SOHED SPEAK ONE HOUR EVERY DAY STRATEGY
SOHED (SPEAK ONE HOUR EVERY DAY) STRATEGY TO DEVELOP STUDENTS’ VOCABULARY MASTERY
( Research and Development at the seventh grade Madrasah Ulumul Qur’an in Academic 2016 )
SKRIPSI
By : Khaidir Sabri
1042011059 English Education Department TARBIYAH AND TEACHERS TRAINING FACULITY STATE INSTITUTE FOR ISLAMIC STUDIES LANGSA
2017 M/1438 H
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini :
Nama : KHAIDIR SABRI Nim
: 1042011059 Jurusan
: Fakultas Tarbiyah Dan Ilmu Keguruan (FTIK) Prodi
: Pendidikan Bahasa Inggris (PBI) Alamat
: Gp. Meurandeh, Kota Langsa.
Dengan ini menyatakan bahwa skripsi saya yang berjudul “ SOHED
(SPEAK ONE HOUR EVERY DAY) STRATEGY TO DEVELOP
STUDENTS’ VOCABULARY MASTERY” adalah benar hasil karya sendiri. Apabila dikemudian hari ternyata/terbukti hasil karya orang lain atau dibuat oleh orang lain, maka saya siap menerima sanksi akademik sesuai dengan peraturan yang berlaku.
Demikian surat pernyataan ini saya buat dengan sebenar-benarnya.
Langsa, 06 Januari 2017 Yang membuat pernyataan
( Khaidir Sabri ) NIM. 1042011059
RIWAYAT HIDUP
Khaidir sabri lahir di Kutapanjang, pada 10 Agustus 1994. Merupakan anak kedelapan dari delapan bersaudara dari pasangan ayahnda Sabaruddin dan ibunda Salamah. K. Pendidikan dasar yang ditempuh di SDN 1 Kutapanjang, Sedangkan pendidikan menengah di Pondok pesantren MTs Ar-raudatul Hasanah, dan pendidikan menengah atas di SMAN 1 Kutapanjang.
Pada tahun 2011, penulis diterima sebagai mahasiswa Fakultas Tarbiyah dan Ilmu Keguruan prodi Pendidikan Bahasa Inggris IAIN Zawiyah Cot Kala Langsa Program Studi S-1 Bahasa Inggris. Alhamdulillah pada tahun 2017 setelah
melalui berbagai perjuangan dan pengalaman selama masa perkuliahan ia dapat menyelesaikan studinya dengan hasil yang sesuai dengan kemampuannya.
ACKNOWLEDGEMENT
First of all, praise to Allah, the lord of the world, who has given us opportunity to life in order to obey. And also by His mercy and love, the writer can accomplish this thesis. Peace and salutation be upon Prophet Muhammad SAW; a figure who illuminate our life by love, behavior, knowledge and freedom from worshiping God but Allah SWT.
Then, sincere gratitude of the writer was presented for his Parents; Mr. Sabaruddin and Mrs. Salamah. K. Father who has shown and guided him the way of life; helping and sharing each other, give the best in benefit if it can and in a lost if it must but always sincerely the best. And also mother who has lighted the spirit and be the write motivation in keeping do more than it must.
Thanks are also presented for all teachers and lectures who have taught me knowledge and also science. Their comments, suggestions, support and also encouragements are foundation for me in living my live until present time. Furthermore, the sincere thanks was especially expressed for Mr. Muhammad Rasid Ritonga,MA and Mr. Saparuddin Rambe, M.Pd.I; supervisors of this thesis who have patiently guided me in finishing the thesis. And the special thanks gifted to my old brother, Hatta Sabri, M.Pd.I, and Munawir S.Sos.I.
Last but not least, my sincere gratitude for all my friend; Romi (Thanks for the teamwork as observer), Bang Nasir Siagian, Rahmad “Amek”, Rahim “Wenda”, Sayang “Eng”, Iskandar, Malik Ibra, Weri, Putra “Vrit”, all of unit 2 students, all of Sanggar Putroe Nurul A’la Lovers, and also every friend of mine who have coloured my life. I could not give any reward for all of your support, motivation and memory in my life. May Allah give you the best as reward of your sincerity for me.
Finally, it is realized that this thesis also has not perfect yet. So critics, suggestions and also advices are really needed in order to make it better. May us always be in His Blessing forever.
The Writer The Writer
Khaidir sabri Khaidir Sabri
LIST OF FIGURE
Figure 1.0. Flow Model of Development Borg & Gall .................................... 26 Figure 1.1. Stages of R & D cycle models by Borg and Gall ......................... 35 Figure 1.2. Research and Development Activity Flow Model......................... 44 Figure 1.3. Questionnaire ................................................................................. 57
ABSTRACT
Background problem in this research is easy to forget the student will be vocabulary that have been learned, this is due to the scarcity of students using the vocabulary. Therefore, researchers wanted to conduct research and development conducted in Madrasah Ulumul Qur'an. Research and development is aimed at improving students' vocabulary, with SOHED (Speak One Hour Every Day) strategy, students will easily learn the vocabulary and also be easy to memorize the vocabulary, to practice every day in one hour. This will allow students to remember vocabulary, so that vocabulary can be stored in the permanent memory of the student. This research is the Research and Development (R & D) strategy to develop students'vocabulary SOHED mastery. Data analysis in this study using qualitative and quantitative analysis. Variable students' response to SOHED strategy is based on the attractiveness, clarity and efficiency. Based on tests conducted, namely pre-test and post-test there is an increase in scores, which increased to 76.6 from 65.8. This result already meet the KKN value is determined by the Madrasah Ulumul Qur'an.
