plagiat merupakan tindakan tidak terpuji improving ... · penulis menggunakan triangulation matrix...

i

IMPROVING STUDENTS’ VOCABULARY RETENTION

IN OI 743 PETRA CHILDREN DEVELOPMENT CENTER

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Dudy Virnandi

Student Number: 031214084

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2008

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii


iii


iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma :

Nama : Dudy Virnandi Nomor Mahasiswa : 031214084

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul :

IMPROVING STUDENTS’ VOCABULARY RETENTION IN OI 743

PETRA CHILDREN DEVELOPMENT CENTER

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupaun memberikan royalty kepada saya selamA tetap mencantumkan nama saya sebagai penulis. Demikian pernyatan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal : 10 March 2008 Yang menyatakan

(Dudy Virnandi)


v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that the thesis I wrote does not contain the works or parts of the

works of other people, except those cited in the quotations and the bibliography,

as a scientific paper should.

Yogyakarta, 15 February 2008

The Writer

Dudy Virnandi

031214084


vi

ACKNOWLEDGMENTS

I am so grateful to my dearest Lord Jesus for His blessing. His gracious

love shines on me through many people around me by whom I have been given

care, encouragement, assistance, and accompaniment. I would like to say my very

best thanks to these beloved people.

My biggest gratitude goes to my major sponsor, F.X. Ouda Teda Ena,

S.Pd., M.Pd., for his advice and guidance through the process of writing of this

thesis, for endowing me his time to read and to correct it, and for his fatherhood in

sharing his knowledge with me. Undeniably, I have received so much from him.

His patience, friendliness, and care have comforted me in improving my writing

through every thesis consultation I had with him.

I would also like to thank to my co-sponsor, Made Frida Yulia, S.Pd.,

M.Pd., for patiently furnishing my thesis with her precious suggestions and for

encouraging me through the writing process of this thesis. Her interest in details

has improved my thesis and has changed it into a better one. I have learned many

things related to grammar and the mechanics of formal writing from her.

My thankfulness goes to my beloved father, mother, brothers, and sister.

They have become my motivation in accomplishing this thesis. I would like to

thank them for their concern, encouragement, prayer, and accompaniment.

I am also grateful to all my friends, for supporting me with their sincere

friendship. I feel very happy with their criticism and suggestions toward the thesis

I wrote. Their criticism and suggestions have been very helpful for the


vii

accomplishment of my thesis. It is my prayer to my gracious Lord to bless all who

have so kindly supported and fostered me through all this time.

Dudy Virnandi


viii

TABLE OF CONTENTS

Page

TITLE PAGE………………………………………………………………...…

APPROVAL PAGES ……………………………………………………...……

STATEMENT OF WORK’S ORIGINALITY……………………………………

ACKNOWLEDGMENTS ……………………………………………………..…

TABLE OF CONTENTS ………………………………………………………….

LIST OF FIGURES …………………………………………………………...……

LIST OF TABLES …………………………………………………………………

LIST OF APPENDICES …………………………………………….………...…

ABSTRACT …………………………………………………………………..……

ABSTRAK …………………………………………………………………………

CHAPTER I. INTRODUCTION

1.1 Background ……………………………………………………

1.2 Problem Formulation ……………….………………

1.3 Problem Limitation …………………………………………

1.4 Research Objective ……………………………………………

1.5 Research Benefits ………………………………………………

1.6 Definition of Terms ……………………………………………

CHAPTER II. REVIEW OF RELATED LITERATURE

2.1 Theoretical Description ………………………………………

2.1.1 Teaching English as a Foreign Language ……………………

2.1.2 Vocabulary …………………………………………………

2.1.2.1 The Meaning of Vocabulary ………………………………

2.1.2.2 The Importance of Vocabulary ………………………….…

2.1.2.3 Vocabularies Proposed in the Curriculum ……………….

2.1.2.4 Approaches to Vocabulary Learning ……………………....

.

i

ii

iv

v

vii

x

xi

xii

xiii

xiv

1

3

4

4

5

5

8

8

9

9

10

12

12


ix

2.1.2.5 Techniques of Vocabulary Teaching ………………………

2.1.2.6 Pictures in Vocabulary Teaching .. …………….

2.1.2.7 Vocabulary Selection ………………………………………

2.1.3 Children Language and Learning …………………………….

2.1.3.1 Children as Active Processors ……………………………...

2.1.3.2 The Principle of Children Language Learning ……………..

2.1.3.3 The Principle for Teaching English to Children ……….…

2.1.4 Elementary School Students …………………………………

2.1.4.1 Fifth Grade Students ……………………………………….

2.1.4.2 The Students’ Characteristics in Learning …………………

2.2 Theoretical Framework…………………………………………

CHAPTER III. METHODOLOGY

3.1 Method …………………………………………………………

3.2 Research Participants …………………………………………..

3.2.1 Research Subject ……………………………………………..

3.2.2 Research Setting ……………………………………………...

3.3 Research Instruments …………………………………………..

3.4 Data Gathering Techniques …………………………………….

3.5 Data Analysis Technique ………………………………………

3.6 Research Procedure …………………………………………….

CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS

4.1 Research Findings ……………………………………………

4.1.1 The Implementation of the Chosen Strategy …….

4.1.1.1The First Cycle …………………………………………....

4.1.1.1.1 Clarifying Vision …….………………………………….

4.1.1.1.2 Articulating Theories ……………………………………

4.1.1.1.3 Implementing Action and Collecting Data ………………

4.1.1.1.4 Reflecting and Planning Informed Action ………………

4.2.2 The Second Cycle ……………………………………………

14

14

17

17

17

18

20

22

22

23

24

29

30

30

31

31

32

33

35

38

38

40

41

42

45

47

48


x

4.2.2.1 Implementing Action and Collecting Data ………………

4.2.2.2 Reflecting and Planning Informed Action …………………

4.3 Discussions ……………………………………………………

4.4 Other Findings …………………………………………………

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ……………………………………………………

5.2 Suggestions ….……………………………………... BIBLIOGRAPHY.…………………………………………………….….

APPENDICES ………………………………………………………….

49

50

50

52

54

55

57

59


xi

LIST OF FIGURES

Figure Page

2.1 The Relation in Communication Process (Wenden and Rubin, 1987: 80).. 21

3.1 The Action Research Cycle (Sagor, 2005: 96) ……………………… …. 36

4.1 The Relation in Communication Process (Nation, 1990: 10) .……….….. 44


xii

LIST OF TABLES

Table Page

3.1 Triangulation Matrix: Three ACR Questions (Sagor, 2005: 96)….. . 34

4.1 The Weekly Quiz Scores of the Subject ..…………………………. 51


xiii

LIST OF APPENDICES

Page

Appendices Cover …………………………………………………….. 59

Appendix 1. Triangulation Matrix: Three ACR Questions …………… 60

Appendix 2. Triangulation Matrix Data ……………………..………... 61

Appendix 3. Learning Designs …..………………………………......... 68

Appendix 4. Weekly Quizzes ..………………………………….…….. 74

Appendix 5. Letter of Permission ...………………………………….... 76


xiv

ABSTRACT

Virnandi, Dudy. 2008. Improving Students’ Vocabulary Retention in OI 743 Petra Children Development Center. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

English learning is very essential in this modern era. One of the important factors for the improvement of English mastery is vocabulary mastery. In this research, the fifth grade students of elementary school in PPA OI-743 Petra Yogyakarta could not memorize English words optimally. The problem occurred when they were only able to memorize below 10 out of 15 English words. Considering the phenomenon, the writer tried to search for an effective strategy to teach English words toward the fifth grade students of elementary school in PPA OI-743 Petra as it is formulated in the research question. What is the teaching strategy that is appropriate to improve the vocabulary learning achievement of the fifth grade students in OI 743 Petra Children Development Center?

The writer applied Classroom Action Research (CAR) method in this research. The method allowed the writer to apply any strategy which was considered effective to teach English words. In order to evaluate the strategy used in the research, the writer used Triangulation Matrix and weekly quizzes as data gathering techniques.

To answer the research question, the writer used pictures as the strategy to teach English words. It had been proven from the first and the second result of the weekly quizzes that pictures were able to improve students mastery on English words. Thus, it could be concluded that the strategy (using pictures) worked effectively since it could improve the achievement of the fifth grade students of PPA OI 743 Petra in learning English vocabulary.


xv

ABSTRAK

Virnandi, Dudy. 2008. Improving Students’ Vocabulary Retention in OI 743 Petra Children Development Center. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Pembelajaran bahasa Inggris sangat penting di zaman modern ini. Salah

satu faktor penting dalam peningkatan penguasaan bahasa Inggris adalah penguasaan kosa kata. Didalam penelitian ini, siswa kelas lima sekolah dasar di PPA OI-743 Petra Yogyakarta tidak mampu mengingat kosa kata bahasa Inggris secara maksimal. Permasalahan muncul ketika mereka hanya mampu mengingat dibawah 10 dari 15 kosa kata bahasa Inggris. Dengan mempertimbangkan hal ini, penulis mencoba untuk mencari sebuah strategi yang efektif untuk mengajar kosa kata bahasa Inggris ke anak-anak kelas lima sekolah dasar di PPA OI-743 Petra seperti yang sudah dirumuskan di pertanyaan penelitian ini. Apa strategi pengajaran yang efektif untuk meningkatkan pencapaian pembelajaran kosa kata anak-anak kelas lima sekolah dasar di PPA OI-743 Petra?

Penulis menerapkan metode Classroom Action Research (CAR) di penelitian ini. Metode ini memberikan kesempatan kepada penulis untuk menerapkan strategi yang dianggap efektif untuk mengajar kosa kata bahasa Inggris. Untuk mengevaluasi strategi yang digunakan didalam penelitian ini, penulis menggunakan Triangulation Matrix dan kuis mingguan sebagai teknik pengumpulan data.

