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THE EFFECTIVENESS OF USING VARIOUS MEDIA TO TEACH
VOCABULARY OF EIGHTH GRADE AT SMP N 3 LABAKKANG
(A Pre-Experimental Research)
A THESIS
“Submitted to the Faculty of Teacher Training and Education Muhammadiyah
University of Makassar in Partial Fulfillment of Requirement for the Degree of
SarjanaPendidikan in English Department”
PARIDA
10535649915
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION
UNIVERSITAS MUHAMMADIYAH MAKASSAR
2020
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
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SURAT PERNYATAAN
Saya yang bertanda tangan dibawah ini:
Nama : PARIDA
NIM : 10535 6499 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi :The Effectiveness of Using Various Media to Teach
Vocabulary of Eighth Grade at SMPN 3 Labakkang
Dengan ini menyatakan bahwa skripsi yang saya ajukan didepan tim
penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan
dibuatkan oleh siapapun.
Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya
bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, Januari 2020
Yang Membuat Pernyataan
PARIDA
UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Jl. Sultan Alauddin No. 259 Telp. (0411) 866972 Makassar 90221
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SURAT PERJANJIAN
Saya yang bertanda tangan dibawah ini:
Nama : PARIDA
NIM : 10535 6499 15
Jurusan : Pendidikan Bahasa Inggris
Fakultas : Keguruan dan Ilmu Pendidikan
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,
saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapa pun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi
ini.
4. Apabila saya melanggar perjanjian pada butir 1, 2 dan 3 maka saya bersedia
menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Januari 2020
Yang Membuat Perjanjian
PARIDA
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MOTTO
So verily, with the hardship, there is relief. (5)
Verily, with the hardship, there is relief, (6)
So, when you have finished, (from your occupation), then stand up for
Allah’s worship, (7)
And to your lord (alone) turn (all you intentions and hopes and) your
invocations, (8)
QS. Al- Insyirah: 5-8
I dedicate this thesis to:
My beloved father, my siblings,
and all my friends for the sincerity and support to conduct this thesis.
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ABSTRACT
PARIDA, 2019. The Effectiveness of Using Various Media to Teach Vocabulary
of Eighth Grade at SMPN 3 Labakkang In Academic Year 2019/2020. A Thesis
English Education Department, Faculty of Teacher Training and Education,
Universitas Muhammadiyah Makassar, Guided by Nurdevi Bte Abdul and
Sujariati.
This research was aimed to find out whether the use of various media
effective to improve student’s vocbulary at SMPN 3 Labakkang or not.
The researcher used quantitative method in form of pre-experimental
research. In this research experimental design used one-group pretest-posttest
design. The researcher took one class at the sample and 25 students as sample.
The data in this research used pre test and post test that used to get score to found
the students’ vocabulary achievement.
The findings of this research showed that the using various media, such
as flashcard, crossword puzzle, word wall media in teaching vocabulary were
improve to the students’ vocabulary achievement. It was proved by t-test formula.
The mean scores of the students’ vocabulary achievement before giving a
treatment was 24.12 and the mean scores of the students’ vocabulary achievement
after giving a treatment was 66.72. Furthermore, the improvement of the students’
vocabulary achievement from the pretest to posttest was 42.6. Therefore, the used
of various media were effective to improve the students’ vocabulary achievement
especially for students at SMPN 3 Labakkang.
Keywords: Vocabulary, Flashcard, Crossword Puzzle, Word Wall Media.
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ABSTRAK
PARIDA, 2020. Keefektipan Penggunaan Media Beragam dalam Mengajarkan
Kosa Kata pada Siswa Kelas Delapan di SMPN 3 Labakkang. Skripsi Jurusan
Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas
Muhammadiyah Makassar, dibimbing oleh Nurdevi Bte Abdul dan Sujariati.
Penelititan ini bertujuan untuk menemukan apakah penggunaan media
beragam efektif atau tidak dalam meningkatkan kemampuan kosa kata siswa di
SMPN 3 Labakkang.
Peneliti ini menggunakan penelitian experimental. Sampel penelitian ini
adalah 25 siswa. Pengambilan data pada penelitian ini menggunakan tes awal dan
tes akhir untuk menemukan hasil peningkatan kosa kata pada siswa.
Berdasarkan penemuan penelitian menunjukkan bahwa penggunaan media
beragam seperti kartu pengingat, teka teki silang, dan dinding kata dalam
pengajaran kosakata dapat meningkatkan kemampuan kosa kata siswa. Skor rata-
rata siswa sebelum menggunakan media adalah 24.12 dan skor rata-rata siswa
setelah menggunakan media adalah 71.52. Oleh karena itu, peningkatan kosa kata
siswa dari tes awal ke tes akhir adalah 47.4. Oleh karena itu, penggunaan media
beragam dapat meningkatkan kemampuan kosa kata siswa di Smp N 3
Labakkang..
Kata Kunci: Kosa Kata, Kartu Pengingat, Teka Teki Silang, Dinding Kata
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ACKNOWLEDGEMENT
Alhamdulillahi Robbil ‘Alamiin, first I would like to express my
deepest praise and gratitude to Allah SWT who has given me his blessing and
merciful to complete this thesis. Shalawat and salam are addressed to the final,
chosen, religious messenger, the Prophet Muhammad SAW.
In preparing complicating this thesis, the researcher found many
problems that could not be solve by the researcher herself. However, the great
help and support from the people around her made everything was running well.
The researcher deeply express many thanks to those who had given their help,
guidance, support, advice, and open constructive criticism. The researcher really
knows without them, the researcher would be unable to finish this thesis, so the
researcher would like to express her deepest gratitude to them. They are as follow:
1. Dr. H. Abd Rahman, SE., MM, the Rector of Muhammadiyah University of
Makassar for his advices during his study at the university.
2. Erwin Akib, S.Pd., Ph.D, the Dean of FKIP Muhammadiyah University of
Makassar for his signature, support and motivation.
3. Ummi Khaeratu Syam, S,Pd., M.Pd, the lead of English Education
Depaerment of FKIP Muhammadiyah University of Makassar for her
signature, support and motivation.
4. The researcher indebted to the first consultant, Nurdevi Abdul Bte, S.Pd.,
M.Pd and the second consultant, Sujariati, S.Pd., M.Pd who had given me
guidance, correction, and support since the preliminary state of manuscript till
the completion of the proposal.
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5. My deep appreciation for the headmaster of SMPN 3 Labakkang ,Pangkep,
Hj. Siti Mardawiyah, S.Pd., M.Pd and English teacher, Riyanto, S.Pd and also
all staffs and the students especially for the VIII C who have spared their
tome and activities for bring subject of this research.
6. My special heartfelt to my beloved father, my beloved brothers and sisters
who always sacrifice, love, care, support for financial and pray for her safety
and every success of mine.
Eventually, the researcher realized that this thesis is still for from perfection
and still needs suggestion and critics. Thus enhancement from this thesis as
strongly needed. I hope that this thesis will be useful for many people who
Allah the almighty needed may bless us. Aamiin.
Makassar, January 2020
The researcher
Parida
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LIST OF CONTENTS
Pages
COVER ............................................................................................................i
LEMBAR PENGESAHAN ..............................................................................ii
APPROVAL SHEET .......................................................................................iii
CONSELLING SHEET ...................................................................................iv
SURAT PERNYATAAN .................................................................................vi
SURAT PERJANJIAN ....................................................................................vii
MOTTO ...........................................................................................................viii
ABSTRACT……………….................................................................................ix
ABSTRAK ........................................................................................................x
ACKNOWLEDGEMENT ...............................................................................xi
LIST OF CONTENTS .....................................................................................xiii
LIST OF TABLE .............................................................................................xv
LIST OF FIGURE ...........................................................................................xvi
LIST OF APPENDICES ..................................................................................xvii
CHAPTER I: INTRODUCTION
A. Background ............................................................................................1
B. Research Problems .................................................................................4
C. Objectives of the Research .....................................................................4
D. Significances of the Research .................................................................4
E. Scope of the Research ............................................................................5
CHAPTER II: REVIEW OF LITERATURE
A. Previous of Related Studies ....................................................................7
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B. Some Pertinent Ideas ..............................................................................9
C. Conceptual Framework ..........................................................................38
D. Hypothesis .............................................................................................39
CHAPTER III: RESEARCH METHOD
A. Research Design .....................................................................................40
B. Research Variable and Operational .........................................................43
C. Population and Sample ...........................................................................45
D. Research Instrument ...............................................................................45
E. Procedure of Data Collection ..................................................................45
F. Data Analysis .........................................................................................46
CHAPTER VI FINDINGS AND DISCUSSION
A. Research Findings ..................................................................................49
B. Discussion .............................................................................................57
CHAPTER V CONCLUSION
A. Conclusion .............................................................................................62
B. Suggestion .............................................................................................63
BIBLIOGRAPHY
CURRICULUM VITAE
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LIST OF TABLE
Pages
3.1 Classification score of students.....................................................................46
4.1 The mean score of students in term of verb ..................................................49
4.2 The mean score of students in term of adjective ...........................................49
4.3 The mean score of students in term of noun ..................................................50
4.4 The Mean Score of Students’ Vocabulary Achievement ...............................51
4.5 Percentage of students in term of verb ..........................................................52
4.6 Percentage of students in term of adjective ...................................................53
4.7 Percentage of students in term of noun .........................................................54
4.8 T-test of students ..........................................................................................55
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LIST OF FIGURE
Pages
Figure 1: Conceptual Framework .......................................................................36
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LIST OF APPENDICES
APPENDIX A: PRE TEST
APPENDIX B: POST TEST
APPENDIX C: LESSON PLAN
APPENDIX D : LIST OF NAME
APPENDIX E: THE VOCABULARY TEST RESULT IN PRE TEST
APPENDIX F: THE VOCABULARY TEST RESULT IN POST TEST
APPENDIX G: THE RAW SCORE OF THE STUDENTS’
VOCABULARY ACHIEVEMENT IN PRE-TEST AND
POST-TEST
APPENDIX H: PRE TEST AND POST TEST RESULT
APPENDIX I: T-TABLE
APPENDIX J: DOCUMENTATION
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CHAPTER I
INTRODUCTION
In this chapter, the researcher presented five sub chapters those were
background of the research, the research problems, the objective of the research,
the significant of the research, and scope of the research.
A. Background
English was one of the subject matters in the schools in Indonesia.
Engllish become the foreign language that has important roles to the beneficial
development of the country. The goverment has apparently understand the
essential of learning English. Nowadays, human come to globalization in which
English was useful to transfer science and technology in the world. English was
the most important to language on the world because it linked the whole world
together. In fact, text book and other publication on science and technology were
mostly written in English.
In Indonesia, English has been taught from junior high school until
university and it has been studied from elementary school and kindergarten right
now. Teaching English in Indonesia becomes more important to learn. In every
school in Indonesia, English as a foreign language was considered difficult in
many students. It really needed creative efforts from the English teachers to
conduct the process of teaching learning become fun learning.
Many schools or courses have given English as one of the lessons. One
of the main problems faced by students in mastering and learning English was a
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lack of vocabulary.Vocabulary was basic to mastery all of English skills. In order
to master all the skills in English included speaking, listening, reading, and
writing, they were afraid in learning English.
Many factors that affecting the students difficult in mastering the
vocabulary. First, the difficulties of students to understand and remember
vocabulary. Many students are obtaining difficult when they spoke because
restrictiveness their vocabulary. Second, learning English stilted or serious that
made the students depress or afraid to develop their ability in vocabulary. Third,
the lack of control memorize students’ vocabulary. They were easy to forget
vocabulary has been taught or learned. Fourth, the useds of media and method
were not appropriate with the situation of students.
Media and method are important in English learning process. Media and
method help to understand the teacher explanation easily. Usually the teachers’
used method or media were not appropriate with students’ need. In using method
or media a theacher must be adjust with the students like. The use of media and
method were not appropriate with situation or condition of the students, it could
be influence the interest and understood of them. Therefore, to be more
interesting, the teachers have to create ways to explain the English material such
as the teachers have to using various media to teach vocabulary.
According to Richard (2001: 4) he said that vocabulary was one of the
most obvious components of language and one of first things applied linguistic
turned their attention to. Meanwhile, Webster (1993: 327) stated that vocabulary
was a list of group of words and phrases, usually in alphabetical order. Moreover,
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Hatch and Brown (1995: 1) defined that terms vocabulary refers to a list or a set
of words for a particular language or a list of words that individual speaker of
language might used. Based on the definitions above, the resercher concluded that
vocabulary was a stock list of words that is used individually or in a group
arranged in alphabetical order and has meanings.
