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APPLYING GRAMMAR TRANSLATION METHOD IN IMPROVING STUDENTS’ VOCABULARY ACHIEVEMENT
(Classroom Action research at the Eleventh Grade of SMA Negeri 1 Kalukku)
A THESIS
Submitted to the Faculty of Education and Teacher Tarining Makassar Muhammadiyah University in part of Fulfillment of the Requirement
for the Degree of Education of English Department
BAHRUM 10535602314
ENGLISH EDUCATION DEPARTMENT FACULTY OF EDUCATION AND TEACHER TRAINING
UNIVERSITY OF MUHAMMADIYAH MAKASSAR 2020
x
ABSTRACT
Bahrum. 2019. Applying Grammar Translation Method in Improving Students’
Vocabulary Achievement (Classroom Action Research at The Eleventh Grade of SMA Negeri 1 Kalukku). English Education Department, Faculty of Education and Teacher Training, University of Muhammadiyah Makassar. Supervised by Nurdevi Bte Abdu and Wildan Burhanuddin. This research aims to prove whether the applying of Grammar Translation Method can improve students’ vocabulary
achievement.
This research uses Grammar Translation Method. This research conduct in 2 cycles, namely cycle I and cycle II. The location and subject of the research were all students of class XI IPA 4 of SMAN 1 with a total of 35 students. The research was conducted for 8 meetings. The data collection technique used is a test given to students. The data obtained were analyzed using quantitative analysis.
The results of the study indicated that Grammar Translation Method could increase students' vocabulary mastery from 55.31% the average score of learning outcomes of in the first cycle to 66.97% in the second cycle meaning an increase of 11.66% in students of class XI IPA 4 of SMAN 1 Kalukku. It can be concluded that by applying Grammar Translation Method through Classroom Action Research method can improve the vocabulary mastery of Students of class XI IPA 4 of SMAN 1 Kalukku.
Keywords: Grammar Translation Method, Students' vocabulary achievement.
xi
ABSTRAK
Bahrum. 2019. Penerapan Metode Penerjemahan Tata Bahasa dalam Meningkatkan Prestasi Kosakata Siswa (Penelitian Tindakan Kelas pada Kelas XI SMA Negeri 1 Kalukku). Jurusan Pendidikan Bahasa Inggris, Fakultas Pendidikan dan Keguruan, Universitas Muhammadiyah Makassar. Dibimbing oleh Nurdevi Bte Abdu dan Wildan Burhanuddin. Penelitian ini bertujuan untuk membuktikan apakah penerapan Grammar Translation Method dapat meningkatkan prestasi kosakata siswa.
Penelitian ini menggunakan Metode Penerjemahan Tata Bahasa. Penelitian ini dilaksanakan dalam 2 siklus yaitu siklus I dan siklus II. Lokasi dan subjek penelitian adalah seluruh siswa kelas XI IPA 4 SMAN 1 yang berjumlah 35 siswa. Penelitian dilakukan selama 8 pertemuan. Teknik pengumpulan data yang digunakan adalah tes yang diberikan kepada siswa. Data yang diperoleh dianalisis dengan menggunakan analisis kuantitatif.
Hasil penelitian menunjukkan bahwa Metode Penerjemahan Tata Bahasa dapat meningkatkan penguasaan kosakata siswa dari 55,31% nilai rata-rata hasil belajar pada siklus I menjadi 66,97% pada siklus II yang berarti terjadi peningkatan sebesar 11,66% pada siswa kelas XI IPA 4. dari SMAN 1 Kalukku. Dapat disimpulkan bahwa penerapan Metode Penerjemahan Tata Bahasa melalui metode Penelitian Tindakan Kelas dapat meningkatkan penguasaan kosakata siswa kelas XI IPA 4 SMAN 1 Kalukku.
Kata kunci: Metode Penerjemahan Tata Bahasa, Prestasi kosakata siswa.
xii
Motto :
“Every one can be you teacher, every wehere
can be your school, and every things can be
your lesson. You live You Learn”
DEDICATION
A Thesis for My Beloved Family
Especially for My Father,
My Strongest Mother,
My Brother and Sister
My Best friends
ALSO,
For My Own Self
I Deserve this Billion Times
xiii
ACKNOWLEDGEMENT
In the name of Allah the most Gracious and Merciful. Alhamdulillah, all
praise be to Allah the Most Graceful and the Merciful, after such a hard work, finally
the writer could finish research and finish the report in the form of the thesis (skripsi),
entitled “Applying Grammar Translation Method in Improving Students’ Vocabulary
Achievement” (Classroom Action Research at the Eleventh Grade of SMA Negeri 1
Kalukku). The “skripsi” is presented to English Education Department, faculty of
Education and Teachers, University of Muhammadiyah Makassar, as partial
fulfillment of the requirements for the degree of Strata 1 (S1).
In finishing this “skripsi” I got guidance and motivation from people around
me. Therefore, I would like to express my gratitude to them, they are: my beloved
family, especially my parent: H. Mahyuddin and Hj. Mastiara. my brothers
Awaluddin and M. Zul Fahmi. My sister Rahmawati, for their patience, their love and
their support to me. To all of my classmates, Gorgeous Class who had accompanied
me for more than 3 years, especially for Ahmad Rijal Misbah, Rahmawati B, Nur
Asmaul Husna, Hartarti Sitepu, Ode Wani, Andi Irwin Maulana and to all my
brothers and sisters in Gerakan Mahasisa Kalukku, special thank to my beloved
friend Sri Rahmayani Suherman for her full support, who have lend her laptop to me
to finish my skripsi. Furthermore, I would like to express my gratitude to my advisor
Ms. Nurdevi Bte Abdu, S.Pd. M.Pd and Mr. Wildan Burhanuddin, S.Pd., M.Pd for
xiv
their valuable guidance, support, motivation, advice and suggestions during the
writing of this skripsi in which without their help this skripsi would probably never
reach its accomplishment.
In returns, the writer would like to convey her thanks directly to:
1. Prof. Dr. H. Abdul Rahman Rahim, S.E., M.M. the rector of
Muhammadiyah University of Makassar. The policies and regulations that
are applied to improve the quality of campus services
2. Erwin Akib, S.Pd., M.Pd., Ph.D. the dean of Faculty of Education and
Teacher Training.
3. Ummi Khaerati Syam, S.Pd., M.Pd. the head of English Department, his
concern and mind for better English Education will be a historical point
and considerable sample for the next terms.
4. All the lecturers and all UNISMUH Makassar staf officers for their
endless support.
Finally the words are not enough to be expressed, except praise be to Allah the
worlds for blessing, and guidance. May their good deeds be accepted by Allah
Subhanahu Wata’ala, Amiin.
Makassar, July 2, 2019
xv
TABLE OF CONTENT
TITLE OF PAGE…..………………...……………………………………….. i
APPROVAL SHEET……………………..…………………………………… ii
COUNSELING SHEET……………….……………………………………... iv
SURAT PERNYATAAN……………………………………………………… viii
SURAT PERJANJIAN……………………………………………………..…. ix
ABSTRAC………………………………...... …………….…………………... x
MOTTO………………………………………………………………………... xii
ACKNOWLEDGEMENT…………………….……………………………… xiii
TABLE OF CONTENT……………………….…….……………………….. xv
LIST OF TABLE………………………………..….……………………….… xviii
LIST OF PICTURE………………………….……………………………….. xix
LIST OF APPENDIX……………………….……………………………….. xx
CHAPTER I INTRODUCTION……………………………………….……... 1
A. Background……………………………………………………………. 1
B. Problem Statement……………………………………………………... 5
C. Objective of the Research………………………………........................ 6
D. Significance of the Research………………………………………….. 6
E. Scope of the Research……………………………................................. 6
CHAPTER II REVIEW OF THE RELATED LITERATURE………….... 7
A. Previous Research…………………………………………………..... 7
xvi
B. Some Partinent Ideas………………………………………………...... 10
1. English Language Learning……………………………………..... 10
2. Vocabulary Mastery………………………………………………. 12
a. Definition of Vocabulary……………………………………... 13
b. The Importance of Vocabulary……………………………….... 15
c. Types of Vocabulary………………………………………….. 16
d. The Function of Vocabulary………………………………….. 19
e. Teaching Vocabulary………………………………………….. 20
f. Problem in Learning Vocabulary…………………………….... 23
C. The Concept of Grammar Translation Method……………………...... 24
1. The Characteristics of Grammar Translation Method………….… 26
2. The Advantages and Disadvantages of Grammar Tranaslation
Method………………………………………………………….… 27
a. The Advantages………………………………………………... 27
b. The Disadvantages…………………………………………...… 28
D. Conceptual Framework………………………………………………. 30
E. Action Hypothesis…………………………………………………….. 32
CHAPTER III RESEARCH METHOD………………………………….… 33
A. Research Design……………………………………………………… 33
B. Setting and Subject of the Research…………….……………………... 36
C. Factors of the Research………………...…………………………….... 37
D. Research Procedure……………………………………………….….. 37
xvii
E. Research Instrument………………………………………………....… 42
F. Data Collecting Method………………...……………………….…..… 42
G. Data Analysis………………………………………………………… 43
H. Indicators of Success………………………………………………… 44
CHAPTER IV DISCUSSION……………………………………………….. 45
A. Finding……………………………………………………………..… 45
1. The Improvement of Vocabulary Mastery of Ttudents of Class XI IPA IV
SMAN 1 Kalukku through Grammar Translation Method………. 45
2. Student Learning Outcomes in Cycle I……….…………...……… 46
3. Student Learning Outcomes In Cycle II………...……………...… 48
B. Discussion………………………………………………………..……. 49
CHAPTER V CONCLUSION AND SUGGESTION………………….…... 52
A. Conclusion………………………………………………………….... 52
B. Suggestion ……………………………………………..……………... 52
Bibliography
Appendixes
Biography
xviii
LIST OF TABLE
Table 3.7 Category of student learning completeness……………….……….. 44
Table 4.1 the scores of validity test I and II………………………………….. 46
xix
LIST OF PICTURE
Picture 2.1 Framework Chart………………………………………………….. 31
Picture 3.1 Classroom Action Research Chart……………………………..…. 35
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LIST OF APPNDIXES
A.1 Lesson Plan
A.2 Attendence List
A.3 Quantitative Analysis of Cycle I and Cycle II
A.4 Scores List
A.5 Validity Test
A.6 List of Used Vocabularies
A.7Documentation
1
CHAPTER I
INTRODUCTION
A. Background
In this globalization era, every aspect of life has changed and developed very
rapidly. Technological, political, economic, educational and even continue to grow
following the changing times. The education system in Indonesia has been influenced
by globalization, one of which is the incorporation of English with some basic lessons
such as Mathematics, Physics, Biology and so on that now comes the term Bilingual
Math, Bilingual Physics, and Bilingual Biology. English is also one of the mandatory
lessons in our educational curriculum, which shows the importance of english,
especially for educational people.
