Universitas Muhammadiyah Makassar - IMPROVING THE … · 2020. 3. 20. · Skripsi Jurusan Bahasa...
Transcript of Universitas Muhammadiyah Makassar - IMPROVING THE … · 2020. 3. 20. · Skripsi Jurusan Bahasa...
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IMPROVING THE VOCABULARY ACHIEVEMENT BY
USING STORY SYSTEM
(A Pre Experimental Research at the Tenth Grade Students of SMAN 5
Takalar)
A THESIS
Submitted to the Faculty of Teacher Training and Education
Muhammadiyah University of Makassar in Partial Fulfillment of
the Requirement for the Degree of Education in English Education
Department
NUR MUJAHIDAH
10535655115
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2020
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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERNYATAAN
Nama : Nur Mujahidah
NIM : 10535 6551 15
Program : English Education Department
TITLE : Improving the Vocabulary Achievement by Using Story System
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri
bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia
menerima sanksi apabila pernyataan saya tidak benar.
Makassar, Februari 2020
Yang membuat perjanjian
Nur Mujahidah
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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERJANJIAN
Nama : Nur Mujahidah
NIM : 10535 6551 15
Program : English Education Department
TITLE : Improving the Vocabulary Achievement by Using Story System
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan
menyusun sendiri skripsi saya.
2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera 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, Februari 2020
Yang membuat perjanjian
Nur Mujahidah
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MOTTO AND DEDICATION
MOTTO
“ALLAH does not burden a soul beyond that it can bear”
[al-baqarah:286]
“You grow n complimen
DEDICATION
“I dedicated this thesis to my one and only lord (Allah SWT) who
always gives mercies and graces during the process of finishing
this thesis. Then, I also dedicated this thesis to my parents and my
big family who never stop supporting me during the process of
finishing this thesis. Moreover, I dedicated this thesis to my both of
supervisors; Nurdevi Bte Abdul, S.Pd.,M.Pd and Andi Asri
Jumiaty, S.Pd.,M.Pd. thank you so much for everything, this thesis
would be nothing without your guidance and advise. Last, I
dedicated my thesis to those who always accompany me in terms of
finishing this thesis. Thanks for everything”
A T
nts
My Best Sisters and My Brother,
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ABSTRACT
NUR MUJAHIDAH. 2019. “Improving the Vocabulary Achievement by
Using Story System” (A Pre Experimental Research)”. A thesis of English
Education faculty of Teacher Training and Education University Muhammadiyah
of Makassar (supervised by Nurdevi Bte Abdul and Andi Asri Jumiaty)
The main objective of this research was to find out whether using Story
System can improve students‟ vocabulary or not at the tenth grade of SMAN5
Takalar.
This research used pre experimental design with 160 populations of tenth
grade students of SMAN 5 Takalar and this research was 31 students as sample
and use cluster random sampling technique and used multiple choice and essay as
the instrument of this research.
The result showed mean score in post – test 62.83 was higher than the
mean score in pre – test 39.48 and the t–test value was greater than t–table
(17.55> 2.042) It means that Story System is one of a good technique in teaching
vocabulary because it is prove using story system was effective to improve
students‟ vocabulary.
Keywords: Improving, Achievement, story system and Vocabulary
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ABSTRAK
NUR MUJAHIDAH, 2020. “Meningkatkan Pencapaian Kosa Kata
Dengan Menggunakan Story System”. Skripsi Jurusan Bahasa Inggris
Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar
(dibimbing oleh Nurdevi BTE Abdul and Andi Asri Jumiaty).
Penelitian ini bertujuan untuk mengetahui apakah menggunakan story
system efektif untuk meningkatkan kosa kata siswa atau tidak di kelas sepuluh
SMA 5 Takalar.
Penelitian ini adalah penelitian eksperimen dengan populasi siswa kelas
sepuluh SMA 5 Takalar dan sampel dari penelitian ini adalah 31 siswa dan dipilih
menggunakan cluster random sampling. Dan menggunakan pilihan ganda dan
essay instrument penelitian ini.
Hasil dari penelitian ini menunjukkan rata-rata post-test 62.83 lebih
besar dari rata-rata pre-test 39.48 dan nilai uji-t lebih tinggi dari pada t-table
(17.55 > 2.042). Story system ini adalah salah satu teknik yang baik dalam
mengajarkan kosa-kata karena telah membuktikan penggunaan story system
efektif untuk meningkatkan kosa-kata siswa.
Kata Kunci: Meningkatkan, Pencapaian, story system dan kosa-kata
ALSO,
For My Own Self
I Dese
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ACKNOWLEDGMENTS
In the name of Allah Most Gracious Most Merciful
First of all, i would like to say thanks to Allah SWT, God the Almaighty
for the blessing and mercy given to me during my study and completing this final
project entitled “Improving The Vocabulary Achievement by Using Story System
of The Tenth Grade of SMAN 5 TAKALAR”. Shalawat and Salam are addressed
to the final chosen religious messenger, the Prophet Muhammad SAW.
I would be very grateful to many people who havecontributed their ideas
and time in completing this final project. I would like to express my sincere
gratitude to the following people who have supported her and made this thesis
possible:
1. Prof. Dr. H. Abd. Rahman Rahim, S.E., M.M., the Rector of
Muhammadiyah University of Makassar for his academic advisor to the
researcher during the researcher‟s study.
2. Erwin Akib, M.Pd., Ph.D, the Dean of Teacher Training and Education
Faculty, Muhammadiyah University of Makassar for his motivation and
academic advisor to the researcher during the researcher‟s study.
3. The researcher also thank the Head of English Education Department,
Ummi Khaerati Syam, S.Pd., M.Pd. for her academic advisor, also for all
lecturers and staffs of English Education Department for giving the
knowledge and guidance and help during the researcher‟s study.
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4. The researcher high appreciation and great thankful are due to consultants
Nurdevi Bte Abdul, S.Pd.,M.Pd and Andi Asri Jumiaty, S.Pd., M.Pd for
their guidance as well as motivation and their patience from the beginning
until the end of writing this thesis.
5. Thank you for all the researcher‟s friends at English Education
Department 2015 and her classmates in Immortal Class.
6. Thank you to the researcher‟s best friends Keluarga Cemara for helping
me to finish this thesis.
7. Thank you for all the researcher‟s beloved friends at P2K Squad. You all
would never be forgotten and would be pleasant memories till the end.
8. And the last, Thanks to the researcher‟s beloved family, for their love,
support and prayers to the researcher.
May thanks also go to the principle and to SMAN 5 TAKALAR for
allowing me to conduct the research at their institution and for giving their
contribution while I was carrying out the study there.
Finally, the researcher is fully aware that her writing is still far from being
perfect, however, the researcher hopes that this writing will be useful for the
improvement to English learner.