Key words : SOHED strategy of learning, Vocabulary.
CHAPTER I INTRODUCTION
A. Background of The Study
Learning a language is not something new for people who have been interested in it since a long time ago. It is caused by the main function of language
that is for communication 1 . In the learning process, one of the important parts in creating and understanding the language is vocabulary mastery. People can not
express their opinion and ideas in English without knowing their vocabulary. Low vocabulary mastery also makes them unable to express the opinion properly. This statement appropriate with the Qur’an, Allah said:
And He taught Adam all the names of everything, then He showed them to the angels and said: “Tell Me the names of these if you are truthful (Al Baqoroh: 31) 2
In the surah above, Allah shows us that we should learn vocabulary enable we can create our language skill. We can choose appropriate words in spoken or written language. A good vocabulary is a vital part of effective language communication.
1 Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris, (Jakarta: Depdiknas, 2004), p. 9.
2 Muhammad M. Khan and Muhammad Tagi –ud-Din Al-Hilali , The Qur’an, (English: Curzon Press Ltd, 1981), p. 3.
In Indonesia, English is a compulsory subject which is taught in Junior High School and Senior High School as a second language. As a result, the Indonesian government always makes effort to improve the quality of teacher and other component which are involved in education process. The education in Indonesia has been improved from time to time, one of them is established by curriculum. According to the competence based curriculum of Junior High School, the goal of foreign language learning is to learn how to communicate by
using the target language orally or writtenly. 3 So after learning English, students should be able to communicate in English spoken or written.
Vocabulary has relationship with words, according to Vygotsky word is a microcosm of human consciousness. 4 Young learners learn about new language
and they do not understand about the vocabulary of the language it is a big problem that has to be solved by the teacher because if children have limit vocabulary they cannot say anything to express their idea. In the past, vocabulary teaching learning was often given little priority in second language program. But recently, there has been a renewed interest in the nature of vocabulary and its role in learning and teaching. Vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. Mastery of language includes a variety of skills that listening skill, speaking skill, reading skill, and writing skill.
3 Depdiknas, Op Cit, p. 10 4 Scott Thornbury, How to Teach Vocabulary, (London: Longman, 2002), p.1
Vocabulary influential in making the English language sentences and understanding of English language. English essential vocabulary taught to students because they can remember and understand more vocabulary. Vocabulary will affect the manufacture of a sentence, the suitability of the content and the expected explanation in English language.
Students must be able to use a lot of vocabulary of English, if they want to
be successful in learning. Vocabulary is an important element in language, we can not express ideas in English without learning English vocabulary. So that, when students are given a passage with word that are supposed to have been taught earlier, they still find it difficult to remember the vocabulary. To make students motivated and enjoyable to study vocabulary, the teacher creative in delivering material.
We should use variation strategies to develop students’ vocabulary mastery. One of the strategies that can be used by teacher is using SOHED strategy to support the teaching learning process. There are some teaching strategies available now, so the writer designed SOHED strategy to enable the students’ vocabularies retain.
Because the speaking practice, students will be familiar with the vocabulary that has been memorized, this way can save the students’ vocabulary permanently. Therefore, researchers will design SOHED strategy. SOHED strategy is a strategy to talk one hour each day which aims to familiarize students so that it becomes a habit and hard to forget. Because of the problems researchers Because the speaking practice, students will be familiar with the vocabulary that has been memorized, this way can save the students’ vocabulary permanently. Therefore, researchers will design SOHED strategy. SOHED strategy is a strategy to talk one hour each day which aims to familiarize students so that it becomes a habit and hard to forget. Because of the problems researchers
The problems found by the researcher, the researcher is interested in doing research with the title “SOHED (SPEAK ONE HOUR EVERY DAY)
STRATEGY TO DEVELOP STUDENTS’ VOCABULARY MASTERY.”
B. Research Question
In accordance with the background of the above problems, the research problem is formulated as follows:
a. How is the development of SOHED strategy as students’ learning strategies to develop students' vocabulary mastery ?
b. How is the students' response to the SOHED strategy as learning strategies to develop students' vocabulary mastery?
c. Whether the SOHED strategy can develop students’ vocabulary mastery?
C. Purposes of Study
1. Based on the research of the problem that has been prepared, the goals to
be achieved in the study are:
a. To develop of SOHED strategy as learning strategies to develop students' vocabulary mastery.
b. To investigate the students' response to the SOHED strategy as learning strategies to develop students' vocabulary mastery.
c. To Find out the development of students’ vocabulary mastery.