The Ministry of National Education, which is preparing the standard of
competence in the 2004 curriculum, stipulates that the ability that Indonesian students
must possess is to understand and disclose information, thoughts, feelings, and
develop science, technology and culture using English. English has become one of
the compulsory subjects in the curriculum of education in Indonesia, which means the
mastery of English should automatically be mastered by students to facilitate them in
learning. Recognizing the importance of English for students especially at the middle-
class level is very emphasized, especially high school students are expected to master
optimal English so that students become the generations who are ready to play an
active role in the world competition. The teaching of English subjects includes
understanding vocabulary beside other components.
1
2
Mastery of vocabulary is generally regarded as an important part of the
learning process of a language or the development of a person's ability in a language
that has been mastered. Students are often taught new words as part of the subject and
many adults consider the formation of vocabulary as interesting and educative. With
the above explanation, vocabulary mastery is the most fundamental thing that must be
mastered by students in learning English which is the second language for all students
and the people of Indonesia. How students speak that language when the students
have an adequate vocabulary, then it certainly will give more support to the
achievement of the four English language competence, namely; speaking, reading,
listening and writing. Therefore, without having sufficient vocabulary a student will
have difficulty in achieving the expected language competence.
Through vocabulary, we convey our ideas, emotion, and efficiently. Without
mastering it, people will not be able to use English effectively. Allen (1997:149)
stated that in all language teaching, students must continually learn vocabulary as
they learn structure. In fact, students’ mastery of English vocabulary is still lack. The
students are also difficult to deliver their ideas because of their limitation of
vocabulary. Learning vocabulary as a foreign language seems easy but some students
feel fear. Therefore, in this case the teacher is very important role in the learning
process. The teacher of English should find out solution by crating efficient and
effective technique of teaching in teaching English vocabulary, besides that, the
teachers should establish condition which makes teaching vocabulary possible.
3
The researcher focuses on vocabulary because vocabulary is the basic aspect
of any language mastery. As mention above, without an adequate vocabulary,
students will not be able to express their feeling, ideas, thoughts. Vocabulary is also
one of the commonly problem faced by the students, especially the way to gain
vocabulary or memorizing.
The researcher will conduct the research at SMAN 1 Kalukku for students of
XI IPA. The reason of conducting research in this school, because the researcher was
graduated from this school in 2014, the researcher already knew about the situation of
the schools, there is no significant changing, besides facilities and infrastructures,
most of the teacher are still teach in that school, especially for the English teacher.
This situation will make the researcher easier to conduct the research, in term of
communication both to the students and teachers.
Based on the reseracher analysis in Magang 1 was held in this school, the
students have bad English languge either in written or oral skill. Students are not
interested to learn Englsih because it is difficult, to be able to master English both
written and oral, students must deal with a lot of aspect, one of them is vocabulary.
Some students say that memorizing vocabulary is so difficult because the written
form different with the way of a word pronunces. Even though students can
memorize vocabularies, they will forget in few days to go because they just memorize
it and do not understand how to use the word in context, for use the word to form
sentence. This is also stated by MS. Hariani, one of the English language teachers at
the school, when the researcher conducted interviews via DM on Instagram (Monday,
4
03/09/2018), she said that from a scale of 1-10 the vocabulary mastery of students in
the school was 6, this is because students do not know when and where to use the
vocabulary.
Methods in teaching vocabulary usually help the students to memorize, and
give the opportunity for students to self-assess their progress in learning vocabularies.
The teacher is hoped to be smart to choose an approach and method of teaching that
is suitable for the condition and the need of the learners, so the goal of teaching and
learning can be achieved. Based on the method the teacher would decide the
procedures, the activities and the instruments that are needed in teaching-learning
process, even though there are other factors that determine the success of teaching
learning process. Seeing the various problems faced by students in English subjects
especially vocabulary mastery, the author tries to find a way out by applying methods
Grammar translation method in the mastery of vocabulary through Classroom Action
Research.
Grammar Translation Method (GTM) involves the translation of literary texts
followed by explanation in the students’ native language of rules of grammar.
Although it dates back in the 16th century, Corder states that GTM is “the most
deductive approach” (Allen & Corder 197: 13), and it may be true to say that the
Grammar-Translation Method is still widely practiced.
5
B. Problem Statement
Based on the expalanation in the background of this proposal, the researcher
formulate only one main problem to conduct in this research “How is the
improvement of Vocabulary mastery of students of class XI IPA 4 SMA Kalukku
through Grammar Translation Method?”.
C. Objective of the Study
Based on the formulation of the problem above, the objective of this research
is to get empirical evidence about the effect of using Grammar Translation Method on
students’ vocabulary achievement.
D. Significant of the Study
1. The Teachers
The result of this study hopefully can give useful contribution for the
institution and the practice of foreign language teaching.
2. The Students
The research is expected to be useful input for the students to encourage
them to master and improve their English vocabulary.
E. Scope of the Study
The target of this study is investigating the applying of Grammar Translation
Method in teaching of English Language to increase Students’ vocabulary
achievement. Properly, the applying Grammar Translation Method in teaching of
English Language to increase students’ vocabulary achievement for the second year
6
students of SMAN 1 Kalukku. Furthermore, this study attempts to describe the
students’ vocabulary mastery.
7
CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. Previous Research
A study in order to have a genuine need for relevant research. Relevant
research serves to provide an explanation of the research and analysis previously
used. Research that discusses the use of the Grammar Translation Method.
Researchers who apply Grammar Translation Method include Fandi Ahmad,
Abdulrahman Hi. Usman, Hari Prastyo, Widianto, Sasa Astra Pamungkas, and Siwi
Ardillah Sari.
First, relevant research was carried out by Ahmad (2014), he concluded that
Direct Method and Grammar Translation Method can both improve students'
vocabulary mastery, but the use of Direct Method is more effective than Grammar
Translation Method. His research is a pre-experimental study that compares the
application of direct method and Grammar Translation Method in teaching
vocabulary. He focused on the influence of the direct method on his research. There
is similarity and difference between this research and the author’s research, the
similarity is both focus on vocabulary mastery and the difference is this previous
research only focused on the influence of the direct method on students vocabulary
mastery.
Second, Hi. Usman (2015), conducted a study about teaching vocabulary
through Grammar Translation Method. He concluded that Grammar Translation
Method was effective in improving students' vocabulary mastery especially for
7
8
beginners of English. Both the author’s research and the previous research conducted
by Hi. Usman focused on the effectivenes of Grammar Translation Method in
teaching vocabulary.
Third, Relevant research was also conducted by Prastyo (2016), He concluded
that discussing about Grammar Translation Method (GTM) and Communicative
Language Teaching (CLT) meant that it did not discuss about better and worse
method, but it discussed about the different target of each method. GTM target was
accuracy, and CLT target was fluency. It was very important to combined both
accuracy and fluency. The design of his research is a Descriptive Qualitative. The
similarities with the author’s research are both use GTM, and the difference is this
previous research tried to compare between GTM and CLT in teaching integrated
English.
Fourth, a relevant research also carried out by Widianto (2011), this research
is an action research. Research conducted by Widianto and the present research are
equally applying Grammar Translation Method but differ in the variables studied, he
focused on students mastery of causative form.
Fifth, relevant research was carried out by Pamungkas (2012), He said that
some strategies used by teacher in teaching vocabulary were memorization,
Synonym/antonym, translating, fill in the blank. Classroom techniques of grammar
translation method are synonyms/antonyms, fill in the blank ,memorizationand,
translating. The similarity of the author’s research and this previous research is both
focused on teaching vocabulary and the difference is if the author will focus only on
9
GTM to improve students vocabulary mastery, this previous research focused on
some strategies that possibly used in teaching vocabulary.
Sixth, relevant research was also carried out by Sari (2013), The process of
teaching-learning vocabulary consists of opening the class, explanation, consultation,
practice, presentation, evaluation, and closing. The goal of teaching vocabulary
through Grammar Translation Method (GTM) and Direct Method (DM) at the first
grade is toimprove and develop student’s vocabulary mastery in English subject. The
type of research used in this reserch is an descriptive research. She applied Direct
Method and Grammar Translation Method in teaching vocabulary. The similarity is
both use GTM in teaching vocabulary and the difference is this previous research
attempted to compare Grammar Translation Method and Direct Method in teaching
vocabulary.