Based on the problems above, the researcher had conducted to implement
media to teach vocabulary by using various media in teaching English process to
improve the students’ vocabulary. Media help the teacher in teaching a material in
order that the teaching learning process could be more interesting.
According to Kasim (2011), media was the part of equipments that were
using by the teacher to help them. Teaching vocabulary by using media can be
used to give practice in all language skill and used to practice many type of
communication. Media as teaching aids were needed to help students’
understanding and to increase the effectiveness in the communication between
teacher and students in teaching and learning process. It is also used to stimulate
the students’ motivation and students’ interest to the lesson.
Generally, media can be subdivided into three kinds, they are visual
media, audio media, and audio visual media. Visual media were the media that
can be watched and touch for example; picture, relia, map, and miniature. Audio
media were the media that can be listened. They used to listen and understand oral
text, for example; radio, cassette, and tape recorder. Then, Audio visual media are
the media that can be watched and listened, for example; TV, OHP, and film.
Based on the statements above the researcher used the visual media.
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This research focus on the students’ vocabulary achievment. This
research using some various of media specially visual media. Teaching
vocabulary by using various media can be made the students to interested on
learning teaching process so that the media helped the students to improve their
vocabulary achievemenet. Moreover, by using various teaching media can be
made the students more enjoyed in learning process.
B. Problem Statement
Based on the background mentioned, the researcher formulated problem
statement was:
1. Is the use of various media can be effective to improve students’ vocabulary
at SMPN 3 Labakkang?
C. Object of the Research
Based on the problem statements above, the researcher intended to found
out wheter the use of various media can be effective to improve student’s
vocbulary at SMPN 3 Labakkang or not.
D. Significance of the Research
The significances of this research were the researcher hoped that the
result of this research gave contribution to:
1. Theoretically
The result may be used to support the existing theory on the teaching of
English as a foreign language, especially teaching vocabulary.
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2. Practically
The findings of this research were expected to gave some advantages for
the students, for the teacher, the researcher and other researchers.
For the students: by learning vocabulary, the students can take some
vocabularies and understand the meaning of the sentences. The researcher hoped
that the using of different media can be helped the students to improve their
vocabulary ability.
For the teachers: a contribution to English teachers concerning how to
improve the teachers quality of teaching and learning process vocabulary
achievement, so that the objectives of the English teaching program especially
vocabulary goals can be achieved.
For the researcher: by doing this research, the researcher hoped that the
researcher may be studied and get more information for the promblems in
mastering vocabulary. Thus, the researcher may be got new experiences and
knowledge for future of her life.
E. Scope of the Research
This research was restricted on the effectiveness of using various media
to teach vocabulary of eighth grade at SMPN 3 Labakkang. This research only
used visual media. The used of visual media in teaching learning process need to
attract students’ attention and to make teaching learning activities more interesting
and also affective. The researcher focused on the students’ vocabulary
achievement specially word classes such as noun, verb, and adjective.
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The researcher limited three kinds of media to improve the students’
vocabulary achievement based on the result of several the researchers were as
follows:
1. Flashcards
2. Crossword Puzzle
3. Word Wall
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CHAPTER II
REVIEW OF RELATED LITERATURE
The whole parts of this chapter discuss all things related to the theories of
the topic discussed in this research. They consist of the previous of related
studied, some pertinent ideas related to the variables research, and conceptual
framework.
A. Previous of Related Studies
There were many studied had been performed by the researchers related
with the usage visual media in encourage students to learn English specially
vocabualry. In this sub chapter, the researcher presented some previous studied
which were done by some previous researcher.
Rokni and Karimi (2013) stipulated that language teachers used different
visual materials that could increase students’ interaction and motivation in the
classroom. They also stated that the usage of visual materials was more effectives
than learning without visual materials. The positive effect of using visual
materials such as, pictures and flash cards became obvious. The students could
remember the words and make sentences than they learned words verbally. Using
pictures in teaching vocabulary would help teacher to obtain an interesting class,
because students were interest in looking at the pictures and this way was
enjoyable for them. The most importants point was memory would be better by
using visual materials for students to learn vocabulary .
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According to Nilawati (2009) reported that mastery of the students’
vocabulary improved after giving the puppets. It was supported by the significant
in his result form the pretest was lower (56.64%) than post-test (96.19%).
Meanwhile, Weisskirch (2006) found that the students were more interest in
completing the puzzles when the teacher gave times to do in class and when given
the chance to work the task collaboratively with others. The students found the
puzzles to be more useful and enjoyable than when doing their own. In his
research also found that by completing crossword puzzle game the students felt
more enjoyable. It means that crossword puzzle game minimize the student’s
problems in the class.
Arianto (2003) in his research entitle The Use of Media in Teaching
Vocabulary to Young Learner concluded that the media should be atractive and
interest for the students. The instructional media could increase students’
motivation in learning vocabulary and the students active to gave respondsenable
of them to repeate what they learned and encourage them to interest with English.
Meanwhile, Ja’afari (2000) in his research concluded that the usage picture in
teaching vocabulary could make a positive contribution in teaching and learning
vocabulary. Students were active in learning process.
Based on the researchers’ findings above, the researcher had used Visual
Media to improve students’ vocabulary. The researcher combined some visual
media in improving students’ vocabulary. The combination some visual media
could increase students’ interaction. The students more active to learn in the class.
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The students were happy, interest, easy to remember and enjoyable to learn
vocabulary.
B. Some Pertinent Ideas
1. Concept of Vocabulary
Vocabulary was a basic of language, it was very important to master
in our language. Aitchitson (2001: 331) said that vocabulary was a set of
words known to a person or other eternity, or parts of specific language. The
vocabulary of a person was defined either as the set of all words that are
understood by that person when constructing new sentences.
Hadfield (2000: 129) said that vocabulary was classified in two
types. First type was active vocabulary. It refers to items that learners can use
appropriately in speaking or writing and it was also called as productive
vocabulary. In fact, it was more difficult to put practice. It means the students
should know how to pronounce it well, how to use grammar, they were hoped
familiar with the collocation and understand the connotation meaning of the
words. This type was often used in speaking and writing skill.
The second type of vocabulary was passive vocabulary, it refered to
a language items than can be recognized and understood in the context of
reading or listening, it was called as respective vocabulary. Passive
vocabulary or comprehension consist of the words comprehend by the people.
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The word “vocabulary” generally represents a summary of words or
their combination in a particular language. Vocabulary teaching was one of
the most important components of any languages class.
Based on the statemenet above, the researcher concluded that vocabulary
was an important role in learning a language, vocabulary was aslo as the core
component of language in form of words and can make language meaningful. To
communicate effectively, the learners need an adequate achievement of
vocabulary. Even though we master the grammar of a certain language but we do
not have any knowledge on this vocabulary, we will not able to communicate or
to express our idea using the language.
In English there were four types of vocabulary, Fries (1974: 45)
categorizes English words into four groups namely: Content words represented
noun was the name of objectives or things for example mouse, motorcycle, and
house. Verb was action by with those thing for example sleep, write and walk.
Adjective was the qualities of these things for example fat, handsome, ugly and
pretty. Adverb was the indication such meaning as frequency, degree, manner,
and place for example right now, diligently, there.
For example:
a. Arabella takes the book
N
b. Ismail drives the car
V
c. She wore a beautiful dress
Adj
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1. Function words were those words were used as a means of expressing relation
of grammar/structure. Sich as conjuction (and, or, but), preposition (in, to, of)
and pronouns (she, they).
For example:
a. You can eat your cake with a spoon or fork
Conj
b. My parents went to the zoo
Prep
c. She is an adorable woban.
Pronoun
a. Aspect of Vocabulary
The concept of a word can be defined in various ways, but three
significant aspects techer need to be aware of and focus on are form, meaning, and
use. According to Nation (2000), the form of a word involved it was
pronunciation (spoken form), spelling (writen form), and any word parts that
make up this particular item. Meanning encompasses the way that form and
meaning word together, in other words, the concept and what items it refers to,
and association that come to mind when people thin about a specific word or
expression. Use, Nation noted, involved the grammatical functions of the word or
phrase, collocation that normally go with it and finally any constraints on its use,
in terms of frequency, level, and so forth. For form, meaning, and use, Nation
(2000) declared there was both a receptive and productive dimension, so knowing
these three aspects for each words or phrases actually involves 18 different types
of lexical knowledge. For covering the test in this research the researcher only
used idea or meaning and use.
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b. Types of Vocabulary
Montgomery (2007) listed four types of vocabulary as follows:
a. Reading vocabulary
A persons’ reading vocabulary was all the words he or she can recognized
when reading. This was the largest type of vocabulary simply because it
includes the other three.
b. Listenig vocabulary
A persons’ listenng vocabulary was all the words he or she can
recognized to speech. This vocabulary was aided in size by context and
tone of voice.
c. Writing vocabulary
A pesrons’ writing vocabulary was all the words he or she can recognized
when employ in writing. Words were used in various forms of writing
form formal essays to social media feeds. Many written words do not
commonly appear in speech. Writers generally used a limited set of words
when communicating, for example:
1) If there are number of synonyms, a writer will have hos own
preference as to which of them to use.
2) He is unliely to use technical vocabulary relating to a subject in which
is he does not interest. Try to the previous vocabulary types, the
writing vocabulary is stimulated by its user.
d. Speaking vocabulary
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A persons’ speaing vocabulary was all the words he or she can used in
speech. Due to the spontaneous nature of the speaing vocabulary, words
were often misused. This misused though slight and unitentional might be
compensated by facial expression, tone of voice, or hand gesture.
Nation (1990) has been divided vocabulary in the specific reference, such
as;
a. Receptive vocabulary
Knowing a word that is able to recognize it when it is heard (what is
the second like?) or when it seen (what does it look like?) and having
an expectation of what grammatical pattern the word will accurrence.
This includes being able to distinguish it from word with a similar
from and being to judge if the word from sounds right or look right.
b. Productive vocabulary
Knowing a word that is able to pronounce, how to write an to spell,
how to use it in grammatical pattern along with the word in usually
collocates with it, it also involves not uaing the word too often if it is
typically a low frequency word and using it in a suitable situation
using the to stand for ythe meaning it reprsents and being able to thin
of suitable for the word if there is any.
Based on the explanations above the researcher can concluded that in
learning English, students should master the language skill and competetence. The
language skill were listening, speaking, reading, and writing. Meanwhile the
language competence were vocabulary, grammar, pronunciation, etc.
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c. Concept of Word Classes
All the words in English can be classified into eights parts of speech:
noun, verb, adjective, adverb, pronoun, preposition, conjunction and interjection.
Each part explains not what the word is, but how the word is used. The researcher
only focused into three parts, they are:
1) Verb
The verb is perhaps the most important part of the sentence. A verb asserts
something about the subject of the sentence and express actions, events, or
states of being. According to Sardian Maharani Asnur (2013), a verb is a
word that denotes action, or a state of being in a sentence. The verb is the
critical element of the predicate of a sentence. Verb is word which shows an
action, but it also shows state/ possession, presence or absence of a person or
thing. The highlighted words in the following sentences are all verb:
a). The pitcher threw the ball to the catcher.
b). They had already bought her present.
c). Most students are usually sitting on the steps when the teacher arrives.
d). My sister is a nurse. I am a teacher.
2) Noun
A noun is a word used to name a person, animal, place, thing, and abstract
idea. Nouns are usually the first words which small children learn. The
highlighted words in the following sentences are all noun:
a). Late last year our neighbors bought a goat.
b). Portia white was an opera singer.
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A noun can function in a sentence as a subject, a direct object, an indirect
object, a subject complement, an object complement, an appositive, an
adjective or an adverb. According to Burton (1982), there are four kinds of
noun:
(1) Common nouns name a member of or an item in a whole class of
persons or thing. Example; man, farmer, letter.
(2) Abstract nouns name qualities or states of mind or feeling. Example;
diligence, benevolence, wealth etc.
(3) Collective nouns group or collections of person or things. Example;
cricketteam.
(4) Possessive Noun is ownership. Example: Hadi’s hand
3). Adjective
An adjective modifies a noun or apronoun by describing, identifying, or
quantifying words. According to Bismo (2016 ), an adjective usually precedes
the noun or the pronoun which it modifies. In the following examples, the
high lighted words are adjectives:
a). The truck-shaped balloon floated over the treetops.
b). Mrs. Morrison papered her kitchen walls with hideous wall paper.
c) The small boat foundered on the wine dark sea.
d. Concept of Teaching vocabulary
There were many theories of teaching vocabulary that have been stated
by the experts. Gnainoska (1998:12) stated that teaching vocabulary can be
meaningful if the teacher can conduct the teaching process by combining the
16
available technique of teaching. It was hoped will be more enjoyable, interesting,
and motivating so that, the students will not be bored in the teaching learning
process. In this research will take only four aspects of vocabulary, noun, adjective,
verb and also adverb.