Makassar, February 2020
NUR MUJAHIDAH
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TABLE OF CONTENT
Page
LEMBAR PENGESAHAN………………. ........................................ i
APPROVAL SHEET ………………. ............................................... ii
COUNSELING SHEET 1 ................................................................ iii
COUNSELING SHEET 2 ................................................................. iv
SURAT PERNYATAAN ............................................................ . ......v
SURAT PERJANJIAN ...................................................................... vi
MOTTO AND DEDICATION ………………. .............................. vii
ABSTRACT ………………. ........................................................... viii
ACKNOWLEDGMENT ………………. ......................................... ix
TABLE OF CONTENTS ................................................................. xii
LIST OF TABLES ………………. ................................................. xiv
LIST OF FIGURES ………………. ................................................ xv
LIST OF APPENDICES ………………. ....................................... xvi
CHAPTER I INTRODUCTION
A. Background ............................................................................... 1
B. Problem Statement .................................................................... 4
C. Objective of the Study ............................................................... 4
D. Significance of the Study .......................................................... 4
E. Scope of the Research ............................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Related Findings .......................................................... 6
B. Concept of Vocabulary ............................................................... 8
1. Definition of Vocabulary ...................................................... 8
2. Concept of Vocabulary Achievement .................................. 9
3. Concept of Teaching Learning Vocabulary ....................... 11
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4. Importance of Vocabulary .................................................. 13
C. Story System ............................................................................. 14
1. Definition of Story System ...................................................... 14
2. How well does the story system work? ................................... 15
3. How can use story system? ..................................................... 17
D. Conceptual Framework ............................................................ 18
E. Hypothesis ................................................................................ 19
CHAPTER III RESEARCH METHOD
A. Research Design ...................................................................... 20
B. Variable and Indicators of the Research ................................. 21
C. Population and Sample ............................................................ 21
D. Instrument of the Research...................................................... 22
E. Procedure of Collecting Data .................................................. 22
F. Technique of Data Analysis .................................................... 23
CHAPTER IVFINDINGS AND DISCUSSION
A. Findings ................................................................................... 26
B. Discussion ............................................................................... 31
CHAPTER VCONCLUSION AND SUGGESTION
A. Conclusion .............................................................................. 34
B. Suggestion .............................................................................. 35
BIBLIOGRAPHY
APPENDIX
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LIST OF TABLE
Page
Table 3.1 Desain of The Research ......................................................................... 20
Table 3.2 Classification Score................................................................................ 24
Table 4.1 The Improvement Percentage in pre – test and post – test .................... 27
Table 4.2 The Rate Percentage of pre-test and post-test Score .............................. 28
Table 4.3 T-Test of Significance ............................................................................ 29
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LIST OF FIGURE
Page
Figure2.1 Conceptual Framework .......................................................................... 18
Figure 4.1 The Mean Score of Pre-test and Post-test ............................................. 27
Figure 4.2 T – Test of the Students Result ............................................................. 30
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LIST OF APPENDICES
Page
Appendix ILesson Plan/RPP ................................................................................. 40
Appendix IIPre - Test ........................................................................................... 50
Appendix IIIPost - Test ........................................................................................ 58
Appendix IVAnalysis of Pre – Test and Post – Test ........................................... 66
Appendix VThe Rate Percentage in pre – test and post – test ............................. 69
Appendix VIMean Score and Improvement Percentage....................................... 72
Appendix VII T – Test Value ............................................................................... 73
Appendix VIII The Distribution of t –table Value .............................................. 74
Appendix IXDocumentation ................................................................................. 76
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CHAPTER I
INTRODUCTION
A. Background
English has touched increasing importance throughout the world in
general and in Indonesia in particular. English is the international language in
this world. English helps people to communicate with other people from
different countries background. The final objective of teaching and learning
process is the students are expected to master four skills of language. English
has been taught since the kindergarten level up to the university, in Indonesia,
but in fact, there are many people especially in Indonesia cannot comprehend
English well because they do not have background about the English language
yet.
Vocabulary is one of the important elements in teaching English. This
statement is supported by Hatch and Brown (1995:1). They say, “Vocabulary is
the foundation to build languages, which plays a fundamental role in
communication”. It describes that by mastering vocabulary; people can express
their ideas and understand the other basic competence well. Students of
Elementary School study basic English. They study about simple words or
things in their surroundings, it is aimed that students are able to understand
simple English used in daily context. However, it is difficult to master the other
competences without understanding the vocabulary, because vocabulary is the
basic competence that must be reached by students in order to get other
competencies like reading, writing, listening, and speaking.
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The tremendous advance in science and rapid technological
development have made education in many countries, including Indonesia
cognizant of the need to prepare and equip students from the early stage with
the necessary knowledge, skills, and values to live in the world that is
becoming increasingly scientific and technological. In this case, a good
achievement of English as language for science is an aching need.
Since English is considered as an international language, the need of
teaching and learning becomes the main priority subject either at school or at
private courses. There are many reasons why do the learners want to learn a
foreign language especially English. Some students study a foreign language
because they are attracted to the culture of one of the target language
communities. They learn the language because they want to know more about
the people who speak it, the place where it is spoken and the writings that have
been produced. Some others learn English because they have instrumental
motivation.
The students believe that the mastery of the target language will be
instrument in getting a better job, position or status. Now a days many methods
or strategies have been presented in teaching English, especially vocabulary
such as teaching vocabulary by using picture, teaching vocabulary by using
song, and the like it is very important to learn about vocabulary because no one
can speak without vocabulary. Vocabulary does not just help us in speaking but
also in thinking because thinking is a process of linking one word to another
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word in order to make a concept in our mind. That is to say that vocabulary
must be very important.
Mastering vocabulary by memorizing is popular for the tenth grade
students of senior high school. Most of them have problems to recall the
information when they want to use it. So, they will lose the vocabulary soon
after memorizing it. Teaching vocabulary by using story system can help the
students in mastering vocabularies. It could be a good strategy in teaching
vocabulary. By this strategy, they can recall the information easier: rather than
just memorizing it. In memorize vocabulary we just keep it in our short-term
memory (STM), so we will lose the vocabulary soon after memorizing it. That
is why need to code the information in STM to long-term memory (LTM), to
make it long lasting.
One of the ways is by using story system. It is easier to recall
information if we know the context sometimes we fail in recalling the
information, but we still remember the situation or the context. The situation or
context help us in recalling back the information, moreover if we form or
create the context by ourselves, such as, in learning vocabulary by using
context that we made. Of course, we are helpful in recalling the vocabulary
because we really recognize the context moreover if the context used is based
on our own experience vocabulary because no one can speak without
vocabulary. Vocabulary does not just help us in speaking but also in thinking
because thinking is a process of linking one word to another word in order to
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make a concept in our mind that is to say that vocabulary must be very
important.
Based on the explanation above, the researcher would like to have a study
on vocabulary achievement of students under the title, "Improving the
Vocabulary Achievement by Using Story System”.
B. Problem Statement
Based on the background above, the problem statement of this study: can
story system improve students‟ vocabulary achievement?
C. Objective of the Study
Based on the problem statement above, The objective of this study to find
out whether using story system can improve students‟ vocabulary or not ?
D. Significance of the Study
Based on the objectives of the study above, the significances of the study
are:
1. The result of this study will expect to be useful information for teachers in
teaching vocabulary. It guides the students to be able to arrange stories and
increases the students‟ achievement in learning vocabulary.
2. The study will have the potential to inform and guide educators are searching
for instructional approaches to address the gap that exists in vocabulary
knowledge between high and low-performing readers.
3. This research has the potential to influence the way vocabulary is taught by
providing a strategy that encompasses the components of rich instruction
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designed to help students deepen and broaden their understanding of word
meanings.
E. Scope of the study
This study will be conducted to observe the improvement of students‟
vocabulary achievement special in verb and used Experimental Research
Method. This study will be conducted of the tenth grade at SMAN 5 Takalar.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous related findings
The researcher reports several studies in improving the students‟
vocabulary, some researchers finding are briefly cited as follows:
1. Profita, et al., (2014) in this thesis “Improving English vocabulary mastery
by using crossword puzzle”. The researcher conducted their research by
using crossword puzzles. The effect of teaching learning process when
teaching vocabulary by using crossword puzzle is implemented. The
method used in this research is classroom action research. The techniques
for collecting data are observation, interview, questionnaire, field notes,
photograph and test. The research result shows the improvements in
students‟ vocabulary mastery and gives good effect in teaching learning
process.
2. WardaniIndah (2015:135) in this thesis “Improving students’ vocabulary
mastery using mapping strategy”. The researcher conducted her research
by using Classroom Action Research. The strategy done by the research
including the activities in introducing the idea of using word mapping to
improve students‟ vocabulary mastery and how to analyze the students‟
work. The samples were 34 students of 6 boys and 28 girls at State
Vocational School 1 Pamekasan. The result of the test in the cycle one and
two was different. It had showed the improvement of the students
continuously. The percentage of test 1 in cycle 1 was 71.20% and in 2
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cycles was 78.80%. It showed that the teaching and learning process was
successful.
3. GushendraRizky (2017:53) in this thesis “Improving Students’ Vocabulary
Mastery by Using English Songs”. The researcher conducted his research
by using Experimental Research. The strategy was using songs. The aim of
this research was to find out a significant effect of using English songs to
improve students‟ vocabulary mastery. The total number of population was
54 students which were finally selected 40 students as sample of this study.
The sample was determined based on cluster sampling of an equal chance
to be taken, regardless of their typical of groups. The result of the research
showed that the students‟ ability on vocabulary mastery test in experimental
class was very good level.