Based on some previous researchs above, the the author conclude that there
are some similarities and differences between the previous researchs and the research
that the author will conduct. The similatities are there are some previous research
that focused on teaching vocabulary through Grammar Translation Method such as
the research that conducted by Fandi Ahmad, Abudrrahman Hi. Usman, and Siwi
Ardilla Sari. Whereas the differences are there are some previous research as cited
above had different variable such as the research conducted by Widianto, he used
Grammar Translatios Method to improve students’ causative form. There are also
some previous research that tried to compared two methods in teaching Vocabulary
such as Sastra Pamungkas and Prastyo. It can be concluded also that Grammar
10
Translation Method is suitable to use in teaching vocabulary, it can be seen by there
were still researchers who applied Grammar Translation Method and and it was
approved that GTM could improved students’ vocabulary mastery.
The researcher would like to apply the Grammar Translation Method to
increase students vocabulary mastery especially in terms of common daily vocabulary
so that the vocabulary that students has been memorized, they can use it to speak up
their main in English language in their daily life, then at the end of the study students
will not just be able to master vocabulary but they will also increase their speaking
ability.
B. Some Partinent Ideas
1. English Language Learning
Learning a language has been done by humans from birth. Learning the
language starts with learning the mother tongue, which is a natural and natural
thing. But it is different with learning a second language or a foreign language.
Briefly Littlewood (1984: 3) to distinguish these two terms are “ a second”
language has social functions within the community where it is learnt (e.g., as a
lingua franca or as the language of another social group), whereas a “foreign”
language is learnt primarily for contact outside ones own community”.
English as a communication tool is used to convey ideas, thoughts,
opinions, feelings, and also to respond or create discourse in the life of society.
To be able to learn English well requires knowledge of the characteristics of the
English language itself. Each subject has certain characteristics when it is viewed
11
in terms of goals or competencies to be achieved, or the material learned in order
to support these competencies. In terms of goals or competencies to be achieved,
these English subjects emphasize aspects of language skills that include oral and
written language skills, both receptive and productive. It is these characteristics
that distinguish between one subject and another.
In general, these four language skills are used to communicate. In order
for the communication process to run smoothly, language learners should be
equipped with knowledge of language and language skills. Language learners
must recognize and understand the grammar and vocabulary, which are
categorized as cognitive domains. In addition, they must also recognize and
understand the system and sounds that apply to the language so that the
pronunciation is appropriate to the original speaker.
English pronunciation with writing should continue to be studied and
trained because in English writing and pronunciation are very much different.
This is what distinguishes between English and Indonesian. This difference is
one of the obstacles in learning English. Learners need to be trained to hear and
move certain organs, such as lips, tongues, to produce sounds that match the
sounds produced by native English speakers. The exercise of moving speech
organs to produce a particular sound is categorized as a psychomotor domain.
Language learning is also related to issues of interest, motivation, anxiety level,
and so on. In order to succeed in learning the language, they must have a positive
attitude towards the language and culture to be learned. Without such an attitude,
12
it is very difficult for them to master English well. This is what is categorized as
affective domain. Therefore, in order for the learning process of English to work
well, a teacher must understand the characteristics of the English language itself.
2. Vocabulary Mastery
According to Tarigan (1985: 2), Kualitas keterampilan berbahasa
seseorang jelas tergantung pada kuantitas dan kualitas yang dimilikinya maka
semakin besar kosakata yang kita miliki maka semakin besar pula kemungkinan
kita terampil berbahasa (The quality of language skill depends on the quantity
and quality of vocabulary. The more vocabulary we have, the bigger possibility
to have a skill to use the language).
Vocabulary is very important in English teaching and learning. If the
learners do not know the meaning of the words, they will have difficulty in
understanding what they see, read, and learn. Their vocabulary will increase if
they read more words. This reason makes vocabulary very important; a bad
vocabulary will cause bad understanding of the text.
Vocabulary has an important role in determining the successful
achievement of each skill. Daily communication needs vocabulary. The more
vocabulary the learners have, the more easily they will communicate and express
what they want to say. The four language skills that are listening, speaking,
reading, and writing always include vocabulary in their activities. By having a lot
of vocabularies learners will be easier to show their ideas, making compositions,
and many other activities dealing with language. In other words, by knowing and
13
understanding the vocabulary, learners will successfully achieve the four English
language skills.
a. Definition of Vocabulary
According Fauziati (2008: 149), vocabulary is central to language and
of critical importance to typical language learners. Without a sufficient
vocabulary, people cannot communicate effectively or express their ideas in
both oral or written form. Having a limited vocabulary is also a barrier that
precludes learner from learning a foreign language.
Vocabulary has an important role in determining the successful
achievement of each skill. Daily communication needs vocabulary. The more
vocabulary the learners have, the more easily they will communicate and
express what they want to say. The four language skills that are listening,
speaking, reading, and writing always include vocabulary in their activities.
By having a lot of vocabularies learner will be easier to show their ideas,
making compositions, and many other activities dealing with language. In
other words, by knowing and understanding the vocabulary, learners will
successfully achieve the four English language skills.
Mastering vocabulary is the ability to get or to receive a lot of words.
By having and mastering vocabulary we will know the meaning of
vocabulary in the context. Measuring vocabulary helps to avoid making
mistakes in understanding.
14
In order to support the mastery of English skills as mentioned above,
it is essential to learn vocabulary. It becomes a central part in English
learning. Vocabulary refers to a list or set of words for a particular language
or a list or set of words that individual speaker of a language might use
(Hatch and Brown, 1995: 1).
According to Haycraft in Hatch and Brown (1995: 370) vocabulary is
defined into two kinds: receptive and productive vocabulary. Receptive
vocabulary is words that the students recognize and understand when they
occur in a context, but which he cannot produce correctly. Productive
vocabulary is word which the students understand, can pronounce correctly
and use constructively in speaking and writing. Another expert, Paul Procter
(1978:1229), states that vocabulary is (a) all the words known to particular
person, (b) the special set of words used in a particular kind of work,
business, etc., (c) a list of words, usually in alphabetical order and with
explanations of their meanings, less complete than a dictionary. Vocabulary
deals with words and meaning. Mastery it self means the comprehensive
knowledge.
From various definition of vocabulary has given above, the writer
summarizes that vocabulary is the basic that students must gain in order to
learn a language or to communicate. Vocabulary is the main substance of
creating a sentence, no matter how good the students in Grammar and
15
Structure if they do not have adequate vocabulary, it will be difficult to
communicate.
Vocabulary mastery is comprehensive knowledge to recognize,
understand, and produce stock of words and their meaning. In line with this,
Lado (1964: 117) argues that to clarify the idea of vocabulary, three levels of
vocabulary are distinguished, namely: (1) vocabulary to operate the patterns
and illustrate pronunciation of the language, (2) vocabulary for
communication in areas of wide currency, (3) esthetic and technical
vocabularies. Another definition os given by Fries (1965:43) word consist of
a sound that has become converzationalized in a culture or linguistic
community, that is, commonly used in certain responses in hearer belonging
to the some community’’.
Experts provide a different understanding of vocabulary. From the
various definitions, the writer can draw an outline of the definition of
vocabulary is a set of words or lists of words known by a person to
communicate, show their thoughts, feelings.
b. The Importance of Vocabulary
Vocabulary is the first basic important aspec of learning English. By
learning vocabulary, they are able to communicate both orally and written
well. By mastering a lot of vocabularies, the learners are hoped to master four
skill in English namely; speaking, writing, reading, and listening.
16
According to Rivers as cited in Nunan (1991:117) Vocabulary is
essential fo successful for second langauge use because an extensive
vocabulary, the learners will be unable to use the structure and th function we
may have learned for comprehensible communication.
From the statement above, it can conclude that vocabulary is the first
element in English. It must be mastered by young learners to suppoert their
English Mastery.
c. Types of Vocabulary
In language learning, vocabulary is an essential component that links
the four skills of listening, speaking, reading, and writing all together. There
are many clarifications made by the experts in language area about the kinds
of vocabulary. According to Aebersold and Lee (1997) vocabulary is divided
into two:
a. Receptive Vocabulary is the vocabulary that readers have a general sense
of a word‟s meaning but are not sure of its many meanings or nuances of
meaning.
b. Productive vocabulary is the vocabulary that people actually use to speak
or write.
Furthermore, Schmitt mentions vocabulary into two parts. “Being able
to understand a word is known as receptive knowledge and is normally
connected with listening and reading. If we are able to produce a word of our
17
own accord when speaking or writing, then that are considered productive
knowledge (passive and active are alternative term).”
Dealing with the characteristics of the words, Nation (2001) divides
vocabulary into two kinds:
1. Receptive Knowledge
Receptive knowledge is involves knowing how to recognize the
word when it is heard or when it is seen, being able to distinguish it from
word with a similar form, being able to judge if the word form sounds
right or looks right, being able to recall its meaning when it is met, being
able to see which shade of meaning which most suitable for the context
that it occurs in, and being able to make a various associations with other
related words.
2. Productive Knowledge
Productive knowledge involves knowing how to pronounce the
word, how to write and spell it, how to use it in correct grammatical
patterns, and using word to stand for the meaning it represents and being
able to think of suitable substitutes for the word if there are any.
Cameron states that “The words of a language split into two groups
according to how they are used to construct sentences, namely:
1. Content words are those that carry a lexical meaning, even out of the
context.