Untuk menjawab pertanyaan penelitian ini, penulis menggunakan gambar sebagai strategi untuk mengajar kosa kata bahasa Inggris. Hal ini sudah dibuktikan dari hasil kuis mingguan pertama dan kedua bahwa gambar mampu meningkatkan penguasaan kosa kata bahasa Inggris. Oleh karena itu bisa disimpulkan bahwa strategi (menggunakan gambar) yang sudah dipilih berfungsi dengan efektif karena strategi ini mampu meningkatkan pencapaian anak-anak kelas lima PPA OI-743 Petra dalam pembelajaran kosa kata bahasa Inggris.


1

CHAPTER I

INTRODUCTION

This research is conducted in order to investigate a strategy to improve

students’ retent ion in their vocabulary mastery. To achieve the goal of the

research, there are some important points which will be discussed in this chapter.

They are background of this research, problem limitation, problem formulation,

research objective, benefits, and definition of terms.

1.1 Background

One way to improve the prosperity of under average family is by donating

the fund through social foundations with expectation that they deserve to obtain a

better life. This fund comes from foreign people or local people. They donate their

money through social foundations whether they are formal or informal. PPA OI

743 Petra is one of the social foundations which are registered in the local

government as Children Development Center. It deals with children’s

development. It helps the children to develop their religious, moral, attitude,

behavior, health, and cognitive aspects. Moreover, the chance for the students to

develop themselves is facilitated by some interesting and educative programs.

One of the programs to facilitate students’ learning is by giving an English course

toward the children. This program is provided for the fifth, sixth, seventh, and

tenth grade students. Among the classes, a problem occurs in the fifth grade class.

They have difficulties in memorizing the vocabularies they learn.


2

After the researcher have been teaching in this foundation for about one

year, the researcher find that students are weak in their vocabulary mastery..

Based on the researcher’s observation, the students face difficulty in memorizing

the vocabulary of the previous meeting. Only one third of students of the fifth

grade are able to memorize some of the words but two third of the students are not

able to memorize English words they learn. Moreover, students are not

accustomed to memorizing the written form effectively, so even though they are

able to memorize the sound of the words, it is sometimes difficult for them to

write the written form of the vocabulary.

The reason for being interested in the lexical dimension of language is the

fact that most people language is largely a matter of words. Stubbs (1986: 99) puts

it as quoted in Exploring the Second Language Mental Lexicon written by David

Singleton, “When people think of language, they think almost invariably of

words.” It has been the concern of the researcher to be able to teach the students

effectively, especially in their learning of vocabulary because as it is quoted in

Singleton (1999: 9) “without grammar very little can be conveyed, without

vocabulary nothing can be conveyed” (Wilkins, 1972: 111).

Considering the situation of Children Development Center and the

importance of vocabulary mastery, the researcher realizes that it is an important

task to improve the mastery of vocabulary of the fifth grade students. Since the

theories of children learning mentions that students have the capability of

memorizing the vocabulary items effectively in Elementary level. Nation (1990)

mention that in this age students are still equipped with fresh mind to memorize,


3

their mind is still developing, their brain is still functioning maximally and they

are motivated to study. In spite of the difficulties which might appear in the class,

the researcher believe that by choosing or even constructing an effective strategy,

students will be able to learn English words effectively.

Since there is no curriculum of English available in OI 743 Petra Children

Development Center, the researcher hover the chance to choose and to apply any

useful strategy for the learning of the students. This opportunity brings the

researcher to adopt and to do a research in the researcher’s class without being

afraid of any inconvenience or objection from the chairman of the foundation.

This foundation is considered as Non-Government Organization; hence, it gives

freedom to the researcher to set his learning as the researcher desired.

In this research, the researcher tries to investigate any beneficial strategy

for the improvement of students’ retention in their vocabulary mastery. The track

of finding or even constructing a strategy which is appropriate with students’

characteristics is considered from the previous actions taken by the researcher.

The researcher is aware that some strategies do not function for the students of OI

743 Petra Children Development Center. The researcher hopes that this research

will establish an appropriate strategy to teach English words toward the students

who face difficulties in memorizing English words they learn.

1.2 Problem Formulation

This research is going to answer the formulated problem as it is mentioned

below.


4

What is the teaching strategy that is appropriate to improve the vocabulary

learning achievement of the fifth grade students in OI 743 Petra Children

Development Center?

1.3 Problem Limitation

It is the responsibility of a language teacher to understand the difficulties

faced by the students in their achievement in English vocabulary learning.

Moreover, students in the age of Elementary school level are considered capable

to obtain good memorization of English words. Based on critical period theory,

young learners learn language better than adults.

As it is mentioned that students tend to forget the English words they learn

previously, the critical period theory has influenced the researcher to search for a

strategy which is effective to teach English words to the fifth grade students in OI

743 Petra Children Development Center. The concern of this research is how to

improve students’ retention in their English vocabulary learning. Therefore a

strategy is looked for the teaching of English words in OI 743 Petra Children

Development Center.

1.4 Research Objective

The objective is to investigate a teaching strategy which is appropriate to

improve the achievement of the fifth grade students in their vocabulary learning in

OI 743 Petra Children Development Center.


5

1.5 Research Benefits

This research is expected to bring beneficial effects toward both the

teacher and the fifth grade students of Elementary school level in OI 743 Petra

Children Development Center. The benefits of this research are first, it is aimed to

give a good view related to the process of retention that occurs in English

vocabulary learning in OI 743 Petra Children Development Center.

Second, the result is expected to help the fifth grade students of

Elementary school level in OI 743 Petra Children Development Center in their

English learning. By providing an effective strategy, it is expected that they are

able to increase their achievement in their English words learning.

Third, it will ease the ir formal English teacher in their formal study. The

students of the fifth grade of Elementary school level in OI 743 Petra Children

Development Center have been educated effectively in their vocabulary learning.

They are expected to do better in their English formal study.

1.6 Definition of Terms

In order to support the reading of this report, some definitions are provided

to help the reader to comprehend some difficult terms.

1. Vocabulary

Hornby (1989: 1471), in Oxford Advanced Learner’s Dictionary, defines

vocabulary as (1) total numbers of words that make up language; (2) (body of)

words known to a person used in particular book, subject; (3) list of words with

their meanings. In this research, vocabulary is regarded as word that makes up


6

language. They can stand-alone or together. They may be different in meaning

from each other.

2. Learning strategies

Wenden and Rubin (1987: 71) define learning strategies as techniques,

approaches, or deliberate actions that students take in order to facilitate the

learning and to recall of both linguistic and content area information. In this

research, the researcher bases the success of the research on the learning strategy

which is used to teach English words. They participate as the main factor to solve

the problem formulation of this research.

3. Cognitive

As it is quoted in Wenden and Rubin (1987: 72), in Brown and Paliscar’s

point of view, cognitive strategies are directly related to a specific task and

learning objective and may not be applicable to different types of learning task.

The researcher uses cognitive strategies hence they are suitable with the research

4. Retention

Bauman (1980: 35) explains retention as an active process requiring

learning. In this study, retention is focused on the active process of memorizing

the English words. It uses required learning which is effective to improve

students’ achievement in learning English vocabulary.

5. Triangulation Matrix: ACR Three Questions

In order to collect the data in this research, the researcher records the

teaching using Triangulation Matrix: Three ACR Questions. The form of

Triangulation Matrix: Three ACR Questions is adopted from Sagor (2005: 96) in


7

his book entitled The Action Research Guide Book. Sagor explains The

Triangulation Matrix as a tool designed to recount the data which occur in the

teaching and learning process. It is like a journal. It records written data from the

research.

6. Children Development Center OI 743 Petra

It is one of the social foundations in Yogyakarta that deals with children. It

is located in Jl. Ireda MGL/ 1039 Yogyakarta 55152. The programs are funded by

foreign people and local people. The head office of this foundation is located in

Bandung, West Java. In this place, the research is conducted. This foundation

facilitates children with development programs to develop their religious, moral,

attitude, behavior, health, and cognitive aspect. The cognitive aspect includes

English mastery which is the main focus of the research.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

This research is conducted to investigate the appropriate strategy to

improve the achievement of the fifth grade students in their English vocabulary

learning in OI 743 Petra Children Development Center. Thus, the researcher

bases the research on theories in language teaching and learning. The theories are

used to search for an appropriate strategy in teaching English vocabulary toward

students of the fifth grade of elementary school in OI 743 Petra Children

Development Center in their English vocabulary learning.

2.1 Theoretical Description

2.1.1 Teaching English as a Foreign Language

As the rapid growth of advanced communication system, world seems to

be shrinking very rapidly. It happens as the international barriers break down and

people can more easily come into contact with other cultures and languages

through travel, communication or new technology. Brewster et al. (2002: 1) state

this so-called globalization of the world is a modern and sometimes controversial

trend which looks as though it may be here to stay, at least for the time being.

The growing trend of using English as an international language has led

into introduction of English language learning by many children all over the

world. Brewster et al. (2002: 1) mention that pressure to introduce early English

learning has often come from parents who strongly believe learning English as the


9

language skill will benefit their children greatly by giving them more

opportunities to gain economic, cultural or educational advantages. As it is

explained by Brewster et al. (2002: 1) that

Governments and private schools all over the world have decided to introduce English at primary level, because there is a strong “folk” belief, a sort of ‘act of faith’, that young children learn language better and more easily than older children. This means there is a wide spread belief that there are definite advantages to introducing language learning early in life which outweigh the disadvantages.

Therefore, English teachers might ask their selves whose language they

teach, for what purpose and what their relationship with English, do they consider

it to be foreign, second or native language. The term “foreign” is also used to

distinguish the teaching of English in an area where there is an exposure toward

English with an area where the access to English is almost impossible. Indonesian

students are foreign language learners in which exposure toward native speaker of

English is almost impossible to be daily meeting exposure. On the contrary,

students face non-native English speakers in their English learning. It is why, the

need of a very qualified strategy of teaching is necessarily required to help

students learning.

2.1.2 Vocabulary

2.1.2.1 The Meaning of Vocabulary

Hornby (1989: 1471), in Oxford Advanced Learner’s Dictionary, defines

vocabulary as (1) total numbers of words that make up language; (2) (body of)

words known to a person used in particular book, subject; (3) list of words with

their meanings. In this study, vocabulary is regarded as a word that makes up


10

language. They can stand-alone or together. They may be different in meaning

from each other.