D. Scope of Research
To limit the scope of study, the researcher only discussed such us follows :
1. This research was done at the seven grade students of MTs MUQ Langsa in academic year 2016.
2. This study is application of SOHED strategy as an attempt to help students mastery vocabularies more effectively
E. Significance of The Study
Benefits of this research both theoretical and practical of this study are as follows :
a. Theoretical and practical research finding is expected to provide a meaningful contribution to strategies in teaching vocabularies, especially thinking about development SOHED strategies.
b. Practical, the result of this study is expected to provide information about the students’ interest towards SOHED strategy, which in turn, about the improvement of students' skills in mastering vocabularies.
F. Terminology
The terms need to be explained in the research and development strategy SOHED (Speak One Hour Every Day) are as follows:
1. Development is a process, method or deed development. This development research is a type of research that is not intended to test the theory, but to produce or develop products in the form of strategy Speak One Hour Every Day (SOHED).
2. SOHED (Speak One Hour Every Day) is a learning strategy that can improve the ability of students in memorizing vocabulary. In this strategy it a habit instilled students, where the students get used to using a vocabulary that has been memorized.
3. Vocabulary language is one component of the which have to be mastered by students in learning new language, students should have an adequate vocabulary to improve the four language skills.
CHAPTER II LITERATURE REVIEW
A. Teoretical Framework
1. The Nature of Vocabulary
The most important part of that language is the vocabulary,because the important words in a subject area stand for the most important concepts and ideas in that subject. By providing this language—the vocabulary—you are giving your students the keys to accessing the important ideas and concepts of your subject. Teaching this vocabulary “is more than teaching words, it is teaching aboutwords:
how they are put together, how they are learned, and how they are used”. 5
Our students are naturally set up to learn words and to be interested in words. They thrive on learning and using words that are a part of their world and their interests, the words of popular culture and of niche subcultures. These words are valuable to students, and are the coin of everyday language that helps define their worth in the eyes of their peers and their independence in the eyes of adults. As students move into middle school and beyond, they thrive on communicating in ways that defy adults’ attempts to comprehend. Of course, it is this way with every generation, because this is, after all, human nature. How can we capitalize on our students’ natural disposition to learn words and teach them the vocabulary we know is good for them, the vocabulary that will help them grow beyond the coin of their own language realms.
5 W. Nagy. Meaningful and Motivating Instruction. (National Academy of Sciences 2007),p.71
1.1 Definition of Vocabulary
Vocabulary is one of language component which have to be mastered by students in learning new language, students should have an adequate vocabulary to improve the four language skill. In listening, by having many vocabularies they can hear and understand all the words in oral communication easily. In speaking skills, they can cover all the words that they use in oral communication. In reading skills, they can understand all the words in written materials. And in writing skills, they can express their ideas, opinions, and feeling cohesively. The writing and speaking are language productions that belong to productive skills while listening
and reading involve receiving the massage that belong to receptive skills. 6 When the students limited of vocabulary, they will have some difficulties in learning and
understanding the foreign language.
Suyanto’s argue that the vocabulary is a collection of words that are owned by a language and give meaning if we use the language. 7 Furthermore,
Jeremy indicates the vocabulary is a one of terms that must be mastered by people to understanding the meaning of words even for competent speakers. 8
6 Arnold. Introduction to Applied Linguistics. (New York: Oxford University Press, 2002), p, 40-41
7 Kasihani K.E. Suyanto. English For Young Learners. (Jakarta: Bumi Aksara, 2008), p, 43
8 Jeremy Harmer. The Practice of English Language Teaching. (New York: Longman, 1991), p, 14
Harimurti Kridalaksana views that vocabulary of the language component contains all the information about the meaning and usage of words in language. 9
Purwati, that finds out the vocabulary means or wealth vocabulary words used. 10
Vocabulary can be defined as set of words or vocabulary that has meaning and is used in a language. Vocabulary is very important in language, because without the vocabulary, then learners will be difficult to give you an idea of communicating and difficulty in understanding the context of a foreign language.
1.2. Vocabulary Mastery
Mastery is an existing capability in a person to master and explore something that is learned. Vocabulary by Linse is "Vocabulary is the collection of
words that an individual knows. 11 The above statement can be interpreted that the vocabulary is a collection of word cognizance.
Based on the above opinion, the vocabulary is an ability that is in a person to be able to master and understand about a word that became the basis of the communication that has been made known to everyone. The words are learned, memorized, understood and used in everyday activities. If someday need it merely
9 Harimurti Kridalaksana. Leksion Komunikasi. (Jakarta: PT. Pradnya Paramita, 1984), p,98 10 Purwati. Media Flash Card dalam Upaya Meningkatkan Pemahaman Kosakata Bahasa Inggris Anak Usia Dini. Skripsi UPI Jurusan PGPAUD (Bandung: tidak diterbitkan, 2012),p, 17
11 Caroline T Linse. Practical English Language Teaching: Young Learners. (New York: McGraw-Hill, 2005), p, 121 11 Caroline T Linse. Practical English Language Teaching: Young Learners. (New York: McGraw-Hill, 2005), p, 121
a. Learning to interpret the word Students who are still unfamiliar with the vocabulary of a foreign language
is taught by teachers can be encouraged to learn together in deciphering the vocabulary. Students who initially do not understand a vocabulary if it has been understood that means the students interested in learning the vocabulary.