2. Function words seem to be mainly used to carry grammatical meaning.
18
According toLado as cited in Mardianawati (2012:11) these are some
vocabulary aspects as follows:
a) Meaning
When the teacher delivering students about the meaning, the
teacher should explain that a word may have more than one meaning
when it is used in different context. In order to discover the meanig, the
teacher can use the ways such as guided discovery and using
dictionaries.
b) Spelling
In learning vocabulary, spelling is important because it aids in
reading and as the connector of letter and sounds. Spelling there may be
different acceptable written forms for the same words within the same
variety of English, due to the fact that they belong to different varieties
as happen to British or American English terms (Nation, 1990:51 as cited
in Kareem, 2000:6).
c) Pronunciation
Pronunciation is the way in which a particular person pronunces
the words of language (Hornby, 2006:1164). Most of words have only
one pronuncuitaion, but sometimes a word has two or more
pronunciation. It can be seen from some words “present” which
pronunce /’preznt/ or /pri’zent/ and the word “read” which pronunce
/ri:d/ or /red/. English pronunciation is difficult to learn because it is not
19
related to the spelling of words. The students want to be able to speak
English well with understandable pronunciation so that they can
communicate without annoyance and it makes receiver easier to
communicate.
d) Word Classes
Word classes are categories of words. Accroding to Hacth and
Brown (1995:218) the word classification in based on their functional
categories which are called part of speech. There are Part of speech that
should be practiced fluently by the students such as noun, verbs, adjetive,
adverb, pronoun, preposition, conjunction, and interjunction.
e) Word use
Word use is how a word, phrase, or concept is used in a
language. Word use is also involves Grammar and thus be the subject of
profound analysis (Mardianawati, 2012:11).
d. The Function of Vocabulary
“Vocabulary is total number of words which (with rules for combining
them) make up a language, or (range of) words known to, or used by, a
person, in trade, profession, etc” (Hornby:1959).
The word “Used” form the definition above shows the fuction and
advantage of vocabulary. So that briefly, we say that one the functions of
vocabulary is to make up a sentence or to communicate, to reflect someone’s
feeling or ideas. when we use words, we should know the function or the use
20
of our words our vocabularies because it can guide us in understating the
language which we learn.
Moreover, vocabulary is central to both the system and the use of
language. Vocabulary makes the system and grammatical rules of language
we have learned will be functioned as well, because without words we can not
form or create a sentence according to the formulation of Grammatical rules
and Structure that we have learned orally or written.
Mastering vocabulary is the ability to get or and to receive lots of
words. By having and mastering vocabulary, we will know the meaning of
vocabulary in the context. It can also help to avoid making the mistakes in
identifying a language with the dictionary and guide us in making the
equivalence of the second language to the native language.
e. Teaching Vocabulary
Vocabulary is basic to communication. If people do not recognize the
meaning of the key words used by those who address them, they will not be
able to participate in the conversation. If they want to express ideas or ask for
information, they must be able to produce words to convey their meaning.
Thus vocabulary learning is very crucial in developing competence in a
second or foreign language. In teaching vocabulary, the teachers are hoped to
have some techniques in order to make students familiar with the vocabulary
so that they understand new word easily. The techniques functions not only to
help the students grasp the meaning of new words quite easily, but also to
21
vary the teaching activity in order to avoid the boredom on the part of
students. Harmer (1983:85-86) mentions that the following aids can help to
explain new vocabulary are:
a) Realia
This is the word to refers the use of real object in the classroom.
Thus the words “book”, “pen, “marker”, or “white board” can be easily
explained to the students by showing directly those things. This is clearly
satisfactory for certain single words, but the use of realia is limited to
things that can be taken easily from the classroom
b) Pictures
Pictures are clearly indispensable for the language teacher since
they can be used to explain the meaning of vocabulary the teacher can
draw pens, rulers, pencils, and books in the blackboard/whiteboard, or
have magazines picture of trucks, bicycle, train, or bus onto cardboard.
The teacher might bring in a wall picture showing three people in a room
that could be used for introducing the meaning of the sentence, for
instance: there are three people in the classroom.
c) Mime, Action, Gesture
It is often impossible to explain the meaning of words and
grammar either with realia or in picture. An action, in particular, is
probably better explained by mime. Gesture is useful for explaining words
22
like „from‟, „to‟, etc. or indicating that the past is being talked about (the
teacher gestures backwards over his shoulder)
d) Contrast
A visual element sometime may not be sufficient to explain
meaning and contrast can be used. Thus, the meaning of “full” is better
understood in the context of “empty”, “big” in the context of “small”, etc.
e) Enumeration
The word “vegetable” is difficult to be explained visually. If,
however, the teacher rapidly lists (or enumerates) a number of vegetables,
the meaning will become clear. The same is true of a word like “clothes”.
f) Explanation
Explaining the meaning of vocabulary items can be extremely
difficult just as grammatical explanations. It will be important in giving
such explanations to make sure that the explanations include information
about when the item can be used. For example, it would be unsatisfactory
just to say that “mate” is a word for “friend” unless you point out that it is
colloquial informal English and only be used in certain context.
g) Translation
For many years, translation go out of fashion and is considered as
something of sin. Clearly, if the teacher is always translating, this will
impede the students‟ learning since they want to hear and use the target
language, not their own. Nevertheless, it seems silly not to translate if by
23
doing so; a lot of time can be saved. If the students do not understand a
word and the teacher cannot think how to explain it, he can quickly
translate it.
f. Problems in learning Vocabulary
There are some problem that students may be faced in order to master
vocabulary such as:
a) Pronunciation
Pronunciation may be the main problem why student difficult to
master vocabulary, the difference between the written the way word
pronunces. Especially for Indonesian students whose pronunciation is still
strongly influenced by regional language accent.
b) Lenght and complexity
Long words seem to be no more difficult to learn than short ones.
But, as a rule of thumb, high frequency words tend to be short in English,
and therefore the learner is likely to meet them more often, a factor
favoring their ‘learn ability’.
c) Grammar
Also problematic is the grammar associate with the word,
especially if this differs from that of its first language equivalent.
d) Meaning
Different uses, different structure will be different meaning of the
word used. The word “save” can be mean “aman” as an adjective if it
24
matchs with TO BE in a sentence, but also can be mean “menyimpan” as
a verb in the sentence.
Learning vocabulary seems to be one of the easiest things about
learning a language, but it is also one of the hardest things to do. It is because
learning vocabulary does not only learn about the meaning of word. When
learning vocabulary, students will also learn about other aspects of word such
as usage, pronunciation, grammatical, and so on. So it often makes difficulties
for the students to comprehend the vocabulary.
C. The Concept of Grammar Translation Method (GTM)
This method is also called Traditional Method. It does not mean that the
method is the oldest one, but the term traditional is the reflection of the method used
to teach the antique. Grammar-Translation method is dominated by european and
foreign language teaching from the 1840s, and in modified form it continues to be
widely used in some parts of the world today (Richards and Rodgers, 1993: 4).
According to Richard and Rogers (2002, as cited in Barb, 2010), the Grammar
Translation Method is a way of studying a language that approaches the language first
thought detailed analysis of its grammar rules, followed by the application of this
knowledge through the task of translating sentences and text into and out of the target
language. The first advantage is that grammar rules are taught deductively. This
means that the pupils are taught about the grammar rules and then they have to apply
to the new examples. It is important for the pupils to learn about the grammar rules of
the language. This will make them use and apply the language better. They can lessen
25
their mistake when they know about the grammar rule. They also will be able to
explain about the grammar rule of certain words when they have the knowledge.
Brown (2001) admits that GTM is so widely used because this method
requires few specialized skills on the part of teachers, because they usen their native
language and so even teachers who are not fluent in English can teach via this
method. But it is not only for this reason that this method has always been on the top
list of the English language methods but for the students as well.
The assumption in using this method is that, there is a universal logic as the
basic principle of all languages on the world. The grammar of the language is the
branch of the logic. That is why, in teaching a language, the grammar must be the
priority and the standard of theteaching objective. The method also shows teaching
language as including learning the rules, facts about grammar in order to understand
the rules of sentences. The patterns of sentences are always taught firstly before the
other components of language. The learners are always asked to memorize the rules
of the sentences been taught. Eventhough, Grammar Translation Method is not only
used to teach grammar and/or structure but it can be used to teach vocabulary as well.
Because it also can be used to teach vocabulary, the writer would like to apply it in
order to know the effectiveness of the method. On the other hands, the writer wants to
know whether Grammar Translation Method is very effective in teaching vocabulary
or not. If it is effective, the method can be used by the teacher to teach vocabulary as
well, not only grammar/structure.
26
1. The Characteristics of Grammar Translation Method
According to Murcia (1979:3) there are eight characteristics of this
method that the writer will mention as follows :
a. Classess are taught in the first language, with little active use of the target
language;
b. Much of the vocabulary is in the form of lists of isolated words;
c. Detail explanation about the structure of grammar is given;
d. Grammar provides the rules for putting words together, and instruction often
focuses on the form and the inflection for words;
e. Reading of difficult classical texts in the beginning of the class;
f. Little attention is paid to the content of texts, which are treated as exercises in
grammatical analysis;
g. In teaching grammar, it is important to make the language situations and
language material as realistic as possible. After explaning the lesson, the
teacher can provide a chance for the students to use the language that they
learn in the classroom.
In addition, the medium of language will be used in the presentation is
the learners’ native language (source language). This can make the learners very
easy to understand the materials explained by the teacher. In teaching
vocabulary, especially, the students’ native language is very important to use
because the new words presented by the teacher can be translated directly into
their native language.
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2. The Advantages and Disadvantages of Grammar-Translation Method
a. The Advantages
Every method has its advantages and disadvantages which should be
paid more attention by every teacher in teaching through the method.
Therefore, an English teacher will use Grammar-Translation Method has to
know them. The followings are the advantages of Grammar-Translation
Method as said by Tareigan (1986):
1) The teacher can teach the large number of the students easily.
