students’ vocabulary mastery.
Key Words: Semantic Clustering Technique, Students’ Vocabulary Mastery
i
ACKNOWLEDMENT
The greatest thanks to the Almighty Jesus Christ for His love, blessing and
guidance that enable the writer to complete this thesis as a partial fulfillment for
the requirement for the degree of Sarjana Pendidikan at the English Department of
Faculty of Language and Arts, State University of Medan.
During the process of writing, the writer realizes that she cannot
accomplish her writing without God guidance and supporting from many people,
therefore the writer would like to express her sincere gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Sumarsih, M.Pd., as the Head of English and Literature
Department and also Dra. Meisuri, M.A, as the Secretary of English
Department and as her Examiners.
Dra. Masitowarni Siregar, M.Ed., as the Head of English Education study
Program.
Dr.Anni Holila Pulungan, M.Hum, as her Advisor.
Dr. Siti Aisah Ginting, M.Pd., as her Academic Advisor.
Dra. Tjut Ernidawaty, M.Hum, as her Examiners.
Dra. Meisuri, M.A., as her Examiners.
Mahmud Layan Hutasuhut, M.Hum., her Examiners.
All the Lectures of English Department who gives new knowledge, advices
in facing life, and for giving gorgeous study experiences.
Mam Eis, as the administration staff of English Department, for her attention,
assistance, and information in completing it.
Ir. Usman Sembiring as the Headmaster at SMP Swasta Masehi Medan for
giving permission and helping the writer to do this research.
The Teachers and students of SMP Swasta Masehi Medan, thanks for
their helping, assistance and guidance during the research.
The deepest thanks are expressed to her beloved parents, Ir. Simson Girsang
and R.E. Simanjuntak, for everything given in order to finish her study.
Thanks also given to her splendid sisters and brothers: Erika Margaretha
Girsang, Ruth Helena Girsang, Hanna Girsang, Daniel Frans Jordan
Girsang, Arnold Abednego Girsang, Jeremia Deo Haganta Girsang. And
also for all family members who supported her.
The most special persons in her life, her beloved uncle and aunty, Juhli Edi
Simanjuntak and Petra Marinta Purba, who has given their support during
ii
her study and her writing thesis. Thankyou for your kindness, praying,
support, and love for her.
Special thanks to her best friend, Icha Ramadhani Butar-butar, S.Pd., Fitri
Handayani Lubis, Yenni Rofina Simanjuntak, Sri Agus Murniasih,
Gustinavira, Asri Rumiris Panjaitan, Yusniar, Misida Marpaung for
their support, praying, love, laugh, care, and wonderful friendship.
The writer realizes that this thesis still has the paucity, he conveniently
welcomes anysuggestions, comments critics, and advices that will improve the
quality of this thesis. He hopes that this thesis would be useful for those who are
read and interested in the field of this study.
.
Medan, Januari 2015
The writer,
Tiarmayanti Novita Sonia
Reg. No. 2103321045
iii
TABLE OF CONTENTS
Pages
ABSTRACT ........................................................................................................
ACKNOWLEDGMENT ....................................................................................
TABLE OF CONTENTS ...................................................................................
LIST OF TABLES ..............................................................................................
LIST OF FIGURES ............................................................................................
LIST OF APPENDICES ....................................................................................
CHAPTER I.
INTRODUCTION
A. The Background of the Study ..............................................
B. The Problem of the Study ....................................................
C. The Objective of the Study ..................................................
D. The Scope of the Study........................................................
E. The Significance of the Study .............................................
CHAPTER II. REVIEW OF LITERATURE
A. Theoretical Framework .......................................................
1. Vocabulary ......................................................................
2. The Level of Word Understanding .................................
3. Types of Vocabulary.......................................................
a. Receptive Vocabulary ................................................
b. Productive Vocabulary...............................................
4. Meaning of Vocabulary ...................................................
5. Learning Vocabulary ......................................................
6. Measuring Vocabulary Mastery .....................................
7. Semantic Clustering Technique ......................................
a. Justification for Semantic Clustering .........................
b. The Example of Semantic Clustering Technique ......
c. The Steps of Semantic Clustering Technique ...........
8. The Advantages and Disadvantages of Semantic Clustering
Technique ..............................................................................