Furthermore, Sutarjo (1998:24) states that there are five possible ways of
teaching vocabulary. First way is teaching vocabulary through creativity. By using
this technique, the teacher allows the students to decide what they want to learn.
The teacher can use such a technique, to encourage the students to be creative for
producing the vocabulary, such as using picture, puzzle, providing keywords, and
game. The second is teaching vocabulary through context clues. In this technique,
the teacher can use a context clue in surrounding context, for example give the
antonym and synonym. The third is teaching vocabulary through translation. This
technique is considered as ancient one and here the teacher teaches the meaning of
the word through translation. The fourth way is teaching vocabulary through
guessing. In this case, the teacher can encourage the students to guess the word
first and then consult it. To guess the right word, a student should have a good
rationale. The teacher can draw five pictures on the board and then teacher
pronounces the word and asks a student to point the picture mean. The last is
teaching vocabulary through derivation. This technique requires the teacher to
involve the four classes of words on the basis of their position of occurrences in
English sentence pattern. The teacher can give noun, verb, adjective and adverb.
According to those five possible ways of teaching vocabulary, the researcher
applied picture series as a technique in this research. Teaching vocabulary is the
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vocabulary teaching process in order to help the students get the meaning and use
the words. It also including meaning, pronunciation and spelling to teach the
vocabulary.
In order to improve students’ vocabulary mastery the teacher should use
appropriate technique, teaching method, and teaching aid. By using them, it will
be easy for the students to be active and motivated in learning process, which can
be hoped as the way to explore their interest and progress in addition it can be
used to overcome the monotonous teaching and learning process.
2. Concept of Teaching Media
1. Definition of Teaching Media
According to Arsyad (2009) said that the media (plural of the word
medium), a word derived from the Latin medium, which literally means middle,
intermediate. Therefore, media can be interpreted as an intermediary or an
introductory message from the sender to the receiver. Media can be something
material (software) and tools (hardware). Media also used to learning process to
be successful and add interests students to study English in classroom. Besides
that, media help student to remember vocabulary with easily. At least, the teacher
able to use cheap and efficient media although simple and simply because it is a
duty in the effort to get what the process of teaching.
2. The kind of media
According to Fachrurrazy (1992:36) media can be subdivided into three
kinds, they were:
1) Visual media
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Visual media were the media that can be watched and touch for example,
picture, realia, map, miniature, graphic and poster.
2) Audio media
Audio media were the media that can be listened. They are used to listen
and understand oral text, for example, radio, cassette recorder, and tape
recorder.
3) Audio visual media
Audio visual media were the media that can be watched and listened, for
example TV and film.
Based on the explanation above the researcher used the visual media. The
used of visual media in teaching learning process need to attract students’
attention and to make teaching learning activities more interesting and also
affective.
3. The Function of Teaching Media
According to Munadi (2008: 6), there were five functions of teaching
media:
1) As learning sources: it means that to replace teachers’ attendance and
function. For example task sends in E-mail.
2) Semantic function: it means to enrich some vocabularies, to visualize
some nonverbal vocabularies (symbol). For example Tiger as a symbol of
braveness.
3) Manipulative function: it means to overcome the limitation of people
sense.
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4) Psychological function: (a) Attention function, it means that visual media
made students enjoy in the teaching and learning process. They can grow
the student’s emotion. (b) Imaginative function, it means can increase or
develop students’ imagination and as an illustration of storytelling. (c)
Motivate function the teaching media motivate and stimulate the students
to do and be responsible. The purpose is to influence the attitude, value,
emotion of the students and invite students to come to the topic. (d)
Affective functional, it means make students enjoy in the teaching and
learning process. They can grow the student’s emotion. (e) Cognitive
function, it means that brings the students to understand and remember
the information quickly.
5) Socio-cultural function: to give the same perception for students who
come from many cultural background.
4. Advantages of Teaching Media
According to Munadi (2008: 6), there were some advantages of teaching
media:
a. Simplify the materials.
b. Reduce the use of mother tongue
c. Attract students motivation and attention
d. Give varieties teaching methods
e. Create more activities
f. Giving the real experience and environment
g. More attractive teaching
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h. Flexible to give materials (anytime and anymore)
i. Increase the students positive attitudes towards teacher
j. Used as assessment
k. Help to do physical exercise
Teaching media help the teacher easier to teach. The teacher can choose
what the media which are suitable with the subject. The teacher can choose simple
or modern media to help the students. For the teachers with limited facilities, may
they can make their own media as well as they can. Their creativity is needed in
the teaching and learning process. By having creativity, they can make their own
media although the media are simple and cheap.
5. Concept of Various Teaching Media
This research will use three differences media to improve the students’
vocabulary based on the result of the several researchers, they were:
1. Flashcards Media
a. Definion of Flaschards
According to Suyanto (2008:109), flashcards is the cards that usually
use on thin paper and stiff. Flashcards show picture or words. Usually
flashcards include of group with kind or classes. Flashcard is a piece of
cardboard about 18 X 6 inches on which appears a word, a sentence or a
simple outline drawing. The lettering should be large, net and clear so that
it can be seen from the rear of the room. Meanwhile, Edwards (2006: 98)
said that flashcards were a powerful memory tool write questions on one
side of the cards and the answer on the other side.
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Moreover, According to Cross (1991: 119), flashcard is a simple
picture on a piece of card or paper, which is probably the most widely used
visual aids in language teaching. It means that flashcard is one of media
which can help the teacher to teaching English easily. Meanwhile,
According to Haycraft (1978: 102), flashcards can be used for
consolidating vocabulary, practicing structure and words order or a variety
of games.
Based on many definitions above the researcher can conclude that
flashcard is one of the media education. Flashcard is a little piece of paper.
Flashcard is the cards on which words and picture and printed or drawn.
Flashcard is one of the best tools for memorizing information.
The flashcard must always be brief, large, neat and clear so that it can
be seen from the rear of the room. Capital letters are preferred print should
be used since it is easy to read at a distance. The cards can be displayed by
the teacher or by a pupil. The letter is preferred since it makes for activity.
The set of cards should be field away under given subject. They will be
found very useful for review for dill and as a warming up exercise at the
beginning of the period.
b. Types of Flashcard
Flashcard can be divided into several types by Scott (1990:109-111),
they are:
1) Picture Card
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Picture cards are useful for the teaching of vocabulary and reading
(Nasr, 1972: 67). These picture cards can be drawings or cut outs
from magazines or perhaps photos. It is easiest to sort these picture
cards according to size really big ones for class work, and smaller
ones for individual or group work.
a. The kind of picture card
These can be used in many ways; just a few would include:
a) Picture card match up
b) Picture card treasure hunt
c) Picture and word match up
d) Picture card snap games
e) Picture cards can be used as part of a communication aid
f) Picture flashcards designed to: encourage a child to say that
word, identify pictures with certain starting sounds, encourage
a child to discuss what is shown in the picture
2) Card Games
A card game is any game using playing cards as the primary
things with which the game is played, be they traditional or
gamespecific. Almost all card games can be made into language card
game and while we want to concentrate on games where some sort of
language interaction is taking place, we can also play card game
simply for relaxation. A simple snap game using picture cards is one
of kind of card game. To play this game are follow:
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a. Mix the sets of cards
b. Divide between the players
c. Each player places a card down in turn and says what is shown on
the picture e.g. cat
d. If the pictures match, the first player to shout snap gets the pile of
cards put down so far.
e. The winner is the last player to still have cards
Puzzle card is also one of game that can use in teaching learning
process after using of flashcard.
3) Word or Sentence cards
Word cards are useful for displays and for work on the flannel
graph. Sentence cards should only be used for the beginners and only
with sentences which are use a lot of. Students can simply write the
question on one side and the answer on the opposite side and test
themselves repeatedly. Word or sentence cardusually consist of two
sides, on the front of card appears the word entry plus whatever
supplementary information is needed, on the back appear a concise
definition and an illustration of the word use. In the using word card
and sentence card the students can match a word with the definition in
the other sentence cards. By this manner the student can more interest
to learning English.
Sometimes the word or sentence on the cards were commands.
And the learners are used to giving and obeying these commands
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orally and they are learning to recognize them as whole. The
command on the cards such as: Open the door, Sing a song, Stand up,
clean the blackboard etc. By using this word or sentence card, we can
make a simple game. The teacher or student holds up a card, waits
until several students have put their hands up, and say name of
someone. Someone who called of name performs the action required
and scores a point for his team. If he performs the wrong action, he
has not read card successfully, and there will be others eager to show
that they have. Somebody in another team is given a chance.
In addition, Haycraft (1978: 102-106) states two types of
flashcards. They are word flashcards and picture flashcards. Word
flashcards are cards on which words have been printed. When practicing
word order, the teacher can use a number of cards representing all the
words in a sentence. The cards can be fixed to the board, or given to a
student, and arranged correctly either by the class a whole or individual
students. The word flashcards also can be used to practice structure. Then,
picture flashcards are useful for presenting, practicing and revising
vocabulary or as prompts for other activities for example, to illustrate the
characters in a dialogue, to help students improvise. Picture flashcards can
be used as prompts for simple substitution drills. Picture flashcards are
also useful for identifying verbs on action
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c. The Advantages of Flashcard
According to Haycraft (1978: 102) and Cross (1991: 120) there were
some advantages of using flashcards in language teaching.
1. Flashcards can be used for consolidating vocabulary;
2. Flashcards are motivating and eye-catching;
3. Flashcards are effective that can be used for any level students;
4. Flashcards can be taken almost everywhere and studied when are has
free moment;
5. Flashcards can be arranged to create logical grouping of the target
words;
6. Flashcards are cost effective or inexpensive;
7. Flashcards provide visual link between L1 and the target language;
and
8. Flashcards also can be used for practicing structure and word order or
for a variety of games.
Based on the explanations above, it can be concluded that flashcards
have many advantages when used in teaching learning process. Flashcards
have a great power in motivating and stimulating the students. Meanwhile,
flashcards are easy media to help students and teacher in learning process,
especially to teach the students of elementary school. Teacher can use it at
any time and in any situation when he wants to teach.
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d. The procedure of using flashcard
The procedures of the use flashcard are bellow
1. Sit comfortably facing the students.
2. Arrange the flash cards in the order you would like to present
them.
3. Starting with the first flash card, hold it up so the students can
clearly see the front. Keep the back of the flash card toward you so
your child cannot see it.
4. Shows the flash card front to the students that consist of picture
and said in English and asked the students to repeat after several
time to make sure that they could say it in a correct pronunciation.
5. Give question to them by showing flashcards one by one
randomly, if your students give a correct answer, place the
correctly answered flash card in a pile on your left.
6. If the students give an incorrect response or no response, tell him
the correct answer, and place these flash cards in a pile on your
right side.
7. After the teacher had finished showing the students all of the flash
cards, you may continued your flash card teaching session by
using the stack of incorrectly answered cards. Continue in the
same manner, placing correctly answered flash cards on the left
and incorrectly answered flash cards on the right.
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8. Once your students have mastered the full set of flash cards,
practice them periodically to ensure your child remembers them.
Based on the explanations about the procedure of using flashcards
above, the researcher concluded that the step in using flashcards in English
learning process showed of flashcards, sounds, repetition and practice. The
procedure of using flashcards was simple, so the students or parents can
practice it in their home to improve their vocabulary.
e. The Example Models of Flashcard Media
2. Crossword Puzzle Media
a. Definiton of Crossword Puzzle
Crossword puzzle can be used in teaching learning process. Tarigan
(2011:229) said crossword puzzle is a kind of a play on words by filling in
the empty boxes as an answer to the question or question specified in the
crossword puzzle. Crossword puzzle has been proposed as one of
alternatives game in teaching-learning. Whereas, Dhand (2008: 55)
defined a crossword puzzle as a puzzle with sets of squares to be filled in
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words or numbers, one letter or number to each square. Synonyms or
definitions of words are given with number corresponding to numbers in
the squares. Letters or words are fitted into a pattern of numbered squares
in answer to clues.
According to Moursund (2007:8) crossword puzzle is a popular puzzle
games which in every case, the puzzle-solver’s goal is to solve a particular
mentally challenging problem or accomplish a particular mentally
challenging task.
There were many studied have been performed by the researchers
related to the usage crossword media one of them, Florenchia (2015)
concluded that Crossword Puzzle could improve the students’ vocabulary
mastery at the seventh grade students of SMP N 1 Andong Boyolali in
2014/2015 Academic Year. Crossword Puzzle created a fun and enjoyable
situation in teaching learning process and it improved the students’
motivation in learning vocabulary. Therefore, Crossword Puzzle can be
used as great media in teaching learning vocabulary in classroom
From the statements above the researcher concluded that in teaching
learning process by using crossword puzzle, the students can be more
interested in their learning. When the students interest in learning, they got
more attention to the lesson. That condition give a good chance for both
the teacher and the students to practice a better teaching and learning
activity.