According to Nation (1990: 31), “Learner’s vocabulary is divided into two

groups, active and passive.” Active vocabulary is the vocabulary that the learner

should use in speaking and writing. While passive vocabulary is words the learner

needs to recognize in listening and reading. Speaking vocabulary is words used to

communicate someone’s thoughts, feelings, and ideas to others. Writing

vocabulary is words that the children use to express their thoughts on paper. As

Nation (2002: 6) proposes

All words are created equal. Some occur much more frequently than others and are thus more useful for learners. This knowledge is very important pre-requisite for planning a vocabulary program, and for making day-to-day decisions about how to treat particular words. Nation (2002: 6) divides vocabulary into four major groups. They are 1)

High frequency words, 2) Academic words, 3) Technical words, and 4) Low

frequency words. In this research, the researcher is going to use the high

frequency words as the vocabularies which are frequently used in the English

vocabulary teaching. This selection will help students to expose themselves with

daily English words and to give them more exposure toward their needs of certain

words related to their daily life.

2.1.2.2 The Importance of Vocabulary

Harris (1997) says in his book, Land Marks in Linguistic Thought, that

human needs language to communicate their thoughts. Human knowledge consists

of ideas or thoughts. Word as a mark or a sign of language is the vehicle of human


11

communication. It records the thoughts or ideas and drives them into others’

mind. Taylor (1990: 1) states:

In order to live the world, we must name it proposes another evidence of the importance of word. Names are essential for the construction of reality for without a name it is difficult to accept the existence of an object, an event, a feeling. Naming is the means whereby we attempt to order and structure the chaos and flux of existence, which would otherwise be an undifferentiated mass. By assigning names, we impose a pattern and meaning which allow us to manipulate the world.

She (1990: 1) mentions in foreign language teaching, vocabulary has for a

long time been a neglected area. It happens because pride of place has been given

to “structures” or latterly “function”. Course books have provided little guidance

other than word list, so that apart from turning to the specialized supplementary

material, such as dictionary workbooks, teachers have been hard to satisfy their

students’ demand for “words”. Happily, this situation has changed in the opposite

direction. Nowadays many of newer course books include word study section.

Nation (1990: 2) argues

The fact that simply increase learners’ vocabulary without giving attention to putting this knowledge to use may not be effective, but getting learners to do language task when their vocabulary is inadequate for the task is a frustrating experience.

Finally, giving attention to vocabulary is unavoidable. Even the most formal

communication directed approaches to language teaching must deal with the need

of vocabulary as one important factor in the success of English language teaching.


12

2.1.2.3 Vocabularies Proposed in the Curriculum

The goals of Indonesian government in teaching English to the fifth grade

of elementary school are able to listen, to read, to pronounce, and to write some

English words; the students have functional skill in sentences and English

utterances dealing with student’s environment and student’s school (GBPP, 1994:

6). Those goals are related to English vocabulary teaching. The Indonesian

government lists English in its curriculum and inside of it; there are English words

for the fifth grade students.

2.1.2.4 Approaches to Vocabulary Learning

Nation (1990: 2) divides vocabulary learning into direct learning and in-

direct learning. He defines the meaning of direct vocabulary learning as the

learners do exercises and activities that focus their attention on vocabulary. Some

examples of those activities are word-building exercises, guessing words from

context when it is done as class exercises, learning words in list, and vocabulary

games. On the contrary, indirect vocabulary learning is defined as the learners’

attention is focused on some other features, usually on the message that is

conveyed by a speaker or a writer. Krashen (1981) as it is stated in Nation (1990:

2) believes that certain conditions must be applied for such learning to occur.

First, the learners must be interested in understanding the message. Second, the

messages should contain some items that are just outside the learner’s present

level of achievement. Third, the learners should not feel worried or threatened by

their contact with the foreign language.


13

Vocabulary teaching can fit into a language learning course in any of four

ways. Nation (1990: 4) explains those four ways from the most indirect to the

most direct as follows.

1) Material is prepared with vocabula ry learning as a consideration. The most

common examples of this are the preparation of simplified material and the

careful grading of the first lessons of learning English.

2) Words are dealt with as they happen to occur. This means that if an unknown

word appears in a reading passage, the teacher gives some attention to it at the

moment it causes a problem.

3) Vocabulary is taught in connection with other language activities. For

example, the vocabulary of reading passage is dealt with before the learners

read the passage.

4) Time is spent either in class or out of school on the study of vocabulary

without an immediate connection with some other language activities. For

example, time is spent on learning spelling rules or on activities like

dictionary use, guessing words, the use of word parts or list learning.

The method in vocabulary learning is “grading” (Nation, 1982). It means

the grades in learning vocabulary are constructed based on many factors, such as

time needed to learn, number of words to be learned, the difficulty of words and

the repetition of the words. These factors should be the consideration for choosing

the appropriate strategy in vocabulary learning.


14

2.1.2.5 Techniques of Vocabulary Teaching

There are two general techniques in foreign vocabulary learning, namely

“receptive and productive learning” (Wallace, 1991: 21). Receptive learning

makes the students able to recall the translation of foreign word when the foreign

word has been seen or heard. For example, the teacher says the word ‘red’, the

students hear the word and are able to remember the meaning in their first

language.

Productive learning supports the students to produce the foreign word by

speaking and writing. It requires more time than receptive learning. For

productive learning, “saying the words aloud brings faster learning with better

retention” (Wallace, 1991: 29). For instance, the teacher shows a picture of an

elephant and asks the student to word in English. It can be concluded that based

on the techniques, the research deals with receptive and productive learning. First,

students need to be able to recall translation of the word and second, the students

are required to speak the word in oral way and to write the word in script form.

2.1.2.6 Pictures in Vocabulary Teaching

If learning is to take place, it usually involves the collaboration of two

people. They are teacher and learner. The teacher cannot do it all alone and most

learners find the difficulties of doing it alone overwhelming. Wenden and Rubin

(1987: 71) state that learning strategies are techniques, approaches or deliberate

actions that students take in order to facilitate the learning and to recall of both

linguistic and content area information. As it is quoted in Wenden and Rubin


15

(1987: 72), Brown and Paliscar (1982) classify general learning strategies as

metacognitive or cognitive. Their point of view, metacognitive strategies involve

thinking about the learning process, planning for learning, monitoring for learning

while it is taking place and self-evaluation of learning after the learning activity.

Metacognitive strategies can be applied virtually all types of learning task

whereas cognitive strategies are more directly related to a specific task and

learning objective and may not be applicable to different types of learning task.

Based on the above explanation, the researcher proposes the cognitive

strategies, thus, they involve manipulation or transformation of material to be

learned; in other words, learners interact directly with what is to be learned

(Wenden and Rubin, 1987: 72). Cognitive strategies can vary in the amount of

leaners’ interaction or transformations involved; greater involvement is thought to

result in increased learning.

Quoted in Wenden and Rubin (1987), Brown and Paliscar (1982) divide

cognitive strategies into several kinds. They are repetition, resourcing, directed

physical response, translation, grouping, note taking, deduction, recombination,

imagery, auditory representation, key word, contextualization, elaboration,

transfer, and differencing.

In the connection between learner’s strategies and vocabulary learning,

Nation (1990: 51) explains that the meaning of words can be communicated in

many different ways. They are by demonstration or pictures: (1) using an object,

(2) using a cut-out figure, (3) using gesture, (4) performing an action, (5)

photographs, (6) blackboard drawing or diagrams, and (7) pictures from books.


16

The other way is through verbal explanations. They are (1) analytical definition,

(2) putting the new word in defining context, and (3) translating into another

language

Nation (1990: 52) draws the relation in communication process as in

Figure 2.1, the relation in communication process.

Encoding Decoding

Figure 2.1 The Relation in Communication Process (Wenden and Rubin, 1987: 80) In vocabulary teaching information source may be the teacher’s brain.

Transmitter can be many things—for examples, the teacher’s voice (if giving a

verbal explanation), the teacher’s hands (if drawing or pointing to a picture), the

teacher’s body (if giving a demonstration), and a real object (if the teacher shows

it to the class).

In this research, the researcher uses one type of cognitive strategies which

is called imagery. In this research, learning vocabulary could be done with

demonstrations and using pictures. Nation (1990: 53) explains all strategies are

well applied to condition in which it does translate the idea from the information

source. He also suggests that English language teachers could help their learners

to grasp the concept by varying the situation in which it is demonstrated and by

giving verbal definition as well as nonverbal one. In this case, Wenden and Rubin

(1987: 77) state that imagery is used by relating new information to visual

concepts in memory via familiar easily retrievable visualizations, phrases or

Information Source

Information Destination

Receiver Transmitter


17

locations. Those visual concepts are suitable and helpful for students’ strategy in

memorization of English words.

2.1.2.7 Vocabulary Selection

It is important to decide the kind of vocabulary and the amount of English

words which are going to be used for vocabulary teaching. This information

should be provided in the curriculum. In the local 1994 content curriculum, there

is no syllabus for the 2nd and 3rd grades of Elementary School level. In the

research the researcher selects the English words, determines number of the words

to teach and makes lesson plans for English words teaching.

Lado (1964: 119) states “the teacher needs to rely on certain criteria of

vocabulary selection in order to meet the needs of various goals and conditions.”

In the vocabulary selection, teacher should recognize the criteria of vocabulary for

his/her students. He/she should understand the objective which will be achieved,

learners’ level, background of the students, needs of learning, and learning source.

2.1.3 Children Language and Learning

2.1.3.1 Children as Active Processors

Lindfors (1980: 176) clarifies the term “imitation” in children language

learning that children reformulate (rather than repeat) the input sentence according

to their own language system, if it is beyond the bounds of their rule system.

Thus, their imitation may omit elements or recognize elements, though it will

generally retain the input order of elements. Children apparently imitate primarily


18

those structures, which are accounted for by the underlying rule system they

already posses. The child as active language processor and hypothesis builder is a

more powerful explanation of language acquisition than the child as an imitator.