4. AriscaErlin, et al. (2015) in this thesis “Improving Students Vocabulary
Mastery Through Story Completion Technique in Speaking Activity”. The
researcher conducted their research by using Story Completion. This
research used quantitative approach and was conducted 30 students in class
VIII A. The research administered vocabulary test in collecting the data.
The result of the data analysis showed that there was a significant
improvement in students‟ vocabulary achievement after they were taught
by using Story Completion. Story Completion can improve students‟
Vocabulary Mastery.
From the previous studies above, there were some similarities and
difference with this research. The similarity of this research focuses on the
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improving students‟ vocabulary. The difference of this research was the
method. In their research, they used Classroom Research and there were
some another technique to improve students‟ vocabulary. Also the
instrument to collecting the data used observation and questionnaire sheet.
In this research, the researcher focused to improve students‟
vocabulary special in verb and used Experimental Research method. This
strategy used Story System. This research instruments were pre-test and
post-test.
B. Concept of Vocabulary
a. Definition of vocabulary
According to Hornby (1959:152), vocabulary is: (a) The total
number of words that make up a language, (b) Body words know to person
or use in a book, subject, (c) List of words with their meaning, especially
are which accompanies a text book: in a foreign language.
According to the dictionary of Good (1959:143), vocabulary is: (a)
The content and function words of language, which are learned so
thoroughly that they become a part of a child‟s understanding, speaking,
and writing vocabulary, (b) The words having meaning when heard or
seen even though produced by individual himself to communicate with
others.
P. Suardi(2000:7) says that vocabulary is: (a) a list of words,
sometimes phrases, usually arranged in alphabetical order and defined, a
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dictionary, glossary or lexicon, (b) All the words of language, (c) All the
words used by a person, class, profession, etc.
Huddleston(1998:1-2) says the vocabulary is: (a) The content and
function of a language which are earned so thoroughly, that they become a
part of the children‟s understanding, speaking, and later reading or writing,
(b) Word having meaning when heard or seen even though the individual
produce it when communicating with others.
According to Good(1959:631) vocabulary is: (a) The content and
function of words of language, which are learned so thoroughly that they
become a part of speaking, and later reading and writing vocabulary, (b)
The words having meaning when heard or seen even though not produced
by individual itself.
Based on some definition above the writer concluded that
vocabulary is a total number of words which used to communicate in all
side of human relation or vocabulary is the word which meaning and
function words of language.
b. Concept of Vocabulary Achievement
In knowing the success of obtaining the vocabulary is by seeing
how it is already achieved by students through the process and treatment
given. There are three aspects of Bloom‟s taxonomy that influence the
student‟s perception of the material taught namely affective, cognitive and
psychomotor.
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The word achievement is derived from “achieve‟. Based on the
Oxford Advanced Learner‟s Dictionary Hornby (2010:11), “achieve”
means:
1. To succeed in reaching a particular goal, status or standard,
especially by making an effort for a long time,
2. To succeed in doing something or causing to happen,
3. To be successful, while achievement means:
a) A thing that somebody has done successfully, especially
using their own effort and skill,
b) The act or process of achieving something.
Tarkashvand(2010:794) stated there are many ways which can be
used to develop students‟ vocabulary achievement. Remembering some
words is the one way to learn vocabulary. The other ways to learn
vocabulary can be in the form of making a note or list of words, or
memorizing the words by exercises continually. Among many techniques
that can be applied in teaching learning process and increasing students‟
vocabulary achievement, it is better for English teacher to consider some
techniques that used in teaching vocabulary in order to make learning
activity to be attractive and effective.
Ghaedrahmat(2014:17) stated that vocabulary acquisition has
become prominent currently for both foreign and second language
learners. However, incidental vocabulary acquisition has many
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deficiencies, such as being time-consuming, and making it an
unpredictable process.
On the other hand, Mahyudin, et al., (2011:186) said individual
differences play an important role in academic achievement of students.
There have been many attempts to address the problem of low academic
achievement and some factors have been identified in explaining academic
achievement. Furthermore, understanding students‟ learning styles and
their impact on their academic achievement is important for teachers for it
is the first step in ensuring students‟ achievement.
c. Concept of Teaching Learning Vocabulary
Repurpose of learning vocabulary is to make the students
understand the meaning of the words. Finnochiaro(1974) suggested that
teaching and learning vocabulary is an activity where the teacher and the
students reintroduce some vocabulary items with all the structure and in
the entire situation in which they can logically be used.
Learning vocabulary means process of gaining knowledge of
vocabulary. In the first step, the learner will get invocation about
vocabulary. Such as: how to spell, to pronounce, to use it in appropriate
sentences as well as the meaning. The second is how the learners obtained
and pronounced the words.
Pronunciation refers to the way a word or a language is usually
spoken, at the manner in which someone utters word. If someone said to
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have “correct pronunciation,” then it refers to both within a particular
dialect Finnochiaro(1974). The pronunciation is good if it is
understandable and pleasant. A word can be spoken in different ways bay
various individuals or groups, depending on many factors, such as:
a. The area in which they grew up.
b. The area in which they now live.
c. If they have a speech or voice disorder.
d. Their ethnic group.
e. Their social class.
f. Their education.
Nation(1990) explained that when someone want to teach a word,
he/she has to teach three things (1) the shape or form of the word, (2) the
meaning of the word, (3) the form and the meaning of the word together.
In teaching the meaning, the teacher gives the synonym in Indonesia
language. Students have difficulty to understand the meaning of the words.
So, it is done to make them easier to memorize the meaning of the words.
Terry(1997) the vocabularies that should be reached by the
students of Elementary School are 600 words. For the fourth grade they
have to reach 100 words, fifth grade they have to reach 200 words and
sixth grade they have to reach 300 words.
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c. Importance of vocabulary
Vocabulary is the basic component to help the students in
mastering language. They will learn the language skill easily if they have
enough vocabulary. In any foreign language, learning vocabulary is one
that is emphasized. Students have to develop their vocabulary.
Developing a good vocabulary will help them to improve their
ability in learning vocabulary. Many of the vocabulary in English
textbook have to be learned. Without it no one can speak or understand
the language. It means that people cannot write a word or make a
sentence well, when they do not master it.
There are some advantages when students can master the English
vocabulary. According to Diana Bonet(1991) here some advantages:
a. Students will be better improving their reading, writing, speaking and
listening vocabulary.
b. Students will think more clearly. Thoughts are limited by vocabulary.
c. Students will experience personal growth and greater confidence.
d. Students will understand other people idea and explanation easily.
e. Students will gain important survival tools for the new millennium.
f. Student friend will think they are getting very smart.
Those advantages show us how vocabulary determines on how
students learn language and their capability to build communication with
others. Moreover, mastery in vocabulary is more important than grammar.
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Like Thornburry(2002) stated that, “Without grammar very little can be
conveyed, without vocabulary nothing can be conveyed”.
In other word, even without good grammar, people may able to speak
and understand a language if they know a lot of vocabulary. It can be a basis
to master the language. While vocabulary is largely a collection of words,
grammar is a system.
The more words we know, the easier for us to master the language. It
shows us how vocabulary determines on how people learn language.
C. Story System
a. Definition of story system
Story system is weaving the various items into a connecting story.
It is an extension of the use of sentences as mediators in paired-associate
tasks, we just continue with additional sentences to form a story based on
the items we want to remember. For example, to the list of items:
newspaper, dentist, car, milk, tennis, and gardener, we could create a story
like this:
"I took my newspaper with me to read in the dentist's office while waiting
for my appointment. Driving there, I parked my car near the milk store so
that I‟d remember to pick up a quart on the way to my tennis lesson. I
stored the milk in the tennis club's refrigerator. While playing, I hit a
tennis ball over the fence into a neighboring garden. This reminded me to
call the gardener as soon as I got home."
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This logical sequence may be easier for people to recall than a list
simple but unrelated paired association. On the other hand, the story
system can take more time because we must fit all the items into the story.
The story system is limited to about 20 items it is difficult to put together a
story with a list longer than that Using story system, we are locked into,
one-way story life.
People who are comfortable with a verbal orientation may prefer
the story system those who are basically visually dominant will prefer
picturing the links rather than recalling the story with its dependency on
words. The story system can be used effectively in verbal form without
accompanying visual imagery, but it is probably powerful if we picture the
events happening as we think of them.
b. How well does the story system work?