B. Relevant Studies ..................................................................
C. Conceptual Framework .......................................................
D. Hypothesis ...........................................................................
CHAPTER III. RESEARCH METHOD
A. Research Design ..................................................................
B. Population and Sample ........................................................
1. Population .......................................................................
2. Sample ............................................................................
C. The Source of Data and The Data .......................................
D. The instrument for Collecting Data .....................................
1. Data .................................................................................
iv
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E. The Procedure of Research ..................................................
1. Pre –Test .........................................................................
2. Treatment ........................................................................
3. Post- test..........................................................................
F. Scoring of the Test...............................................................
G. Data Analysis.......................................................................
1. Data Analysis on Pre-test................................................
a. Normality Distribution ...............................................
b. Homogeneity Variance ..............................................
c. Independent T-test Computation ................................
29
29
29
33
33
33
34
35
35
35
CHAPTER IV. THE DATA AND THE DATA ANALYSIS
A. The Data ..............................................................................
B. The Data Analysis ...............................................................
1. Pre-Test Score Analysis ..................................................
2. The Post-Test Score Analysis .........................................
36
36
36
39
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions .........................................................................
B. Suggestions ..........................................................................
43
43
REFERENCES ...................................................................................................
APPENDIX .........................................................................................................
44
47
v
LIST OF TABLES
Pages
Table 1.1.
Table 3.1.
Table 3.2.
Table 3.3.
Table 4.1.
Table 4.2.
The Seventh Grade (VII) Students’ Score of Vocabulary Test ..........
The Research Design ..........................................................................
The Treatment for Experimental Group .............................................
The Treatment for Control Group .......................................................
Descriptive Statistics of Pre-test ........................................................
Descriptive Statistics of Post-test .......................................................
2
26
29
32
36
39
LIST OF FIGURE
Page
Figure 2.1. The Example of Semantic Clustering Technique ...............................
20
LIST OF APPENDICES
Pages
Appendix A.
Appendix B.
Appendix C.
Appendix D.
Appendix E.
Appendix F.
Appendix G.
Appendix H.
Appendix I.
Appendix J.
Appendix K.
Appendix L.
Appendix M.
Appendix N.
Appendix O.
Appendix P.
Appendix Q.
Appendix R.
Appendix S.
The Pre-Test Score of Experimental and Control Group............
The Post-Test Score of Experimental and Control Group ............
The Pre-test and Post-test of Experimental Group .......................
The Pre-test and Post-test of Control Group .................................
Descriptive Statistics of Pre-test ...................................................
Test of Normality Pre-test .............................................................
Test of Homogeneity of Variances Pre-test ..................................
Paired Sample T-Test of Pre-test ..................................................
Descriptive Variables of Post-test .................................................
Test of Normality Post-test ...........................................................
Test of Homogenenity of Variances Post-test ..............................
Paired Sample T-Test of Post-test.................................................
Observation sheet ..........................................................................
Interview sheet ..............................................................................
Lesson Plan (Control Group) ........................................................
Lesson Plan (Experimental Group). ..............................................
Vocabulary Test ............................................................................
Answer Key. .................................................................................
The Score of Students ...................................................................
iv
47
48
49
50
51
53
54
55
56
58
59
60
61
63
65
67
74
79
80
CHAPTER I
INTRODUCTION
A. The Background of the Study
One of the essential for success in comprehending the language well, good
speaking, and composing a good writing is vocabulary. Vocabulary has an
important role in teaching and learning English as a foreign language.
At the present day, everybody approves the value of vocabulary in learning a
language. Vocabulary as the basic element of language, is accepted as even the
backbone of the language system. But unfortunately, vocabulary knowledge is not
attached importance according to its desertsin language study area in the
beginning. Vocabulary teaching was a matter of secondary importance in foreign
language programs. Today, almost all second language theorists and practitioners
admit vocabulary is crucial for language teaching.
Vocabulary knowledge also plays a significant role in overall academic
success (Lehr et al, 2004). Students’ lack of academic vocabulary ultimately
translates into shallow interaction with print and spoken word, fewer job
opportunities, and less income.