Cameron defines a new word as very important for students because students still need encouragement to interpret the words of a foreign language. Deciphering words can help students to save a new word acquired in the memory. The meaning of a foreign language can be recalled if the student is taught the
meaning of words according to language that has been obtained by the students. 13
b. Make memories with a strong link between the form and meaning of the word
Cameron argued that the vocabulary learning process begins when the student has understood the new words he learned and pay attention to the shape of the new vocabulary. At first the newly learned words entered in short-term memory of students and then teachers should be able to build the memory of the word to be used so that it can be a long-term memory. Activity memorize the
12 Lynne Cameron. Teaching Languages to Young Learners. (New York: Cambridge University Press,2005),p, 83
13 Ibid, p, 85 13 Ibid, p, 85
c. Using the Word Mastery of English vocabulary is required habituation in using English
vocabulary. Habituation may include the use of new words during the learning process. Mastery of English vocabulary not only use memory skills but the teacher should provide training on the vocabulary.
Based on the above opinion the students have to do some things in order to master the vocabulary that defines a vocabulary. The meaning of an English vocabulary is very important for students to help understand the English vocabulary and study the shape of the English vocabulary. Students who have interpreted the English vocabulary then introduced to the practice of talking to wear the English vocabulary. The process of learning the practice of talking is done repeatedly. This is done to help students in remembering a vocabulary of English. The use of the English vocabulary in the classroom is recommended that students' memories about the new word is not easily lost.
Arabic experts also noted that no matter how much a person's vocabulary in learning a foreign language, the vocabulary will gradually disappear from his memory if the language was considered only as a rote and not used as a tool to communicate, both orally and in writing. The statement was based on the notion
14 Ibid, p, 87 14 Ibid, p, 87
Based on the above opinion, there are several things that must be done so that students can master the English vocabulary that students should be able to interpret an English vocabulary. Deciphering a vocabulary can be done with the help of pictures, body language or by a sentence which shows a meaning. The meaning of an English vocabulary is very important for students to help understand the English vocabulary and study the shape of the English vocabulary. Students who have interpreted the English vocabulary then introduced to reading the English vocabulary. The process of learning to read is done repeatedly. This is done to help students in remembering a vocabulary of English. The use of the English vocabulary in the classroom is recommended that students' memories about the new word is not easily lost.
Izzan Ahmad said that in teaching vocabulary, teachers can follow the steps recommended by Celce-Murcia and Rosenswweig as follows. 16
1. Giving context, the teacher gives meaning-the meaning of the word with one or several techniques.
2. The repetition of the word, which the students have to repeat the pronunciation of words without context until they are able to say quite well.
15 و ﺔﯿﺑﺮﻌﻟا تﺎﺳارﺪﻟا ﺔﯿﻠﻛ :ﻲﺑد) ،ﺔﯾﻮﺑﺮﺘﻟا ﺎﮭﺗﺎﻘﯿﺒﻄﺗ و ﺔﯿﻧﺎﺜﻟا ﺔﻐﻠﻟا بﺎﺴﺘﻛا تﺎﯾﺮﻈﻧ ،ﺔﻠﻣﺎﺘﺣ ﺪﯿﺷر ﻰﺳﻮﻣ . 10 -. 2 . ص ،( 1998 ،
16 ﺔﯿﻣﻼﺳﻹا Izzan Ahmad. Metodologi Pembelajaran Bahasa Inggris. (Bandung: Humaniora. 2010), p, 95
3. Checking the meaning of words by asking questions about the word. From the response of students, teachers can tell whether a word has become part of the students.
4. The use of the word in the context of the situation are manifold. For example, the teacher gave the same response in situations where an assortment within the meaning of the response was mixed well.
5. Giving an example sentence or model. Teachers give sentence examples remind students about how to use the vocabulary in a phrase in the right context.
Some of the techniques in learning English vocabulary that is appropriate to apply for junior high school students namely:
1. Teachers give context, giving context and meaning of the word being taught according to a predetermined theme.
2. Teachers repetition of the word pronunciation of English vocabulary.
3. The teacher checks the pronunciation of the vocabulary by asking questions to the students.
4. Teacher gives an example of using the vocabulary in a sentence.
Ahmad Rusdi of understanding Thoimah say in determining the vocabulary students need are: Al-tautur (frequency), al-tawajuk (range), al- matohiya (abiality), al-ulufah (familiarity), as-sumul (coverage), al-ahamiyah (significance), al-ajnabiyah (foreign) then he added steps in the provision of vocabulary : Istima’ul kalimah minal mufrodat, nutkil mufradat, ma'rifatul ma'nal Ahmad Rusdi of understanding Thoimah say in determining the vocabulary students need are: Al-tautur (frequency), al-tawajuk (range), al- matohiya (abiality), al-ulufah (familiarity), as-sumul (coverage), al-ahamiyah (significance), al-ajnabiyah (foreign) then he added steps in the provision of vocabulary : Istima’ul kalimah minal mufrodat, nutkil mufradat, ma'rifatul ma'nal
1.3. The Importance of Mastering Vocabulary
Vocabulary is very important to communicate, especially people communicate using words. We will find vocabulary when we are studying reading, spelling, and structure and create dialogue. There is always a vocabulary item to be learned in all the book learning and teaching English in the classroom in addition to reading, structure, dialogues, and pronunciation. All of the above statement is clear that if students do not have enough vocabulary, they will not
understand the English language text properly. 18 By having a sufficient vocabulary of a foreign language, it makes them
easier to learn all the language skills such as speaking, reading, writing, and listening. 19
In foreign language teaching, since the old vocabulary into areas that are not neglected. 20 This means that in learning a foreign language, vocabulary is the
most important thing to master and can not be ignored. And when a person has a vocabulary, he will not find any difficulty in learning the language.