2) The class can be handled by the teacher who is not fluent to speak.
3) It is suitable for the students’ linguistic ability (elementary, intermediate,
and advanced levels); the students get many significant language aspects
through books without any help from the teacher (Steinberg in Tarigan,
1991: 100).
In addition, another expert has the other opinion about the advantages
of the method which are so different from those ones presented by Tarigan.
The advantages are:
1) The students possess a good mastery on translation skill from and/or to the
target language.
2) The students can memorize the grammatical rules of the target language
well which are presented in the source language. (Nababan, 1993: 13)
Because of the differences of the two theories presented by both
linguists above, the writer can conclude them into one theory. It is about the
28
advantages of Grammar-Translation Method when being applied by an
English teacher in the teaching–learning process especially in teaching
English as a foreign language in Indonesia. The advantages of Grammar-
Translation Method are:
1) The class can be handled by the teacher who is not fluent to speak.
2) It is suitable for the students’ linguistic ability (elementary, intermediate,
and advanced levels); the students get many significant language aspects
through books without any help from the teacher.
3) The students have a good mastery on translation skill from and or to the
target language.
b. The Disadvantages
Besides the advantages of Grammar-Translation Method, there are
some disadvantages of this method as well. This is because of the existence of
every method which has advantages and disadvantages.
This kind of method is assumed that it can make the students bored in
the classroom, because a teacher who uses GTM in teaching English will
present the language structure in front of the classroom. Furthermore, the
students just listen and take a note from the explanation of the teacher. It
means that GTM can create the domination of the teacher in the classroom. In
other words, the class activity will more focus on the rule of the language
structure than practice the rule itself. In addition, GTM cannot develop the
students’ communicative competence, because they cannot use the rule of the
29
language structure flexibly to communicate. Consequently, some teachers
leave this method and move into another method that can develop the
communicative competence of the students.
The followings are the disadvantages of Grammar-Translation Method
presented by Henry Guntur Tarigan in his book, “Metodologi Pengajaran
Bahasa 1.”
1) It requires a trained teacher linguistically.
2) Most subjuect matters are not useful for certain student and it is separated
from the others.
3) It is not suitable for the literature students, for example, childern or
immigrants: there is only a little bit of communication used interperson.
(Steinberg in Tarigan, 1991: 100)
There are some other disadvantages of Grammar-Translation Method as
presented by Subyakto–Nababan in her book, “Metodologi Pengajaran Bahasa”. The
disadvantages are olso quite different from those ones described by Tarigan. The
disadvantages mentioned are:
1) The grammatical rules analysis will be easy for the teacher but difficult for the
students because of the complicated analysis.
2) Translating sentence by sentence often confuses the students to understand the
whole meaning.
3) The literary works as the source of the subject are not the daily expression for real
communication.
30
4) The grammatical rules presented by the teacher prescriptively may not be used or
communicated by the people in daily communication.
5) The students do not learn to use the target language but they just talk about it
(Nababan, 1993: 13–14).
D. Conceptual Framework
Learning is a series of activities designed to support students in learning so
that learning activities can be carried out well. Framework is an explanation as to a
phenomenon which is the object of our problems. The thinking framework was
structured based on literature review and relevant or relevant research results. The
thinking framework was our argument in formulating hypotheses.
Muhammad (2009:75) states that the framework is an overview of the
relationships of variables in a study, which is described by a way of thinking
according to the logical framework. In using the mindset it should be in accordance
with the variables and research that will be studied. Framework should be described
as clearly as possible and logical. Using a framework can make one study structured
and more directed.
31
Picture 2.1 Framework chart
The Initial Condition
The method used by the teacher in improving the
students’ vocabulary
mastery
Vocabulary mastery of
students is still lacking
Action
Researcher apply Grammar Translation Method to increase
students’ vocabulary
mastery
Cycle 1
Students’
vocabulary mastery increase
about %
The Last Condition
Vocabulary mastery of students had increased after
researcher apllied Grammar Translation
Method
Cycle II
Students’
vocabulary mastery
increase about %
32
E. Action Hypothesis
The hypothesis is a temporary answer to the problem that is still a
presumption because it must be verified. Because trying to uncover answers that have
not been investigated, in an attempt to prove the hypothesis the author can
deliberately cause or make the symptom of this deliberation is called an experimental
experiment and the hypothesis that has been verified is called theory.
Arikunto, (2010: 110) states that the hypothesis is a temporary answer to the
problem of the author, until proven through the collected data. Based on the opinions
above the hypothesis is a temporary answer because the writer's mistakes must use a
good and true writing aesthetics.
In line with this opinion, Sugiyono, (2013: 64) also states that the hypothesis
is a temporary answer to the formulation of the writing problem. Thus, the author
believes in the hypothesis of writing entitled “Applying Grammar Translation
Method to Increase Students’ Vocabulary Achievement” will work well. In this
hypothesis the author and students are able to carry out correctly every problem that
will be examined will be carried out well and can be said to be successful.
If the Translation Grammar Method is used, the vocabulary mastery of
students of XI IPA SMAN 1 Kalukku can increases.
33
CHAPTER III
RESEARCH METHOD
A. Research Design
To conduct a useful research, a systematic way or a well-done plan must be
made in order to obtain the valid answers of the research questions. It means that the
appropriate research design has to be selected. In conducting this study, Classroom
Action Research (CAR) was used. It was designed to describe a condition objectively
and information concerning the status of phenomena of the sample. This study also
attempted to describe the analysis of improving the eleventh grade student’s
vocabulary mastery through Grammar Translation Method. The research design was
used to find out the result of “Improving Students’ vocabulary Mastery using
Grammar Translation Method at SMAN 1 Kalukku” using Classroom Action
Research.
Ogdan & Biklen (1992: 223) explain that action research is the systematic
collection of information that is designed to bring about social change. In addition,
(Cameron-Jones: 1983) defines action research as a research carried out by
practitioners with a view to improve their professional practice and understand it
better. In accordance with that Allwright and Bailey (1991: 2) mention that it is a
research centers on the classroom, and simply tries to investigate what actually
happens inside the classroom. It treats classroom interaction as virtually the only
object worthy of investigation.
33
34
The first definition refers to the general meaning of action research and the
second reflects the meaning of classroom action research since it can be understood
that the term practitioners used refers to teachers who practice and act in classroom.
The last, perfectly indicates the action and the practice will be done by teachers in
their own classrooms or issues on how teachers respond to learners’ errors, how
interaction occurs in classrooms, the feeling of teachers and learners during or after
the lessons, and so on.
Carr and Kemmis (2005:7) state that action research is a form of self-
reflective enquiry undertaken by participants in social (including educational)
situation in order to improves (a) the rationality and justice of these practices; (b)
their understanding of the practices, and the situations in which the practices are
carried out. It can be said that an action research is a “learning by doing” action a
group of people or person (researcher), identifies a problem, does something to
resolve it, sees how successful the efforts which has been made, and if the result is
not satisfying, that group or that person will try again the efforts in the next action.
Action Research is a process in which educators examine their own practice
systematically and carefully using the techniques of research. Participants design a
research question, collect data throughout the year, analyze what they have learned,
and write about their findings. Observations, interviews, surveys and journals are
typical data methods that participants use to investigate their questions.
Applying the principle of an action research design, the researcher takes the
model of an action research proposed by Kemmis and Mc.Taggart model Aqib (2006:
35
23). Kemmis and Taggart state that the research is started by planning for an action.
Then the plan is implemented as an action in classroom and the action is then
observed. The reflection is done to analyze the data obtained during the action. The
action research consists of four main steps, namely planning, acting, observing, and
reflecting.
This research was a classroom action research that involved repeated
reflection, namely: planning, action, observation, reflection and re-planning. This
research was carried out in 2 (two) cycles, each cycles has four meetings.
Picture 3.1 Classroom Action Research chart
Cycle 1
Observation
Cycle 2
Observation
Result????
Action Reflection
Action Reflection
Planning
Replanning
36
B. Setting and Subjects of the Research
1. Setting of the Study
This research was conducted in class XI of SMAN 1 Kalukku, which is
located at Jln. Trans Sulawesi, Kalukku sub-district, Mamuju District, West
Sulawei. The selection reason for SMAN 1 Kalukku is besides the location that is
easy to reach by researchers, also because researcher is alumni of the school so
that he understand little bit about the condition of the school and also would
make it easier for researcher to observe especially in terms of communication
with teachers and students.
2. Subject of the Study
Each person or participant in the study is considered as a subject (Brown,
1993: 48). The subjects of the study of this research were the students of XI
(Eleventh) MIA SMAN 1 Kalukku in academic year of 2018 – 2019.
This school has 32 classes from the X classes up to XII classes. The X (ten)
Class has 12 classes; 6 IPA classes and 6 IPS class, the XI (eleven) Class has 11
classes; 5 IPA classes and 6 IPS classes, and the XII class has 9 classes; 4 IPA
classes and 5 IPS classes. As the sample, the researcher took the 35 students of
Eleventh IPA 4 (XI IPA 4) of SMAN 1 Kalukku. In the Eleventh grade classes
, English was taught two times a week.
37
C. Factors of the Research
To be able to answer the problems mentioned above, several factors that want
to be investigated are as follows:
1. Process factors, namely seeing attendance, as well as how active students are in
the learning process through the Grammar Translation Method.
2. Outcome factor, which is an increase in students' vocabulary mastery after
carrying out Grammar Translation Method learning.
D. Research Procedure
Following the basic principles of research proposed by Madya (Muliasari:
2001), the action research phase includes 5 stages:
1. Exploratory Stage
The assessment phase or preliminary research is conducted to find out the
research stage and the subject of the research, so that the research is in line with
expectations.