Vocabulary is the basic element of four skills, listening, speaking, reading and
writing. Students who are rich in vocabulary will be better in listening, speaking,
reading and writing a foreign language (Ekawati:2014). Therefore, vocabulary
affects the student’s ability in learning foreign language. According to Marzano
(2004), vocabulary knowledge impacts reading and academic success, and it is
1
2
significant in our daily life and can have practical as well as social and emotional
consequences. It is supported by Beck (2002) who estimates that better readers
may learn as many as seven new words a day, while struggling readers and low
achievers learn one or two new words per a day. Not surprisingly, students with
rich vocabularies find more enjoyment in reading and more willing to spend time
reading. It supported by Pikulski (2004:4) that the learners have to increase their
vocabulary by around 3.000 words a year. The number of vocabulary will
influence how well someone masters the language.
In this study, the writer chooses vocabulary as her topic because when she
observed to the VII grade students at 2013/2014 academic year and interviewed
the English teacher in SMP Swasta Masehi Medan she found that the students
cannot comprehend a text and do the exercises from the textbook because their
vocabulary were still low. The students’ achievement in learning English is very
low especially in vocabulary. Most of them have many problems in
understanding, memorizing, and pronouncing the words and it makes them lazy to
study English because most of the students get the score below Minimal
Completeness Criteria (KKM) of English lesson for Junior High School. The
score of vocabulary test from the students can be seen in table 1.1.
Table 1.1 The Seventh Grade (VII) Students’ Score of Vocabulary Test
Semesters
Score
Students
Percentage
Mean
1st Semester 2012/2013
TECHNIQUE ON STUDENTS’ VOCABULARY MASTERY
A THESIS
Submitted to the English Department, Faculty of Languages and Arts,
State University of Medan in Partial Fulfilment of the Requirement
for the Degree of Sarjana Pendidikan
By:
Tiarmayanti Novita Sonia
Registration Number 2103321045
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Sonia, Tiarmayanti Novita. 2103321045. The Effect of Applying Semantic
Clustering Technique on Students’ Vocabulary Mastery. A Thesis. English
Department. Faculty of Languages and Arts. States University of Medan.
Medan: 2015.
This study deals with The Effect of Applying Semantic Clustering Technique on
Students’ Vocabulary Mastery. This study used the experimental design. The
population of the study was the first grade of SMP Swasta Masehi Medan. There
were sixty students of first grade junior high school as the sample of the research.
This study was conducted with two groups, experimental and control group. The
experimental group was taught by applying Semantic Clustering Technique and
the control group without applying Semantic Clustering Technique. The data were
acquired by adminitered the pre-test and the post-test. The data were analyzed by
using SPSS 17.00. The mean score of the experimental group in pre-test =58.20,
control group = 50.87. In the post-test, mean score of the experimental group =
76.23, while the control group = 64.53. The result of this study showed that
teaching by applying Semantic Clustering Technique significantly affected the
students’ vocabulary mastery.
Key Words: Semantic Clustering Technique, Students’ Vocabulary Mastery
i
ACKNOWLEDMENT
The greatest thanks to the Almighty Jesus Christ for His love, blessing and
guidance that enable the writer to complete this thesis as a partial fulfillment for
the requirement for the degree of Sarjana Pendidikan at the English Department of
Faculty of Language and Arts, State University of Medan.
During the process of writing, the writer realizes that she cannot
accomplish her writing without God guidance and supporting from many people,
therefore the writer would like to express her sincere gratitude to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., as the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., as the Dean Faculty of Languages and Arts,
State University of Medan.
Prof. Dr. Sumarsih, M.Pd., as the Head of English and Literature
Department and also Dra. Meisuri, M.A, as the Secretary of English
Department and as her Examiners.
Dra. Masitowarni Siregar, M.Ed., as the Head of English Education study
Program.
Dr.Anni Holila Pulungan, M.Hum, as her Advisor.
Dr. Siti Aisah Ginting, M.Pd., as her Academic Advisor.
Dra. Tjut Ernidawaty, M.Hum, as her Examiners.
Dra. Meisuri, M.A., as her Examiners.
Mahmud Layan Hutasuhut, M.Hum., her Examiners.
All the Lectures of English Department who gives new knowledge, advices
in facing life, and for giving gorgeous study experiences.
Mam Eis, as the administration staff of English Department, for her attention,
assistance, and information in completing it.
Ir. Usman Sembiring as the Headmaster at SMP Swasta Masehi Medan for
giving permission and helping the writer to do this research.
