Isi Proposal Program Magister

7/27/2019 Isi Proposal Program Magister

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I. INTRODUCTION

A. Background of ProblemTeaching students from the different school backgrounds is not an easy way to

improve their vocabulary. Some ways has been applied to practice students to achieve

the vocabulary mastery better; however, it has not been changed what they have

known before. They still have not enough glossaries to express their mastery both

speaking and understanding simple text as appropriate as their level in one of English

Language Courses in Sidenreng Rappang.

Relating to the reason above, it needs a divergent way in order that the

students own enough expressions to apply in their daily activity when they attend the

teaching process in the courses or when they are outside the class. Owning sufficient

words support the student competence to keep four language skills because without

having it, they will face difficulty to utilize in written and oral language.

Vocabulary teaching is one of the most important components of any

language class. The main reason is the fact that it is a medium, which carries

meaning; learning to understand and express the meaning is what counts in learning

languages. Moreover, vocabulary functions as a basis without it, any language could

not exist. Speaking would be meaningless and perhaps impossible having only

structure without vocabulary. The word vocabulary generally represents a summary

of words or their combinations in a particular language.


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As the researcher said before that to keep students own adequate vocabulary,

it needs a different way to improve students vocabulary not only to write but also to

apply it. The best way the researcher thinks is by means of visual aids in teaching

vocabulary. As an instructor, she is interested in applying different teaching technique

to introduce the meaning of new words. Using visual aids is one of the teaching

techniques in which the researcher tries to apply in her teaching.

The aids that help in teaching languages and that can be seen are called 'visual

aids'. They provide practical solutions to the problems of a language teacher whose

equipment, as a rule, consists of nothing more than books and classroom. They

include blackboard, chart maps, pictures, flannel-boards, filmstrips, slides,

epidiascope, and actual objects that facilitate the process of teaching.

Nation (1990:51) lists a number of basic techniques through which teachers

can explain the meanings of new words, all of which can be used in the young learner

classroom. Some of these techniques involve the use of pictures from a variety of

sources - pictures from computers; photographs; drawings or diagrams on the board;

and pictures from books. It will be interesting in this study to see which techniques

teachers use.

Besides that Harmer (2001: 134), pictures should be appropriate not only for

the language to be learned but also for the classes they are being used for; if pictures

are too childish students may not like them and if they are culturally inappropriate

they can offend people. Pictures also need to be visibleespecially if they are being


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shown to the whole class they need to be big enough for everyone to see. Moreover, it

helps if pictures are durablethat is, strong enough to be used several times.

In order to make comfortable condition for students in teaching vocabulary by

using visual aids, the researcher will apply one of teaching models as it called Team

Game Tournament or TGT. This means to stimulate the students more capable in

improving their vocabulary not only words stand alone but also applying in

sentences that used in verbal or non verbal socialization.

According to Slavin (1995), Team Games Tournament (TGT) is one of

learning strategies for review and mastery learning of material. He has found that

TGT increased basic skills, students achievement, positive interactions among

students, acceptance of mainstreamed classmates and self-esteem.

To sum up, applying Team Games Tournament by using visual aids in

teaching new words makes the teaching process enjoyable and memorable and also

attract students attention and deepen their understanding of vocabulary. Besides that

using visual aids can also assist the students with abstract words, as associating the

words with a concrete object makes these words easier to remember.

Thats why, the researcher is keen on finding out the effect applying Team

Games Tournament in improving students vocabulary by using visual aids in English

Conversation School in Pangkajene Sidrap, academic year 2012/2013.


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B. Problem StatementsBased on the background above, it is formulated two research questions. The

following will be presented on the specific focus for the study:

1. How can be applied Team Games Tournament in improving students

vocabulary using visual aids?

2. How do visual aids assist students in comprehending and remembering

new vocabulary?

C. Objectives of ResearchThe purpose of this study is to find out the effectiveness of team games

tournament (TGT) in improving students vocabulary by using visual aids. A further

subsidiary aim is to assist students in comprehending and remembering new

vocabulary.

D. Significance of ResearchThe benefits can be obtained after doing research, that is: i) the theoretical

benefits and ii) practical benefits.

As for the benefits mentioned above as follows;

1. Theoretical Signifancea. Adding comprehension about application of cooperative learning, especially in

MODAPUTA-English Conversation School Pangkajene Sidrap with the aim

to improve students' vocabulary by using visual aids.


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b. As a reference for other researchers who want to get more information about

one of learning model application, that is; Teams-Games-Tournament.

