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revisi tentang vocabulary dan grammar eror
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CHAPTER l
INTRODACTION
1.1 Background of Problem
Nowadays, Indonesian people live in the era of globalization, era of
information and era of competitiveness, so they need to master English as a
means of communication. In other words, English education should be
improved therefore students should be familiar with English.
English is essential to be taught for the younger people, for this case;
students from the beginner up to the senior high school. Developing the
student’s ability in mastering English cannot be separated from vocabulary
mastery, because it can be a measurement of student’s understanding in
English.
Vocabulary is one of the important elements in teaching English. As
Hatch and Brown (1995:1) mention that, vocabulary is the foundation to build
languages, which plays a fundamental role in Communication it. Thus by
mastering vocabulary people can express their ideas and understand the other
basic competence well. Students of Junior high school study Basic English.
They study about simple words or things in their surroundings, it is aimed
that students are able to understand simple English used in daily context.
Moreover, it is difficult to master the other competence without
understanding the vocabulary, because vocabulary is the basic competences
1
that must be reach by students in order to get other competencies like reading,
writing, listening, and speaking
When doing teaching field Experience Program (PPLK) at MTsN 1
Kota Serang, the researcher found that students have some difficulties in
learning English, especially in mastering vocabulary. The researcher found
several problems about student’s vocabulary mastery such as difficulties in
the meaning of words, memorizing the vocabulary in a large amount and
forget them easily, difficulties in pronouncing words correctly, and the
students could not spell the words correctly. It can be concluded that in
general students have difficulties in accepting and expressing ideas, thoughts,
and feelings, both in oral communication and written, because the students at
MTsN 1 Kota Serang have limited vocabulary. The lack of vocabulary
mastery of the English language affects the ability of the student’s language
skills. Therefore we should encourages and supports English teachers at the
school to further develop the teaching strategies and techniques and by
applying teaching methods to be good to improve the quality and quantity of
student’s English vocabulary. In this case, Brown (2000:8) said that
“Teaching will spell out governing principles for choosing certain methods
and technique”.
One away to overcome this problem is the teacher can be done by
improving or develops the teaching materials and use appropriate media and
techniques of teaching. Many kinds of the media we can use for teaching
vocabulary such as video, posters, tapes, comics, pictures, movies, flash cards
2
and so on. The researcher chooses flash card as media. Azhar (1997) states
that flash card is a simple picture on a piece of card or paper, which is
probably the most widely used visual aids in language teaching. It means that
flashcard is of media which can help the teacher to teach English easily. Flash
cards in teaching vocabulary are very simple visual aids and the teacher can
make the students more active during the teaching learning process.
Flashcards are some kinds of media that can be used by the teacher in the
classroom. They can increase their span of attention and concentration to
study new words in English. Flash cards can be used for consolidating
vocabulary, practicing structure and words order or a variety of games and
Flash card also a common and popular learning strategy, fast and easy to
learn.
Based on the reason above, the researcher would like to conduct a
research entitled “Improving student’s vocabulary mastery by using flash card
at the seventh grade of MTsN 1 Kota Serang.’’
1. 2 Identification of the problem
Based on the background of the problem above, the researcher would
identify the problem as follows:
1. Students difficult to mastery vocabulary
2. Students difficult in the meaning of words
3
3. Students difficult memorizing the vocabulary in a large amount and forget
them easily
4. Students difficult in pronouncing words correctly
5. Students could not spell the words correctly
1.3 Limitation of the Problem
Based on the identification of the problem above, the researcher limits
this research only on improving students’ vocabulary mastery by using flash
card at the seventh grade of MTsN l Kota Serang
1.4 Formulation of the Problem
Refer to the limitation of the problem above; the researcher
formulates the problem as follows:
1. How is the process of teaching vocabulary mastery by using flash card at
the seventh grade of MTsN 1 Kota Serang?