From the above explanation, we recognize that children construct their

information in their brain, as the learning of language takes part. Lindfors also

proposes that children learn from the simpler syntactic unit of language to the

more complex one. Word is a simple syntactic unit which can help the children to

communicate their idea to be understood by other people in their surroundings.

2.1.3.2 The Principle of Children Language Learning

The children ability to learn a language is different from adult’s ability.

The children have their own principles in learning a language. Hudelson (1991: 2)

states four basic principles of children language learning, they are learning by

doing, learning in social contexts, learning with experimenting and using the

language, and learning through social interaction. Here are the explanations for

each principle.

1) Learning by doing

Hudelson (1991: 2) proposes that “children learn through hands-on

experiences and through manipulation of objects in the environment.” He (1991:

2) states that “children in primary or elementary school settings generally learn by

doing.” This means that the children have to be actively involved in the learning

process. Hudelson proposes that in language class, “children need to be actively

involved in activities when language is taking part and to use the language in


19

accomplishing the meaningful task” (Hudelson, 1999: 20). Therefore, teacher is

necessary to encourage the children to use the language in the meaningful tasks.

2) Learning in social context

Vygotsky’s work related to language learning postulates that “children

learn in social context, in groups where some members know more than other”

(Hudelson, 1991: 2). From this principle, it can be concluded that besides learning

through hands-on experiences, children also need to use the language in

interacting with other children and adult. In the English Foreign Language

learning, it is suggested that teacher uses English as much as possible.

3) Learning with experimenting and using the language

“First and second language acquisition occurs through learners figuring

out how the language works, through learners making and testing out hypotheses

about the learning” (Hudelson, 1991: 2). This means that learners need to be given

chances to use the language as much as they can. While using the language,

children will make mistakes. Making mistakes is natural and inevitable part in

language learning” (Hudelson, 1991: 2). The teacher should not punish the

children who make mistakes but he should correct the mistakes.

4) Learning through social interaction

“Language acquisition occurs through social interaction and through

having to use it with others in authentic communication setting” (Hudelson, 1991:

2). Therefore, children have opportunities to talk with each other using the

language. By talking to each other, the learner will obtain language input from

others.


20

Children have their own characteristics in learning a language. It is

important for the English teachers of Elementary school to know the children’s

principles in learning a language. Those principles will help the teacher in

creating pleasant and enjoyable teaching learning activities.

2.1.3.3 The Principle for Teaching English to Children

The way of teaching children in elementary school is different from

adult’s way. Brewster (2004: 39) explains the ten principles for teaching young

learners. The principles may give direction and guidance to teach language to

children effectively.

Here are the ten principles of teaching young learners:

1) Starting where the child is

Children in the classroom have experience of life, knowledge about their

world and at least one language. The teaching material and activities should relate

to their world and experience.

2) Encouraging social interaction

Brewster states “learning is an interactive process” which involves both

teacher and students in sending and transmitting the message. Primarily, children

are active participants in the classroom. Therefore, the teacher should encourage

students to interact with others, as language is a means of social interaction.

3) Supporting negotiation of meaning and collaborative talk early

The teacher provides the chance for the students to exchange their ideas or

opinions to train the students in negotiating meaning and collaborative talk.


21

4) Allowing the children to be active

The teacher guides the students to be active in learning process by giving

challenging materials and asking them to take a risk in learning. The teacher

should allow the children to encounter challenges and risks. The challenges and

taking the risks will train students to become independent, motivated, and succeed

to progress.

5) Pitching input within the zone of proximal development

It is explained before that the children need to encounter challenges and to

take risks in their language learning. The teacher can give the children language

input beyond their linguistic level to give them opportunity for challenges and

risks. The challenges and risks can be led to the successful learning.

6) Introducing language at discourse level

Children obtain pleasure when studying a new language through stories,

songs, and play. Those are examples of activities to introduce language at

discourse level. Those are examples of how learners can be exposed to

comprehensible, meaningful language at discourse level.

7) Planning meaningful and purposeful activities within a clear familiar context

The teacher should tell the students the purposes of doing an activity.

Therefore, they know what activities that can support and foster themselves to be

more independent. This can be done by introducing pair work and group work, the

use of dictionaries and reference materials. The familiar context will enable

teacher and learners to do meaningful activities.

8) Helping learners to become more independent and autonomous


22

In teaching learning process, the teacher is required to facilitate the

students all the time by giving them chances to study by themselves. This will

make the students more independent.

9) Developing a supportive, non-threatening, enjoyable learning environment

The teacher should create comfortable learning atmosphere in the class to

support the learning activities. The enjoyable environment can be created by

valuing all learners as individuals, supporting challenges and risks, working on

relevant and interesting topics, doing meaningful and purposeful activities and

also discipline.

10) Testing and assessing in the way that we teach

The teacher conducts the test and assessment to know the development of

students’ ability and the progress they make in their learning.

2.1.4 Elementary School Students

The fifth grade students of Elementary school are the subjects of this

research, their characteristic s including how they learn, the principle of children

language learning and also the principle of teaching English to children will be

discussed.

2.1.4.1 Fifth Grade Students

Pieget’s stage theory postulates that children’s progress through stages

(Hudelson, 1991: 2). They are the sensor motor period, the pre-operational period

which typically spans from age of two to the age of 6 and 7, the concrete


23

operational period which extends from about 6 to 7 to 11 or 12, and the formal

operational period which continues from approximately 11 to 12 through

adulthood or old age. The fifth grade students are in the concrete operational

period.

This includes the fifth grade students of elementary school. They are

considered in the intermediate grade because they are in the last three year. Their

development characteristics found in this period are physical, intellectual,

emotional, and social aspect. Curiosity is an indicator of their cognitive

development. They are interested in learning all kinds of thing and they want to

know as many facts as possible.

2.1.4.2 The Students’ Characteristics in Learning

The thoughts of children of elementary school age develop gradually and

stay calm in normal condition. They are the very stage of learning (Kartono, 1979:

140). Children have unique attitudes toward learning something because they

know not necessarily in what they know.

The nature of children’s learning depends on the stage of cognitive

development they have reached (Kartono, 1979: 140). In addition, memory of

children of 8 to 12 years reaches the highest and greatest intensity. The ability to

learn by heart is the strongest competency.

Scott and Lisbeth (1993: 3-4) identify some general characteristics of

children that are related to their capability as follows:

1. Their basic concepts are formed. They have decided views of the world.


24

2. They can tell the differences between fact and fiction.

3. They ask questions all the time.

4. They rely on the spoken word as well as the physical world to convey and to

understand meaning.

5. They are able to make some decisions about their own learning. They have

definite view about what they like and they dislike doing

6. They have a developed sense of fairness about what happens in the classroom

and begin to question teacher’s decisions.

7. They are able to work with others and to learn from others.

From those descriptions above, it is crucial to know how they learn. It

becomes a great guidance in choosing a strategy to increase students’ vocabulary

retention.

2. Theoretical Framework

Vocabulary mastery is turned out to be an essential key to the success of

English teaching and learning. Harris (1997) states that word as a mark or a sign

of language is the vehicle of human communication. In addition, vocabulary is

essential to construct reality (Taylor, 1990). Without name, it is hard to accept the

existence of an object, an event or a feeling. Thus, the high frequency

vocabularies are chosen as they are mostly used vocabularies. Therefore, students

are expected to be more aware of the meaning of English words they learn. These

the English words are more applicable, hence, the learners could easily recall the

words and use them in simple communication using English. This selection will


25

help the students to expose themselves with daily English words and to give them

more exposure toward their needs of certain words related to their daily life.

Nevertheless, in local context as in OI 743 Petra Children Development

Center, it is arduous for learners in the fifth grade of Elementary school to master

English vocabulary. These students are from under average socioeconomic

background. Some of students are still able to memorize some of the words but

some are not. However, most students are not accustomed to memorize

effectively. Even though, they are able to memorize the sound of the words, it is

sometimes difficult for them to write into right spelling.

As a result of the research objective that is to find an appropriate strategy

to teach English vocabulary in OI 743 Petra Children Development Center, some

principles must be taken into consideration. Firstly, words of daily life

communication will vary in nature; according to Brooks (1962), “Learner’s

vocabulary is divided into two groups, active and passive.”

Active vocabulary is the vocabulary that the learner should use in speaking

and writing. While passive vocabulary is vocabulary the learner needs to

recognize in listening and reading. This research covers both vocabularies. This

fact is supported by Nation (2002: 6). He proposes all words are created equal.

The second, in order to be aware of student’s way of learning, the

researcher comes up with ten principles of teaching children in elementary school.

Brewster (2004: 39) explains the ten principles for teaching young learners. The

principles may give direction and guidance to teach language to children

effectively the ten principles of teaching young learners. They are (1) starting


26

where the child is, (2) Encouraging social interaction, (3) Supporting negotiation

of meaning and collaborative talk early, (4) Allowing the children to be active, (5)

Pitching input within the zone of proximal development, (6) Introducing language

at discourse level, (7) Planning meaningful and purposeful activities with in a

clear, familiar context, (8) Helping learners to become more independent and

autonomous, (9) Developing a supportive, non-threatening, enjoyable learning

environment and (10) Testing and assessing in the way that we teach.

The third, the researcher recommends direct learning toward English

words. Nation (1990: 2) defines direct vocabulary learning as the learners do

exercises and activities that focus their attention on vocabulary. Some examples of

those activities are word-building exercises, guessing words from context when it

is done as a class exercise, learning words in list and vocabulary games.

The fourth, the researcher considers the learning of vocabulary which is

done in 743 OI Petra Children Development Center as productive learning.

Productive learning supports the students to produce the foreign word by speaking

and writing. It requires more time than receptive learning. For productive

learning, “saying the words aloud brings faster learning with better retention”

(Wallace, 1991: 29). For instance the teacher shows a picture of an elephant and

asks the student to write the English word. By being productive and direct toward

the English words, learners are provided with the supporting atmosphere to ease

them in their vocabulary learning.

The fifth, the research suggests “grading” (Nation, 1982) as the strategy in

vocabulary learning. It means the grades in learning vocabulary are constructed


27

based on many factors. The examples of the factors are time needed to learn,

number of words to be learned, the difficulty of words, and the repetition of the

words.