2. Practical Significancea. For management of the institutions

Providing input in the improvement of innovative teaching and learning toenhance the learning of vocabulary.

b. For the mentors As a reference for the mentors or instructors in creating a fun learning

more creative and innovative.

c. For students1) Motivating students to improve their vocabulary.2) Encouraging each other to compete in achieving success learning

vocabulary.

3) Creating an atmosphere of learning that not forcing students to learn.d. For Researchers

1) Studying the implementation of the cooperative learning model toimprove students' vocabulary at one of institutions in Pangkajene Sidrap.

2) Applying research capability in completing a graduate program atuniversity of Muhammadiyah Parepare.


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II. REVIEW OF RELATED LITERATURE

A. Concept of Literature Review1. The Definition of Teaching Strategy

Teaching strategy is very important for teachers before presenting the material

of the subject in class. Based on this concept, a teacher expected to be able to

organize class in order to create the comfortable atmosphere for students and the

students can learn cheerfully. Therefore, presented in the following some views from

experts about teaching strategy.

Hornby (1974) stated that teaching means the occupation, profession, or work

of a teacher, besides that teaching is the imparting of knowledge, developing of skills

and attitudes, and meeting of special needs in various ways ranging from structured to

individualized activities, including instructional support activities that aid and enrich

the teaching-learning process.

Crowther (1995: 1225) said that teaching is the work of teacher and a plan

designed for a particular purpose, the process of planning something or carrying out a

plan in a skillful way. It can be said that teaching strategy is a way how the teacher

educates with the plan designed in order to get the determined aim.

And Readence, et.al., (1989 : 214) stressed that a strategy is not an accident

but is rather the planned means to end. In general, teaching strategies have some

characteristics, that is; helping students focus attention on important information,

providing students with meaningful study goals, assisting students organize


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information, causing students to practice, and encouraging deep processing of

information.

Besides that Oxford (1990: 7-17) reveals that strategies are specific actions

taken by the teacher to make learning and teaching easier, faster, more enjoyable,

more self-directed, more effective, and more transferable. He divided teaching

strategies into two aspects; they are direct and indirect strategies. The direct

strategies, in which teacher is encouraged to create mental linkage, apply images and

sounds, review things well, and employ them in action, and the indirect strategies

means teacher gives confidence to students center, arrange, plan, and then evaluate

their learning.

2. Teams-Games-Tournament (TGT)Teams-Games-Tournament is one of the team learning strategies designed by

Robert Slavin for review and mastery learning of material. Slavin has found that TGT

increased basic skills, students achievement, positive interactions between students,

acceptance of mainstreamed classmates and self-esteem.

Slavin (1995) explained that by applying TGT, students learn material in

class; this can be taught traditionally, in small groups, individually, using activities,

etc. The heterogeneous study teams review the material, then students compete in

academically homogeneous tournament teams. And students bring from 2-6 points

back from their tournament to their study teams. Points are totaled and normalized


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(for a group size of 4). It is the study team that is successful. It should be noted that

the tournament based on material often for which there is a specific correct answer.

In the following, it will be presented the procedure of TGT;

1. Study Teams (also called Home Teams)

The students reinforce, review and study the material cooperatively in these

teams.

Set-up: Heterogeneous Teams

a) Generate a ranked class list of all students. The ranking should be academic,

by marks.

b) Team size: 4 students, to make the teams, divide the total number of

students by 4. (32 students 4 = 8)

c) Number students, beginning at the top.

Reverse the numbering the second time through.

e.g. 1,2,3,4,5,6,7,8,8,7,6,5,4,3,2,1,1,2,... etc.

d) This will generate academically heterogeneous teams of about equal ability.

Balance the teams for sex, ethnicity, etc. while trying to maintain academic

equalness.

2. Tournament

After the designated study time, the students then compete in the

tournament.

Set-up: Homogeneous (Tournament) Teams

a) Use the same ranked student list.


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b) Form groups of three (alternate size is 4).

c) Cluster students by 3's, going down the ranked student list. This will result

in the 3 strongest students competing together, the 3 weakest together, etc.

Format:

a) Have a deck of numbered cards (1 - 30) available for each tournament table.

b) Make up a worksheet of 30 numbered questions.

c) Make up a numbered answer sheet.

d) Each team picks up an envelope/deck of cards, question sheet, and answer

sheet.

e) Students draw cards at each table. The highest number goes first.

f) The first student pulls a card from the envelope and reads out the number.