29
Using crossword puzzle in teaching learning process did not require
the teacher to explain too many materials. The teacher just explained the
materials and played the game and then the students can be followed the
teaching process. Crossword media was very effective in teaching
vocabulary and it can be more interesting for the students. The students
might enjoy the game very much.
b. The Kind of Crossword Puzzle
In teaching vocabulary by using crossword puzzle, there were some
kinds of crossword puzzle which can be done the students, they were:
1. Oral crossword.
The oral crossword is the crossword which is the clue is given orally
by the teacher, and the students just get the blank crossword. Only give the
students the puzzle with no clues what so ever. Give the clues orally. In a
foreign language class, this can be an excellent listening activity. Tell
students to fill in what they can and then repeat the clues once more at the
end.
2. Picture crossword
Picture crossword is the crossword which is the clue consist of picture.
Only give the students the puzzle with no clues. For each clue, hold up a
picture. This works especially well with a unit that involves a lot of new
vocabulary.
3. Object crossword
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The object crossword is the crossword in which the clue is written on
the object. Only give students the blank puzzle with no clues. Place the
items around the room, each labeled with their clue number. Have students
rotated around the room to different stations; allow them to pick up the
objects as they complete the puzzle. This tactile version of the puzzle is
great for those students who are handson learners. This type of puzzle
works well for units with a lot of vocabulary.
Based on the kinds above the researcher used the object crossword
kind because the picture crossword more easy than the other kinds because
the students more interested.
c. The Benefits of Crossword Puzzle
According to Moursund (2007) it was clear that solving crossword
puzzles helps to maintain and improve one’s vocabulary, spelling skills,
and knowledge of many miscellaneous tidbits of information. Solving
crossword puzzles tends to contribute to one’s self esteem. For many
people, their expertise in solving crossword puzzles plays a role in their
social interaction with other people.
Dhand (2008: 55) explained how crossword puzzles help the students
in learning, as follows:
a. The technique of crossword puzzle was a good way to teach and
enrich vocabulary because the definition or synonyms of the words are
right there to provide reinforcement.
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b. Crossword puzzle can also be used to encourage the use of dictionary
or thesaurus or to learn terminology used in a particular subject. They
can be used as a quiz or review at the end of a unit/ chapter or a
lesson.
c. Crossword puzzles can be easily made by the teacher and presented to
students.
Additionally, crossword puzzles are available for different classroom
management of students‟ activities. Hill and Popkin (in Little 1986: 78)
proposed some options of procedural suggestions in using crossword
puzzles. They are usually to 1) have students to do the crosswords
individually, or 2) have them do the same crossword in pairs, or small
groups, with discussion of possible answers, or 3) have them do the puzzle
as a whole-class activity.
Crossword puzzle is considered useful in teaching-learning because it
maintain someone‟s vocabulary. Moreover, it is helpful to enrich
someone’s vocabulary mastery. Additionally, it is useful to improve
someone’s spelling knowledge of information, and encouraging the use of
dictionary. In term of classroom teaching- learning Crossword puzzle
provides fun learning that can be used for different classroom management
of students.
d. The Procedure of Using Crossword Puzzle
According to Soeparno (1998:72), steps of teaching vocabulary using
crossword puzzle were as follows:
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1. The teacher explained the rules of the media.
2. The students divided into several groups and each group consists of
four or five persons.
3. Each group gets a crossword puzzle frame which is completed with
questions.
4. Students worked the crossword puzzle with their group members.
5. The fastest group finishes the crossword puzzle without an error is
declared the winner.
Meanwhile, according to Lee (1963: 135) the procedure of presenting
crossword puzzle were as follow:
1. The teacher gave the same crossword for each student. They solve
individually with the help of written clues.
2. The teacher divided the class into groups. Then the teacher gives a
different crossword for each group. Everyone in the group helped to
solve it. However, if there was a more active member in one group,
they tend to do all the work. In otherwise, if there is a more passive
member in one group, they will difficult to do all the work.
3. The Teacher gave crossword puzzle for all of students. They done the
crossword individually. Then the teacher divided the class into groups
and then they worked in groups. The students can share their answer
to finish their crossword in their group.
4. The teacher write crossword on the board, but no written clues. The
teacher gives clues orally and solves the crossword step by step with
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the class. The class divided into groups and each group come to the
board and writes the words in one by one.
Furthermore, the teacher can be creative in presenting crossword
puzzle. For example, the teacher divided the class into groups. Then the
teacher gave the same crossword for each group. The group who finished
in the first time and all of the answer is right will be given a point. It can
be more interesting, if there is a prize for the winner.
The procedures of using crossword puzzle in irregular verbs teaching
were as the following:
1. The English teacher gave the example of crossword puzzle to the
students.
2. The English teacher explained the crossword puzzle to the students.
3. The English teacher asked the students to fill the crossword puzzle
individually with a deadline that will be given before students do the
crossword puzzle.
4. The English teacher asked the students to exchange their work with
their friends.
5. The English teacher discussed with the students about the correct
answer of the crossword puzzle.
6. The English teacher collected the students’ work.
7. Discussing the correct answer.
Based on the explanation above, it can be concluded that crossword
puzzle is a words guessed game fitted into a diagram which is effective as
34
teaching tool of terminology, definitions, spelling and pairing key concepts
with related names, resulting in greater retention and memorization of facts
that makes the teaching-learning process attractive and funny, and also gives
much opportunity for students to practice and repeat the sentence pattern and
vocabulary.
In the case of this research, crossword puzzle was used as a medium
in teaching vocabulary in control class when in experimental class word wall
will be used.
e. The Example Models of CrossWord Media
3. Word Wall
a. Definition of Word Wall
Word Wall is considered as an effective approach in teaching
vocabulary. According to Cronsberry (2004: 1) defined that word wall is a
group of words that are displayed on wall, bulletin board, chalkboard, or
whiteboard in a classroom. Meanwhile, Indrayana (2014) said they a word
35
wall is an ongoing, organized display of key words that provides visual
reference for students through out a unit of study or a term. These words
are used continually by teachers and students during a variety of activities.
Furthermore, Jerry in Kasim explains that teaching vocabulary by
using word wall consists of some activities:
a. Make words accessible by putting them where every student can see
them. They should be written in large black letter using a variety of
background colours to distinguish easily confused words;
b. Teachers should be selective about the words that go on the word wall.
Try to include words that children use most commonly in their writing.
Words should be added gradually;
c. Use the word wall to practice words incorporating a variety of
activities such as: chanting, snapping, cheering, clapping, tracing, word
guessing games as well as writing them; and
d. Provide enough practice so that words are read and spelled
automatically and make sure that word walls are always spelled
correctly in the students’ daily writing.
Therefore, the researcher concluded that word wall was a set of
organized printed words that are clung on the classroom wall in order to be
learning medium (visual one) as well as display during vocabulary class.
b. The Advantages of Word Wall
There are some advantages of teaching word wall were:
1. It creates enjoyable situation.
36
2. It challenged the students’ ability.
3. It increased the students’ vocabulary mastery.
Kathy Gursky in Nuzulina also stated two advantages of word wall,
they are:
1. The word wall can be attracted the students’ attention to master
vocabulary;
2. The word wall activities can make the classroom atmosphere seem to
be more interesting.
According to Crosnberry (2004:3) there were many functions of
word wall:
1. Provide an approach to meaningful teaching of vocabulary with an
emphasis on student engagement and higher level thinking skills;
2. Build vocabulary, there by improving reading comprehension and
writing style;
3. Reinforce understanding of subject-specific terminology with a focus
on students internalizing key concepts;
4. Help students improve spelling and awareness of spelling patterns;
5. Provide visual cues for students;
6. Encourage increased student independence when reading and writin
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c. The Example Models of Word Wall
C. Conceptual Framework
MEDIA
Flashcard,
Crossword
Word Wall
Students’
Vocabulary
Achievement
Pretest
Treatment
Posttest
Verb
Adjective
Noun
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Figure 1: Conceptual Framework
The conceptual framework above described about all of the research
which conducted by the researcher. The tittle of this research was “The
Effectiveness of using various media to teach vocabulary of eighth grade at
SMPN 3 Labakkang”. The conceptual framework was media divided into three
differences media such as Flashcards Media, Crossword Media, and Word Wall
Media. In conducting this research, the researcher focused on the students’
vocabulary achievement specially word classes such as noun, verb and
adjactive. D. Hypothesis
H0 (Null hypothesis) there is no significant result of the students
vocabulary mastery before and after giving treatment.
H1 (alternative hypothesis) there is a significant different of
students’ vocabulary mastery before and after giving treatment.
39
CHAPTER III
RESEARCH METHOD
In this chapter, the researcher explained about research design, research
variable and operational definition, research population and sample, research
instrument, procedure of collecting data, and data analysis.
A. Research Design
This research used quantitative method in form of pre experimental
design. In this research the experimental design used One-Group Pretest-Posttest.
A diagram of One-Group Pretest-Posttest design:
O1 X O2
Pre-test Treatment Post-test
(Independent variable) (Dependent variable)
The One Group design usually involves three steps were:
1. Administering a pretest to measuring dependent variable.
It was the first method of data gathering used by the researcher. The
researcher gave pre-test to the subjects (eighth grade students at SMPN 3
Labakkang) as the sample of research. Pre-test as a purpose to found out the
students’ vocabulary achievement before apply the treatment.
2. Applying the experimental treatment to the subject.
It was the second method of data gathering used by the researcher. In
this method the researcher applied the experimental treatment to the subjects.
The steps of treatment in this research as follows:
40
1) The researcher done by giving a pretest to the students. The test were
multiple choice, fill in the blank, and matching test. The researcher gave
the students time allocation about 45 minutes before giving a treatment.
2) The researcher explained the rules of media.
a. The first media used by the reseracher was Flashcard Media, the steps
of this media were:
1. The resercher asked the students to sit comfortably facing.
2. The researcher arranged the flash cards in the order will like to
present them.
3. The researcher started with the first flash card, the researcher hold
it up so the students can clearly see the front. Keep the back of the
flashcard so the students cannot see it.
4. The teacher showed the flashcard front to the students that consist
of picture and the researcher said in English and asked the
students to repeat after several time to make sure that they can
said it in a correct pronunciation.
5. The teacher showed a question to the students by showing
flashcards one by one randomly, if the students gave a correct
answer, place the correctly answer flash card in a pile on your
left.
6. If the students gave an incorrect response or no response, tell him
the correct answer, and place these flash cards in a pile on your
right side.
41
7. After the researcher has already conducted the research, the
researcher showed to the students all of the flash cards, you can
continue flash card teaching session by using the stack of
incorrectly answered cards. Continue in the same manner, placing
correctly answer flash cards on the left and incorrectly answer
flash cards on the right.
8. Once your students have mastered the full set of flash cards,
practice them periodically to ensure your child remembers them.
b. The second media used by the researcher was Crossword Puzzle
media according to Soeparno (1998:72), the procesdure are:
1. The researcher explained the rules of media.
2. The students divided into several groups and each group consists
of four or five persons.
3. The researcher made crossword from the word that has been found
from the media before.
4. The researcher asked each group to found out the word based on
the picture.
5. The students worked the crossword puzzle with their group
members.
6. The fastest group finished the crossword puzzle without an error is
declared the winner.
c. The last media used by the researcher was Word Wall Media, the steps
were:
42
1. The researcher expalained the rules of media.
2. The researcher asked each group to bring a streo form.
3. The students stuck the word on the word wall media
4. After that, the researcher asked the students to memorize the new
words.
5. The researceher asked the students to memorising one by one
randomly.
3. Administering a posttest again to measuring the dependent variable.
It was the last method of data gathering used by the researcher. Post test
is the last determining to measure the students’ vocabulary achievement
before and after the treatment.
This research intends to investigated the effectiveness of Using Various
Media to Teach Vocabulary at the Eighth Grade Students of SMPN 3 Labakkang
in the academic year 2019/2020. The aim of this research was to found out wheter
or not the use of various media effective to improve the students’ vocabulary
achievement before and after treatment by using various teaching media.
B. Research Variables and Operational Definition
1. Research Variables
This research had two kinds of variables, namely independent
variable and dependent variable:
a. Independent variable
The independent variable was the use of various media in teaching
vocabulary.
43
b. Dependent variable
The dependent variable was the vocabulary achievement of students.
2. Indicator
The indicator of this research was the students’ vocabulary
achievement in comprehending verb, adjective, and noun vocabulary that
the students learned by using various media.