The last, the researcher proposes the cognitive strategies as the learners

involved in manipulation or transformation of material to be learned; in other

words, the learner interacts directly with what is to be learned (Wenden and

Rubin, 1987: 72). Cognitive strategies can vary in the amount of learner’s

interactions or transformations involved; greater involvement is thought to result

in increased learning. Quoted in Wenden and Rubin (1987), Brown and Paliscar

(1982) divide cognitive strategies into several kinds. They are repetition,

resourcing, directed physical response, translation, grouping, note taking,

deduction, recombination, imagery, auditory representation, key word,

contextualization, elaboration, transfer, and differencing.

In this research, the researcher uses imagery as the strategy to teach

vocabulary. Here are some alternatives of imagery strategy through demonstration

or picture. They are (1) using an object, (2) using a cut-out figure, (3) using

gesture, (4) performing an action, (5) photographs, (6) blackboard drawing or

diagrams and (7) pictures from books. As a specific strategy which is used in this

research, the researcher chooses pictures as the media in teaching English words

to the fifth grade students in 743 OI Petra Children Development Center.

To wholly conclude, this research views that vocabulary mastery is an

essential key to successful English mastery. Thus, appropriate strategy must be

thoroughly elected, particularly for teaching young learners that is 743 OI Petra


28

Children Development Center learners, who are in the fifth grade of Elementary

school.


29

CHAPTER III

METHODOLOGY

This chapter discussed the methodology of the research. In this research,

there were six points which were going to be explained. They were method of the

research, research participants, research instruments, data gathering techniques,

data analysis technique, and research procedure.

3.1 Method

The research used CAR (Classroom Action Research) during the process.

As it was cited in Sagor (2005: 1), “action research is a disciplined process of

inquiry conducted by and for those taking the action. The primary reason for

engaging in action research is to assist the actor in improving or refining his or her

actions.” In this research, the researcher investigated an appropriate teaching

strategy to improve students’ achievement in their English vocabulary learning in


In this case, treatment was given by the researcher to improve the results

of learners’ vocabulary retention. The treatment influenced participants’

achievement in their English vocabulary learning. The treatment dealt with control

toward students’ retention capability in their English language learning. The

results of the treatment could be seen as numeric and word data. In order to gather

pure natural numeric data inside the class, the researcher proposed to use a test as

the measurement device of students’ achievement in their vocabulary learning.


30

Hughes (1989: 9) stated that there are four types of test; they are proficiency test,

achievement test, diagnostic test, and placement test. Since the research was

aimed to observe the progress of the student after the treatment, achievement test

was considered appropriate to be applied. As it was stated in Hughes (1989: 10)

that

Achievement tests are directly related to language courses, their purpose being to establish how successful individual student, groups of students, or the course themselves have been in achieving objective. They are two kinds: final achievement tests and progress achievement test.

Based on the goal of the research that was to observe progress of the

students, the researcher used progress achievement test. In the meantime, the

researcher used journal during the treatment period to collect the word data as the

main source of the research data. The journal consisted of important questions

related to students’ progress in their retention of English vocabulary learning. It

was called Triangulation Matrix. These two data gathering techniques helped the

researcher to maintain validity and reliability of the data.

3.2 Research Participants

3.2.1 Research Subject

The subjects of this research were students of the fifth grade of Elementary

School in OI 743 Petra Children Development Center. These subjects were

chosen based on some considerations. The first, the students cooperated easily in

the research. Second, they tended to be active in following and joining the lesson.

In addition, English course program was provided in the main program of OI 743

Petra Children Development Center. This program is provided for the fifth, sixth,


31

seventh, and tenth grade students. Among those grades, only the fifth grade

students faced difficulties in learning English vocabulary. This problem became

the main issue which established the research question.

3.2.2 Research Setting

Considering the availability of the subjects of the research, the researcher

determined OI 743 Petra Children Development Center as the main place for

conducting the research. English course program was designed to help students to

improve their English achievement in their formal school. The subjects attended

the English course program once in a week. For the fifth grade, the class was

scheduled on Sunday. The class used to be in an open space class. The place was

large and appropriate for any teaching activities. This research was held on April

up to May. The first research was conducted on April 23rd, 2007 and reviewed on

April 30th, 2007. The second research was conducted on May 21st, 2007 and

reviewed on May 28th, 2007.

3.3 Research Instruments

Data gathering was designed to investigate students’ achievement in their

English vocabulary mastery. Therefore, Sagor (2005: 108) suggested that the

researcher had to take some notes that related to the actions of teaching and the

students’ responses during the vocabulary learning. Journal was one of the

techniques to record student’s progress. The class changed rapidly hence to the

use of a certain strategy for vocabulary teaching. The researcher recorded the


32

changes which occurred in teaching and learning process as an evaluation toward

English vocabulary teaching strategy. In order to obtain the data, the researcher

also used a test as a tool for data gathering. The test was in the form of an

achievement test. The achievement test was weekly quiz. It was used to measure

student’s achievement in their English vocabulary learning.

3.4 Data Gathering Techniques

Data in this research were collected from the weekly progress report

journal of the researcher. It was called Triangulation Matrix. During the teaching

process, the researcher gathered the data of the progress of students in their

English vocabulary learning. At the end of class, the data were carefully evaluated

and used to determine the success of the strategy which was used in the research.

It was necessary to record the progress and the changes that were made by the

students.

Another data gathering technique which was used to provide the data was

a test. It measured students’ achievement in their English vocabulary learning.

The test consisted of questions that were related to English vocabulary of the

previous topic. The previous topic was given a week before the test. The

achievement test was a weekly quiz. The weekly quiz was used as the data

gathering technique to collect data. Based on the weekly observation and the quiz

result the researcher could evaluate the result of the strategy which was used for to

teach English words.


33

3.5 Data Analysis Technique

The data of the research were numeric and word data. They were taken

from the treatments, which were given by the researcher. This treatment was

aimed to solve students’ difficulty in English vocabulary learning in OI 703 Petra

Children Development Center. Treatment provided the result, which was required

for data analysis. This research chose weekly journal and weekly quizzes as the

data gathering techniques to observe the improvement of students’ retention in

their vocabulary learning. Accordingly, the results of weekly observation and quiz

were the result of the research. They measured progress of students’ retention in

their English vocabulary learning.

In order to be able to observe the progress of the students, the researcher

set up standard of the amount of the vocabulary items. The standard was thirteen

English words out of fifteen English words, which were used in the English

vocabulary learning. From the standard amount of the vocabulary which was used,

the researcher was able to measure students’ vocabulary retention from their

weekly quizzes scores. The calculation of the numeric data used the following

formula:

Note: Mn : Mean (an indicator of central tendency of the sources set)

The Mean was counted using the formulation below: _ Mn = X = S X N _ Note: X : the range point

S X : the sum of all score

N : the number of samples


34

As professional, the researcher expected the result of data which could

influence decisions on teaching and learning to be both valid and reliable.

Therefore, the researcher also used a data gathering technique, it was a weekly

journal to collect the word data. Sagor (2005: 93) stated the strategy used most

frequently by action researchers was called Triangulation Matrix. Table 3.1 was

the example of Triangulation Matrix which was used by the researcher:

Table 3.1 Triangulation Matrix: Three ACR Questions (Sagor, 2005: 96)

Research Question Data source 1 Data source 2 Data source 3 What did I actually do?

What changes occurred with our priority achievement targets?

What was the relationship between the actions taken and changes in performance on the achievement targets?

The table was adopted from Sagor (2005: 96) in his book entitled The

Action Research Guide Book. The Triangulation Matrix was designed to recount

word data which occurred in the teaching and learning of vocabulary. It was in the

form of journal thus it only recorded word data.


35

3.6 Research Procedures

1. The first action was to choose the place of the research.

2. The researcher asked the letter of permission from Sanata Dharma University

to conduct a research and delivered it to OI 743 Petra Children Development

Center.

3. The researcher formulated the problems that appeared in the class and based

on the improvement of the students, the researcher picked-up the most crucial

problem to be solved. It was done as identifying the focus of the research.

Considering the use of the research next in the future, the topic chosen was

more on application of certain strategy in language teaching.

4. The researcher took sample of research subjects.

5. The researcher constructed an observation to investigate the major problem in

student’s vocabulary retention and to establish the achievement targets in

learning English vocabulary.

6. The researcher analyzed the observation data and selected achivement target.

7. The researcher established assessment criteria and based the action on theories

in language learning.

8. In order to achieve the goal of the research, the researcher formulated and

determined the research question.

9. The researcher chose and created the data gathering techniques (data-

collection plan) which were used to collect the data.

10. The researcher determined the strategy which was used in the research based

on the observation towards students’ conditions and toke an action


36

11. The researcher decided the schedule of English teaching and conducted the

teaching.

12. The researcher observed the teaching process toward progress based on the

strategy which was used for teaching English vocabulary.

13. The researcher conducted weekly quizzes as tools to measure students’

retention in their English vocabulary learning. The last step was analyzing the

data, revising theories of actions, and formulating the final report for future

action.

The above procedures referred to the Action Research Cycle proposed by

Sagor. The figure was adopted from Sagor (2005: 96) in his book entitled The

Action Research Guide Book.

Figure 3.1 The Action Research Cycle (Sagor, 2005: 96)

Stage 1: Clarifying Vision

Stage 3: Implementing Action and Collecting Data

Stage 4: Reflecting and Planning Informed Action

Stage 2: Articulating Theories

Identify a focus

Establish assessment criteria

Select achievement targets

Develop a theory of action

Plan future action

Revise theory of action

Analyze the data

Take action Create a data-collection plan

Determine research question


37

In order to check the validity and reliability of the research, the researcher

consulted the research to experts. They were the sponsors of the researcher. All

steps and plans that were used in this research were consulted and revised based

on the sponsors’ suggestions.