The second student (with the question sheet) reads the question aloud. The

first student answers the question. The third student (with the answer sheet)

tells if the answer is correct. If correct, the first student keeps the card. If

incorrect, the question (2nd) student may challenge answer. If they get the

answer correct, they may keep the card. If still incorrect, the card goes to a

discard pile.

g) The game proceeds clockwise. After each question (whether correct or

incorrect) each student changes jobs. It continues until the time is up.


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3. Scoring

Scoring is done for all the tournament tables. Each player will take back

2 to 6 points to their Study Team. Study Team points are totaled. They need to

be normalized to a group size of four. (Study teams of 5 students will bring

back more points; teams of 3, fewer points.)

4. Bumping

The members of tournament tables can be bumped up or down. Each

winner moved to a higher-level table, the loser moves to an easier table.

This ensures that all students are playing with same-ability students and are

winners about equally often.

3. Teaching of VocabularyVocabulary functions as a cornerstone without which any language could not

exist. Speaking would be meaningless and perhaps impossible having only structure

without vocabulary. The word vocabulary generally represents a summary of words

or their combinations in a particular language. However, we should bear in mind, as

Ur (2000: 60) remarked, that one item of vocabulary can consist of more than one

word. E.g. post-office consists of two words and still expresses one idea.

Vocabulary teaching is one of the most important components of any

language class. The main reason is the fact that it is a medium, which carries

meaning; learning to understand and express the meaning is what counts in learning

languages.


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According to Thornbury (2004: 4) stated that there has been increased focus

on teaching vocabulary, as a result of the development of new approaches to language

teaching, which are much more word-centered.

Ur (2000: 60) agreed in listing the fundamental features, which need to be

included within vocabulary teaching. Besides knowing the form of the word, students

also need to be familiar with its grammar. Students need to know e.g. irregular forms

of verbs or plural nouns, the position of adjectives, etc.

Harmer (1993: 156-157) stressed that students should know how to change a

word form and when to use it. Teaching the meaning includes mainly connecting a

word with its equivalent in the real world. It is called denotation. Apart from

denotation, connotation of the word (associations and feelings, which arise when the

word is heard) should be taught. Many vocabulary items have several meanings

depending on context. Furthermore, students need to be provided with the word sense

relations to other words. There are various relationships such as synonyms, antonyms,

hyponyms etc.

Ur (2000: 62) said that another challenge the student will face when learning a

new item is collocation. That means he or she needs to know which words can be

used in connection with each other and how. E.g. when learning the word picture,

the student should be informed that one can take a picture, not make a picture. On top

of that, the student needs to acquire the ability to recognize when it is appropriate to

use a particular word - speaking or writing, informal conversation with a friend or

formal polite conversation.


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4. Definition of Visual AidsThere are wide varieties of teaching aids available to the language teacher. It

should be considered to apply a range of these in teaching. One of the most

commonly used teaching aids is the blackboard or white board. Moreover, visual aids

such as flash cards, postcards, and magazine photos are very useful when it used in

teaching.

Hubbard, P. et.al. (1983) stated that the blackboard is probably the most

commonly used and most teachers would find teaching without one to be a challenge,

it is also the case that teachers frequently do not adequately consider how to present

material on the board. It is generally considered a good practice to list the lessons

objectives on the board and leave them up throughout the session, for the students to

refer to. It is also helpful to leave a running list of vocabulary on one part of the

board. The central part of the board can be used for examples, charts, drawings, etc.,

which will generally only be left up for one part of the lesson.

Wright (1989) said that it also needs to consider the range of visual aids that

might help in teaching vocabulary. Photos from magazines, postcards, books, etc can

be very useful for teaching if chosen carefully. Many teachers find it useful to collect

a file of these materials for easy access. These can be used for discussion; illustrating

grammar points, description, for the basis of role-plays, etc.

Various types of flash cards are also useful for teaching activities. Flash cards

generally have words, pictures, or a combination of the two. There are commercially


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available cards, cards that can be made by cutting pictures from magazines, etc., or

the teacher can make them him/herself with drawings and writing. They can be used

for a wide variety of activities, from drills to matching activities, to different

communicative activities.

Holt (1995) provides the following basic kit of teaching aids, including

objects, games, and materials. They are; 1) realia: clocks, food items, calendars,

plastic fruits and vegetables, maps, household objects, real and play money, food

containers, abacus, manual for learning to drive, and classroom objects; 2) flash

cards: pictures, words, and signs; 3) pictures or photographs: personal, magazine, and

others; 4) tape recorder and cassette tapes, including music for imagery and

relaxation; 5) overhead projector, transparencies, and pens; video player and videos;

6) pocket chart for numbers, letters, and pictures; 7) alphabet sets, 8) camera for

language experience stories to create biographies and autobiographies; 9) games such

as bingo and concentration: commercial or teacher-made; 10) colored index cards to

teach word order in sentences, to show when speakers change in dialogue, to illustrate

question/answer format, and to use as cues for a concentration game; 11) cuisenaire

rods to teach word order in sentences, to use as manipulative in dyad activities, and to

teach adjectives; 12) colored chalk to teach word order, to differentiate between

speakers in a dialogue, and to illustrate question and answer format.