From the above definition, it is clear that the vocabulary is the most important factor in learning English as a foreign language even in all languages.
17 Ahmad Fuad Efendi. Metodologi Pengajaran Bahasa Arab. (Malang:Miskat,2009), p, 35
18 Richar and Rodger, Approaches and Methods in Language Teaching. (Australia: Cambridge University Press, 1987), p, 7.
19 Burton, Mastering English Language. (New York:1982), p, 98. 20 Linda, Teaching and learning Vocabulary. (New York: 1990), p, 1
Thus, teachers must have a good strategy and appropriate to avoid the problems found in the Qur'an Ulumul Madrasah Langsa.
1.4. Speaking Based Vocabulary
Speaking is a skill that is extremely complex requiring the use of a wide range of capabilities simultaneously which include: the pronunciation (which includes the characteristics of segmental vowels and consonants, as well as patterns of right and intonation), grammar, vocabulary, fluency, and
comprehension (the ability to respond to a speech as well). 21 Understanding the above theory suggests that the association spoke very
closely with vocabulary, without the vocabulary, students would be difficult to convey the idea that to be disclosed. This statement is also in line with statements from Hendry Guntur Tarigan argued that the quality of one's language skills
obviously depend on the quantity and quality of its vocabulary. 22
Syafrida Wati also noted that to enhance the ability to speak was recommended to the teachers to be able to invite students to practice speaking
either in the classroom or outside the classroom. 23
So by practicing speaking, vocabulary already memorized to be preserved in a permanent memory of students. Therefore, researchers wanted to produce a
21 Imam Asrori, dkk., Evaluasi Pembelajaran Bahasa Arab, ( Malang: Misykat Indonesia, 2012), p, 101
22 Hendry Guntur Tarigan. Menyimak Sebagai Suatu Keterampilan Berbahasa. (Bandung: Angkasa, 1986), p,2
23 Shafrida Wati. Teaching speaking by Using cooperative learning to the third year students of MTsN Model Banda Aceh in Jurnal JL3T Vol.I.No 1.(Langsa:2015), p, 138 23 Shafrida Wati. Teaching speaking by Using cooperative learning to the third year students of MTsN Model Banda Aceh in Jurnal JL3T Vol.I.No 1.(Langsa:2015), p, 138
2. SOHED Strategy as Speaking Based Vocabulary
SOHED (Speak One Hour Every Days) strategy is a strategy will be developed to achieve mastery of vocabulary. This strategy aims to make students memorize vocabulary well and can also be put into practice in our daily activities. Because of the habit of using vocabulary that have been learned, the vocabulary that have been learned will be stored in a permanent memory of students.
From the exposure of the theory of the above strategy, the development of this strategy includes several steps into practice, namely:
2.1 Strategy of Vocabulary Development
In the development of vocabulary, the first steps are:
a. Introduction of Vocabulary
The vocabulary is introduced to students a vocabulary consisting of nouns and verbs derived from the When English Rings the Bell book, 24 based on the
educational curriculum.
In terms of recognition vocabulary, the teacher must give a vocabulary appropriate to the theme that has been determined in each meeting, and provide guidance to identify and analyze other words a verb relating to the noun.
24 Kementerian Pendidikan dan Kebudayaan. When English Rings the Bell. (Jakarta : Politeknik Negeri Media Kreatif, 2013).
The stages and techniques of teaching vocabulary will at present as follows:
a) Listen to the Word This is the first technique in the mastery of vocabulary. Teachers provide opportunities for learners to listen to the spoken vocabulary
b) Say the Words This second technique provides the opportunity for students to say the words that have been heard. Pronunciation is done repeatedly will make it easier to memorize words.
c) Reading Words Once learners listen and say the word. Teachers can write on the board. After that students can read words aloud
d) Writing Words To help procurement vocabulary, the trainees were asked to write new words learned. Trainees write the vocabulary in vocabulary cards that have been prepared in advance, with the example of what is in the teacher wrote on the blackboard.
b. Understanding the Meaning of Word
In this second phase, the teachers guide the learners in understanding the meaning of the vocabulary. In an effort to understand the meaning of a vocabulary in this exercise, the teacher defines the vocabulary in two ways, namely to understand the meaning of the English vocabulary in the English language, and understand Indonesian language.
The steps of the learning exercise to understand the meaning of the vocabulary is:
a. Master mentioned vocabulary
b. Teacher Explains Meaning of Words In understanding the meaning of a word, the teacher tried to explain the meaning of the English vocabulary, for example says a pen, the teacher asked what we use, if we want to write?