Scientists who have studied the story system have found that the
story system can help people in learning and remembering word lists. In
fact, there is evidence that those who learned the story system can
remember up to three times as much as who do not learn the technique.
Research has also revealed that the story method is effective with abstract
word (although slightly less effective than with concrete words), and that
unrelated sentences can be remembered better when they were strung as a
story.
Several studies on the story system have also found it to be
effective for elementary school children and college students, for
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immediate and delayed memory, and for free recall, serial call, and
recognition. Experimenter-provided stories were found to be effective for
remembering five lists of six words each. However, although studies have
found that the story system helps in learning several word lists (up to 16
words), the findings for learning a longer list (up to 30 words) have been
mixed; some research found that self-generated stories were effective for a
long list, but one study did not.
The story systems have also found to be effective in a non-western
culture and for special populations. A story helped chronic organic
amnesiac patients remember word lists. They improved as much as the
normal comparison group. Although their recall was lower.
In addition to the research studies, Higbee(1996) says that
demonstration by his audiences and memory students show the
effectiveness of 1the story systems. Before learning the story system 18
percent of the students recalled all 20 words.
Several weeks later, using the system the percentage of students'
recalling 20 words increased threefold to 54 percent. At the other end of
performance scale, the percentage of students recalling fewer than 14
words was 40 percent before learning the system and 15 percent after
learning the system.
32
c. How can use story system?
Muliana(2000) Story system can be used in almost any situations
where we want to remember things. This may seem to be rather
restrictive, but there are many kinds of everyday memory tasks that
involve serial learning. The system can also use for learning material
that consists of separate ordered parts. Students who tried this method
were so impressed with how fast they learned the states that called
principal in to see what they had accomplished in such a short time.
Two weeks later with some intermittent review, 26 of the 33 children
could still recall at least 12 of the 13 states.
Based on the explanation above, the researcher believes that the
story system can be applied in senior high school students. It can
improve students‟ achievement especially in learning and remembering
vocabularies.
33
D. Conceptual Framework
Conceptual framework of this research illustrated as follows:
Figure 2.1 Conceptual Framework
Based on the Conceptual Framework, there were three variables
which are briefly explained as follows:
1. Input
INPUT
Vocabulary Test
(pre-test)
PROCESS
Teaching Process
By Using Story System
(Treatment)
OUTPUT
Vocabulary
Achievement of
Students
(post-test)
34
In input the researcher gave the students pre-test consist of 25
questions, 20 multiple choice and 5 essays, to know students mean
score before gave the treatment.
2. Process
a. In teaching process the researcher explained what is vocabulary
achievement by using story system.
b. The researcher gave the students material related to the story
system.
3. Output
In output the researcher gave the students post-test consist of 25
questions, 20 multiple choice and 5 essays. The researcher was
able to measure students‟ vocabulary achievement through post-
test.
E. Hypothesis
Based on explanation of the theoretical and framework of taught above,
the hypothesis of the research is follow:
1. Null Hypothesis (H0): there is no significant difference of students‟
vocabulary before and after using Story System.
2. Alternative Hypothesis (H1): there is a significant difference of
students‟ vocabulary before and after using Story System.
35
CHAPTER III
METHOD OF THE RESEARCH
This chapter consists of the research design, research variables, population
and sample, instrument of the research, procedure of collecting data, and
technique of data analysis.
A. Research design
This research employed Pre-Experimental design with one group pre-test
and post-test design. The comparison between the pre-test and post-test score
depends on the success of the treatment. On the treatment, the researcher taught
vocabulary by using story system for four meetings. The design is:
Table 3.1 Design of the Research
Where:
X1: Pre-Test
T : Treatment
X2: Post-Test
(Gay, 2006:282)
X1 T X2
36
B. Research Variables and Indicators
Variables in this study were the used of Story System technique as
independent variable and students‟ vocabulary as the dependent variable. The
indicator of this study was students‟ vocabulary achievement.
1. Independent variable
Independent variable (X) called the variable influence (Arikunto,
2010). The independent variable is the major variable, which is used by
researcher to investigate.
2. Dependent variable
Dependent variable (Y) called the effect variable (Arikunto, 2010).
Dependent variable is the variable that the researcher observed and
measure to determine the effect of the independent variable.
C. Population and sample
1. Population
The population of this study were four classes, each class consisted
of 40 students of tenth grade at SMAN 5 Takalar. Total of population were
160 students.
2. Sample
Among the population that research has presented above, the
researcher used Cluster Random Sampling as the technique in choosing
sample. According to Sugiyono(2001:57), cluster random sampling
technique is a sampling technique from members of the population carried
20
37
out randomly regardless of the strata that exist in that population. The
researcher chose Cluster Random Sampling because the entire population
can divide into different cluster through simple or systematic random. The
researcher chose at tenth grade consist of 40 students as sample.
D. Research Instrument
In any scientific study, instrument for collecting data was important. The
accuracy of the result of research was mostly dependent on how accurate the use
of instrument. The instrument of this research was vocabulary test. The test used
multiple choice and essay. Multiple choicesconsist of 20 questions and essays
consist of 5 questions. Total questions are 25 questions.
E. Data Collection
The techniques that used in collecting data were pre-test and post-test. It
consist six meetings those are; one meeting for pre – test, four meetings for
treatment, and one meeting for post-test.
1. Pre-test
At the first meeting, the researcher gave a pre-test distributes the
vocabulary test and answer sheet to the students. In this test, the students
asked 25 questions, 20 multiple choice and 5 essays. This test was aimed
to know students level of vocabulary. It has aimed to know what level of
vocabulary should be taught in the treatment.
2. Treatment
After the pre-test, the researcher taught students for four meetings,
some steps of treatment were:
38
a. For the first meeting, the researcher prepared a list of ten words,
then gave to students to analyze. After that, the researcher asked
the students to write some verbs.
b. For the second meeting, the researcher explained about story
system method that used in writing a story and explained about
the steps of writing a story in the story system method.
c. For the third meeting, the researcher introduced the kinds of
words to the students. And then the researcher gave some words
to students and asked students to guess the kinds of words.
d. The last meeting, the researcher gave students some words and
asked the students to write a story using story system method.
3. Post-test
In the post-test the researcher distributed the vocabulary test and
answer sheet to the students. In this test, the students asked 25 questions,
20 multiple choice and 5 essays. This test was aimed to see the students‟
achievement after being given treatment.
F. Technique of data analysis
In this research, the researcher used inferential statistic. Percentage
score used to see the student‟s achievement in vocabulary. The steps
undertaken in quantitative analysis employed the following formulas:
39
1. Scoring the students correct answer of pre-test and post-test by using this
formula:
(Depdikbud, 1985:8)
2. Classifying the students score into the following criteria
Table 3.2 Classification Score
No Classification Score
1 Excellent 90-100
2 Very Good 80-90
3 Good 70-80
4 Fairly good 60-70
5 Fairly 50-60
6 Poor 40-50
7 Very poor 0-40
(Jacobs 2005:20)
40
3. Finding out the mean score of the students‟ answer by using the formula:
N
Notation:
= Mean score
∑X = Total score
N = Total sample
(Gay, as cited in 2016)
4. To find out the significant differences between the score of pre-test and
post-test by using the formula:
t =
√
Where:
t : Test of significance
: The mean of the differences score
: The sum of total score of difference
: The square of the sum score of different
N : The total number of student
(Gay, 2016)
41
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the research finding and their discussion. The
finding present the description of data collected through test.
A. Findings
This study aimed to know whether the story system effective to improve
students‟ vocabulary at the tenth grade of SMAN 5 Takalar. The data from pre-
test and post-test used formula in the chapter 3 to know the percentages,
classification score and scoring test of the improvement of the students‟
vocabulary in term verb. The findings of this study can be seen as follow:
1. Students‟ score in pre-test and post-test
A pre-test was conducted to find out the data of the students‟ ability in
improving vocabulary before the treatment given. The result of the test showed
the students‟ achievement in vocabulary before the treatment was given. The
higher score was 84 and the lowest score was 16. The mean (X) was 39.48.