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III. METHODOLOGY OF RESEARCH

A. Research DesignMethodology and design used for this specific study will be based on

quantitative design methods, which include conducting tests (pre-test and posttest)

and giving questionnaire to students.

B. Population and SampleThe subject of this research is the students of MODAPUTA-English

Conversation School in Pangkajene Sidrap.

C. Data of ResearchData of research will be got from the result of pretest, posttest, and

questionnaire. The data of pretest is vocabulary mastery of students basic skill, and

the data of pretest is the result of vocabulary proficiency after applying learning

models of Teams-Games-Tournament (TG) using visual aids and a questionnaire

given is used to find out the students response of TGT applied.

D. Instruments of ResearchInstrument utilized to get research data is a test and a questionnaire. Test is

prepared into two types, the first one is pretest and the second one is posttest, both of

tests are vocabulary test. Pretest will be given to students before applying teaching

model of TGT using visual aids, and posttest is provided after teaching application.

Meanwhile a questionnaire will be distributed to the subject of research.


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E.Data Collection ProcedureData gathered from result of tests, and a questionnaire has to be carefully

evaluated to confirm their worth for the purpose of the particular study. Getting the

data of research is from three main steps. The first one is preparation, the second one

is application, and the third one is evaluation.

1. Preparation; the researcher will prepare teaching materials, visual aids ofvocabulary, such as; pictures, cards, and worksheet. In addition, design

instruments such as tests (for pretest and posttest), and a questionnaire.

2. Application; the researcher will carry out pretest before beginning research.Conducting teaching by applying TGT using visual aids for 2 (two) months and

after that providing posttest and distributing a questionnaire to students.

3. Evaluation; Computing the result of pretest and posttest and calculating the resultof questionnaire.

F.Data AnalyzingTechniqueCalculating the result of questionnaire used the percentage technique is as

follows :

Computing the result of pretest and posttest used t-Test formula is as follows :


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t =

[ ]

Where :

= The Mean Score of Pretest = The Mean Score of Posttest

= Sum square of Pretest

= Sum square of Posttest = Number of students who attend Pretest = Number of students who attend Posttest

IV. REFERENCESAllen, Virginia French. 1983. Techniques in Teaching vocabulary: Teaching

techniques in English as a second or foreign language. New York: OxfordUniversity Press.

Andrews, Richard. 2003. Continuum Research Questions. London : MPG Books.

Best, John W. 1981. ResearchIn Education. New Jersey-Prentice Hall, Inc.

Creswell, John W. 2009. Research design: Qualitative, Quantitative, and MixedMethods Approach. London : Sage Publication.inc.

Crowther, Jonathan. 1995. Oxford Advanced Learners Dictionary of Current English. New

York : Oxford University Press.

Harmer, J. 2001. The practice of English language teaching (3rd ed.). London:

Longman.

Hubbard, P. et. Al. 1983.A Training Course for TEFL. Oxford: Oxford UniversityPress.


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Holt, G. M. 1995. Teaching Low-Level Adult ESL Students. California: CaliforniaDepartment of Education. http://www.cal.org/caela/ esl_resources/

digests/HOLT.html/ accessed on October 2012.

Lado, Robert. 1988. Teaching English Across Cultures : An Introduction for

Teachers of English to Speakers of Other Languages. New York : McGraw-Hill.

Pianta, Robert C. 2011. Teaching Children Well: New Evidence-Based Approaches to

Teacher Professional Development and Training. USA : the Associated

Press/Steve Pope.

Readence, John E, Thomas W. Bean and R. Scott Baldwin. 1989. Content Area

Reading : An Integrated Approach. Iowa : Kendal/Hunt Publishing Company.

Reynolds, William M an Gloria E. Miller. 2003. Handbook Of Psychology :Educational Psychology, Vol. 7. Canada : John Wiley & Sons, Inc.

Slavin, Robert E. 1990. Teams-Games-Tournaments: Cooperative Learning

Strategies. USA : Allyn and Bacon.

___________. 1995. Classroom Applications of Cooperative Learning. USA: Johns

Hopkins University and University of York.