38

CHAPTER IV

RESEARCH RESULTS AND DISCUSSIONS

In this chapter, the researcher discussed on the implementation of a certain

strategy to teach English words, discussion, and other findings. The process of

English vocabulary teaching could be observed in the section of implementation

of the chosen strategy. Hence to obtain the results of the research, the data of

English words teaching were processed and analyzed in discussion section. In

addition, there were other impacts of the use of the chosen strategy. The

researcher recorded the impacts of the chosen strategy in the findings sections as

additional information.

4.1 Research Findings

4.1.1 The Implementation of the Chosen Strategy

Two cycles had been conducted in order to search for an appropriate

strategy to improve English words retention in OI 743 Petra Children

Development Center. The second cycle was aimed to verify the first cycle since

the first cycle proved that the strategy of the first research had been successful in

improving students’ retention in memorizing English words they learned. The

cycles were the Action Research Cycles proposed by Sagor (2005: 96) in his book

entitled The Action Research Guide Book.

The first cycle was conducted on April 23rd, 2007 and reviewed on April

30th, 2007. The second cycle was conducted on May 21st, 2007 and reviewed on


39

May 28th, 2007. The class was conducted for one hour. It started at 16.00 p.m.

and finished at 17.00 p.m. The place was in OI 743 Petra Children Development

Center. The subjects of this research were the fifth grade students of elementary

school.

The class consisted of 20 students and 5 students were chosen as the

subjects of the research. They were selected with the consideration that the

students were at the same level and had similar characteristics. The researcher

chose three girls and two boys. This proportion was based on the number of the

total students who were observed. The students consisted of 20 students with the

number of the class was dominated by girls. The class consisted 2/3 of girls and

1/3 of boys.

Dealing with the learning activities inside of the class, the researcher had

set the lesson plans for the meetings. In the class, the researcher provided the

students with exercises. They were written and oral exercises. The researcher

drilled the students orally to pronounce the English words correctly. It was done

as an oral exercise. Then for the written exercise, the researcher proposed the use

of fill- in-the blanks practice. The class was ended by reviewing the English

words.

The written and the oral exercises were used to help students to practice the

language they learned as mentioned by Hudelson (1991: 2) that “first and second

language acquisitions occur through learners figuring out how the language works

through learners making and testing hypothesis about learning.” It meant that

learners required chances to practice the language as much as they could. It was


40

also supported by the principle for teaching English to children theory in which

the researcher should start where the child was and supported negotiation of

meaning a collaborative talk early. In an oral practice, students were facilitated

with the chance to exchange their ideas or opinions to train them in negotiating

meaning and collaborative talk.

Wenden and Rubin (1987: 71) stated that “learning strategies are

techniques, approaches, or deliberate actions that the students take in order to

facilitate the learning and recall both linguistic and content area information.”

Based on the effectiveness of imagery to retain memory, the researcher considered

picture as an appropriate strategy to improve students’ retention in learning

vocabulary. This strategy was proven to be effective enough in improving

students’ mastery in their English vocabulary learning.

4.1.1.1 The First Cycle

The first cycle applied pictures as the chosen strategy. The first cycle

consisted of clarifying vision, articulating theories, implementing action

(collecting data afterwards), and reflecting (planning informed action afterwards).

The first research was conducted on April 23rd, 2007 and reviewed on April 30th,

2007. The place was in OI 743 Petra Children Development Centre. The research

subjects were the fifth grade students of elementary school.


41

4.1.1.1.1 Clarifying Vision

In the initial stage of clarifying vision of the research, the researcher

identified a crucial problem that occurred in OI 743 Petra Children Development

Center. The identification led into the focus of the research. This research focused

on a strategy that was appropriate to teach English words toward the fifth grade

students of OI 743 Petra Children Development Center. The students could not

memorize the English words they learned. The percentage of the words that they

could memorize was only 50% out of 100%. The result was considered poor thus

it was important to be solved. In the first cycle, the researcher had chosen pictures

as the strategy to teach English words.

The second stage, the researcher selected achievement target. The students

were expected to be able to memorize 80% out of 100% English words they

learned. During the research, students were given fifteen English words in each

meeting. From those fifteen English words, students were expected to memorize

fourteen English words. If during the process students could achieve the target,

they were considered successful in their English vocabulary learning.

The third stage was establishment of assessment criteria. In this research,

the researcher established the assessment criteria for the strategy which was used

to teach English words. The assessment criteria of English words teaching should

measure effectively students’ achievement in their English vocabulary learning.

The assessment criteria should be able to measure the effectiveness of pictures in

English vocabulary learning. Based on the criteria, the strategy worked if it could

improve students’ retention in their English words learning in OI 743 Petra


42

Children Development Center. Out of fifteen English words, students used to be

able to memorize five up to six words. Therefore, the strategy should facilitate the

students to achieve fourteen words out of fifteen English words.

4.1.1.1.2 Articulating Theories

This research was based the research on theories of children language and

learning, theories of ten principles of teaching young learners, and theories of

English language teaching. These theories were used as references in achieving

the objective of this research problem formulation question. The theories were

used as a guidance to search for an appropriate strategy to teach English

vocabulary.

The theories of children language learning were used to investigate

student’s ways of learning a language. Hudelson (1991: 2) stated four basic

principles of children language learning. They were learning by doing, learning in

social contexts, learning with experimenting (using the language), and learning

through social interaction. These theories were adopted in the research to support

the teaching of English vocabulary. Students were facilitated to experience

learning English words through social context in which they were involved in

simple conversation. It facilitated the students to memorize the English words by

applying the words they learned from the given pictures and by using the ir

interaction with their classmates with the given pictures. The activities were

proven to be effective as it was mentioned by Hudelson’s theories of four basic

principles of children language learning. The above theories supported selection


43

of a strategy that was used to teach English vocabulary and construction of lesson

plans.

Theories of ten principles of teaching young learners helped the researcher

to adopt his teaching based on students’ age. The principles gave direction and a

guidance to teach language to children effectively. They are (1) starting where the

child is, (2) encouraging social interaction, (3) supporting negotiation of meaning

and collaborative talk early, (4) allowing the children to be active, (5) pitching

input within the zone of proximal development, (6) introducing language at

discourse level, (7) planning meaningful and purposeful activities with in a clear

familiar context, (8) helping learners to become more independent and

autonomous, (9) developing a supportive, non-threatening, enjoyable learning

environment and (10) testing and assessing in the way that we teach. The above

theories were applied in this research and used to help the researcher to teach

English words. Each point of these theories facilitated the researcher to explain

English words and to conduct the teaching.

The last theories were English language teaching. The theories explained

that the meaning of words could be communicated in many different ways. They

were by demonstration or pictures and by verbal explanation. Demonstration or

pictures were conducted by using an object, using a cut-out figure, using gesture,

performing an action, photographs, blackboard drawing or diagrams, and pictures

from books. Verbal explanation could be done by analytical definition, putting the

new word in defining context and translating into another language. The relation

in communication process was shown as in Figure 4.1.


44

Figure 4.1 The Relation in Communication Process (Nation, 1990:3)

Encoding Decoding

In this research, the information source to teach English words was the

teacher’s brain. The transmitter was the teacher’s voice when the teacher gave a

verbal explanation, the teacher’s hands when the teacher drew or pointed to a

picture, the teacher’s body when the teacher gave a demonstration and a real

object when the teacher showed it to the class.

The researcher used one type of cognitive strategies which was called

imagery. Imagery could be done by demonstrations and using pictures as it

translated the idea in the information source. In addition, English language

teachers could help their learners to grasp the concept. It was done by varying the

situation in which it was demonstrated and by giving verbal definition as well as

nonverbal one in learning English vocabulary.

The above explanation stated that imagery was used by correlating new

information to visual concepts in memory via familiar easily retrievable

visualizations, phrases or locations. Those visual concepts were suitable and

helpful for students in memorization of English words. They were used to choose

a strategy to teach English words.

Information Source

Information Destination

Receiver Transmitter


45

4.1.1.1.3 Implementing Action and Collecting Data

The first stage of implementing action and collecting data in the research

was determination of research question. The question was formulated as “What is

the teaching strategy that is appropriate to improve the achievement of the fifth

grade students in their vocabulary learning in OI 743 Petra Children Development

Center?” Thus, the research focused on a strategy that was effective to teach

English words.

The second stage, based on the research question, the researcher started to

create a data-collection plan. Data collection plan which was used were

Triangulation Matrix and weekly quizzes. The Triangulation Matrix was used to

collect the qualitative data which became the main source data of the research.

The Triangulation Matrix was a journal. These data collection plans were used to

record the process of applying the chosen strategy to teach English vocabulary.

The data were words. All of changes and progress of students were recorded in

details. Weekly quizzes were given in order to measure students’ achievement in

their English vocabulary learning and to pursue the initial standard. The initial

standard was the strategy worked if it could improve students’ English vocabulary

retention. It meant that students were required to be able to memorize up to

fourteen out of fifteen English words.

The third stage, the researcher took actions. They were selecting the topics

of teaching, choosing a strategy to teach English vocabulary, and applying the

chosen strategy. During the implementation of the chosen strategy, the researcher

observed the progress of the students, whether the chosen strategy worked


46

effective or not. In order to record students’ progress and to measure students’

achievement, the researcher used Triangulation Matrix and weekly quizzes.

The first research was conducted on April 23rd, 2007 and reviewed on

April 30th, 2007. The class was conducted for one hour; it started at 16.00 p.m.

and finished at 17.00 p.m. The place was in OI 743 Petra Children Development

Center. The subjects of this research were the fifth grade students of elementary

school. The class consisted of 20 students and 5 students were chosen as samples.

5 students were selected because they were considered as an appropriate number

that could represent the total number of the class. They were selected based on the

consideration that the students were at the same level and they had similar

characteristics. The researcher chose three girls and two boys. This proportion was

based on the number of the students. The students consisted of 20 students and the

numbers of the class were dominated by girls. The class consisted 2/3 of girls and

1/3 of boys.


set the lesson plans for the meetings. In the class, the researcher provided the

students with some exercises. They were written and oral exercises. The

researcher drilled the students orally to pronounce the words correctly. It was

done as an oral exercise. Then for the written exercises, the researcher applied the

use of fill- in-the blanks practice. The class was ended by reviewing the English

words.