The Teachers and students of SMP Swasta Masehi Medan, thanks for
their helping, assistance and guidance during the research.
The deepest thanks are expressed to her beloved parents, Ir. Simson Girsang
and R.E. Simanjuntak, for everything given in order to finish her study.
Thanks also given to her splendid sisters and brothers: Erika Margaretha
Girsang, Ruth Helena Girsang, Hanna Girsang, Daniel Frans Jordan
Girsang, Arnold Abednego Girsang, Jeremia Deo Haganta Girsang. And
also for all family members who supported her.
The most special persons in her life, her beloved uncle and aunty, Juhli Edi
Simanjuntak and Petra Marinta Purba, who has given their support during
ii
her study and her writing thesis. Thankyou for your kindness, praying,
support, and love for her.
Special thanks to her best friend, Icha Ramadhani Butar-butar, S.Pd., Fitri
Handayani Lubis, Yenni Rofina Simanjuntak, Sri Agus Murniasih,
Gustinavira, Asri Rumiris Panjaitan, Yusniar, Misida Marpaung for
their support, praying, love, laugh, care, and wonderful friendship.
The writer realizes that this thesis still has the paucity, he conveniently
welcomes anysuggestions, comments critics, and advices that will improve the
quality of this thesis. He hopes that this thesis would be useful for those who are
read and interested in the field of this study.
.
Medan, Januari 2015
The writer,
Tiarmayanti Novita Sonia
Reg. No. 2103321045
iii
TABLE OF CONTENTS
Pages
ABSTRACT ........................................................................................................
ACKNOWLEDGMENT ....................................................................................
TABLE OF CONTENTS ...................................................................................
LIST OF TABLES ..............................................................................................
LIST OF FIGURES ............................................................................................
LIST OF APPENDICES ....................................................................................
CHAPTER I.
INTRODUCTION
A. The Background of the Study ..............................................
B. The Problem of the Study ....................................................
C. The Objective of the Study ..................................................
D. The Scope of the Study........................................................
E. The Significance of the Study .............................................
CHAPTER II. REVIEW OF LITERATURE
A. Theoretical Framework .......................................................
1. Vocabulary ......................................................................
2. The Level of Word Understanding .................................
3. Types of Vocabulary.......................................................
a. Receptive Vocabulary ................................................
b. Productive Vocabulary...............................................
4. Meaning of Vocabulary ...................................................
5. Learning Vocabulary ......................................................
6. Measuring Vocabulary Mastery .....................................
7. Semantic Clustering Technique ......................................
a. Justification for Semantic Clustering .........................
b. The Example of Semantic Clustering Technique ......
c. The Steps of Semantic Clustering Technique ...........
8. The Advantages and Disadvantages of Semantic Clustering
Technique ..............................................................................
B. Relevant Studies ..................................................................
C. Conceptual Framework .......................................................
D. Hypothesis ...........................................................................
CHAPTER III. RESEARCH METHOD
A. Research Design ..................................................................
B. Population and Sample ........................................................
1. Population .......................................................................
2. Sample ............................................................................
C. The Source of Data and The Data .......................................
D. The instrument for Collecting Data .....................................
1. Data .................................................................................
iv
i
ii
iv
vi
vii
viii
1
3
3
3
4
5
5
6
7
7
7
8
13
15
16
18
20
21
22
23
24
25
26
27
27
27
27
28
28
E. The Procedure of Research ..................................................
1. Pre –Test .........................................................................
2. Treatment ........................................................................
3. Post- test..........................................................................
F. Scoring of the Test...............................................................
G. Data Analysis.......................................................................
1. Data Analysis on Pre-test................................................
a. Normality Distribution ...............................................
b. Homogeneity Variance ..............................................
c. Independent T-test Computation ................................
29
29
29
33
33
33
34
35
35
35
CHAPTER IV. THE DATA AND THE DATA ANALYSIS
A. The Data ..............................................................................
B. The Data Analysis ...............................................................
1. Pre-Test Score Analysis ..................................................
2. The Post-Test Score Analysis .........................................
36
36
36
39
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions .........................................................................
B. Suggestions ..........................................................................
43
43
REFERENCES ...................................................................................................
APPENDIX .........................................................................................................
44
47
v
LIST OF TABLES
Pages
Table 1.1.
Table 3.1.
Table 3.2.