McCoy, Douglas. 2007. Visuals and Vocabulary: The Order of Presentation Matters.

AIU : Edu 612-0704A-01.

Nation, I.S.P. 2001). Learning vocabulary in another language. Cambridge:

Cambridge University Press.

Oxford, R. L. 1990 Language Learning Strategies: What Every Teacher Should

Know.New York, U: Newbury House. [USA:Heinle & Heinle Publishers].

Thornbury, Scott. How to Teach Vocabulary. Essex: Pearson Education Limited,

2004. ISBN 0582-429668

Ur, Penny. A Course in Language Teaching: Practice and theory. Cambridge:

Cambridge University Press, 2000. ISBN-0521-44994-4


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V. APPENDIXESA. Pretest

1. Words ScrambleUnscramble the following words:

1) oth __________________________2) pto __________________________3) tpso __________________________4) rinbg __________________________5) cctha __________________________6) eifv __________________________7) tow __________________________8) eterh __________________________9) labck __________________________10) rgene __________________________

2. Missing WordsComplete the missing letters in the following words

1) Lirar = _________________________2) Sigi..g = _________________________3) Fiis = _________________________4) Witig = _________________________5) Pantng = _________________________

3. Words Search

not pot flop catch three

hot spot bring five black

got stop make two green


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B. Postest1. Scramble Test

Unscramble the following words:

1) teg __________________________2) elt __________________________3) etm __________________________4) fcal __________________________5) upp __________________________6) ucb __________________________7) aks __________________________8) orpd __________________________9)

drae __________________________

10) itegh __________________________2. Missing Words

Complete the missing letters in the following words

1) Tecer = _____________________________2) Iprve = ______________________________3) Dlignt = ______________________________4) Lving rom = ______________________________5) Barding Hose = ______________________________

3. Vocabulary QuizMatch the vocabulary words on the left with the definitions on the right.

1) energetic a person associated with another in a common activity;associate.

2) citizen the sister of one's mother or father.3) aunt pupil a person belonging by birth or naturalization to a

political and geographic entity, esp. a nation.

4) volunteer any person who studies under a teacher.5) outgoing full of or displaying energy; active; vigorous.6) human a person who lives close to someone else.7) partner one who offers to perform work or services without pay.8) patrol any of five ways to perceive, namely touch, smell, taste,

sight, and hearing.

9) neighbor reserved or ill at ease with other people; bashful.10)sense going out or leaving, as a vessel; outbound.


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C. Questionnaire1. Tujuan :

Quessionaire ini bertujuan untuk memperoleh data tentang respon siswa(peserta kursus) terhadap penerapan model pembelajaran kooperatif tipe TGT

dengan menggunakan alat bantu Visual dalam pelaksanaan kursus bahasa

Inggris di MODAPUTA-English Conversation School Pangkajene Sidrap.

2. Petunjuk Pengisian :Berilah tanda cross (X) pada kolom SS bila Sangat Setuju, kolom S bila

Setuju, kolom TS bila Tidak Setuju, dan kolom STS bila Sangat Tidak Setujudengan pernyataan di bawah ini.

No. Pernyataan SS S TS STS

1.Pembelajaran TGT dengan alat bantu Visual sangatmenyenangkan dalam belajar Bahasa Inggris

2.Pembelajaran TGT dengan alat bantu Visual tidakcocok dalam belajar Vocabulary Bahasa Inggris

3.Pembelajaran TGT dengan alat bantu Visual baru

pertama kali digunakan pada di tempat Kursus

4.Pembelajaran TGT dengan alat bantu Visual sangat

baik bila digunakan di tempat kursus

5.Belajar Bahasa Inggris, khususnya Vocabulary

tidak baik bila menggunakan pembelajaran TGTdengan alat bantu Visual

6.Pembelajaran TGT dengan alat bantu Visual dapatmeningkatkan kemampuan Vocabulary pesertakursus

7.Penerapan pembelajaran TGT dengan alat bantu

Visual tidak meningkatkan kemampuanVocabulary dalam belajar Bahasa Inggris

8.Pembelajaran TGT tanpa alat bantu Visual tidakdapat meningkatkan Vocabulary peserta kursus

9.Pembelajaran TGT dengan alat bantu Visual seringdigunakan Mentor dalam mengajarkan Vocabulary

10.Pembelajaran TGT tanpa alat bantu Visual dapatmeningkatkan Vocabulary peserta kursus

Keterangan :

1. SS = Sangat Setuju2. S = Setuju3. TS = Tidak Setuju4. STS = Sangat Tidak Setuju

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Isi Proposal Program Magister