47

4.1.1.1.4 Reflecting and Planning Informed Action

The first stage of reflecting and planning informed action in this research

was analyzing data. Based on the data the researcher found that students were able

to memorize fourteen out of fifteen English words. Students were also more active

in joining the class. They seemed more interested when pictures took place in the

teaching. Moreover, the pictures also helped the students to understand the

translation of each English word.

The second stage, the researcher revised theory of action. It was proved

that imagery was effective to teach English vocabulary in OI 743 Petra Children

Development Center. As it was mentioned that for productive learning, “saying

the words aloud brings faster learning with better retention” (Wallace, 1991: 29).

This theory was work effectively during the research. For example the teacher

showed a picture of an elephant and asked the student about the words in English.

In order to support the success of the research, the researcher also based the

research on theories of children language and learning, theories of ten principles

of teaching young learners and theories of English language teaching as Nation

(1990: 51) explained that the meaning of words can be communicated in many

different ways. They are by demonstration or pictures and verbal explanations.

The last action of this research was to plan future action. It had been

proven from the data that imagery like pictures or demonstrations could improve

students’ retention in their English words learning since the initial standard of the

research had been achieved. It stated that from fifteen English words students

were expected to be able to memorize fourteen English words. Based on the


48

results of data analysis of research subjects in their English words learning

achievement, they were able to achieve the initial standard.

Students’ characteristics in OI 743 Petra Children Development Center

were suitable to the use of pictures in learning English words. They were

interested in the use of imagery stuffs as the strategy to teach English words. By

concentrating on the visual objects, the researcher could lead the subjects to focus

their mind on the English words they learned.

4.1.1.2 Second Cycle

The second cycle was conducted to verify the first cycle result since the

chosen strategy in the first cycle worked effectively. The second research

functioned as a verification cycle. It used the same strategy as in the first cycle. It

consisted of the same stages as in the first cycle. They were clarifying vision,

articulating theories, implementing action (collecting data) and reflecting

informed action (planning informed action). Since it functioned as clarification

cycle, the researcher just conducted the implementing action (collecting data

afterwards) and reflecting action (planning informed action afterwards). It was

conducted on May 21st, 2007 and reviewed on May 28th, 2007. The place was in

OI 743 Petra Children Development Center. The subjects of this research were

the fifth grade students of elementary school.


49

4.1.1.2.1 Implementing Action and Collecting Data

The first stage of implementing action and collecting data in the cycle was

determination of the aim of the second cycle. The second cycle verified whether

the strategy used in the first cycle worked effectively in the second cycle or not.

The strategy worked if the students could memorize fourteen out of fifteen

English words. In order to record the progress of the students and to measure

students’ achievement, the researcher used Triangulation Matrix and weekly quiz.

The main data were Triangulation Matrix data and the supporting data were the

weekly quizzes result.

The verification cycle was conducted on May 21st, 2007 and reviewed on

May 28th, 2007. The class took for one hour; it started at 16.00 p.m. and finished

at 17.00 p.m. The place was in OI 743 Petra Children Development Center. The

subjects of this research were the fifth grade students of elementary school. The

class consisted of twenty students. Out of twenty, five students were chosen as

the subjects of the research. They were selected based on the consideration that

the students were at the same level and they had similar characteristics. The

researcher chose three girls and two boys. This proportion was based on the

number of students. The students consisted of twenty students with the number of

the class was dominated by girls. The class consisted of 2/3 of girls and 1/3 of the

class was boys.


set the lesson plans for verification cycle. In the class, the researcher facilitated

the students with the same exercises as in the first cycle. They were written and


50

oral exercises. The researcher drilled the students orally to pronounce the words

correctly. It was done as an oral exercise. Then for the written exercise, the

researcher proposed to use fill in the blanks practice. The class was ended with

reviewing the English words given.

4.1.1.2.2 Reflecting and Planning Informed Action

The first stage of reflecting and planning informed action in this research

was analyzing the data. Based on the data, the researcher found that students were

able to memorize up to fourteen out of fifteen English words with the same

strategy as in the first cycle. Students were also more active in joining the class.

They were more interested when pictures took place in the teaching. Moreover,

the pictures also helped the students to understand the translation of each English

word.

4.3 Discussions

Based on the data of Triangulation Matrix, the researcher could analyze

whether the strategy was effective or not. The Triangulation Matrix data reported

the strategy which was used in this research. The strategy was imagery. It was in

forms of cut-out figure or blackboard drawing. By analyzing the data, the

researcher could observe and could determine whether the students could achieve

the standard or not. Based on the Triangulation Matrix data, the researcher

obtained the progress of the class during the use of the chosen strategy.


51

The strategy was used based on some considerations. They were the

characteristics of students in 743 OI Petra Children Development Center and

some related theories. They were theories of children language and learning,

theories of ten principles of teaching young learners and theories of English

language teaching. In addition, Triangulation Matrix explained the enthusiasm of

the students in joining the class activities. It was proven from Triangulation

Matrix data that pictures reinforced students’ interest in learning English words.

Triangulation Matrix data explained that there were changes in students’

achievement in learning English words. Students were able to memorize in

average 14 English words out of 15. The achievements of the students were the

same as the standard which had been set at the beginning of the first cycle.

The data of the quiz scores which were obtained by the students in the

weekly quiz showed that students scored on average fourteen English words out

of fifteen and even in the second verification cycle, the researcher found that that

the average students could memorize the same number of words. They were

fourteen in average out of fifteen in each meeting. The data which were taken

from the weekly quiz could be seen from Table 4.1. The weekly quizzes were

conducted to measure students’ retention on the English words they learned in the

previous meeting.


52

Table 4.1 The weekly quiz scores of the subject

Number of correct items Name

Meeting 1 Meeting 2

Puput Ayu Yulia Doni Dio

13 14 13 15 14

15 15 14 15 14

It could be concluded that most of the students were able to memorize

fourteen English words out of fifteen in average. Hence, the researcher proposed

the use of pictures as the strategy to teach English words toward students of the

fifth grade in OI 743 Petra Children Development Center. The Triangulation

Matrix data and the quiz results showed the effectiveness of this strategy in

English vocabulary teaching. As for conclusion, the problem formulation of this

research had been answered based on the results of both the Triangulation Matrix

data and the quiz result of the second meeting. Both data supported the use of

pictures to teach English words in OI 743 Petra Children Development Center.

4.4 Other Findings

In the teaching and learning process, the researcher found that there were

effects of using pictures as the teaching strategy to teach English words in OI 743

Petra Children Development Center. The first, picture could help to attract

students’ attention. The students were more concentrated on and interested in

listening to the researcher’s explana tion. It could be seen from the class


53

atmosphere during the teaching and learning activities. The class was much

livelier due to the enthusiasm of the students in joining all of the class activities.

The students’ gave their attention to the researcher’ explanation more instead of

talking by themselves. Moreover, the researcher presented interesting pictures that

made the class and the learning much more interesting.

The second, pictures could reduce explanation in teaching English words.

The researcher did not spend much time in explaining the meaning of the English

words. The students guessed easily the meaning of English words based on the

pictures which were used in the teaching process. By using pictures, the

researcher only presented the pictures and gave little explanation to the students.

Just at a glance, the students could be able to find the meaning of the English

words by looking at the pictures.

The last, during the research the researcher also found that the students

were so enthusiastic and interested in the strategy. It was proven that they were

curious in knowing the next topic. It happened as they were interested in the

pictures which were used in the teaching of English words. When the students

enjoyed and felt interested in the class, they were willing to memorize the English

words. It seemed that pictures used in the class were able to make the students

involved in the learning activities. The learning was facilitated if the students

discovered rather than remembered and repeated what was to be learned.


54

CHAPTER 5

CONCLUSIONS AND SUGGESTIONS

This chapter concludes the research by presenting conclusions drawn from

the findings and the data analysis discussed in chapter 4. The next is by proposing

suggestions toward any future English teachers that might face the same problem.

Chapter 5 concludes the way to teach English words to the fifth grade students in


5.1 Conclusions

Based on the research findings and the data analysis, there were two

conclusions drawn in the research. First, the use of pictures in English vocabulary

teaching for the fifth grade students in OI 743 Petra Children Development

Center was proved to be effective to teach English words. Weekly quizzes results

and Triangulation Matrix data showed the improvement of students’ achievement

in learning English words. The students could memorize the English words easily

when pictures were used in the teaching process. They could memorize around 14

English words out of 15. It meant that pictures worked effectively to teach English

words in OI 743 Petra Children Development Center.

Second, pictures which were in the form of imagery had been proven to be

effective to enhance students in memorizing English words. It was in the opposite

way, when the students memorized English words without pictures, they faced

difficulties in the retrieval process. When pictures were used, the students could


55

improve their retention better than without pictures and they did not face any

difficulties. Students were also more enthusiastic in joining the lesson. They were

active in taking part during the class. Thus, the assignments that related with

pictures in memorizing English words worked effectively because of the students’

interest in pictures.

5.2 Suggestions

Based on the data analysis in chapter 4 and the conclusions, this research

recommends pictures as an effective strategy to teach English vocabulary to the

fifth grade students in OI 743 Petra Children Development Center. Since students

are more enthusiastic in joining the lesson when pictures are used, it is

recommended that pictures should be used in any of English teaching at

elementary level in OI 743 Petra Children Development Center. In addition,

pictures are interesting. They improve optimally students’ retention in their

English learning.

Pictures are effective to teach English words in OI 743 Petra Children

Development Center. Pictures are proven to be cheap and simple to use. The

researcher could use them by asking the Indonesian meaning after showing the

pictures to the students. The more interesting the pictures are, the more interested

the students in following the English teaching. The research shows that the

younger the learners are, the simpler, and more interesting the pictures should be.

It seems that pictures used in the class are able to make the students involved in

the learning activities. Pictures could be created or obtained by drawing or


56

copying from books. It is suggested by the researcher that the teacher of the fifth

grade students should use pictures to teach English words in OI 743 Petra

Children Development Center.