2. Planning Stage
In the planning stages, activities to reflect the beginning, define and
formulate the action plan, as well as provide direction and guidance to analysts
and peers about learning system
3. Action Stage
This action research activity is carried out in accordance with the type of
action research with a qualitative approach in which this research activity will go
38
through 3 activities. Each cycle consists of four stages: (1) the investment phase,
(2) the exploration phase, (3) the solution stage, and (4) the application stage.
4. Observation Stage
Everything related to the giving of actions, namely students (research
subjects) and teachers (researchers) during the learning activities will be
observed and documented. This observation is carried out comprehensively by
using observation guidelines.
5. Reflection Stage
Reflection is a series of activities in research that includes the activities of
analyzing, understanding, explaining, and concluding the results of observations.
Researcher and observers will analyze and reflect on the results of the action.
The results of this reflection become information about something that happened
and what needs to be done next. This information can be used as a basis for
subsequent planning.
This study was conducted in two cycles, procedures conducted research
consisted of four steps done in a repeating cycle. The four main activities in the
cycles were: (a) Planning, (b) Action, (c) Observation, and (d) Reflection. This class
action research procedure could be described as follows:
1. Cycle 1
a. Planning
The steps in the planning stage were as follows;
39
1) Examined the senior high school curriculum XI classes the first semester
on the subjects of English
2) Had a subject matter
3) Compiled leasson plans (RPP)
4) Created learning scenarios to carry out actions by applying Grammar
Translation Method
5) Made research instruments in the form of learning test results to evaluate
each end of the cycle
6) Made observation sheet to see how the condition or activity of students in
the classroom when teaching process underway
7) Provided or prepared media / tools that would be used in learning
8) Made evaluation tools in the form of questions arranged based on the
material that had been taught and paper sheets to evaluate students'
vocabulary mastery based on the material had been taught.
b. Action
1) The researcher for the first identified students' readiness to follow the
learning process.
2) The researcher together with the students discussed about subject matter
were thaught through Grammar Translation Method by:
a. The researcher explained more detail about the subject matter.
b. The researcher with the student discussed how to use the grammar rule
that had been thaught.
40
c. Students formulated it in a context.
3) Gave students the opportunity to resolve the issue in accordance with the
strategy that they knew either individually or with a group work.
4) Gave positive feedback on student responses and emphasized the concept
of the material provided.
5) Assigned students according to developed both individually and in
groups.
6) By provided motivation and created harmonious interaction between the
teacher (researcher) and students. Students were directed to solve
problems.
7) Recorded all events that were considered important during the teaching
and learning process took place in the observation sheet.
8) At the end of the cycle students were given a test of the material taught.
c. Observation
At this observation stage an observation was carried out on the
implementation of the action used an observation sheet that had been made
which includes:
1) Students present
2) The number of students who pay attention to the explanation of the
subject matter
3) Students who ask questions and responses
4) Students who can answer questions correctly
41
5) Students who appear complete the problem on the board
6) Students who are active in the group
7) The number of groups that have good discussions
8) The student who helped guide his friend
9) Students who ask other groups
10) Groups that can complete tasks or problems correctly
11) Students who carry out other activities during the learning process.
d. Reflection
The results that already achieved at the observation stage were
collected and analyzed. The intended reflection was an assessment of
students' successes or failures, and then became consideration for formulating
improvement plans in the next stage.
2. Cycle 2
In principle, activities within the second cycle is a repetition of the
previous cycle work steps that had improved and development tailored to the
results of the reflection of I cycle activities carrid out in this cycle spiral that
allowed the cycles were smaller cycles where in each small was an improvement
from the previous cycle. The second cycle took place during 4 meetings, with
details: first, second, and third meetings were material presentation, and the
fourth meeting were conducted at the end of cycle II and filled out questionnaires
to students.
42
E. Research Instruments
To obtain the data of this study, the research instrument was Test technique.
Tests of students' English learning outcomes were made at the end of the cycle
to measure the extent to which students' understanding of the material had been
taught, one minute paper was used to find out the vocabulary mastery of students they
obtained in the teaching and learning process.
F. Data Collecting Method
1. Test Technique
Tests were given at the end of each cycles, this test was conducted to
determine the success of learning after the implementation of Grammar
Translation Method. Judged from each cycle, from cycle I, cycle II had an
increase so it could be assumed that Grammar Translation Method in learning
improved students' vocabulary mastery.
These are some steps to conduct test technique:
1. The reseracher gave D-test to see how was the initial condition of the
students’ vocabulary mastery.
2. The researcher conducted the cycle 1.
3. Every ends of the meetings the reseracher gave student an assignment to
stimulate students’ vocabulary mastery.
4. At the end of cycle 1, the researcher gave a validity test to see wheter the
students’ vocabulary mastery improved
5. The cycle 2 was the repetition of cycle 1
43
G. Data Analysis
The data obtained were analyzed by using quantitative analysis.
1. Quantitative Data Analysis Techniques
This data analysis technique was used to describes student learning
outcomes in relation to the material presented by the teacher.
a. The value of individual cognitive learning outcomes individually was
obtained by the formula:
Imformation:
N = Searched value
R = Score obtained
SM = Maximum score
(Source: modification Purwanto, 2008: 102)
b. The class average value was obtained by the formula:
Information:
x ̅ = Average value
X = Total student value
N = Number of students
(source: Aqip, et al. 2010: 40)
44
c. The percentage of students' classical learning completeness was obtained by
the formula:
(Source: Aqip et al. 2010: 41)
Table 3.7 Category of student learning completeness
No Score Category 1 85 Very Good 2 84 Good 3 56 Fair 4 <55 Low
(Source: modification of Aqib, 2010: 21)
H. Indicator of Success
The indicators of the success of this class action research were:
1. If the number of students who achieve mastery learning has increased. Based on
the provisions of the Ministry of National Education (Syakir, 2007: 24), students
are said to have completed learning if they obtain a minimum score of 75 from
maximum score of 100. 2. If the student's activity in learning is at least 75% measured by looking at the
student observation sheet. 3. If students experience an increase in vocabulary mastery as measured by a One
Minute Paper evaluation tool.
45
CHAPTER IV
FINDING AND DISCUSSION
A. Finding
1. The Improvement of Vocabulary Mastery of Students of Class XI IPA IV SMAN
1 Kalukku Through Grammar Translation Method
Observation of learning is used to find out the learning process of
students of class XI IPA 4 of SMA 1 Kalukku. In this observation process, the
researcher gave a D-Test to students to find out the extent of students
'understanding of English learning, especially how good the students' vocabulary
mastery was. From the results of these observations obtained an overview of the
learning process before the action was carried out. When learning took place,
most students were absorbed in their own play and some even joked with other
students, thus affecting the concentration of students' learning. The media and
teaching methods applied by the teacher were still monotonous, making students
felt bored and less interested in attending lessons, so only a small percentage of
students paid attention when the teacher explains.
From the results of the observations and the T-test given by the
researchers it was found that students' vocabulary mastery was still very low. only
a few students have vocabulary above the average student in that class, because
they take an English course.
44 45
46
a. The Scores of Validity Test I And II
Table 4.1 the scores of validity test I and II
Variable Cycle I Cycle II Improvement
Daily life Vocabulary 55.31 66.97 11.66
Based on the table above, it indicates that after conducted Two
Scycles learning activity through Grammar Translation Method, by giving
Validity test in the end of every cycles to evaluate the improvement of
Students Vocabulary Achievement, there is a different average score
between Cycle I and cycle II which is the Average Score of Cycle II is
higher than Cycle I, means that there is an improvement in Students’
vocabulary mastery . It can be seen in the table 4.1 that the average score of
validity test cycle I was 55.31. considering this result, the researcher
conducted the cycle II which better then cycle II, it can be seen from the
result of validity test cycle II was 66.97. There was 11.66 improvement in
the average score obtained by the students of XI IPA 4. The Improvement
was not really significant but it proved that Grammar Translation Method
could improve students vocabulary achievement.
2. Student Learning Outcomes in Cycle I
Data from research results on students after applying the Grammar
Translation method in English language lesson to improve vocabulary of students
47
of the XI IPA class 1 Kalukku High School students, then analyzed using
Quantitative analysis whose results can be seen as follows:
1) The value of individual cognitive learning outcomes
Based on the Validity test gave to the students in every end of each
cycles to evaluate the vocabulary that students have memorized or they got
during the four meetings learning activity. Scores that students got in the first
validity test were varied, the lowest score was 0 and the highest score was
76. In the fist four meetings cycle I, students got more difficult to answer the
test because their lacking of vocabulary, eventhough there were some
students who have adequate vocabulary but they still did not really
understand about its Grammar.
2) The Class average Score
Based on the acquisition of the score of each students then calculated
to find the average value of vocabulary improvement students of class XI IPA
4 SMA negeri 1 Kalukku, the results obtained was 55.31.
3) The percentage of students' classical learning completeness
Determined the percentage of students completeness in improving
vocabulary in learning English using Grammar Translation Method, analyzed
based on KKM 70.00. From the calculation results, it can be seen that the
students who passed are 10 students (28.57%) and students who did not pass
are 25 students (71.42%), it can be concluded that the learning outcomes of
48
the students of XI IPA 4 SMA Negeri 1 Kalukku after applying Grammar
Translation Method is categorised as very low .