The post-test was also conducted to find out the data of the students‟ ability in
improving vocabulary by using story system after the treatment was given. The
higher score was 100 and the lowest score was 40. The mean (X) was 62.83. So
the improvement percentage can be seen in the following table:
42
Table 4.1 Improvement Percentage vocabulary of Pre-test and Post-
test Score
Variable Mean Score Improvement
(%) Pre-test Post-test
Vocabulary verb 39.48 62.83 59.15%
The table showed that there was an improvement for 59.15% in
vocabulary achievement special in verb by using story system above also
can be seen at the chart below:
Figure 4.1 The mean score vocabulary of pre – test and post – test
The chart showed that the students‟ vocabulary mean score of pre –
test and post – test has significant improvement from vocabulary. Mean
score of pre – test was 39.48 and post – test was 62.83. The improvement
of pre – test to the post – test was 59.15%. It means that the target to
improve students‟ vocabulary has been reached.
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
Pre - testPost - test
Improvement
43
2. The Rate Percentage of the Students‟ Score
The rate percentages of the students‟ pre-test scores were presented in the
following table.
Table 4.2: The Rate Percentage vocabulary of Pre-test and Post-test
Score
NO Classification Score
Pre – Test Post - Test
F % F %
1 Excellent 95 – 100 0 0% 2 6.45%
2 Very good 85 – 90 0 0% 1 3.22%
3 Good 75 – 80 2 6.45% 2 6.45%
4 Fairly good 65 – 70 0 0% 7 22.58%
5 Fair 55 – 60 2 6.45% 9 29.03%
6 Poor 45 – 50 7 22.58% 4 12.90%
7 Very poor 0 – 40 20 64.51% 6 19.35%
∑ 31 100% 31 100%
The table 4.2 showed that in the pre-test, which was done before
treatment, which 2 students (6.45%) who belonged to „good‟ category, 2
students (6.45%) belonged to „fair‟ category, 7 students (22.58%) who
44
belonged to „poor‟ category and 20 students (64.51%) who belonged to „very
poor‟ category.
While in the post-test that done after the treatment, from 31 students, there
was 2 students (6.45%) who belonged to „excellent‟ category, 1 students
(3.22%) belonged to „very good‟ category, 2 students (6.45%) who belonged
to „good‟ category and 7 students (22.58%) who belonged to „fairly good‟
category, 9 students (29.03%) who belonged „fair‟ category, 4 students
(12.90%) who belonged „poor‟ category and 6 students (19.35%) who
belonged „very poor‟ category. Based on the result, it can be concluded that
the rate percentage in the post-test was higher than the rate percentage of pre-
test.
3. The Value of t-Test
In order to know whether the vocabulary achievement in difference
between the pre-test and post-test at the level of significance 0.05 with
degrees of freedom (df) = N-1, t-test from independent sample was
employed.
Table 4.3 T-Test of the Students Result
Data t-Test t-Table Comparison Classification
Students‟
Vocabulary 17.55 2.042
t-test > t-
table Accepted
The data above showed that the t-table value was smaller than the
t-test value. It means that there was significant difference in students‟
vocabulary achievement between before and after treatment using story
system technique. Vocabulary achievement to the null hypothesis (H0)
45
stated that teaching vocabulary by using story system technique was not
effective to improve students‟ vocabulary and alternative hypothesis (H1)
stated that teaching vocabulary by using story system technique was
effective to improve the students‟ vocabulary was accepted. Since the
story system technique was effective to improve students‟ vocabulary, so
the hypothesis proved in this research was alternative hypothesis (H1).
The difference showed that after getting the treatment, the
students got better vocabulary achievement than before. It could be seen
that there was a significance of the students‟ vocabulary achievement after
the story system technique applied in teaching. It also can be concluded
that story system technique was effective in teaching vocabulary.
Chart 4.2: T – Test of the Students Result
The table above showed that t – table value was low than t – test. The
result of the test showed there was significant difference between t – table
and t – test (2.042 < 17.55), it means that t – test was higher than t – table
0
5
10
15
20
t - Test
t - Table
17.55
2.042
46
at the level of significance 0.05 and the degree of freedom (N-1) = (31 - 1)
= 30.
1. 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
specially in verb.
In improving, the students‟ achievement in vocabulary with verb the
researcher used story system in teaching vocabulary. Where the using story
system can help students to improve vocabulary specially in verb.
The students‟ was very lacking in vocabulary and did not care. Although
Tarigan (1984) points out the importance of vocabulary in language learning, he
stated that language skill mostly depends on the mastery of vocabulary. From this
statement, the author ensures that vocabulary must be taught absolutely, because
vocabulary was one of the basic elements in achieving language skills.
The students‟ thought that the teaching vocabulary through using story
system was very helpful to improve their vocabulary. The effective at this method
is that it should fulfill what they need to memories the vocabulary, how to make
the subject interesting to it is easy to save in mind.
The data had been showed that in pre – test there were many students
inadequate score in pre – test, some students found many difficulties in
vocabulary. It made them could not distinguish verb. It was no different with post
47
– test that some of them got higher than the value in pre – test. The students‟ got a
significance development after treatment. They could understand in verb.
From the result of the pre – test, the mean score of the students‟ achievement
vocabulary specially in verb was 39.48. It can be concluding that the students‟
achievement in vocabulary in verb was classify as indequate. The result of the
post – test was 62.83 can be classified fair.
Based on the result of the data, it was concluding that after the treatment by
using story system the students‟ were in very good category. It means that using
story system in teaching vocabulary specially in verbto improve their vocabulary.
On the other hand, the result of the post – test showed that the students had
significant progress, most of the students got good classification, in other words,
the students‟ vocabulary increased by using story system. So, using story system
in this research had a big influence in students‟ vocabulary because can help the
students to improved their ability.
The data described the most of them success to improve their score into the
students‟ achievement in vocabulary specially in verb by using story system. This
improvement was also following by the significance. The t-test value (17.55) was
greater than t-table (2.042) for the degree of freedom (0.05). it means that the null
Hypothesis (H0) was rejected and alternative Hypothesis (H1) was accepted.
Neuman and Koskinen‟smiddleschool-level ESL students increased their
English language reading vocabulary knowledge significantly after lengthy
exposure to the target language captions. Both of these studies involved the use of
48
extended exposure to the target language videos with captions and/or subtitles,
and yielded favorable implications about the effects of captions.
Furthermore, according to Anas (2014) in his thesis “The Effectiveness of
Using Card Game Technique in Teaching Vocabulary” stated that the card games
technique was effective and applicable in teaching vocabulary. It could be proven
by the result of t-test (6.03) that was higher than value of t-table in the significnce
of 5% (1.99). it can be concluded that the use of card games technique in teaching
vocabulary was more effective and applicable than the conventional teaching way.
Fadlia (2014) in her thesis “Enriching Vocabulary in Reading Comprehension
Through Hangman Game as a Media”. The result of data analysis indicated that
the application of hangman game was significant in enriching the students‟
vocabulary. It was proved by the mean score of cycle 1 was 6.622 classified as
fairly then improved to be 8.19 and it is classified as good in cycle II. They were
higher than the mean score of diagnostic test namelly 4.95 that classified as poor.
It means that there was the improvement of the students‟ vocabulary test. It could
be concluded that the result of teaching vocabulary through hangman game as a
media had a significant influence and could enrich English vocabulary.
In other researchers, Hanormand (2015) he found that contributions from Tic
Tac Toe games and flash cards can develop student vocabulariesnae EFL zero
beginners vocabulary learning.
Therefore, the difference between those four studies with the research being
conducted by the research were in focused on vocabulary. The result of this
research showed that the students‟ vocabulary in term verb at the tenth grade at
49
SMAN 5 Takalar can improved and the students‟ score after applying story
system was better than before the treatment was given to the students.
The purpose of this research was to find out whether the used of story system
was effective to increase students‟ vocabulary at the tenth grade of SMAN 5
Takalar. To find out the purpose of this research, the researcher used test as an
instrument. The test gave through pre –test and post – test.
The data had been showed that in pre –test there were many students
indequate score. In post – test, some students found many difficulties in
vocabulary, it was so different with the post – test that some of them got the
higher than the value in pre – test.
Based on the result, the researcher concludes that the tenth grade at SMAN 5
Takalar have better ability in vocabulary after having treatment through using
story system.
50
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two sections, they are conclusion and suggestion.