Table 3.3.
Table 4.1.
Table 4.2.
The Seventh Grade (VII) Students’ Score of Vocabulary Test ..........
The Research Design ..........................................................................
The Treatment for Experimental Group .............................................
The Treatment for Control Group .......................................................
Descriptive Statistics of Pre-test ........................................................
Descriptive Statistics of Post-test .......................................................
2
26
29
32
36
39
LIST OF FIGURE
Page
Figure 2.1. The Example of Semantic Clustering Technique ...............................
20
LIST OF APPENDICES
Pages
Appendix A.
Appendix B.
Appendix C.
Appendix D.
Appendix E.
Appendix F.
Appendix G.
Appendix H.
Appendix I.
Appendix J.
Appendix K.
Appendix L.
Appendix M.
Appendix N.
Appendix O.
Appendix P.
Appendix Q.
Appendix R.
Appendix S.
The Pre-Test Score of Experimental and Control Group............
The Post-Test Score of Experimental and Control Group ............
The Pre-test and Post-test of Experimental Group .......................
The Pre-test and Post-test of Control Group .................................
Descriptive Statistics of Pre-test ...................................................
Test of Normality Pre-test .............................................................
Test of Homogeneity of Variances Pre-test ..................................
Paired Sample T-Test of Pre-test ..................................................
Descriptive Variables of Post-test .................................................
Test of Normality Post-test ...........................................................
Test of Homogenenity of Variances Post-test ..............................
Paired Sample T-Test of Post-test.................................................
Observation sheet ..........................................................................
Interview sheet ..............................................................................
Lesson Plan (Control Group) ........................................................
Lesson Plan (Experimental Group). ..............................................
Vocabulary Test ............................................................................
Answer Key. .................................................................................
The Score of Students ...................................................................
iv
47
48
49
50
51
53
54
55
56
58
59
60
61
63
65
67
74
79
80
CHAPTER I
INTRODUCTION
A. The Background of the Study
One of the essential for success in comprehending the language well, good
speaking, and composing a good writing is vocabulary. Vocabulary has an
important role in teaching and learning English as a foreign language.
At the present day, everybody approves the value of vocabulary in learning a
language. Vocabulary as the basic element of language, is accepted as even the
backbone of the language system. But unfortunately, vocabulary knowledge is not
attached importance according to its desertsin language study area in the
beginning. Vocabulary teaching was a matter of secondary importance in foreign
language programs. Today, almost all second language theorists and practitioners
admit vocabulary is crucial for language teaching.
Vocabulary knowledge also plays a significant role in overall academic
success (Lehr et al, 2004). Students’ lack of academic vocabulary ultimately
translates into shallow interaction with print and spoken word, fewer job
opportunities, and less income.
Vocabulary is the basic element of four skills, listening, speaking, reading and
writing. Students who are rich in vocabulary will be better in listening, speaking,
reading and writing a foreign language (Ekawati:2014). Therefore, vocabulary
affects the student’s ability in learning foreign language. According to Marzano
(2004), vocabulary knowledge impacts reading and academic success, and it is
1
2
significant in our daily life and can have practical as well as social and emotional
consequences. It is supported by Beck (2002) who estimates that better readers
may learn as many as seven new words a day, while struggling readers and low
achievers learn one or two new words per a day. Not surprisingly, students with
rich vocabularies find more enjoyment in reading and more willing to spend time
reading. It supported by Pikulski (2004:4) that the learners have to increase their
vocabulary by around 3.000 words a year. The number of vocabulary will
influence how well someone masters the language.
In this study, the writer chooses vocabulary as her topic because when she
observed to the VII grade students at 2013/2014 academic year and interviewed
the English teacher in SMP Swasta Masehi Medan she found that the students
cannot comprehend a text and do the exercises from the textbook because their
vocabulary were still low. The students’ achievement in learning English is very
low especially in vocabulary. Most of them have many problems in
understanding, memorizing, and pronouncing the words and it makes them lazy to
study English because most of the students get the score below Minimal
Completeness Criteria (KKM) of English lesson for Junior High School. The
score of vocabulary test from the students can be seen in table 1.1.
Table 1.1 The Seventh Grade (VII) Students’ Score of Vocabulary Test
Semesters
Score
Students
Percentage
Mean
1st Semester 2012/2013