- Trainees guess the meaning of vocabulary with another explanation - Trainees mean in Indonesian - Trainees write vocabulary and the meaning of the vocabulary in
vocabulary cards In an effort to give meaning or sense of the word to training participants, wherever possible teachers avoid translation, unless there is no other way. Here are some techniques that can be used by teachers to avoid translation in explaining the meaning of a word, among others, by giving context, the simple definition, usage of images and other techniques.
Here's the simple explanation that can be used as a guide:
a. Context To explain the meaning of the word "Teacher" for example, can be given context: "A student learning in the class with the teacher"
b. Definition
Giving definition to explain the meaning of this word can be effective if the expression used for defining it has been recognized understood by trainees for example, to explain the meaning of the word given the "Teacher" definition:
"The teacher is the one who guides students" But if the words and expressions used for defining it more complicated
than the word is defined, then there is no point, even more confusing.
c. Synonym If words have meaning explained synonymous already known by the learner, it can be used to explain the meaning of the word.
d. Antonym As well as synonyms, so if antonym of the word to be explained its meaning has been studied previously by a trainee, may be used to explain the meaning of a new word.
e. The original object or an imitation The objects that exist in the classroom, in the garden and in the school environment in general, including members of the human body, can be directly used to introduce vocabulary. Other objects that can be shown; or mock objects is an effective medium for explaining the meaning of vocabulary.
f. Picture Image is a teaching tool to clarify the meaning of a word. in addition to images of objects, the image can also shaped diagrams, pictures can be shaped card (flash card) or sequential images (chart); can be photographs, newspaper clippings and magazines or drawing hand. Image hand for language teaching f. Picture Image is a teaching tool to clarify the meaning of a word. in addition to images of objects, the image can also shaped diagrams, pictures can be shaped card (flash card) or sequential images (chart); can be photographs, newspaper clippings and magazines or drawing hand. Image hand for language teaching
g. Exhibition Various movements or actions can be demonstrated to explain the meaning of words, especially verbs.
h. Translation For specific vocabulary, such as vocabulary that is abstract, which is difficult to explain its meaning with these techniques in advance, how the translation can be used.
c. Exercise Makes Sentence
In this exercise, learners make vocabulary learned in previous training phase so that it becomes a sentence. Among the forms of training that can be implemented in the formation of the sentence is:
a. Arrange Words Become Sentence
b. Guess Motion / Translations movement
c. Tells image
d. Whispered Words / dial word
e. Flower words
f. Sentence False and True Sentence
g. Justifying sentence
2.2. SOHED Strategy Devepment Based Vocabulary
The stages in implementing the strategy SOHED in vocabulary are as follows:
a. Using a game that involves communication in pairs or in groups a. Using a game that involves communication in pairs or in groups
c. Discussing with pairs or groups Here are some examples of activities that can be done in learning speaking:
a. Vocabularies Building
To be able to speak, we must have a sufficient vocabulary to be expressed clearly and precisely. Obstacles often faced by some students in speaking is a limited vocabulary. So in speaking activities, is essential if we provide a gradual learning process.
b. Guessing Game
In speaking, the use of media support will be very helpful and interesting, because it provides more image interpretation for students. Free picture would be very appropriate to speak of activities for those who have enough varied vocabulary.
c. Making a Story
At this stage the student will create a story from an image determined by the teacher. Learners mention every detail they see from an image, thus forming a complete story.
d. The Last Word
The last word is the development of vocabulary, which developed from the end of the last letter of a word. example: - Ball
- Lamp - Phone Students should focus on the last letter of a word is mentioned, so it can
connect to another word.
B. Related Studies
In this research, find the other related studies about mastering the vocabulary from as follow:
1. Thesis by Kamarullah (2013), State Institute for Islamic Studies Zawiyah Cot Kala Langsa, entitled: “Developing Vocabulary Mastery Through Watching Video (A Classroom Action Research At The 2nd Grade Students Of Sman No. 3 Langsa)”. And the result of this technique bring a fine impact in developing studens’ vocabulary mastery and also making students feel motivated and enjoy the study. The population of the research at second grade students of SMA Negeri 3 Langsa. The instrument of this research were using qualitative data; observation, questionnaire, and the quantitative data; the students was given a writing test.
2. Thesis by Sayekti Hidayah Rahayu (2011), State University Sebelas Maret Surakarta, entitled: “Hubungan Penguasaan Kosakata dan Konsep Diri dengan Keterampilan Berbicara at MTs Negeri Tanon”. The results of this research was to produce effective learning speaking skills can make students, especially students of class VIII MTsN Tanon become skilled at speaking and continuously improve those skills. This research data collection used qualitative data; questionnaire, to collect data on self- 2. Thesis by Sayekti Hidayah Rahayu (2011), State University Sebelas Maret Surakarta, entitled: “Hubungan Penguasaan Kosakata dan Konsep Diri dengan Keterampilan Berbicara at MTs Negeri Tanon”. The results of this research was to produce effective learning speaking skills can make students, especially students of class VIII MTsN Tanon become skilled at speaking and continuously improve those skills. This research data collection used qualitative data; questionnaire, to collect data on self-
3. Thesis by Inayatul Fajriyah (2013), State University Yogyakarta, entitled; “Peningkatan Penguasaan Kosakata Bahasa Inggris Melalui Penggunaan Media Kartu Gambar Pada Siswa Kelas II SD Muhammadiyah Purwodiningratan 2 Yogyakarta”. The results of this study effectively, media card images can improve English vocabulary grade II Purwodiningratan SD Muhammadiyah 2 Yogyakarta. This study population is grade II Purwodiningratan SD Muhammadiyah 2 Yogyakarta. instruments used in data collection: observation, testing, and field notes.