Conclusion present the finding of this research based on data analysis and
discussion in previous chapter, while suggestion deal with the researcher
recommends to do.
A. Conclusion
Based on the researcher findings and discussion in the previous chapter
and looking at the result of the research, the researcher made a conclusion is
Using story system technique was effective to improve students‟
vocabulary. It was showed by the mean score of post – test (62.83) which was
higher than the mean score of pre – test (39.48). It means that learning by use
story system technique was effective to improve the students‟ vocabulary.
There was a significance difference between the students‟ vocabulary
before and after using story system technique. It was proved by the result of the
statistical analysis at the significant level 0.05 with degree of freedom (df= N-1,
31-1= 30) which indicated that t-test value for vocabulary was 17.55, it was
greater than t-table value 2.042 (17.55> 2.042). The researcher assumed that using
story system technique could improve students‟ vocabulary.
51
So, it could be concluded that the used of story system in improving
vocabulary at the tenth grade of SMAN 5 Takalar was effective to improve
students‟ vocabulary.
B. Suggestion
Suggestions are directed to:
1. English Teacher
Teacher should use story system in teaching English especially vocabulary
as the English component. The teacher can be more creative in applying that
method to the students and use it in teaching vocabulary so that the students
are motivated, interested, and not bored in learning English.
2. Future Researchers
In this research has not perfect yet, it is suggested for the future
researchers to conduct further researchers in the same field, especially on
using story system as technique on teaching vocabulary. This research was
very important because it will give some knowledge to the researcher. In
order to know the benefits of using story system in teaching vocabulary.
52
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55
APPENDIX 1
LESSON PLAN
56
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : SMA Negeri 5 Takalar
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/Ganjil
Materi Pokok : Teks Recount
Alokasi Waktu : 4Minggu x 2 jam pelajaran @45menit
A. Kompetensi Inti
KI1: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI2: Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli
(gotong royong, kerja sama, toleran, damai), bertanggung jawab,
responsive dan pro-aktif dalam berinteraksi secara efektif sesuai dengan
perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan
lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan
internasional.
KI3: Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, prosedural, dan metakognitif berdasarkan rasa ingin tahunya
tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait
penyebab fenomena dan kejadian, serta menerapkan pengetahuan
procedural pada bidang kajian yang spesifik sesuai dengan bakat dan
minatnya untuk memecahkan masalah
KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah
secara mandiri, bertindak secara efektif dan kreatif, serta mampu
menggunakan metode sesuai kaidah keilmuan.
57
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator
3.7 Membedakan fungsisosial, struktur
teks, dan unsur kebahasaan
beberapa teks recount lisan dan
tulis dengan memberi dan
meminta informasi terkait
peristiwa bersejarah sesuai
dengan konteks penggunaannya
3.7.1 Mengidentifikasi fungsi sosial,
struktur teks dan unsur
kebahasaan sebuah teks
recount sesuai dengan konteks
penggunaannya
3.7.2 Memahami fungsisosial,
struktur teks dan unsur
kebahasaan dari sebuah teks
recount
4.7Teks recount peristiwa bersejarah
4.7.1Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur
kebahasaan teks recount lisan
dan tulis terkait peristiwa
bersejarah
4.7.2 Menyusun teks recount lisan dan
tulis, pendek dan sederhana,
terkait peristiwa bersejarah,
dengan memperhatikan fungsi
sosial, struktur teks, dan unsur
kebahasaan, secara benar dan
sesuai konteks
4.7.1.1 Menyampaikan sebuah teks
recount dengan memperhatikan
fungsi sosial, struktur teks dan
unsur kebahasaan secara benar
sesuai konteks
4.7.2.1 Menulis dan mendesain sebuah
teks recount dengan
memperhatikan fungsi sosial,
struktur teks dan unsur
kebahasaan secara benar sesuai
konteks
C. Tujuan Pembelajaran
Peserta didik dapat mengidentifikasi, memahami, menyampaikan dan menulis
teks recount dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
58
D. Materi Pembelajaran
Fungsi Sosial
Melaporkan, menceritakan, berbagi pengalaman, mengambil teladan,
membanggakan
Unsur kebahasaan
- Kosa kata dan istilah terkait dengan peristiwa bersejarah, pengalaman
peserta didik.
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan.
E. Metode Pembelajaran
Pendekatan : Scientific Approach
Model Pembelajaran : Discovery Learning
Metode : Story System
F. Media/Alat, Bahandan Sumber Belajar
1. Media
- Worksheet ataulembarkerja (siswa)
- Lembar penilaian
2. Alat
- Penggaris, spidol, papantulis
3. Sumber Belajar
- Kamus Bahasa Inggris
- Pengalaman peserta didik dan guru
- Internet (google)
59
G. Kegiatan Pembelajaran
1. Pertemuan Pertama (2 x 45 Menit)
Kegiatan Pendahuluan Nilai-Nilai
Karakter
Alokasi
Waktu
a. Guru menyiapkan peserta didik untuk mengikuti
proses pembelajaran, melakukan pembukaan
dengan salam pembuka, mengajak siswa berdoa
sebelum memulai pelajaran, dan absensi.
b. Mengaitkan materi yang akan dipelajari dengan
kehidupan sehari-hari dengan menanyakan
beberapa pertanyaan yang berhubungan dengan
materi yang akan dipelajari.
c. Guru menyampaikan tujuan pembelajaran yang
akan dicapai.
d. Guru menyampaikan penilaian yang akan
digunakan.
Religiositas
Komunikatif
15 menit
Kegiatan Inti Nilai-Nilai
Karakter
Alokasi
Waktu
a. Guru memberikan 10 kata kepada siswa untuk
dianalisa
b. Guru meminta peserta didik menulis kata kerja,
misalnya:
- Visit
- Go
- Buy
c. Guru meminta peserta didik membuat suatu cerita
dari kata yang telah ditulis peserta didik, misalnya:
- Today I want to visit my friend at the hospital, I
will go by car. But before I go to the hospital I
want to buy something for my friend at the market
Rasa ingin
tahu
Proaktif
Gemar
membaca
Teliti
60 menit
60
Kegiatan Penutup Nilai-Nilai
Karakter
Alokasi
Waktu
a. Peserta didik menyimpulkan pembelajaran
(dibimbing oleh guru)
b. Peserta didik mendapatkan umpan balik terhadap
proses dan hasil pembelajaran: Thank you very
much for your participation. You did a good job
today, I’m very happy with your activity in the
class. How about you, did you enjoy my class?
c. Guru menginformasikan rencana kegiatan
pembelajaran untuk pertemuan berikutnya.
Menghargai
prestasi
15 menit
2. Pertemuan Kedua (2 x 45 Menit)
Kegiatan Pendahuluan Nilai-Nilai
Karakter
Alokasi
Waktu
a. Guru menyiapkan peserta didik untuk
mengikuti proses pembelajaran, melakukan
pembukaan dengan salam pembuka, mengajak
siswa berdoa sebelum memulai pelajaran, dan
absensi.
b. Guru mengingatkan materi yang telah
dipelajari sebelumnya
c. Guru menyampaikan tujuan pembelajaran
yang akan dicapai.
d. Guru menyampaikan penilaian yang akan
digunakan.
Religiositas
Komunikatif
15 menit
Kegiatan Inti Nilai-Nilai
Karakter
Alokasi
Waktu
a. Guru mereview kembali pelajaran sebelumnya
61
b. Guru menjelaskan tentang metode story system
yang akan digunakan dalam menulis sebuah
cerita
c. Guru menjelaskan tentang langkah-langkah
menulis sebuah cerita dalam story system
d. Peserta didik mempraktekkan cara membuat
kalimat dengan menggunakan metode story
system
Rasa ingin
tahu
Imaginatif
Percaya diri
60 menit
Kegiatan Penutup Nilai-Nilai
Karakter
Alokasi
Waktu
a. Peserta didik menyimpulkan pembelajaran
(dibimbing oleh guru)
b. Peserta didik mendapatkan umpan balik
terhadap proses dan hasil pembelajaran: Thank
you very much for your participation. You did
a good job today, I’m very happy with your
activity in the class. How about you, did you
enjoy my class?
c. Guru menginformasikan rencana kegiatan
pembelajaran untuk pertemuan berikutnya.