2. How is the improvement of student’s vocabulary mastery by using flash
cards at the seven grade of MTsN 1 Kota Serang?
1.5 Objectives of the Research
In general, this research is proposed to improve the students’
vocabulary mastery by using flash cards of class. Particularly, in accordance
with the problem formulation above, the objectives of the research are:
4
1) To describe the process of teaching students’ vocabulary mastery by using
flash cards at seventh grade of MTsN 1 Kota Serang
2) To find out the result of teaching vocabulary mastery by using flash cards
at seventh grade of MTsN 1 Kota Serang
1.6 Scope of the Research
The scope of the research is about improving student’s vocabulary
mastery by using flash card. In this case, students are given explanation about
how to get new meaning vocabulary by using flash card. The students look at
the picture and the meaning of vocabulary based on flash card given. This
research takes seventh A class students in MTsN 1 Kota Serang as the
subject.
1.7 Uses of the Research
The uses of this research are as follow:
A. Theoretical Uses
1. The result of this research can be used as an input in teaching learning
process especially in study vocabulary.
2. The result of the research can be useful in improving student’s
vocabulary mastery by using flash card.
5
B. Practical Uses
1. For the English teacher
To predict the result of this research later can be used to consider
whether teaching English by using flash card can improve students’
vocabulary mastery.
2. For the students
Teaching vocabulary by using flash card hopefully encourages their
mastering vocabulary.
1.8 Operational Definition
To make the little clear, the writer would like to give some definitions
of these words:
1.8.1 Vocabulary
According to Jhon (2006:6) vocabulary knowledge involves
knowing the meanings of words and therefore the purpose of vocabulary test
is to find out the learner can match word with a synonym a dictionary – tape
definition or in equivalent word in their own language. Without vocabulary
there will no communication, since vocabulary is the basic from in
communicating. The acquisition of vocabulary is the important thing in other
to get will communication for people
6
1.8.2 Flash Cards
According to Hill (197: 197) flash cards is the picture or words and
attempts to recall the second language word, the flash card may have a
picture or the native language word on one side and second language word
on the other. The student sees the picture or word and attempts to recall the
second language word. The cards are show to the students, who attempt to
pronounce what they see. Flash cards can be used for consolidating
vocabulary, practicing structure and words order or a variety of games and
Flash card also a common and popular learning strategy, fast and easy to.
1.9. Organization of the Paper
This research proposal is organized in three chapters, as follows:
Chapter one is introduction, which covers background of the study,
identification of the problem, limitation of the problem, formulation of the
problem, objectives of the research, Scope of the research, uses of the
research, operational definition and organization of the paper.
Chapter two is theoretical framework, the concept of vocabulary,
definition of vocabulary, kind of vocabulary, the use of vocabulary, media,
flash cards, and teaching vocabulary through flash cards, pervious study.
Chapter three is methodology of research, research design, the subject
and setting of the research, researcher procedure, data collecting technique,
7
test, observation, documentation, research instrument, data analysis,
quantitative data analysis technique, qualitative data analysis technique.
8
CHAPTER II
THEORETICAL FRAME WORK
2.1 The Concept of Vocabulary
2.1.1 Definition of Vocabulary
Vocabulary is one of the language components, which is important in
learning English. A person's vocabulary is the set of words they are familiar
with in a language. A vocabulary usually grows and evolves with age, and
serves as a useful and fundamental tool for communication and acquiring
knowledge. Nunan (1998:117) said that one of the most influential linguists
of the day went so far as to argue that vocabulary was the easiest aspects of
second language to learn and that it hardly required formal attention in the
classroom. One of the most influential structural languages is currently in
vocabulary, vocabulary is the most important aspect is easy to learn a second
language and that it desperately needs formal attention in class. Language
teaching specialists generally agree that vocabulary is one of the most
important aspects for foreign language learners to acquire since it is critical in
conveying the meaning of a message.