C. Conceptual Framework
Vocabulary skills a person's ability to master the words in a language. The term master means someone should be able to understand and use this vocabulary associated with conversation skills, it is essentially that the speaking activities undertaken by learners is the result of their ability to use vocabulary in spoken language.
With the mastery of vocabulary, learners can communicate ideas with spoken language, but in this study there are problems that can interfere with vocabulary, which is oblivious to the vocabulary that have been learned. Therefore in this research and development researchers applied Speak One Hour Every day, in order to improve practice in speaking, so that students are With the mastery of vocabulary, learners can communicate ideas with spoken language, but in this study there are problems that can interfere with vocabulary, which is oblivious to the vocabulary that have been learned. Therefore in this research and development researchers applied Speak One Hour Every day, in order to improve practice in speaking, so that students are
In increase vocabulary skills, students must master as specified in the curriculum in the subjects of English, and students who otherwise able to understand the meaning of the vocabulary, unable to name the vocabulary, and be able to write vocabulary correctly.
CHAPTER III METHODOLOGY
A. Types of Reseacrh
This research use research and development (R and D). Research development of education according to Borg & Gall quoted by Ahmad Nizar Rangkuti, a process used to develop and validate educational products, including procedures and processes, such as learning method or methods of management of
learning. 25 Research and education development includes several stages, where in
a product is developed, tested, and revised according to the results of field tests.
Stages of the process of educational development research done in stages, which at every step of the developed always referring to the results of previous steps and ultimately obtained a new educational product. Steps in R & D consists of ten steps, namely: 1) research and information collecting, 2) planning, 3) develop preliminary from of product, 4) preliminary field testing, 5) the main product revision, 6) playing field testing , 7) operational product revision, 8) field operational testing, 9) final product revision, and 10) dissemination and implementation.
Table stages of research and development using the Borg and Gall. are as follows:
25 Ahmad Nizar Rangkuti, Metode Penelitian Pendidikan, (Bandung: Citapustaka Media, 2014), p. 236.
The development of the preliminary from of
product
Research and
Preliminary field testing
information collecting Revision
Main field testing
Planning Revision
Operational field testing
Final product revision
Dissemination and implementation
Figure 1.0. Flow Model of Development Borg & Gall 26
1. Data Collection Technique
Collecting data in this research and development are grouped into three, namely the preliminary study the development and validation test. In every phase of the study have specific data collection techniques in accordance with their respective goals.
In a preliminary study selected engineering observation, and documentation, in addition to the study of literature (literature review). In general, the technique ( observation, and documentation) are used simultaneously and are complementary, mainly used to reveal: 1) a preliminary study on the
26 Ibid, p, 236 26 Ibid, p, 236
Observations mainly used to see the implementation of learning strategies, students' skills in vocabulary, facility support tools, especially in the organization of practice learning speaking and vocabulary, both in the planning phase of learning, implementation and evaluation of learning outcomes. Further observations assess aspects of practice learning interactions, especially on the ability to master vocabulary.
Documentation, is used in addition to complement observations, and interviews were also used to reveal the availability of materials/documents, according to the phase of the development of English language learning strategies.
At the development stage, there are two steps relating to data collection techniques, namely; limited test and the main test. In limited testing, the main data collection techniques are observation and questionnaires. The questionnaire given to teachers, in order to determine whether there are obstacles in the implementation of design models. Observations carried out on the implementation process of the design model, to determine whether the design model can be applied correctly, and direct knowledge of the constraints and difficulties faced by the subject.
In the main trial, in addition to observations and questionnaires as well as the limited test, was assessed the level of implementation of the strategy design through assessment before (pre) and after (post) the application design learning strategies to the subject of research.
In the validation test, data collection techniques used are the ratings impact of the strategies developed to increase student competence in vocabulary, through
a comparison of the results of measurements before (pre) and after (post) the implementation of strategies SOHED.
By product development study aimed to smooth the learning process is designed using a model of learning development. 27 This research was conducted
with the following procedures:
1) The first step, identifying learning needs. This activity started from the inventory of the types of competence to be achieved.
2) The second step, conducting theoretical study on the characteristics of the learning objectives and learning development model, as well as the characteristics of learning approaches.
3) The third step, preparing the basic components developed learning model.
4) The fourth step, create a model for learning and teaching materials appropriate learning objectives.
5) The fifth step, to test models of learning and teaching materials have been prepared.
27 W, Dick & James Carey L. The Systematic Design of Instruction. (Allyn Bacon: 2005), p,12.
1.1. Instument of Collecting Data
Largely determines the quality of instruments collected data, instruments are good is the instrument had a good validity and reliability. To obtain instruments that have good content validity, the researcher activities by analyzing documents or pre-survey.