Menghargai
prestasi
15 menit
62
3. Pertemuan ketiga (2 x 45 Menit)
Kegiatan Pendahuluan Nilai-Nilai
Karakter
Alokasi
Waktu
a. Guru menyiapkan peserta didik untuk mengikuti
proses pembelajaran, melakukan pembukaan
dengan salam pembuka, mengajak siswa berdoa
sebelum memulai pelajaran, dan absensi.
b. Guru mengingatkan materi yang telah dipelajari
sebelumnya
c. Guru menyampaikan tujuan pembelajaran yang
akan dicapai.
d. Guru menyampaikan penilaian yang akan
digunakan.
Religiositas
Komunikatif
15 menit
Kegiatan Inti Nilai-Nilai
Karakter
Alokasi
Waktu
a. Guru mereview kembali pemahaman siswa
tentang story system
b. Guru menjelaskan tentang jenis-jenis kata dalam
bahasa inggris sebagai penguatan sebelum
menulis cerita dengan menggunakan metode
story system
c. Guru memberikan beberapa kata kepada siswa
dan meminta siswa untuk menebak jenis dan
makna kata tersebut
Rasa ingin
tahu
Imaginatif
Percayadiri
60 menit
Kegiatan Penutup Nilai-Nilai
Karakter
Alokasi
Waktu
d. Peserta didik menyimpulkan pembelajaran
(dibimbing oleh guru)
e. Peserta didik mendapatkan umpan balik terhadap
63
proses dan hasil pembelajaran: Thank you very
much for your participation. You did a good job
today, I’m very happy with your activity in the
class. How about you, did you enjoy my class?
f. Guru menginformasikan rencana kegiatan
pembelajaran untuk pertemuan berikutnya.
Menghargai
prestasi
15 menit
64
4. Pertemuan Keempat (2 x 45 Menit)
Kegiatan Pendahuluan Nilai-Nilai
Karakter
Alokasi
Waktu
a. Guru menyiapkan peserta didik untuk mengikuti
proses pembelajaran, melakukan pembukaan
dengan salam pembuka, mengajak siswa berdoa
sebelum memulai pelajaran, dan absensi.
b. Guru mengingatkan materi yang telah dipelajari
sebelumnya
c. Guru menyampaikan tujuan pembelajaran yang
akan dicapai.
d. Guru menyampaikan penilaian yang akan
digunakan.
Religiositas
Komunikatif
15 menit
Kegiatan Inti Nilai-Nilai
Karakter
Alokasi
Waktu
a. Guru mereview kembali tentang jenis kata dalam
bahasa inggris
b. Guru mempraktekkan cara membuat kalimat
dengan menggunakan metode story system
c. Guru memberikan beberapa daftar kata kerja dalam
bahasa inggris dan meminta siswa untuk
menyusunnya kedalam kalimat.
d. Peserta didik diminta untuk menuliskan sebuah
cerita recount dengan menggunakan metode story
system
e. Guru meminta peserta didik mengumpulkan cerita
recount yang telah mereka buat
Rasa
ingintahu
Kreatif
Percayadiri
60 menit
Kegiatan Penutup Nilai-Nilai
Karakter
Alokasi
Waktu
65
a. Peserta didik menyimpulkan pembelajaran
(dibimbing oleh guru)
b. Peserta didik mendapatkan umpan balik terhadap
proses dan hasil pembelajaran: Thank you very
much for your participation. You did a good job
today, I’m very happy with your activity in the
class. How about you, did you enjoy my class?
Menghargai
prestasi
15 menit
H. PENILAIAN
1. Teknik Penilaian:
a. Penilaian Sikap : Observasi/pengamatan
b. Penilaian Pengetahuan : Tes Tertulis
2. Written Assessment
No Nama Nilai
1
2
3
Makassar, Oktober 2019
Nur Mujahidah
NIM 10535655115
66
APPENDIX 2
PRE-TEST
67
PRE-TEST
A. Multiple choice
Choose the correct answer from the option a, b, c, or d
1. Lina …… the match in Olympic Games. She is so sad
a. Won
b. Lost
c. Jumped
d. Celebrated
2. Mrs. Ima : Can you help me?
Lina : Yes, of course. What can I do for you?
Mrs. Ima : Please, …..this bag to my room. 2
Lina : Yes, Mrs.
a. Bring
b. Help
c. Give
d. Has
3. The teacher‟s duty is to ….. the students in the school.
a. Teach
b. Play
c. Make
d. Work
4. I am so hungry. So, I …… a meal
a. Prepare
b. Walk
c. Kick
68
d. Wear
5. Rina : I want to wear my white gown to Amanda‟s 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
6. Ani : When did you get up in this morning?
Sinta : ………….
a. I got up at 5.00
b. I had my breakfast
c. I was sleepy
d. I went to school
7. Tami : Where do you want move?
Dikta : I want to ….. to Australia with my parents.
a. Come
b. Find
c. Move
d. Run
8. Katherine didn‟t study hard. He didn‟t ….. the exam.
a. Study
b. Give
c. Pass
d. break
9. The gardener ….. the grass every Monday and Thursday.
a. Cuts
b. Plans
c. Trains
d. Comes
10. My mother is a nurse. She works in Harapan Bunda Hospital. She ….. the
a. Thinks
b. Ignores
c. Helps
d. Finds
69
11. In some countries, employers are accused of ... their workers by paying them
low wages.
a. Exploding
b. Exploiting
c. Exposing
d. Exploring
12. It‟s no good hiring someone who‟s never taught in high school before. We
need an ....... teacher.
a. Experimented
b. Exploited
c. Experienced
d. Explored
13. I am sure the debate contest can be held next month, but I can‟t ......... it yet.
a. Convey
b. Confine
c. Condemn
d. Confirm
14. The weather forecast ......... that it would rain this evening.
a. Asked
b. Spoke
c. Prevented
d. Predicted
15. Which is the antonym of "increase"?
a. Include
b. Conclude
c. Reduce
d. Induce
16. Some people believe that if a person dies violently in a house, his ghost may
come back to ……..... it. 9
a. Haunt
b. Bother
c. Visit
d. Disturb
17. Please don‟t pass this information on to anyone else. It‟s ..............
a. Confidential
b. Secretion
c. Confident
d. Believable
18. Which is closest in meaning to "connect"?
a. Beat
70
b. Fight
c. Persuade
d. Join
19. Which is closest in meaning to "opportunity"?
a. Chance
b. Entry
c. Change
d. Leave
20. Which is closest in meaning to "preserve"?
a. keep
b. serve
c. offer
d. prepare
B. Essay
Write a recount text using the following words!
1. Buy, eat, play, work, call
2. Sleep, walk, bite, bring, choose
3. Cry, cook, count, cut, draw
4. Sit, dream, feel, find, follow
5. Drink, get, go, join, keep
(Adopted by SitiAffianty’s Vocabulary Model Test)
71
72
73
74
75
APPENDIX 3
POST-TEST
76
POST-TEST
A. Multiple choice
Choose the correct answer from the option a, b, c, or d
1. Lina …… the match in Olympic Games. She is so sad
a. Won
b. Lost
c. Jumped
d. Celebrated
2. Mrs. Ima : Can you help me?
Lina : Yes, of course. What can I do for you?
Mrs. Ima : Please, …..this bag to my room. 2
Lina : Yes, Mrs.
a. Bring
b. Help
c. Give
d. Has
3. The teacher‟s duty is to ….. the students in the school.
a. Teach
b. Play
c. Make
d. Work
4. I am so hungry. So, I …… a meal
a. Prepare
b. Walk
c. Kick
d. Wear
5. Rina : I want to wear my white gown to Amanda‟s party. What do you
think?
Lisa : I think the red one is better.