3. Operational Definition
a. Media
Media was originate from the word “medium” it means
“middle” or “introduction” it mean an introductory tool or media from
the source of information to receiving information. It means that media
needs in an English language teaching learning process.The usage of
visual media in teaching vocabulary was facility to interact between
the teacher and the students.
b. Vocabulary
Vocabulary was a main component to increase all English skills.
Vocabulary was one important term to support the communication
because if vocabulary was low, it means that it is difficult to
communicate. Not having large of vocabulary, someone will feel
difficult to express the ideas, thought, and feeling. So the researcher
assumed that mastering vocabulary will support to learn English. If the
students practice their ability in English, they need English and this
term makes the teacher to use strategy in the classroom.
44
C. Population and Sample
The population of this research included the first year students of SMPN
3 Labakkang in the academic year 2019/2020. The sample of this research was the
students of the class VIII C at SMPN 3 Labakkang. This research used cluster
sampling technique where the researcher took one class from SMPN 3
Labakkang.
D. Research Instrument
In this research, the instrument used a test of vocabulary ability. The tests
were mutliple choices, fill in the blank and matching test. Each test consisted of
15 items of verb, 10 items of adjactive and 10 items of noun. The researcher used
pre test and post test that used to get score to found the students’ vocabulary
achievement. The pre test was given before applied the treatment and the post test
was given after applied the treatment.
The test in the form were multiple choices, fill in the blank, and matching
test. Each student has to choose the correct answer. The time allocation was 45
minutes. The test gave twice. The first test uses gain the score of pre test and the
second test uses gain the score of post test after the treatment. In other hand, the
researcher also used documentation to being evidenced.
E. Procedure of Data Collection
In data collection, there were five stages used by the researcher as
follows:
1. The researcher gave pretest to the students for 45 minutes to know their
previous of vocabulary pre-test.
45
2. After that, the researcher applied the treatment.
a. The first media the researcher used Flashcard.
b. The second media the researcher used Crossword.
c. The third media the researcher used Word wall.
3. After giving a treatment the reseracher gave posttest to measure the
students’ progress.
4. After that, the researcher collectinng the data of the students’ progress.
5. The last, the researcher comparing the result of the students’progress
before and after the treatment.
F. Data Analysis
In this research, the researcher used a quantitative data analysis
technique. The quantitative data of this research was analyzing by using statistical
method. The quantitative data of this research in analyzing was using statistical
computation. This technique used to found the significant differences on the
students’ vocabulary achievement after used treatment by using different teaching
media.
To know the students’ vocabulary achievement, the researcher used
statistics analysis. The steps were below:
1. Scoring the students’ answer of test by using this formula (Pusat Kurikulum,
2006:32) in Julita (2011):
Score =Students′correct answer
Total number of item!X100
46
2. Classifying the score of the students’ based on Depdikbud standard
evaluation as follow:
Table 3.1: Classification Score of Students
No. Classification Score
1. Excellent 96-100
2.. Very good 86-95
3. Good 76-85
4. Average 66-75
5. Fair 56-65
6. Poor 36-55
7. Very poor 0-35
(Depdikbud, 1985: 8)
3. Calculating the rate percentage of the students score:
P =𝑓
NX 100 %
Where:
P : Percentage
ƒ : Frequency
N : The total number of the students
(Gay, 1981:448)
4. The mean score of the students’ achievement:
X =∑x
N
Where:
X : Mean score
47
∑x: The sum of all score
N : The number of students
(Gay, 1981:298)
5. The significant of the students’ result of pretest and posttest by calculating the
value of t-test by using the formula:
Ḋ
𝑡 = √𝐷2 −(∑D)2
N
N(n−1)
Where:
t = score of computation
Ḋ = average difference between pre-test and post-test
∑D2= different scores squared, then summed
(∑D)2= difference scores summed then squared
N = Subject of sample
d.b= Decided by N-1
(Gay, 1980: 33)
48
48
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of the findings of the research and discussion of the
research. The finding of the research is cover classification of the result of the data
collected through the test. In the discussion part, the researcher presents the
interpretation of the finding.
F. The Findings
The findings of the research that the teaching using various media could
improve students’ vocabulary. The research report are based on the analysis of
data by using the test (Pretest and Posttest) for further interpretation of the data
analysis are given below:
1. The Improvement of Students’ Vocabulary in Terms of Verb,
Adjective, and Noun
a. The Mean Score of Students’ Vocabulary in Term of Verb.
Students’ vocabulary had different in pre-test and post-test. In
pre-test the students still less understand about vocabulary but after
applied various teaching media, the students more understand about
vocabulary. The improvement of vocabulary achievement viewed from
verb can be seen in table 4.1.
49
Table 4.1: The Mean Score of Students’ Vocabulary in Term of
Verb.
Variable
The students’ Score Improvement
Pre-test Post-test Vocabulary
Students’
Vocabulary in
terms Verb
22.4
69.7
47.3
The table above showed that the mean score of the students’
vocabulary achievement before giving a treatment was 22.4 and the mean
scores of the students’ vocabulary achievement after giving a treatment
was 69.7. Therefore, the improvement of the students’ vocabulary in term
of verb from the pretest to posttest was 47.3.
b. The Mean Score of Students’ Vocabulary in Term of Adjective.
The mean score and improvement of the students’ vocabulary in
terms of adjective by using various media in teaching vocabulary could
be seen in the following table 4.2:
Table 4.2: The Mean Score of Students’ Vocabulary in Term of
Adjective.
Variable
The Students’ Score Improvement
Pre-test Post-test Vocabulary
Students’
Vocabulary in
term of adjective
23.2
63.6
40.4
50
The table above showed that the mean score of the students’
vocabulary achievement before giving a treatment was 23.2 and the mean
scores of the students’ vocabulary achievement after giving a treatment
was 63.6. Therefore, the improvement of the students’ vocabulary in term
of adjective from the pretest to posttest was 40.4.
c. The Mean Score of Students’ Vocabulary in Term of Noun.
The mean score and improvement of the students’ vocabulary in
term of noun by using various media in teaching vocabulary could be
seen in the following table 4.3:
Table 4.3: The Mean Score of Students’ Vocabulary in Term of
Noun.
Variable The Students’ Score Improvement
Pre-test Post-test Vocabulary
Students’
Vocabulary in
term of noun
30
67.6
37.6
The table above showed that the mean score of the students’
vocabulary achievement before giving a treatment was 30 and the mean
scores of the students’ vocabulary achievement after giving a treatment
was 67.6. Therefore, the improvement of the students’ vocabulary
achievement in term of noun from the pretest to posttest was 37.6.
51
d. The Mean Score of Students’ Vocabulary Achievement
The mean score and improvement of the students’ vocabulary
achievement by using various media in teaching vocabulary could be
seen in the following table 4.4:
Table 4.4: The Mean Score of Students’ Vocabulary Achievement
Variable The Students’ Score Improvement
Pre-test Post-test Vocabulary
Students’
Vocabulary
Achievement
24.12
66.72
42.6
The table above showed that the mean score of the students’
vocabulary achievement before giving a treatment was 24.12 and the
mean scores of the students’ vocabulary achievement after giving a
treatment was 66.72. Therefore, the improvement of the students’
vocabulary achievement from the pretest to posttest was 42.6.
2. The Rate Percentage of Students’ Scores Through the Test
The classification of the students score in terms of verb, adjective,
and noun was presented in following table.
52
Table 4.5: The Percentage of Students’ Vocabulary in Terms of Verb
No. Classification Score
Pre-test Post-test
Freq % Freq %
1. Excellent 96-100 0 0 0 0
2. Very good 86-95 0 0 1 4
3. Good 76-85 0 0 4 16
4. Average 66-75 0 0 16 64
5. Fair 56-65 0 0 4 16
6. Poor 36-55 6 24 0 0
7. Very poor 0-35 19 76 0 0
Total 25 100 25 100
The table above showed that the percentage of the students’
vocabulary achievement in term of verb indicated that 6 (24%) students
got poor classification, 19 (76%) students got very poor and none of the
students got the other classification.
After the researcher gave a treatment by using various media in
teaching vocabulary, the percentage of the students’ vocabulary in term
of verb increase became where 4 students (16%) got fair classification,
16 students (64%) got average classification, 4 students (16%) got good
classification, 1 students (4%) got very good classification, and none of
the student got excellent, poor, and very poor classifications.
53
Table 4.6: The Percentage of Students’ Vocabulary in Terms of
Adjective
No. Classification Score
Pre-test Post-test
Freq % Freq %
1. Excellent 96-100 0 0 0 0
2. Very good 86-95 0 0 0 0
3. Good 76-85 0 0 2 8
4. Average 66-75 0 0 10 40
5. Fair 56-65 1 4 9 36
6. Poor 36-55 1 4 4 16
7. Very poor 0-35 23 92 0 0
Total 25 100 25 100
The table above showed that the percentage of the students’
vocabulary achievement in term of adjective indicated that 23 students
(92%) got very poor classification, 1 student (4%) got poor, 1 student
(4%) got fair classification, and none of the students got the other
classification.
After the researcher gave a treatment by using various media in
teaching vocabulary, the percentage of the students’ vocabulary in term
of adjective increase became where 4 students (16%) got poor
classification, 9 students (36%) fair classification, 10 students (40%) got
54
average classification, 2 students (8%) got good classification, and none
of the student got excellent, very good, and poor classification.
Table 4.7: The Percentage of Students’ Vocabulary on Terms of
Noun
No. Classification Score
Pre-test Post-test
Freq % Freq %
1. Excellent 96-100 0 0 0 0
2. Very good 86-95 0 0 2 8
3. Good 76-85 0 0 4 16
4. Average 66-75 1 4 10 40
5. Fair 56-65 3 12 5 20
6. Poor 36-55 6 24 4 16
7. Very poor 0-35 15 60 0 0
Total 25 100 25 100
The table above showed that the percentage of the students’
vocabulary achievement in term of noun indicated that 15 students (60%)
got very poor classification, 6 students (24%) got poor, 3 students (12%)
got fair classification, 1 student (4%) got average classification and none
of the students got the other classification.
After the researcher gave a treatment by using various media in
teaching vocabulary, the percentage of the students’ vocabulary in term
55
of noun increase became where 4 students (16%) got poor classification,
5 students (20%) fair classification, 10 students (40%) got average
classification, 4 students (16%) got good classification, 2 students (32%)
got very good, 3 students (12%) got excellent classification and none the
student got excellent and very poor classification.
3. The Effectiveness of Using Various Media
To know the effectiveness of using various media to improve the
students’ vocabulary in term of verb, adjective, and noun, the researcher
used t-test analysis. The result of the data analysis t-test of the students’
vocabulary through various media was shown in the table below:
Table 4.8: The t-test of Students’ Vocabulary by Using Various
Media
Variable t-test t-table Comparison Classification
Vocabulary 23.3 2.064
t-test > t-table
23.3 > 2.064
Significantly
Different
The researcher compared t-test value and t-table value to know
whether the used of various media in teaching vocabulary was significant
or not, to find out the degree of freedom (df) the researcher used formula
N – 1 (25-1=24), for the level the significant (p) = 0.05 and df = 24, t-
table got score 2.064. After calculating the t-test value, it got score 23.3,
therefore the value of t-test and t-table was (23.3 > 2.064). It means that
there was different result of the value of t-test and t-table.
56
4. Hypothesis Test
The result of statistical analysis at the level significant 0.05 with
degree of freedom (df) = N-1, where df = 25-1 and df = 24 indicated that
there was a significant difference between the mean score of posttest and
pretest. In addition the t-test value was bigger than t-table value (23.3 >
2.064). It means that there was significant difference between the
students’ vocabulary before and after used of various media. Therefore,
the null hypothesis was rejected, while alternative hypothesis was
accepted.
G. Discussion
In this part, the discussion dealing with the interpretation of findings
derived from the result of finding about observation result of the students’
vocabulary in terms verb, adjective, and noun.
1. The Improvement of the Students’ Vocabulary Achievement in Terms of
Verb, Adjective and Noun.
In improving the students’ vocabulary achievement in terms of verb,
adjective and noun, the researcher used of various media in teaching
vocabulary. Where using various media such as flashcard, crossword, and
word wall media can help the students improve their vocabulary achievement
and it can also help the students to differentiate between verb, adjective and
noun.
The findings of this research similar to Ridho (2013) found that Word
Wall can be used to increase students’ vocabulary mastery. It statically had
57
been proven by the increase of the students’ mean score in posttest that was
higher than the mean score in pretest. In participant class, the mean score
increased from 54in pre test to 81.07 in post test.
Meanwhile, Eslahcar (2012) in his research found that flashcard can
be used to improve the students’ achievement in vocabulary. By using
flashcard the students became more interested to learn vocabulary. The
students could remember the vocabularies easily.