By giving the students chances to interact and to use English words they

learn, they progress fast in their English language learning. The findings of the

research show that the students of the fifth grade in OI 743 Petra Children

Development Center learn more effectively when they also practice the English

words they learn. Students practice the English words they learn by using the

simple expressions given. It supports the teaching of English vocabulary to the

fifth grade students in OI 743 Petra Children Development Center. As the

conclusion, the teaching of English words in OI 743 Petra Children Development

Center should use pictures.


59

APPENDICES


60

Appendix 1. Triangulation Matrix: Three ACR Questions

Triangulation Matrix: Three ACR Questions Date :……………………. Place :……………………. Subject/# :……………………./…….

Research questions Data source

What did I actually do?

What changes occurred with our

priority achievement targets?

What was the relationship between

the action taken and changes in

performance on the achievement

targets?


61

Appendix 2. Triangulation Matrix Data

Triangulation Matrix: Three ACR Questions Data Date : April 23rd, 2007 Place : OI 743 Petra Children Development Center Subject/# : F ifth Grade Students of Elementary School/5.


What did I actually do? The researcher conducted an English

Vocabulary teaching by using pictures as

a strategy to teach English vocabulary.

The English words which were used

were 15 English words about hobby.

This topic was chosen randomly hence it

was match with the activities which were

available in PPA OI 743 Petra. The

English words were hiking, swimming,

fishing, football, basketball, badminton,

chess, music, painting, dancing, singing,

running, video game, cycling and

reading.


62

There were some steps taken by the

researcher. First, the researcher taught

without picture and it seemed that

students faced difficulty in memorizing

the English words. Second, the

researcher used pictures and students felt

fun in memorizing the English words.

Third, the researcher conducted some

oral and written drillings. The last, the

researcher provided exercises to the

students.



The previous action of teaching English

words without pictures resulted in

difficulty faced by the students in

memorizing the vocabularies. After the

researcher utilized pictures to teach the

English words, the students were able to

memorize well. In the initial preparation

of the research, the researcher

determined the achievement targets for


63

the students. Out of 15 English words,

the students were expected to be able to

memorize 13 English words being

taught.

At the end of the class, the researcher

found that students were able to

memorize orally 13 English words

inaverage. It was match to the standard

achievement that had been set initially.

During the teaching, the researcher also

observed that students were more

enthusiastic in joining and following the

lesson hence to the pictures. The fact

showed that the students were interested

in the imagery of the pictures which were

used in the teaching.




targets?

It could be concluded that pictures

helped students in PPA OI 743 Petra in

learning vocabulary. Pictures

constructed imagery for memorization of


64

the students therefore, the students were

easy to retain the English words they

learned. By demonstrating the English

words through pictures, students could

relate new information to visual concepts

in memory via familiar easily retrievable

visualization, phrases or location

(Wenden and Rubbin, 1987: 77).

Triangulation Matrix: Three ACR Questions Data Date : May 21st, 2007 Place : OI 743 Petra Children Development Center Subject/# : F ifth Grade Students of Elementary School/5.


What did I actually do? The researcher also conducted the

same English Vocabulary teaching by

using pictures as a strategy to teach

English vocabulary. The English

words which were used were 15

English words about food. This topic

was chosen randomly by


65

consideration that it had not been

taught and was match with the needs

which were available in the

environment of PPA OI 743 Petra.

The English words were rice, eggs,

chicken, fish, soup, vegetables, fruits,

meat, bread and butter, bread and jam,

cake, biscuits, cheese, noodles.

There were some steps that were

taken by the researcher. First, the

researcher taught with out picture and

it was the same with the previous

experiment in which the students

seemed to face difficulty in

memorizing the vocabularies.

Second, the researcher used pictures

and the students felt fun in

memorizing the English words. Third

the researcher conducted some oral

and written drillings. The last, the


66

researcher provided some exercises to

the students.



The previous action of teaching

English words without pictures

resulted in difficulty faced by the

students in memorizing the

vocabularies. After the researcher

utilized pictures to teach the English

words, the students were able to

memorize well. In the initial

preparation of the research, the

researcher determined the

achievement targets for the students.

Out of 15, students were expected to

be able to memorize 13 English words

being taught.

At the end of the class, the researcher

found that students were able to

memorize orally 13 English words

inaverage. It was match to the


67

standard achievement that had been

set initially.

During the teaching, the researcher

also observed and found the same

evidence that students were more

enthusiastic in joining and following

the lesson hence to pictures.




targets?

It could be concluded that pictures

helped the students in PPA OI 743

Petra in learning English words.

Pictures constructed imagery in

memorization of the students

therefore, students were easily to

retain the English words they learned.

By demonstrating the English words

through pictures, students could relate

new information to visual concepts in

memory via familiar easily retrievable

visualization, phrases or location

(Wenden and Rubbin, 1987: 77).


68

Appendix 3. Learning Designs

LEARNING DESIGN RESEARCH IN PPA OI 743 Petra

School : PPA OI 743 Petra Subject : English Skill : Writing, Speaking Topic : Hobby Day/ Date : April 23rd and 30th 2007 Time Allotment : 1x 60’ minute/meeting Number of students : 20 Students Standard Competency Students are able to communicate in both written and spoken language fluently, accurately, appropriately in an interaction discourse and /or monolog. Basic competencies Students are able to memorize the vocabularies of hobby as many as 13 out of 15 English words. Students are familiarized with the real live conversation spoken through the use of a simple expression being thought for asking about hobby. Achievement Indicators Students are able to memorize 13-14 out of 15 English words orally. Students are able to write 13-14 out of 15 English words. Learning Activities

Students Teacher What students should do? • To listen to teacher’s explanation • To response to teachers’ question • To note the information needed • To be active inside the class • To listen and to watch the video

carefully

How to facilitate? • Introducing the new materials playing

the player • Reviewing the lesson • Controlling, organizing, and managing

the class well • Give time to the students to finish their

work inside the class • Giving encouragement towards

students’ effort


69

Time allotment

Teacher’s activities Student’s activities

10’

Teacher greets the students Teacher asks the students to pray together Teacher asks the students the previous lesson they have learned

Students respond teacher’s greeting Students pray together Students respond to teacher’s questions.

40’ Teacher arouses students’ understanding about kinds of hobby Teacher introduces the English words of kinds of hobby by using pictures Teacher drills the students orally in how to pronounce the words correctly Teacher provides the students written exercise in forms of fill in the blanks Teacher discusses and reviews students’ understanding towards new words

Students give their opinions about kinds of hobby Students pay attention toward the explanation Students follow the drilling process of pronouncing the words Students do the exercises Students answer actively teacher’s questions

10’

Teacher asks the students to pray together Teacher greets the students

Students pray together Students respond to teacher’s greeting


70

Teacher asks the students the previous lesson they have learned

Students respond to teacher’s questions

Teaching Aids: § Blackboard § Cut-out pictures of hobbies

Evaluation: § Students’ participation during the class § Students score on exercises

Source: § Start with English 2 Himawan. 2004. Start with English 2. Jakarta: Erlangga.

Teacher

DudyVirnandi


71

LEARNING DESIGN RESEARCH IN PPA OI 743 Petra

School : PPA OI 743 Petra Subject : English Skill : Writing, Speaking Topic : Food Day/ Date : May 21st and 27th 2007 Time Allotment : 1x 60’ minute/ meeting Number of students : 20 Students Standard Competency Students are able to communicate in both written and spoken language fluently, accurately, appropriately in an interaction discourse and /or monolog. Basic competencies Students are able to memorize the vocabularies of foods as many as 13 out of 15 English words. Students are familiarized with the real live conversation spoken through the use of a simple expression being thought for asking about food. Achievement Indicators Students are able to memorize 13-14 out of 15 English words orally. Students are able to write 13-14 out of 15 English words. Learning Activities

Students Teachers What students should do? • To listen to teacher’s explanation • To response to teachers’ question • To note the information needed • To be active inside the class • To listen and to watch the video

carefully

How to facilitate? • Introducing the new materials playing

the player • Reviewing the lesson • Controlling, organizing, and managing

the class well • Give time to the students to finish their

work inside the class • Giving encouragement towards

students’ effort


72

Time allotment

Teacher’s activities Student’s activities

10’

Teacher greets the students Teacher asks the students to pray together Teacher asks the students the previous lesson they have learned

Students respond teacher’s greeting Students pray together Students respond to teacher’s questions.

40’ Teacher arouses students’ understanding about kinds of foods Teacher introduces the English words of kinds of foods by using pictures Teacher drills the students orally in how to pronounce the words correctly Teacher provides the students written exercise in forms of fill in the blanks Teacher discusses and reviews students’ understanding towards new words

Students give their opinions about kinds of foods Students pay attention toward the explanation Students follow the drilling process of pronouncing the words Students do the exercises Students answer actively teacher’s questions

10’

Teacher asks the students to pray together Teacher greets the students

Students pray together Students respond to teacher’s greeting


73

Teacher asks the students the previous lesson they have learned

Students respond to teacher’s questions.

Teaching Aids: § Blackboard § Cut-out pictures of hobbies

Evaluation: § Students’ participation during the class § Students score on exercises

Source: § Start with English 2 Himawan. 2004. Start with English 2. Jakarta: Erlangga.

Teacher

DudyVirnandi


74

MY HOBBY

a. Hiking f. Chess k. Fishing b. Music g. Swimming l. Painting c. Football h. Ping pong m. Basket ball d. Volleyball i. Video game n. Badminton e. Dancing j. Cycling o. Playing music

1413

12

15

1110

6 4 5

1

9 8 7

32

Appendix 4. Weekly Quizzes

Name :


75

FOOD

a. Ice cream f. Meat k. Noodles b. Vegetables g. Biscuit l. cheese c. Fruits h. Soup m. Fried fish d. Rice i. Eggs n. Fried chicken e. Cake j. Bread and jam o. Bread and butter

13 14

12

8

6

9

11 10

1

5

2 3

7

4

15

Name :


76

Appendix 5. Letter of Permission


plagiat merupakan tindakan tidak terpuji improving ... · penulis menggunakan triangulation matrix...

Documents