The data collection instruments are developed in this study relates to data collection techniques performed on each phase of the study, that are:
a. Questionnaires, and the checklist were used to ask questions and observations on the preliminary study stage
b. The list of questions and checklists were also be used to ask questions and observations in the development stage (limited test and trials wider / primary), as well as tests of learning outcomes (application SOHED strategy) in the form of an objective test and test actions (performance test) is used to measure the improvement of student competence in order to assess the level of SOHED strategy implementation in test phase is limited and the main trial.
c. An objective test and test actions (performance test) in the study sample is applied to the validation phase, to measure the improvement of student competence in order to assess the impact of the learning model.
a. Instrument of Questionnaires
In this research, there are two types of questionnaires used in the study is preliminary, and at the time limited test, primary test and validation. Specifically, the two types of such instruments have differences in objectives to be achieved. In preliminary studies, a list of questions used aims to uncover the facts of the implementation of learning strategies (preparation, implementation, evaluation of learning outcomes, implementation of action research, the support of stakeholders, and support equipment or facilities) on the subject of research. Those facts are subsequently referred to the conceptual criteria SOHED ideal strategy, as described in the literature review.
The list of questions used in limited test, primary test and validation, aims to reveal whether SOHED strategy has been applied properly and to describe the barriers were found. Data obtained adapted to the purpose and design of development used, the type of data collected in this research is quantitative data as basic data, collected through questionnaire with a rating scale of 1 to 4 (1 = very poor, 2 = poor, 3 = good and 4 = very good).
Categories are based on the assessment of alternative answers relating expressed as:
80% - 100% = Strongly Agree 60% - 79.99% = Agree 40% - 59.99% = Disagree
20 % - 39.99% = Strongly Disagree
The respondents will give numerical scores on each item on the questionnaire based on the established criteria. Besides the type of data collected is qualitative data in the form of advice and input a description written by the respondents as additional data. Consideration of the use of the questionnaire in this study is that the questionnaire is more objective and easier to analyze the data.
Questionnaire to collect data limited test. primary test conducted on four aspects in the assessment of trial results of design strategy, namely:
1. Implementation of learning, including: learning approach about vocabulary, SOHED based learning approach strategy, process assessment and learning outcomes.
2. Learning strategies include : Target
The Learning Method Asked Indicators • Learning objectives • Model that has been done
• Using a model of learning • The exact method of learning SOHED • Completeness of learning resources
Teacher • Explaining the task and implementation
strategies SOHED • Providing guidance
• An assessment of the process and evaluation
work
• Provide feedback to students • Use the media effectively • Fostering the spirit of student learning • The learning model can improve the
competence • Creating a climate and an atmosphere conducive
learning • Vocabulary ability
• Accuracy of vocabulary • Make a sentence ability • Use a worksheet • Using teaching materials • Understanding the material clearly • Prepare learning resources
Student • Working tasks and implementation strategies
SOHED • Demonstrate learning materials in everyday
activities • Active in participation
• The learning model can improve student
learning • The learning model can improve student learning • The learning model can improve student
Table 1.0. Target of Strategy
3. Assessment of the students towards the development of learning strategies, including; easy to understand, understand, stimulation, fun, create enthusiasm for learning, improve learning outcomes.
4. Evaluation of student learning outcomes, include; Vocabulary ability, accuracy of vocabulary and make a sentence ability.
b. Instrument of Observation
The questionnaires used as a means of collecting data from subject matter experts with regard to suggestions, criticisms, and suggestions, and students at the time limited trial and primary trial. Interviews were conducted during the pre- survey, learning strategies development stage, trial implementation with regard to suggestions, criticisms, and suggestions are given, either through an open questionnaire and notes directly on product development results. In addition, the teachers and students related content validity with their answers that they require additional explanation.
The interview was used unstructured interviews, the interviews that require open answers. Therefore, to facilitate the implementation of the interviews guidelines were created for the interview with finding the questions that correspond with the subject matter.
c. Competency Assessment Instrument
This section, competency assessment instruments by additing a test, tests are also intended to test the effectiveness of learning programs SOHED use strategies to increase vocabulary compared with the learning program has been done. Therefore, the test in this study was basically to answer questions relating to the testing program on the main scale and test validation.
The tests used in this study is a test developed by the researchers. Consideration of the preparation of such tests is based on the assumption that learning achievement test made itself (not a standardized test) can more effectively express the success of the learning program. This is in line with the opinion of Sudjana and Ibrahim stating that "artificial learning achievement test preparation investigators as a means of collecting data was much better than standard tests or just collecting secondary data from a document learning
outcomes that have been there". 28
Assessment of student competence is based on the results obtained in the comparison of the measurements before (pre) and after (post) the application SOHED strategy in the development of vocabulary students with a category rating of the number of vocabulary that has been mastered by the students, more and more vocabulary mastered the competency assessment is can be expressed very competent.
28 Nana Sudjana & Ibrahim. Penelitian dan Penilaian Pendidikan. Bandung: Sinar Baru, 1989), p, 20
B. Research Stage
This study used research and development, with collecting data that are descriptive data analysis is inductive. Overall the learning model to be effective, efficient, and attractive done the research and development process cycle known as "The R & D cycle '' (Research Research and Development). The steps of research and development include :
1) The preliminary study phase,
2) Phase planning and development models,
3) Phase testing and revision,
socialization Introduction /
Testing