3. Student Learning Outcomes in Cycle II
1) The value of individual cognitive learning outcomes
Based on the result of Validity test I, the reseracher conducted Cycle
II better then Cycle I, the researcher explain more detail about the material
and its Grammar rules. As usual, at the end of Cycle II, students were given
the validity test to evaluate the vocabulary that students have memorized or
they got during the four meetings learning activity. The result showed that
there were improvement of score obtained by students, in the Validity test
cycle II the lowest score was 0 got by one students and the highest score was
92 got by Two students. In this validity test, the vocabulary mastery of
students were improve and they can understand when and where to use that
vocabulary in a sentences, eventhough there were some students that were still
lack of vocabulary and got confuse about the Grammar.
2) The Class Average Score
Based on the acquisition of the score of each students then calculated
to find the average value of vocabulary improvement students of class XI IPA
4 SMA negeri 1 Kalukku, the result was 66.97.
3) The Percentage of Students' Classical Learning Completeness
Determined the percentage of students completeness in improving
vocabulary in learning English using Grammar Translation Method, analyzed
49
based on KKM 70.00. it can be seen that the students who passed are 20
students (57,14%) and students who did not pass are 15 students (43%), it can
be concluded that the learning outcomes of the students of XI IPA 4 SMA
Negeri 1 Kalukku after applying Grammar Translation Method is categorised
as Fair category.
B. Discussion
Vocabulary becomes the most important thing to learn any languages. In this
case, English as a foreign language in Indonesia but it is become one the cumpolsary
subject in national curriculum that students must learn. In order to make students
easier understand what they actually learn in English subject, they have to master an
adequate Englsih vocabulary.
The research was conducted to find out the improving of the students’
vocabulary mastery through Grammar Translation Method. Grammar translation
Method is focuse on teaching Grammar and translating wich related to reading and
writing, but Grammar Translation Method is also can improve students’ vocabulary
by isolated vocabulary written on the board and Translating.
In this research, it focused on daily vocabulary, vocabulary that students
always use or find in their area either in school or house. Beside the vocabulary given
by the teacher, students also got some new vocabulary from the material thay had
translated and learn, it was proven by the one minute paper test, given at the end of
every meetings to see how many new vocabularies that students understand during
the meeting. The daily vocabulary that students learned during the learning process
50
such as: Accept, begin, burn, clean, dance, dig, eat, learn, etc. These vocabularies
were given in a list written in the withboard for each meetings.
This research had proved the effectiveness of implementation of Grammar
Translation Method. It was shown in the table of the improvement of students score
of the Validity Test I and II. It was because the researcher controlled the class better
and directly the students who were noisy so the class was quieter and also provided
more interesting activity in cycle II. The effect of Grammar Translation Method was
the students get more understand about The Grammar which is really important for
students, and got more memorable for the vocabularies because they were not just
memorized it but they also used it to made a sentence based on the Grammar rules
they learned.
Based on the result of quantitative data, the result showed that the students’
score invalidity test I still low, only 10 students got score up ≥70, it caused the
students still not understood about Grammar rules and their vocabulary were still
lack, they did not know how or when they used those vocabulary in a sentence.
In cycle II the students’ vocabulary mastery improved. The score was higher
and higher for each each cycles. It was proven by fact that the average of the score in
validity test II Improved. The average score of Validity test I was 55,31, in validity
test II the average score was 66,97, better than the average score in validity test I
55,31.
Student who passed or got score up ≥70 in cycle I, 10 students or 10
(28.57%) and students who did not pass were 25 students (71.42%), and categorised
51
as very low. In the validity test II, students who passed were 20 students (57,14%)
and students who did not pass are 15 students (43%), and categorised as fair.
The results of the research showed the implementation of Grammar
Translation Method were effective could improve the students’ vocabulary mastery.
52
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the results of research in SMA Negeri 1 Kalukku in the year of
study 2017/2018 and the author's analysis, it can be concluded that Grammar
Translation Method can increase student vocabulary mastery from the average score
of learning outcomes of 55.31% in the first cycle to 66.97% in cycle II meaning there
was an increase of 11.66% in class XI IPA 4 SMAN 1 KALUKKU. The future of
Grammar Translation Method can increase vocabulary mastery of students of class XI
IPA 4 SMAN 1 KALUKKU.
B. Suggestion
Based on the results of the study, it is recommended that teachers and
prospective English teachers should be able to use or apply a varied learning model
and should be friendly and more innovative in teaching English language because its
difficulties students will easily get bored when they are learning English. as an
English teacher, they have to aware of the importance of vocabulary to increase the
strudents’ achievement in English. one the varied methods can be used by teacher is
Grammar Translation Method, although it is an old method but it can effectively
improve the students’ vocabulary mastery. Grammar Translation Method is not only
can help studens to improve their vocabulary mastery but also it can help students to
understand about the Grammar.
5 52
BIBLIOGRAPHY Aebersold, Jo Ann and Mary Lee Field. 1997. From Reader to Reading Teacher.
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(A Quasi-experiment Sudy at First Grade of SMA. Triguna Utama, Ir. H. Juanda, Tangerang Selatan). Jakarta: Syarif Hidayatullah State Islamic University Jakarta.
Allwright, Dick and Bailey Kathlen M. 1991. Focus on the Language Classroom an
Introduction to Classroom Research for Language Teachers. Cambridge: Cambridge University Press.
Aqip, Zainal. 2010. Penelitian Tindakan Kelas. Bandung: Yrama Widya. Arikunto. 2010. Suatu Pendekatan Praktik. Jakarta: Penerbit Rineka Cipta. As’ari, Hasyim. 2015. The Comparison Study Between the Students’ Vocabulary
Mastery by Using Grammar Translation Method and Silent Way at the Second Grade Students of Mts Intibahusysyubban Ujungsemi Kabupaten Cirebon. Cirebon: Syekh Nurjati State Islamic Institute Cirebon.
Bodgan, Robert C. and Sari Biklen Knopp. 1992. Qualitative Research for Education
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Cambridge University Press. Cameron-Jone. 1983. A searching profession? The growth of classroom action research. Scotland: Moray House College of Education. Celce - Murcia, M. 1991. Teaching English as Second or Foreign Language. Boston:
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Foreign language Teaching. Surakarta: Era Pustaka Utama. Fauziati, Endang. 2010. Teaching English as foreign language. Surakarta: Era
Pustaka Utama. Fries, Charles C. 1970. Teaching and learning English as foreign language.
Michigan.
Gass, Susan M. And Lary Sclinker. 2001. Second Language Acquisition: an
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Harmer, Jeremy. 1983. The Practice Of Language Teaching. London: Longman. Hatch, Evelyn And Cheryl Brown. 1995. Vocabulary, Semantics, and Language
Education. Cambridge: Cambridge University Press. Hornby. Oxford Advanced Learner’s Dictionary. I.S.P Nation. 1990. Teaching and Learning Vocabulary. Massachusetts: Heinle &
Heinle Publishers. Kemmis, Stephen and Mc. Taggart Robbin. 1990. The Action Research Planner.
Australia: Deakin University. Kunandar. 2013. Penilaian Authentik (Penilaian Hasil Belajar Peserta Didik
Berdasarkan kurikulim 2013). Jakarta: Rajawali Pers
Lado, Robert. 1964. Language Teaching – a Scientific Approach. New York: McGraw Hill inc.
Pamungkas, Sasa Astra. 2012. Strategies in Teaching Vocabulary at the First Year in Smp N 2 Bringin, Kabupaten Semarang. Surakarta: Muhammadiyah University Of Surakarta.
Prastyo, Hari. 2016. The Implementation of Grammar Translation Method (GTM)
and Communicative Language Teaching (CLT) in Teaching Integrated English. Mojokerto: Islamic Institut of Uluwiyah Mojokerto.
Procter, Paul. 1978. Longman Dictionary of Contemporary English. New York:
Longman Group, Ltd. Richard, Jack C. and Theodore S. Rogers. 2001. Approaches and Methods in
Language Teaching, a Description and Analysis. New York: Cambridge University Press.
Sari, Siwi Ardilla. 2013. Teaching Technique Applied by English Teacher to Improve
Students’ Vocabulary at the First Year of Smp Muhammadiyah 7 Eromoko Wonogiri in 2012/2013 Academic Year. Surakarta: Muhammadiyah University Of Surakarta.
Schmitt, Norbert. 2000. Vocabulary in Language Teaching. New York: Cambridge
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Translation Method. Ternate: IAIN Ternate. Widianto. 2011. The Use of Grammar Translation Method to Improve Students’
Mastery of Causative Form (a Case of The Year Eleven Students of Sma 1 Tunjungan, Blora in the Academic Year Of 2010/2011). Semarang: Semarang State University.