The other researcher, Decy Anggraini (2013) in her research found
that word walls can be a solution for students in facing difficulties of
vocabulary learning. The students looked enjoyed the class and active in
learning process. This media was very useful to help the students to improved
their vocabulary which was lack of stocks of English words.
The students thought that the teaching vocabulary through using
various media was very helpful to improve their vocabulary. The effective at
this method was that it should fulfill what they need to memories the
vocabulary, how to make the subject interesting to it is easy to save in their
mind.
The data had been showed in pretest there were many students’
inadequate score. In pretest, some students found many difficulties in
vocabulary. It made them could not distinguish between verb, adjective, and
noun. It was too different with posttest that some of students got higher than
the value in pretest. The students got a significant development after giving
treatment. The students could improve their vocabulary.
58
From the result of pretest, the mean score of the students’ vocabulary
achievement in terms of verb, adjective, and noun was 24.12, it can be
concluding that the students’ achievement in vocabulary were classify as
inadequate. The result of the post-test was 66.72, it can be classified average.
Based on the result of the data, the researcher concluded that after the
treatment by using various media the students were in good category. It
means that by using various media in teaching vocabulary the students can
improve their vocabulary.
On the other hand, the result of the posttest showed that the students
had significant progress, some of the students got very good classification. In
other words, the students’ vocabulary increased by using various media.
Therefore, the used of various media in this research had an influence in
students’ vocabulary because it can help the students to improve their
vocabulary.
The data described the most of them success to improve their score
into the students’ achievement in vocabulary in terms of verb, adjective, and
noun by using various media. The improvement was also following by the
significance. The t-test value (23.3) was greater than t-table (2.064) for the
degree of freedom (0.05), it means that the null hypothesis (Ho) was rejected
and alternative Hypothesis (H1) was accepted.
2. The Effectiveness of Using Various Media to Improve the Students’
Vocabulary
59
To improve the students’ vocabulary by using various media, the
researcher used flashcard, crossword puzzle, and word wall media in teaching
vocabulary. Where the using various media could help the students to
improved their vocabulary in terms of verb, adjective and noun.
The findings of this research similar to Anggriani (2013) had
conducted a research by using word wall as media to improve students’
vocabulary achievement. It showed positive result. While, Eslahcar (2012) in
his research found that flashcard can be used to improve the students’
achievement in vocabulary. By using flashcard the students became more
interested to learn vocabulary. The students could remember the vocabularies
easily.
Weisskirch (2006) found that students were more interested in
completing the puzzles when given time to do them in class, and when given
the chance to work collaboratively with others, students found the puzzles to
be more useful and enjoyable than when doing them on their own.
Weisskirch’s research found that with completing crossword puzzle game the
students felt more enjoyable, it means that crossword puzzle game minimized
the student’s problems in the class.
The data had been showed that in pre-test there were many students’
inadequate score. In pre-test most of students found many difficulties in
vocabulary, it was so different with the post-test some of them got the higher
than the value in pre-test. In addition to, the researcher also found novelty
during observation. The novelty this research was the students interaction
60
speaking was improve because the teacher active gave question to the
students about the new vocabulary.
Based on the discussion above, the researcher can concluded that there
was different result between pre-test and post-test in teaching English
vocabulary through different media in form of visual media learning. The
researcher might say that the teaching English vocabulary by using various
media was a good way to improve the students’ vocabulary at the eighth
grade of SMP Negeri 3 Labakkang, Pangkep. By using various media, the
students became more interested to learn vocabulary. The students could
remember the new vocabularies easily. In addition was to have positive
attitude toward the application in teaching vocabulary.
61
CHAPTER V
CONSLUSSION AND SUGGESTION
A. Conclusion
As has been stated on the previous chapter, the present research
investigated the use of visual media in teaching vocabulary to improve
students’ vocabulary which focused on verb, adjective and noun. The
researcher employed pre-experimental design in SMPN 3 Labakkang,
Pangkep. Therefore, the findings and discussion in the previous chapter, the
researcher concluded as follows:
1. Using various media teaching vocabulary were effective to improve the
students’ vocabulary. It was proved by 42.6 of improvement which
included that post-test value was higher than the pre-test where pre-test
was 24.12 and post-test was 66.72.
2. The used of various media had significant different value between t-test
and t-table was (23.3 > 2.064) with degrees of freedom (df) was 24. It was
proved by the result of the statistical analysis at the level of significance
0.05 which indicated t-test value of verb, adjective, and noun were higher
than t-table. Furthermore there was significant improvement between the
students’ vocabulary before and after using Various Media. Therefore, the
conclusion was null hypothesis was rejected, while the alternative
hypothesis was accepted.
62
B. Suggestion
Based on the conclusion above, the researcher presented some suggestion
as follows:
1. The English teachers are suggested to apply visual media teaching and
learning process especially in teaching vocabulary.
2. In teaching English vocabulary, teacher should use certain model,
because vocabulary is not easy thing in teaching English.
3. For the further the other researchers can apply flashcard, crossword
puzzle, and word wall as a media to improve students’ achievement in
memorizing and getting the new vocabulary.
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APPENDIX A
Pre-test
Task 1: Multiple Choice Test.
Choose the correct answer from the option a, b, c, or d below!
1. A school is the place where students … with their teacher.
a. Teach
b. Work
c. Play
d. Study
2. My little sister and brother are very hungry, so I … lunch for them.
a. Prepare
b. Wear
c. Throw
d. Kick
3. Thomas … the competition in a National Olimpiade. He looks very happy.
a. Jumped
b. Lost
c. Celebrated
d. Won
4. Rena: can you lend me a hand?
Lissa: yes, of course. What can I help you?
Rena: please, … these textbooks to my office
Lissa: yes, sure mam.
a. Put
b. Give
c. Bring
d. Read
5. The garden that works at my school … the grass and plants a very
beautiful flower every Friday.
a. Throws
b. Plants
c. Cuts
d. Go
6. Bunga is celebrating her birthday. Now Bunga feels …
a. Happy
b. Easy
c. Angry
d. Hungry
7. The exam was too … for her. She got an A!
a. Easy
b. Expensive
c. Difficult
d. High
8. There is a clown in my friend’s birthday party. He is very … He makes all
children laugh and happy.
a. Angry
b. Noisy
c. Funny
d. Quiet
9. Tina’s bicycle is broken. Tina is really … now.
a. Charm
b. Happy
c. Sad
d. Confused
e.
10. Zayn is a … student, so he gets first rank in the school
a. Boring
b. Smart
c. Big
d. Cold
11. We must call the ... to catch the robber
a. Hospital
b. Post office
c. Police
d. Ambulance
12. My younger brother went to dentist two days ago because his … were in
pain.
a. Teeth
b. Ears
c. Hands
d. Fingers
13. We cancel having dinner at the restaurant because all ... are booked
a. Tables
b. Rooms
c. Chairs
d. Foods
14. We buy a book in a ...
a. Supermarket
b. Fruitsall
c. Bookstore
d. Music studio
15. ... is the place fo students to study
a. Library
b. Classroom
c. Teacher’s office
d. School canteen
Task 2: Fill in the Blank
Complete the sentences by choosing the words below!
1. My uncle will holiday to Europe next month.
2. I bread everyday.
3. The baby milk every morning.
4. My parents will be for Canada tomorrow.
5. I am so hungry. So, a meal.
6. My grandmother always tell me to wash my before eating
something.
7. is a spicy food from indonesia.
8. We need to bring our school books.
9. Before entering someones house, we must on the door.
10. Will you go with me to the to watch a movie?
Go Eat Leave knock
Teeth Drinks Rendang
Cinema Bag prepare
Task 3: Matching test.
Identify verb and adjective words in column A and B. find out the synonyms of
the word from column A in column B. write your answer by writing the letter of
the alphabet which preceding each phrase or word in column B. write your answer
by giving archery of the correct answer.
Column A
1. Begin
2. Choose
3. Clean
4. Come
5. Do
6. Big
7. Happy
8. Near
9. Sick
10. Little
Column B
A. Large
B. Glad
C. Close
D. Ill
E. Small
F. Start
G. Select
H. Clear
I. Arrive
J. Make
APPENDIX B
Post-test
Task 1: Multiple Choice Test.
Choose the coorect answer from the option a, b, c, or d below!
1. Katherine didn’t study hard. He didin’t ... the exam
a. Study
b. Give
c. Pass
d. break
2. The teacher’s duty is to ... the students in the school
a. Teach
b. Play
c. Make
d. Work
3. Rina: I went to wear my white gown to Amanda’s birthday party. What do
you think?
Lisa: I think the red one is better.
Rina: Ok. I will ... the red gown.
a. Wrap
b. Go
c. Wear
d. Give
4. Lina ... the match in Olympic Games. She si so sad.
a. Won
b. Lost
c. Jumped
d. Celebrated
5. The gardener ... the grass every Monday and Thursday.
a. Cuts
b. Plans
c. Trains
d. Comes
6. Luna is celebrating her birthday. Now Luna feels...
a. Angry
b. Dusty
c. Easy
d. Happy
7. Sugar is ... , but honey is sweeter than sugar.
a. Salty
b. Small
c. Sweet
d. Smooth
8. The carpet is ... I went to clean it.
a. Large
b. Shiny
c. Dirty
d. Soft
9. The clown is so ... he makes all kids laugh and happy.
a. Funny
b. Quiet
c. Noisy
d. Disgusting
10. Diana’ berbie is broken. Diana is very... now
a. Confuse
b. Sad
c. Happy
d. Charm
11. I went to dentist yesterday because my... were in plan
a. Hands
b. Fingers
c. Teeth
d. Ears
12. I can’t hear anything since my ... are sick.
a. Eyes
b. Ears
c. Nose
d. Mouth
13. Something that you can find in your bedroom is a ...
a. Blackboard
b. Bed
c. Stove
d. Garden
14. Grant is a tailor. He makes ...
a. Clothes
b. Bag
c. Belt
d. Ice cream
15. My father always reads ... every morning.
a. Radio
b. Newspaper
c. Computer
d. Television
Task 2: Fill in the Blank.
Complete the sentences by choosing the words below!
1. Every morning the watchman turns off all the lights and around
the building every half an hour.
2. I at five o’clock every morning.
3. The exam is important. You must
4. My sister and brother seldom shirts.
5. She the house every day.
6. My little cousin broke in my grandmother’s house.
7. Yesterday we went to Atlantis and saw
8. Don’t play with the in the kitchen.
9. Before entering someone’s house, we must on the door.
10. We cancel having dinner at the restaurant because all are booked.
Knife Wears Tables Wake up
Walks Fish Knock
Clean Study Vas
Task 3: Matching test.
Identify verb and adjective words in column A and B. find out the synonyms of the
word from column A in column B. write your answer by writing the letter of the
alphabet which preceding each phrase or word in column B. write your answer by
giving archery of the correct answer.
Column B
K. Quit
L. Tell
M. Talk
N. Hit
O. Fast
P. Hard
Q. Study
R. High
S. Correct
T. Inexpensive
Column A
11. Learn
12. Quick
13. Tall
14. Say
15. Stop
16. Right
17. Beat
18. Speak
19. Cheap
20. Difficult
74
APPENDIX C
RENCANA PELAKSANAAN PEMBELAJARAN
( R P P )
Nama Sekolah : SMPN 3 L abakkang
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII / 1
Pokok Bahasan : What are you doing?
Alokasi Waktu : 4 Pertemuan (8 JP)
A. KOMPETENSI INTI (KI)
KI-1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI-2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya
KI-3 : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI-4 : Mengolah, menyaji, dan menalar dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan
mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain
yang sama dalam sudut pandang/teori
B. KOMPETENSI DASAR (KD)
3.7 Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan
fungsi sosial menyatakan dan menanyakan tindakan /kejadian yang
sedang dilakukan/berlangsung saat ini, sesuai dengan konteks
penggunaannya
4.8 Menyusun teks lisan dan tulis untuk menyatakan dan menanyakan
tentang tindakan/kejadian yang sedang dilakukan/ berlangsung saat ini,
dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan
yang benar dan sesuai konteks
C. INDIKATOR PENCAPAIAN KOMPETENSI
1. Peserta didik mampu mengidentifikasi kosakata yang ada dalam menyatakan
dan menanyakan tindakan/kejadian yang sedang dilakukan/berlangsung saat
ini, sesuai dengan konteks penggunaannya.
D. MATERI PEMBELAJARAN
Fungsi Sosial dari ungkapan
- Menjelaskan, memberi alasan, memberi contoh tindakan, dsb.
Struktur Teks dari percakaan yang menggunakan ungkapan kegiatan
yang sedang dilakukan yaitu:
- What are you doing here? Waiting for her; Don’t play around.