According to Jordan (1997: 149) said that vocabulary knowledge is
the single most important area of second language competence regarding
academic achievement. The expansion and elaboration of vocabularies is
9
something that extends across a lifetime. Although vocabulary is the one that
is emphasized, it does not mean other kinds of language components-
grammar and pronunciation-are less important. All of these aspects are
learned together, because they are attached one to another.
In the above opinion says that Languages play an important role in
communication. It is impossible to make communication through language
without mastery the vocabulary. The people should have enough vocabulary
before they are able to use a language. It means that vocabulary is an essential
element of language which we use in communication. Vocabulary is
extremely large and also varies. Nobody ever learns all the words in any
language, but they can enlarge the number of words they have. Larger
vocabulary the students have can help them in many ways; students’ reading
ability and writing ability will improve as they learn new words, and the more
words they know the better their chance will be to do well on the vocabulary
questions, in the school. Therefore, it is highly essential for English teacher to
help their students in mastering vocabulary along with grammar and
pronunciation.
2.1.2 Kind of Vocabulary
There are many classifications made by the experts in language area
about the types of vocabulary. Vocabulary into two parts, namely: general
vocabulary and special vocabulary. The general vocabulary is the words that
are used in general; there is no limited of field and user. Whereas special
10
vocabulary, is the words that are used in the certain field or job, profession or
special science and technology. There are some differences in the number of
words that are used by and understood by the students.
Schmitt and McCarthy (1997:11) Field classified vocabulary into:
Receptive and Expressive Vocabulary.
a) Receptive Vocabulary: It is the words that the students understand when
they listen to speech and when they read. The term receptive vocabulary
is used to refer to listening and reading vocabularies.
b) Expressive Vocabulary: It is the words that the students use when they
speak and write. The term expressive vocabulary is used to refer to both
since these are the vocabularies they use to express themselves.
According to Nation (2000:7) vocabulary divided into four levels
largely on the basis of how often in the language (its frequency) and how
widely it occurs (its range). There are:
a. High frequency words; this words usually used very frequently in all
kinds of uses of language. In high frequency words, there are several
types of words, function words, content words, and common words.
b. Academic words; this words widely used within that specialized area.
c. Technical words; these words also used in particular area
d. Low frequency words. It’s not occurring very frequently
11
Therefore, in teaching learning vocabulary the teacher must take an
appropriate teaching material based on the students need, curriculum and the
level of the students itself. Especially in teaching vocabulary, there are many
word assess the use in language learning. It can be seen in high frequency
words such as faction words, contents words, and common words. In teaching
vocabulary for junior high school, the students much needs content words to
be learnt. Harmer (2001: 229) there is several kinds of content words:
a. Noun
Noun is any a class of words naming or denoting a person, thing, place,
action or quality, for example: doctor, park, talking, and chair
b. Adjective
Adjective is any a class of words use to modify or other substantive. For
example: big, little, good, beautiful
c. Adverb
Adverb is any of a class words use generally to modify a verb, an
adjective, another adverb, a phrase, or a clause by expressing time, place,
meaner, degree, and cause. For example: fast, careful, yesterday, now.
12
d. Verb
Verb is any of a class of words expressing action, existence, or occurrence,
or use as an auxiliary or copula, and usually constituting the main element
of predicate. For example: give, build, have, do and sing
Vocabulary also contains of noun, adjective, verb and adverb. In
mastering vocabulary, there are many games which are appropriate for use
with the collections of vocabulary items. The games can be applied on the
board to help the students to enrich their vocabulary well. Jordan R (1997:
153) said that there can be different attitudes towards the teaching / learning
of sub technical vocabulary. One attitude is that students need to be aware of
and learn the general meaning of the words – such as: function, factor, point –
as they are more likely to know a specialist meaning from their own studies.