A.2 Attendece List
A. 3 Quantitative Analysis of Cycle I and Cycle II
Cycle I
No. Student’s Code Score 1 NF 0 2 AS 40 3 IB 40 4 AFB 44 5 Sb 44 6 Dm 44 7 RS 44 8 M.AS 44 9 Na 44 10 AM 48 11 Ad 48 12 HP 52 13 WK 52 14 DR 52 15 Sw 56 16 Sp 56 17 It 56 18 M.M.AR 56 19 SU 56 20 NA 56 21 Mf 60 22 Hn 60 23 AR 60 24 M.Is 60 25 Al 64 26 Uh 70 27 AN 70 28 FA 70 29 S.S 70 30 F.H 70 31 TY 72
32 ASA 72 33 Jn 72 34 CY 72 35 Rt 76
Total Score ( ∑x ) 1936 Average Score 55.31
Table 4.2.1 The Result of Validity Test in Cycle 1
No. Score The Number
of Student Succes Criteria (≤ 70)
1 0 1 Failed 2 40 2 Failed 3 44 6 Failed 4 48 2 Failed 5 52 3 Failed 6 56 6 Failed 7 60 4 Failed 8 64 2 Failed 9 70 5 Passed 10 72 4 Passed 11 76 1 Passed Table 4.2.2 list of complete and incomplete values of students
P = 10 X 100% 35 P = 28.57
Cycle II
No. Student’s Code Score
1 NF 0 2 AS 48 3 IB 48 4 AFB 52 5 Sb 56 6 Dm 56 7 RS 60 8 M.AS 60 9 Na 64 10 AM 60 11 Ad 64 12 HP 68 13 WK 60 14 DR 68 15 Sw 56 16 Sp 56 17 Iy 64 18 M.M.AR 68 19 SU 64 20 NA 64 21 Mf 76 22 Hn 76 23 AR 72 24 M.Is 72 25 Al 76 26 Uh 76 27 AN 80 28 FA 80 29 S.S 80 30 F.H 80 31 TY 92 32 ASA 88 33 Jn 84
34 CY 84 35 Rt 92
Total Score ( ∑x ) 2.344 Average Score 66.97
Table 4.3.1 The Result of Validity Test in Cycle II
= 2.344 35 = 66,97
No. Score The Number
of Student Succes Criteria (≤ 70)
1 0 1 Failed 2 48 2 Failed 3 52 1 Failed 4 56 2 Failed 5 60 4 Failed 6 64 3 Failed 7 68 2 Failed 8 72 5 Passed 9 76 6 Passed 10 80 4 Passed 11 84 2 Passed 12 88 1 Passed 13 92 2 Passed Table 4.3.2 list of complete and incomplete values of students
P = 20 X 100% 35 P = 57,14
A.4 Scores List
No. Students’ Code Validity Test I Validity Test II
1 NF 0 0 2 AS 40 48 3 IB 40 48 4 AFB 44 52 5 Sb 44 56 6 Dm 44 56 7 RS 44 60 8 M.AS 44 60 9 Na 44 64 10 AM 48 60 11 Ad 48 64 12 HP 52 68 13 WK 52 60 14 DR 52 68 15 Sw 56 56 16 Sp 56 56 17 Iy 56 64 18 M.M.AR 56 68 19 SU 56 64 20 NA 56 64 21 Mf 60 76 22 Hn 60 76 23 AR 60 72 24 M.Is 60 72 25 Al 64 76 26 Uh 64 76 27 AN 68 80 28 FA 68 80 29 S.S 68 80 30 F.H 68 80 31 TY 72 92 32 ASA 72 88 33 Jn 72 84
34 CY 72 84 35 Rt 76 92
Total Score ( ∑x ) 1936 2.344 Average Score 55,31 66,97
Table 4.4 Students’ score of validity test I and II
A.5 Validity Test
Choose the correct answer by crossing (X) the letter a, b, c, or d!
1. Rita … all day, and now she … so exhausted.
a. Plays, feels d. Playing, Feel
b. played, feels e. Plays, Felt
c. Played, felt
2. I … a glass of coffee this morning
a. Drink d. Drinked
b. Drunk e. Drinking
c. Drank
3. Yulia … Lasagna for her boyfriend, she … to his house now
a. Made, is going d. Makes, is going
b. Have made, goes e. Making, go
c. Made, went
4. Walking briskly for a half an hour several days a week can … the risk of health
problems dramatically.
a. Reduce d. Produce
b. Increase e. Strengthen
c. Exaggerate
5. Yesterday Nora … want to clean her room alone, so now her mom … her
a. Don’t, Helps d. Don’t, Helped
b. Didn’t, Helps e. Doesn’t, Help
c. Didn’t, is helping
6. Defending champion Serena Williams … a shoot to her sister Venus, during the
women’s singles final on the center court at the All-England Lawn Tennis
Champions at Wimbledon.
a. Defeated d. Defended
b. Returned e. Protected
c. Received
7. The family planning which has been imposed nationality has succeeded in
stopping the population growth. “the underlined words means”…
a. Implemented d. Struck
b. Dictated e. Established
c. Forced
8. “Karapan Sapi is a popular festival in the island of Madura to … an occasion
after the harvest time.”
a. Open c. Celebrate e. Entertained
b. Prepare d. Declare
9. The communication satellite is equippedwith radio receivers and transmitters.
“the word equipped can be replaced by …”
a. Supplied d. Related
b. Combined e. Operated
c. Organized
This text is for number 10 to 14
RA Kartini
Every April 21, people in Indonesia commemorate the Kartini day. It is a
beautiful day for the women because we celebrate the birth of great lady, RA.
Kartini. Everyone knows who Kartini is. She is our national heroine and a great lady
with the bright idea.
Kartini was born in 1879, April 21 in Mayong Jepara. Her father was RMAA.
Sosroningrat, Wedana (assistant of head of regency) in Mayong. Her mother, MA.
Ngasirah was a girl from Teluk Awur village in Jepara. As the daughter of a noble
family, she felt luckily because she got more than the ordinary people got. She got
better education than other children. She did anything she wants altought it was
forbidden. She passed her childhood with her brother and sister. Because she was
very energetic, her father called her “trinil”. Then her father was choosen as Bupati
(the head of regency) in Jepara. She and her family then moved Mayong to Jepara. In
the same year, Kartini’s second sister RA. Kardinah was born. The environment in
Jepara gave her big chance to developbher idea. She could study at the Dutch owned
school where only children from noble family could study here.
10. The antonym of “commemorate” is …
a. Celebrate d. Remember
b. Ignore e. Sorrow
c. Remind
11. The antonym of “heroine” is …
1. Male hero d. Drug
2. Felt e. Instruments
3. Criminal
12. The synonym of “luckily” is …
a. Surrounded d. Distributed
b. Happiness e. Enlarged
c. Changed
13. The synonym of “better” is …
a. Consequently d. Moreover
b. Similar e. Good
c. Besides
14. The synonym of “develop” is …
a. Benefit d. Think
b. Advance e. Improve
c. Carry
15. He supplemented his earning by taking a night job. The underlined word means
…
a. Reach d. Developed
b. Supplies e. Created
c. Added
16. “After the miserable experience, you would think that I had learned my lesson.”
It means that the experience is …
a. Enjoyable d. Not so bad
b. Fantastic e. Unhappy
c. Great
17. Don’t … before you try.
a. Pass by d. Call up
b. keep away e. Get away
c. give up
This text is for number 19 to 21
At present, aero planes are playing a very important role to … (18) one place to
another. People can go round the world just in a two days flight by the worlds first
supersonic airlines, concorde, which … (19) at height of over 18.000 meters and …
(20) a speed of cover 2.000 km per hour.
18. a. Disjoint b. Part c. Connect d. Separate e. Reach
19. a. Goes b. Flies c. Jumps d. Drives e. Sail
20. a. Cuts b. Continues c. Moves d. Reaches e. Limits
21. … is a line of words printed in large type at the top of a page containing a brief
summary of news
a. A little d. An Article
b. A feature e. An Editorial
c. A headline
22. “If a builder is going to build a factory, a lot of worker will have a good chance
to … a job.”
a. Observe d. Look up
b. Create e. Do
c. Take
23. To be efficient, we have to try not to put off doing our tasks.
The underlined word means …
a. Argue d. Delay
b. Debate e. Defend
c. Cancel
24. Many vegetables species, through careful selection of varieties, can be grown in
widely diverse environment.
The underlined word means …
a. Same d. Cold
b. Different e. Tropical
c. Fertile
25. The company’s finances should be strong enough to develop productively.
The underlined word means …
a. Fund d. Credit
b. Loan e. Envistment
c. Grant
A.6 List of Used Vocabularies
No Vocabulary Meaning
1 Accept Menerima
2 Allow Mengizinkan
3 Ask Meminta
4 Avoid Menghindari
5 Arrive Tiba
6 Believe Percaya
7 Become Menjadi
8 Begin Mulai
9 Bother Mengganggu
10 Brush Menyikat
11 Build Membangun
12 Burn Membakar
13 Borrow Meminjam
14 Break Mematahkan
15 Bring Membawa
16 Buy Membeli
17 Cancel Membatalkan
18 Change Merubah
19 Clean Membersihkan
20 Complain Mengeluh
21 Count Menghitung
22 Cut Memotong
23 Control Kendali
24 Copy Salin
25 Cook Memasak
No vocabulary Meaning
26 Connect Menyambung
27 Conclude Menyimpulkan
28 Concern Konsentrasi
29 Close Menutup
30 Dance Menari
31 Destroy Menghancurkan
32 Decide Memutuskan
33 Dig Menggali
34 Do Melakukan
35 Draw Menggambar
36 Drink Minum
37 Drive Mengemudi
38 Eat Makan
39 Enjoy Menikmati
40 Enter Masuk
41 Explain Menjelaskan
42 Fall Jatuh
43 Feel Merasa
44 Find Menemukan
45 Get Dapat
46 Hear Mendengar
47 Know Mengetahui
48 Learn Belajar
49 Listen Dengar
50 Live Hidup
A.7 DOCUMENTATIONS
BIOGRAPHY
Bahrum, was born on February 26th 1997 in Kampung Baru
Hamlet, Beru-Beru Village, Kalukku Sub-District, Mamuju
District, West Sulawesi Province, from his beloved father H.
Mahyuddin and dearest mother Hj. Mastiara as the Third child
of 4 siblings.
The education level taken by the writer started from SD Kalukku graduated in
2008, then continued his education to the next level in SMPN 1 Kalukku, graduated
in 2011, then continued to SMAN 1 Kalukku, Mamuju Regency West Sulawesi
Province graduated in 2014 . The author continued the level of education in Private
Higher Education in Makassar City. During his study, the author was recorded at the
University of Muhammadiyah Makassar as a student in the English Education
department at the Faculty of Teacher Training and Education.