- Look! Everybody is doing their task.
- I need to see the Principal. May I see him now? No,
- he’s having a meeting.;
- Be quiet, please. The baby is sleeping. , dan semacamnya.
Unsur Kebahasaan dari , yaitu:
- Kata kerja untuk kegiatan dan tindakan dalam Present Continous tense.
- Kosa kata: kata benda, kata kerja, dan kata sifat yang terkait dengan
orang, binatang, benda di kelas, sekolah, rumah, dan sekitarnya
- Kata kerja untuk keadaan: be, have, dalam Present Continuous Tense.
- Adverbia: now
- Kata ganti obyek: me, you, him, her, us, dst.
- Penggunaan nominal singular dan plural secara tepat, dengan atau
tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal
- Ucapan, tekanan kata, intonasi,
- Ejaan dan tanda baca
- Tulisan tangan.
E. MEDIA ALAT DAN SUMBER BELAJAR
1) Media/Alat
Flshcard media
Crossword media
Wordwall media
Spidol
Papn tulis
2) Sumber Belajar
Buku Guru dan Buku Siswa Kelas VIII Bahasa Inggris, When English
Rings a Bell, Kementerian Pendidikan dan Kebudayaan, Jakarta : 2014
Kamus Bahasa Inggris
F. LANGKAH – LANGKAH PEMBELAJARAN
PERTEMUAN KE-1
a. Kegiatan Pendahuluan
Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses pembelajaran dengan memberi salam, mengajak peserta didik
untuk merapikan kelas dan penampilan mereka, mengajak peserta didik
untuk mengawali kegiatan dengan berdoa, dan memeriksa kehadiran
peserta didik.
Sebelum memasuki pelajaran guru memberikan soal pretest selama 30
menit.
Guru mengajukan pertanyaan tentang materi Bahasa Inggris yang
dipelajari atau telah dikenal sebelumnya.
Guru menyampaikan tentang tujuan pembelajaran atau kompetensi
dasar yang akan dicapai.
Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.
b. Kegiatan Inti
Peserta didik membaca dialog singkat berkaitan tentang kegiatan yang
sedang dilakukan
Peserta didik mengamati pola kalimat dan struktur kalimat yang
digunakan dalam dialog tersebut
Peserta didik mengidentifikasi kosakata yang digunanakan dalam dialog
tersebut
Guru menjelaskan kepada peserta didik mengenai kosakata dalam
dialog tersebut dengan menggunkan media flashcard
Guru menyusun media flashcard yang akan di jelaskan.
Guru memulai dengan media flashcard pertama sambil menahan media
tersebut keatas.
Guru menunjukan gambar sambil mengucapkan nama gambar tersebut
dan meminta siswa untuk mengulanginya.
Guru memberikan pertanyaan terkait dengan materi yang telah
diajarkan secara acak
Guru meminta siswa mengulang kosakata baru yang telah dipelajari.
c. Kegiatan Penutup
Guru dan peserta didik secara bersama-sama membuat ringkasan bahan
yang sudah dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada peserta didik untuk membantu
mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka
lakukan.
Guru memberikan tugas kepada peserta didik
Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
PERTEMUAN KE-2
a. Kegiatan Pendahuluan
Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses pembelajaran dengan memberi salam, mengajak peserta didik
untuk merapikan kelas dan penampilan mereka, mengajak peserta didik
untuk mengawali kegiatan dengan berdoa, dan memeriksa kehadiran
peserta didik.
Guru mengajukan pertanyaan tentang materi yang dipelajari
sebelumnya.
Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar
yang akan dicapai.
Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.
b. Kegiatan Inti
Peserta didik membaca dialog singkat berkaitan tentang kegiatan yang
sedang dilakukan
Peserta didik mengamati pola kalimat dan struktur kalimat yang
digunakan dalam dialog tersebut
Peserta didik mengidentifikasi kosakata yang digunanakan dalam dialog
tersebut
Guru menggunakan media crossword puzzle
Guru membagi siswa menjadi beberapa kelompok.
Guru meminta setiap kelompok menemukan kata pada crossword
puzzle
Setiap kelompok menuliskan kosakata baru yang ditemukan dilembaran
kerja
Setiap kelompok mempresentasikan kosakata baru yang ditemukan
c. Kegiatan Penutup
Guru dan peserta didik secara bersama-sama membuat ringkasan bahan
yang sudah dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada peserta didik untuk membantu
mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka
lakukan.
Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
PERTEMUAN KE-3
a. Kegiatan Pendahuluan
Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses pembelajaran dengan memberi salam, mengajak peserta didik
untuk merapikan kelas dan penampilan mereka, mengajak peserta didik
untuk mengawali kegiatan dengan berdoa, dan memeriksa kehadiran
peserta didik.
Guru mengajukan pertanyaan tentang materi yang dipelajari
sebelumnya.
Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar
yang akan dicapai.
Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.
b. Kegiatan Inti
Peserta didik membaca dialog singkat berkaitan tentang kegiatan yang
sedang dilakukan
Peserta didik mengamati pola kalimat dan struktur kalimat yang
digunakan dalam dialog tersebut
Peserta didik mengidentifikasi kosakata yang digunanakan dalam dialog
tersebut
Guru menggunakan media crossword puzzle
Guru membagi siswa menjadi beberapa kelompok.
Guru meminta setiap kelompok menemukan kata pada crossword
puzzle
Setiap kelompok menuliskan kosakata baru yang ditemukan dilembaran
kerja
Setiap kelompok mempresentasikan kosakata baru yang ditemukan
c. Kegiatan Penutup
Guru dan peserta didik secara bersama-sama membuat ringkasan bahan
yang sudah dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada peserta didik untuk membantu
mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka
lakukan.
Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
PERTEMUAN KE-4
a. Kegiatan Pendahuluan
Guru menyiapkan peserta didik secara psikis dan fisik untuk mengikuti
proses pembelajaran dengan memberi salam, mengajak peserta didik
untuk merapikan kelas dan penampilan mereka, mengajak peserta didik
untuk mengawali kegiatan dengan berdoa, dan memeriksa kehadiran
peserta didik.
Guru mengajukan pertanyaan tentang materi yang dipelajari
sebelumnya.
Guru menjelaskan tentang tujuan pembelajaran atau kompetensi dasar
yang akan dicapai.
Guru menyampaikan cakupan materi dan uraian kegiatan sesuai RPP.
b. Kegiatan Inti
Guru menjelaskan materi mengenai dialog singkat berkaitan tentang
kegiatan yang sedang dilakukan
Peserta didik mengamati pola kalimat dan struktur kalimat yang
digunakan dalam dialog tersebut
Peserta didik mengidentifikasi kosakata yang digunanakan dalam dialog
tersebut
Guru membagi siswa menjadi beberapa kelompok.
Guru meminta setiap kelompok membawa stereform.
Guru meminta setiap kata yang ditemukan ditempelkan ke media word
wall.
Guru meminta peserta didik untuk menghafalkan kosakata yang ada di
media word wall.
Siswa diminta untuk menghafalkan kosa kata di depan kelas.
c. Kegiatan Penutup
Guru dan peserta didik secara bersama-sama membuat ringkasan bahan
yang sudah dipelajari pada pertemuan ini.
Guru mengajukan pertanyaan kepada peserta didik untuk membantu
mereka melakukan refleksi terhadap kegiatan belajar yang telah mereka
lakukan.
Guru menjelaskan rencana kegiatan pembelajaran yang akan datang.
Guru meberikan post test.
G. PENILAIAN HASIL PEMBELAJARAN
1. Kompetensi Sikap Spiritual
a. TeknikPenilaian : Observasi dan Penilaian Diri
b. Bentuk Instrumen : Lembar observasi dan Lembar Penilaian Diri
c. Kisi-kisi :
No. Butir Nilai Indikator Jumlah Butir
Instrumen
1
Bersyukur Bersemangat dalam melaksanakan setiap
kegiatan pada pembelajaran Bahasa
Inggris. 1
Serius dalam melaksanakan setiap
kegiatan pada pembelajaran Bahasa
Inggris 1
JUMLAH 2
d. Instrumen: lihat Lampiran 1A dan Lampiran 1B.
e. Petunjuk Penentuan Skor: lihat Lampiran 3.
2. Kompetensi Sikap Sosial
a. Teknik Penilaian : Observasi dan Penilaian Diri
b. Bentuk Instrumen : Lembar observasi dan Lembar Penilaian Diri
c. Kisi-kisi :
No. Butir Nilai Indikator Jumlah Butir
Instrumen
1. Santun
Menyapa guru dan teman menggunakan
Bahasa Inggris yang berterima.
1
Merespon perintah guru dan peserta didik
menggunakan Bahasa Inggris yang
berterima
1
2. Peduli Menjawab atau menjelaskan pertanyaan
teman yang kurang paham dengan
konteks/materi ungkapan memberi perintah
dan larangan beserta responsnya
1
Merespon perintah dari guru dan teman
menggunakan Bahasa Inggris yang
berterima
1
Merespon larrangan guru dan teman
menggunakan Bahasa Inggris yang
berterima
1
Jumlah 5
d. Instrumen: lihat Lampiran2A dan Lampiran2B.
e. Petunjuk Penentuan Skor: lihat Lampiran 3.
3. Kompetensi Pengetahuan
a. Teknik Penilaian :TesTertulis
b. Bentuk Instrumen : Pilihan Ganda, Menjodohkan, dan Melengkapi.
c. Kisi-kisi :
No. Indikator Jumlah
Butir Soal
Nomor
Butir Soal
1 Disajikan pernyataan terkait dengna kata benda, kata
sifat, dan kata kerja. 15 I.1-15
2
Disajikan pernyataan terkait dengan melengkapi kata
benda, kata sifat, dan kata kerja.
15
II.1-15
3
Disajikan pertanyaan terkat dengan mencocokkan
kata. 10 III.1-10
JUMLAH 40
d. Instrumen: lihat Lampiran 4A.
e. Petunjuk Penentuan Skor: lihat Lampiran 4B.
4. Keterampilan
a. TeknikPenilaian :Tes Tertulis dan Praktik
b. Bentuk Instrumen : (Tes Tertulis)
c. Tes Praktik Keterampilan Berbicara), dan Rubrik Penilaian Tes
Praktik
d. Kisi-kisi:
1) Tes Tertulis
No. Indikator Jumlah
Butir Soal
Nomor
Butir Soal
1
Disajikan beberapa gambar peserta didik melengkapi
teks tabel berdasarkan gambar dengan menuliskan
huruf I untuk Instruksi dan P untuk Prohibition
8
1-8
2
Disajikan teks rumpang ungkapan memberi perintah
dan larangan siswa melengkapi dengan memilih kata
yang sesuai
6
9-14
3
Disajikan kalimat yang menyatakan situasi, siswa
membuat kalimat ungkapan memberi instruksi dan
larangan .
2 14-15
JUMLAH 14
2) Tes Praktik
No.
Indikator
Jumlah
Butir Soal
Disajikan beberapa kartu 2 untuk masing-masing peserta didik,
dengan menggunakan kartu tersebut, peserta didik dapat
menambah kosa kata pada kata benda, kata sifat dan kata kerja.
2
e. Instrumen: lihat Lampiran 5Adan Lampiran 5B.
f. Petunjuk Penentuan Skor: lihat Lampiran 5C.