77
Rina : Ok. I will …… the red gown
a. Wrap
b. Go
c. Wear
d. Give
6. Ani : When did you get up in this morning?
Sinta : ………….
a. I got up at 5.00
b. I had my breakfast
c. I was sleepy
d. I went to school
7. Tami : Where do you want move?
Dikta : I want to ….. to Australia with my parents.
a. Come
b. Find
c. Move
d. Run
8. Katherine didn‟t study hard. He didn‟t …..the exam.
a. Study
b. Give
c. Pass
d. break
9. The gardener ….. the grass every Monday and Thursday.
a. Cuts
b. Plans
c. Trains
d. Comes
10. My mother is a nurse. She works in Harapan Bunda Hospital. She ….. the
a. Thinks
b. Ignores
c. Helps
d. Finds
11. In some countries, employers are accused of ... their workers by paying them
low wages.
a. Exploding
b. Exploiting
c. Exposing
78
d. Exploring
12. It‟s no good hiring someone who‟s never taught in high school before. We
need an ... teacher.
a. Experimented
b. Exploited
c. Experienced
d. Explored
13. I am sure the debate contest can be held next month, but I can‟t ... it yet.
a. Convey
b. Confine
c. Condemn
d. Confirm
14. The weather forecast ... that it would rain this evening.
a. Asked
b. Spoke
c. Prevented
d. Predicted
15. Which is the antonym of "increase"?
a. Include
b. Conclude
c. Reduce
d. Induce
16. Some people believe that if a person dies violently in a house, his ghost may
come back to ... it. 9
a. Haunt
b. Bother
c. Visit
d. Disturb
17. Please don‟t pass this information on to anyone else. It‟s ....
a. Confidential
b. Secretion
c. Confident
d. Believable
18. Which is closest in meaning to "connect"?
a. Beat
b. Fight
c. Persuade
d. Join
19. Which is closest in meaning to "opportunity"?
a. Chance
79
b. Entry
c. Change
d. Leave
20. Which is closest in meaning to "preserve"?
a. keep
b. serve
c. offer
d. prepare
B. Essay
Write a recount text using the following words by using story system method!
1. Sit, keep, hope, invite, join, laugh, meet, make, like, listen
2. Drink, eat, run, say, see, share, smile, speak, spend, stand
3. Cry, tell, think, touch, visit, wait, want, wash, wear, watch
4. Buy, visit, accept, allow, answer, arrive, ask, blow, care, come
5. Sleep, create, divide, follow, forget, forgive, lend, know, lie, pay.
(Adopted by SitiAffianty’s Vocabulary Model Test)
80
81
82
83
APPENDIX
4 - 5
84
APPENDIX 4
Analysis of Pre-Test & Post-Test
No Code Score of
Pre-test (X1)
Score of
Post-test (X2) D=(X2-X1) D
2=(X2-X1)
2
1 S-01 84 100 16 256
2 S-02 32 64 32 1024
3 S-03 48 76 28 784
4 S-04 52 72 20 400
5 S-05 40 68 28 784
6 S-06 40 56 16 256
7 S-07 28 68 40 1600
8 S-08 20 60 40 1600
9 S-09 52 64 12 144
10 S-10 52 72 20 400
11 S-11 48 68 20 400
12 S-12 28 40 12 144
13 S-13 24 52 28 784
14 S-14 28 44 16 256
15 S-15 20 44 24 576
16 S-16 48 64 16 256
17 S-17 28 52 24 576
18 S-18 16 40 24 576
19 S-19 28 60 32 1024
20 S-20 32 64 32 1024
85
21 S-21 32 64 32 1024
22 S-22 60 88 28 784
23 S-23 24 52 28 784
24 S-24 28 44 16 256
25 S-25 36 52 16 256
26 S-26 44 60 16 256
27 S-27 56 76 20 400
28 S-28 40 64 24 576
29 S-29 80 100 20 400
30 S-30 48 72 24 576
31 S-31 28 48 20 400
Total 1224
1948 724 18576
Mean 39.48
62.83 23.35 599.22
86
APPENDIX 5. THE RATE PERCENTAGE
Rate Percentage of Students‟ Score in Pre – test and Post – test
NO Classification Score
Pre – Test Post - Test
F % F %
1 Excellent 95 – 100 0 0% 2 6.45%
2 Very good 85 – 90 0 0% 1 3.22%
3 Good 75 – 80 2 6.45% 2 6.45%
4 Fairly good 65 – 70 0 0% 6 19.35%
5 Fair 55 – 60 2 6.45% 10 35.25%
6 Poor 45 – 50 7 22.58% 5 16.12%
87
7 Very poor 0 – 40 20 64.51% 5 16.12%
∑ 31 100% 31 100%
Calculate the frequency and the rate percentage using the following
formula:
1. The rate percentage of pre – test score
P
x 100 %
70
d. For „good‟ Category 2. For „fair‟ Category
P
x 100 % P
x 100 %
P
x 100 % P
x 100 %
P
P
P= 6.45 % P= 6.45 %
3. For „poor‟Category 4.For „very poor‟Category
P
x 100 % P
x 100 %
P
x 100 % P
x 100 %
P
P
P= 22.58 % P= 64.51%
e. The rate percentage of post – test score
P
x 100 %
70
1. For „excellent‟ Category 2. For „very good‟ Category
P
x 100 % P
x 100 %
P
x 100 % P
x 100 %
P
P
P= 6.45 % P= 3.22%
3. For „good‟Category 4.For „fairly good‟Category
P
x 100 % P
x 100 %
P
x 100 % P
x 100 %
P
P
P= 6.45 % P= 19.35%
5. For „fair‟Category 6.For „poor‟Category
P
x 100 % P
x 100 %
P
x 100 % P
x 100 %
P
P
P= 32.25 % P= 16.12%
6. For „poor‟Category
P
x 100 %
70
P
x 100 %
P
P= 16.12%
70
APPENDIX 6. MEAN SCORE & IMPROVEMENT PERCENTAGE
A. Mean Score of Pre – test and Post – test
1. Mean Score of Pre-test
2. Mean Score of Post-test
B. ImprovementPercentage
P (%) =
X 100%
P (%) =
X 100%
P (%) =
x100%
P=
P= 59.15%
70
APPENDIX 7
T-test Value
t =
√
=
=
= 23.35
t =
√
t =
√
t =
√
t =
√
t = √
t =
t = 17.55
70
APPENDIX 8. T- Test of Significance
THE DISTRIBUTION OF T-TABLE VALUE
Df P
.10 .05 .01 .001
70
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
6.314
2.920
2.353
2.132
2.015
1.943
1.895
1.860
1.833
1.812
1.796
1.782
1.771
1.761
1.753
1.746
1.740
1.734
1.279
1.725
1.721
1.717
1.714
1.711
1.708
1.706
1.703
1.701
1.699
12.706
4.303
3.182
2.776
2.571
2.447
2.365
2.306
2.262
2.228
2.201
2.179
2.160
2.145
2.131
2.120
2.110
2.101
2.093
2.086
2.080
2074
2.069
2.064
2.060
2.056
2.052
2.048
2.045
63.657
9.925
5.841
4.604
4.032
3.307
3.499
3.355
3.250
3.169
3.106
3.055
3.012
2.977
2.947
2.921
2.898
2.878
2.861
2.845
2.831
2.819
2.807
2.797
2.787
2.779
2.771
2.763
2.756
636.619
31.598
12.941
8.610
6.859
5.959
5.405
5.041
4.781
4.587
4.437
4.318
4.221
4.140
4.073
4.015
3.965
3.922
3.883
3.850
3.819
3.792
3.767
3.745
3.725
3.707
3.690
3.674
3.659
70
(Gay, 1981)
Degree of Freedom (df)
Df = (N- 1)
= (31 - 1)
= 30
Df = 30 (see table of “t” value at the degree of significance of 0.05).
At the degree of significance 0.05 = 2.042
The result was 17.55> 2.042
70
APPENDIX 9
DOCUMENTATION
Pre-test & Post-test Activities
70
70
Treatment Activities
70
70
CURRICULUM VITAE
The researcher, Nur Mujahidah was born on December 17th
,
1997 in Bontorita, a small village in Takalar. She is the third
of two sons and one daughter of H. Syamsuddin Gajang, S.pd
(alm) and Hj. Barlian, S.pdi. She began Elementary school at
SDN No.73 Bontorita 1 in 2003 and graduated in 2009. At the
same year, she continued her study at SMPN 1 Galesong. After finishing her
study at SMPN 1 Galesong in 2012, she continued her study at SMK Pratidina
Makassar and graduated in 2015. Then at the same year, she was registered as the
student of English Education Department Faculty of Teacher Training and
Education MUHAMMADIYAH UNIVERSITY OF MAKASSAR.