3) PENILAIAN SOAL INSTRUMENT= 𝑗𝑢𝑚𝑙𝑎ℎ 𝑗𝑎𝑤𝑎𝑏𝑎𝑛 𝑦𝑎𝑛𝑔 𝑏𝑒𝑛𝑎𝑟
𝑗𝑢𝑚𝑙𝑎ℎ 𝑠𝑜𝑎𝑙×
100
Makassar, September 2019
Mahasiswa Peneliti
PARIDA
APPENDIX D
The list of name of the students of Class VIII C SMPN 3 Labakkang
No. Name Meeting
1 2 3 4 5 6
1 Abd. Rahman √ √ √ √ √ √
2 Abd. Aziz Ali √ √ √ √ √ √
3 Andi Faizah √ √ √ √ √ √
4 Bintang √ √ √ √ √ √
5 Duta Putra √ √ √ √ √ √
6 Fitriana √ √ √ √ √ √
7 Firman √ √ √ √ √ √
8 Ida √ √ √ √ √ √
9 Mantasia √ √ √ √ √ √
10 Muh.Ilyan √ √ √ √ √ √
11 Muhammad Ainun √ √ √ √ √ √
12 Nur Aliyah √ √ √ √ √ √
13 Nur Najma √ √ √ √ √ √
14 Nurpadillah √ √ √ √ √ √
15 Radiatul Adawiyah √ √ √ √ √ √
16 Rezky Aurin √ √ √ √ √ √
17 Rianty √ √ √ √ √ √
18 Rosa Maulia P √ √ √ √ √ √
19 Sahrul Ramadan √ √ √ √ √ √
20 Saifullah √ √ √ √ √ √
21 Sinta √ √ √ √ √ √
22 Sri Wahyuni √ √ √ √ √ √
23 Suhardi √ √ √ √ √ √
24 Umar √ √ √ √ √ √
24 Syandi Syarif √ √ √ √ √ √
APPENDIX E
THE VOCABULARY TEST RESULT
The students’ achievement of pre-test in terms of verb, adjective, and noun
Name Verb Adjective Noun Total Mean
Score
Abd. Rahman 40 30 40 110 36.7
Abd. Aziz Ali 7 10 0 17 5.7
Andi Faizah 40 60 70 170 56.7
Bintang 27 20 0 47 15.7
Duta Putra 40 30 30 100 33.3
Fitriana 13 20 50 83 27.7
Firman 13 10 40 63 21
Ida 33 20 20 73 24.3
Mantasia 20 20 30 70 23.3
Muh.Ilyan 7 20 10 37 12.3
Muhammad Ainun 7 20 50 77 25.7
Nur Aliyah 27 10 30 67 22.3
Nur Najma 13 20 10 43 14.3
Nurpadillah 33 20 60 113 37.7
Radiatul Adawiyah 7 30 20 57 19
Rezky Aurin 27 10 30 67 22.3
Rianty 7 30 20 57 19
Rosa Maulia P 40 30 60 130 43.3
Sahrul Ramadan 20 50 10 80 26.7
Saifullah 13 20 50 83 27.7
Sinta 7 30 20 57 19
Sri Wahyuni 40 30 60 130 43.3
Suhardi 13 0 0 13 4.3
Umar 27 20 0 47 15.7
Syandi Syarif 40 20 40 100 33.3
TOTAL 561 580 750 1891 629.9
Average 22.4 23.2 30 25.2
Data analysis of Pre-test in Vocabulary in terms of Verb, Adjective, and
Noun
A. Verb
X = ∑x
N
X =561
25= 𝟐𝟐. 𝟒
Where:
X : Mean score
∑x: The sum of all score
N : The nusmber of students
B. Adjective
X = ∑x
N
X = 580 = 23.2
25
Where:
X : Mean score
∑x: The sum of all score
N : The number of students
C. Noun
X = ∑x
N
X = 750 = 30
25
Where:
X : Mean score
∑x: The sum of all score
N : The number of students
D. Vocabulary Achievement
X = ∑x
N
X = 603 = 24.12
25
Where:
X : Mean score
∑x: The sum of all score
N : The number of students
APPENDIX F
THE VOCABULARY TEST RESULT
The students’ achievement of post-test in terms of verb, adjective, and noun
Name Verb Adjective Noun Total Mean
Score
Abd. Rahman 67 70 70 207 69
Abd. Aziz Ali 53 50 60 163 54.3
Andi Faizah 73 80 80 233 77.6
Bintang 67 60 60 187 62.3
Duta Putra 87 50 90 227 75.7
Fitriana 67 70 80 217 72.3
Firman 73 50 60 183 61
Ida 80 60 70 210 70
Mantasia 80 70 70 220 73.3
Muh.Ilyan 60 60 50 170 56.7
Muhammad Ainun 60 70 70 200 66.7
Nur Aliyah 73 70 70 213 71
Nur Najma 67 60 70 197 65.6
Nurpadillah 80 70 80 230 76.6
Radiatul Adawiyah 60 60 80 200 66.7
Rezky Aurin 73 70 70 213 71
Rianty 67 60 50 177 59
Rosa Maulia P 67 70 90 207 69
Sahrul Ramadan 73 80 60 213 71
Saifullah 67 70 70 207 69
Sinta 67 60 70 197 65.6
Sri Wahyuni 73 60 70 203 67.7
Suhardi 60 50 50 160 53.3
Umar 67 60 40 167 55.7
Syandi Syarif 80 70 60 210 70
TOTAL 1741 1590 1690 5011 1670.1
Average 69.64 63.6 67.6 66.8
Data analysis of Pre-test in Vocabulary in terms of Verb, Adjective, and
Noun
A. Verb
X = ∑x
N
X =1743
25= 𝟔𝟗. 𝟔𝟒
Where:
X : Mean score
∑x: The sum of all score
N : The number of students
B. Adjective
X = ∑x
N
X = 1550 = 63.6
25
Where:
X : Mean score
∑x: The sum of all score
N : The number of students
C. Noun
X = ∑x
N
X = 1650 = 67.6
25
Where:
X : Mean score
∑x: The sum of all score
N : The number of students
D. Vocabulary Achievement
X = ∑x
N
X = 1635 = 66.72
25
Where:
X : Mean score
∑x: The sum of all score
N : The number of students
APPENDIX G
The Raw Score of the Students’ Vocabulary achievement in Pre-Test and
Post-Test
No. RESPONDENTS
PRE-TEST POST-TEST
D D2
X1 X1
2 X2 X22 X2-X1 (X2-X1)2
1 Abd. Rahman 37 1369 68 4624 31 961
2 Abd. Aziz Ali 5 25 55 2916 50 2500
3 Andi Faizah 54 2916 77 5929 23 529
4 Bintang 17 289 63 3969 46 2116
5 Duta Putra 34 1156 77 5929 43 1849
6 Fitriana 25 625 71 5041 46 2116
7 Firman 20 400 63 3969 43 1849
8 Ida 25 625 71 5041 46 2116
9 Mantasia 22 484 68 4624 46 2116
10 Muh.Ilyan 11 121 48 2304 37 1369
11 Muhammad Ainun 22 484 68 4624 46 2116
12 Nur Aliyah 17 289 71 5041 54 2916
13 Nur Najma 14 196 66 4352 52 2704
14 Nurpadillah 37 1369 77 5929 40 1600
15 Radiatul Adawiyah 17 289 68 4624 51 2601
16 Rezky Aurin 22 484 71 5041 49 2401
17 Rianty 17 289 60 3600 43 1849
18 Rosa Maulia P 42 1764 74 5476 32 1024
19 Sahrul Ramadan 25 625 71 5041 46 2116
20 Saifullah 25 625 68 4624 43 1849
21 Sinta 17 289 71 5041 54 2916
22 Sri Wahyuni 42 1764 60 3600 18 324
23 Suhardi 5 25 54 2916 49 2401
24 Umar 17 289 57 3249 40 1600
25 Syandi Syarif 34 1156 71 5041 34 1156
TOTAL 603 17947 1668 112545 1062 47094
APPENDIX H
The Significance Difference of the Students’ Vocabulary Achievement by
Using Various Media between the Score of Pre-Test and Post-Test
Ḋ
𝑡 = √𝐷2 −(∑𝐷)²
N
N(n−1)
Ḋ =∑D
N
Ḋ =1062
25
Ḋ = 𝟒𝟐. 𝟒𝟖
Ḋ
𝑡 = √𝐷2 −(∑𝐷)²
N
N(n−1)
42.48
𝑡 = √47094 −(1062)²
25
25(25−1)
42.48
𝑡 = √47094 −45113.76
600
42.48
𝑡 = √1980.24
600
42.48
𝑡 = √3.30
𝑡 =42.48
1.82
𝑡 = 23.3
APPENDIX I
tTable
cum. prob
one-tail
two-tails
t.50 t.75 t.80 t.85 t.90 t.95 t.975 t.99 t.995 t.999 t.9995
0.50 0.25 0.20 0.15 0.10 0.05 0.025 0.01 0.005 0.001 0.0005
1.00 0.50 0.40 0.30 0.20 0.10 0.050.02 0.01 0.002 0.001 df
1
2
3
4
5
0.000 1.000 1.376 1.963 3.078 6.314 12.71 31.82 63.66 318.31 636.62
0.000 0.816 1.061 1.386 1.886 2.920 4.303 6.965 9.925 22.327 31.599
0.000 0.765 0.978 1.250 1.638 2.353 3.182 4.541 5.841 10.215 12.924
0.000 0.741 0.941 1.190 1.533 2.132 2.776 3.747 4.604 7.173 8.610
0.000 0.727 0.920 1.156 1.476 2.015 2.571 3.365 4.032 5.893 6.869
6
7
8
9
10
0.000 0.718 0.906 1.134 1.440 1.943 2.447 3.143 3.707 5.208 5.959
0.000 0.711 0.896 1.119 1.415 1.895 2.365 2.998 3.499 4.785 5.408
0.000 0.706 0.889 1.108 1.397 1.860 2.306 2.896 3.355 4.501 5.041
0.000 0.703 0.883 1.100 1.383 1.833 2.262 2.821 3.250 4.297 4.781
0.000 0.700 0.879 1.093 1.372 1.812 2.228 2.764 3.169 4.144 4.587
11
12
13
14
15
0.000 0.697 0.876 1.088 1.363 1.796 2.201 2.718 3.106 4.025 4.437
0.000 0.695 0.873 1.083 1.356 1.782 2.179 2.681 3.055 3.930 4.318
0.000 0.694 0.870 1.079 1.350 1.771 2.160 2.650 3.012 3.852 4.221
0.000 0.692 0.868 1.076 1.345 1.761 2.145 2.624 2.977 3.787 4.140
0.000 0.691 0.866 1.074 1.341 1.753 2.131 2.602 2.947 3.733 4.073
16
17
18
19
20
0.000 0.690 0.865 1.071 1.337 1.746 2.120 2.583 2.921 3.686 4.015
0.000 0.689 0.863 1.069 1.333 1.740 2.110 2.567 2.898 3.646 3.965
0.000 0.688 0.862 1.067 1.330 1.734 2.101 2.552 2.878 3.610 3.922
0.000 0.688 0.861 1.066 1.328 1.729 2.093 2.539 2.861 3.579 3.883
0.000 0.687 0.860 1.064 1.325 1.725 2.086 2.528 2.845 3.552 3.850
21
22
23
24
25
0.000 0.686 0.859 1.063 1.323 1.721 2.080 2.518 2.831 3.527 3.819
0.000 0.686 0.858 1.061 1.321 1.717 2.074 2.508 2.819 3.505 3.792
0.000 0.685 0.858 1.060 1.319 1.714 2.069 2.500 2.807 3.485 3.768
0.000 0.685 0.857 1.059 1.318 1.711 2.064 2.492 2.797 3.467 3.745
0.000 0.684 0.856 1.058 1.316 1.708 2.060 2.485 2.787 3.450 3.725
26
27
28
29
30
0.000 0.684 0.856 1.058 1.315 1.706 2.056 2.479 2.779 3.435 3.707
0.000 0.684 0.855 1.057 1.314 1.703 2.052 2.473 2.771 3.421 3.690
0.000 0.683 0.855 1.056 1.313 1.701 2.048 2.467 2.763 3.408 3.674
0.000 0.683 0.854 1.055 1.311 1.699 2.045 2.462 2.756 3.396 3.659
0.000 0.683 0.854 1.055 1.310 1.697 2.042 2.457 2.750 3.385 3.646
40
60
80
100
1000
0.000 0.681 0.851 1.050 1.303 1.684 2.021 2.423 2.704 3.307 3.551
0.000 0.679 0.848 1.045 1.296 1.671 2.000 2.390 2.660 3.232 3.460
0.000 0.678 0.846 1.043 1.292 1.664 1.990 2.374 2.639 3.195 3.416
0.000 0.677 0.845 1.042 1.290 1.660 1.984 2.364 2.626 3.174 3.390
0.000 0.675 0.842 1.037 1.282 1.646 1.962 2.330 2.581 3.098 3.300
z 0.000 0.674 0.842 1.036 1.282 1.645 1.960 2.326 2.576 3.090 3.291
0% 50% 60% 70% 80% 90% 95% 98% 99% 99.8% 99.9% ConfidenceLevel
APPENDIX J
CURRICULUM VITAE
Parida was born in Pulau Saugi Kel. Liukang
Tupabiring Utara 25th Juni 1994. She is the fiveth child of
six siblings, 3 sisters and 2 brothers, from lovely couple of
her parents Badollahi and Sohrah.
She began her study at SDN 5/43 Pulau Saugi and graduated in 2007. Then
she joined Junior High School at SMP Negeri 3 Labakkang and graduated in
2010. Afterwards, she continued her study at SMA Negeri 1 Labakkang and
graduated in 2013. After finishing her study from Senior High School, she was
registered as a student of English Education Department, faculty of teacher
training and education, Universitas Muhammadiyah Makassar. At the end of her
study, she could finish her thesis by the tittle The Effectiveness of Using Various
Media to Teach Vocabulary of Eighth Grade at Smpn 3 Labakkang.