The other approach is that the meaning / use of the words need to be learned
in the English for academic purposes context as this is the most frequent need
the students will have for using it can be argued that both approaches are
valid it will depend on the students needs
From the explanation above, we know that every expert in every
book is different in classifying the kinds of vocabulary, because every person
has different ways in showing and telling their opinions and ideas. This
means that the vocabulary contains many kinds of function and content
words.
13
In this research, the researcher will use receptive vocabulary and
content word a noun, because learning vocabulary at junior high school will
be much better to use a receptive or comprehensions and the content word a
noun. In teaching English at junior high school especially in first grade to
introduce a content word noun become that they are easy to learn and easy to
memorizing. Receptive is the words that the students understand when they
listen to speech and when they read. The term receptive vocabulary is used to
refer to listening and reading vocabularies. Vocabulary consists of the words
that are understood by the people, when they read or hear. When students at a
higher level such as the intermediate or advanced level studies of receptive
vocabulary more useful.
2.1.3 The Use of Vocabulary
Vocabulary is important in case it could help the students to enjoy
their classes. One who masters enough vocabulary will find fewer difficulties
than those who have fewer vocabularies. When they read a certain text, they
will easily get the information from it since they can understand every word
in the text. On the others hand, those who lack of vocabulary will face a lot of
problems. Mastery of vocabulary will be useful for the process of achieving
language- teaching objectives. That is the mastery of language skills
(Listening, Speaking, Reading, and Writing). If we want to communicate with
others in certain language, we must master the language they belong to
especially to know enough vocabulary of those language. Harmer (2002: 14)
said that recognition of the meaning making potential of words meant that
14
vocabulary became a learning objective in its own right. Words are the basic
unit of language from supports it. Without vocabulary, one cannot
communicate too effectively or express idea. He also states that having a
limited vocabulary is also a barrier. Furthermore, vocabulary like grammar is
an essential component of all uses of language
2.1 Media
Before going to discuss flash card as teaching media, the writer would
discuss what the meaning of media. As everybody knows language is as a
means to convey ideas, opinions, and feeling among the people by oral or
written ways. One of the languages which are often used as a means of
communication is English. It become dominant language around the world
and now more and more people use English as an international language.
Using media in language teaching process is one of the common things to
achieve the goal of learning in the school; teacher should makes variety in
teaching with using interesting media to make students not get bored.
Certainly, using media in teaching language is technological innovations that
prevail in nowadays to help teacher giving information or transfer knowledge
to the students. Azhar (1997) says ‘’Media as a communication tool in order
to more effectively the learning process. They enable teachers to meet various
needs and interests of their students”.
Therefore, the components of teaching learning process are related to
one another. One of them is media. Using media is helpful in the teaching
15
learning process to transfer the material to the students; one of the important
things to use media can make the students more interesting and motivate them
in learning the subject. Beside that media can make learning activity more
communicate and interactive between teacher and the students. It will
stimulate student’s sense in receiving the material, at least student more give
attention to the teacher and class activities, even they will involved it in.
2.3 Flash Cards
Flash cards are helpful in the acquisition of new vocabulary words. A
way to develop this is to take a pack of cards related more/less to one topic
and devise a situation in which the learner has to use at least some of the
words they see on the cards. This is efficient with the students at the seven
grades of junior high school and really fun. To summarize briefly, flash card
can act as prompts, cues, and a mnemonic, a non verbal form of
communication, like Cuisenaire rods to show structure, so it can bring much
joy and give opportunities to remember the word easily. Flash cards also a
common and popular learning strategy, fast and easy to learn. Hill (1974:
197) the flash card may have a picture or the native language word on one
side and second language word on the other said that it can be identified by
underlining the appropriate letters in the word. Properly designed and used
flash cards can be very helpful in teaching and studying a language.
16
The flash cards can be used at the beginning of a unit to present and
practice new vocabulary. Mukalel (2004:147) stated that, flash cards are
small cards, big enough to carry on it:
1. Part of sentences
2. Phrases
3. Single words
4. Minimal pairs and so on
Flash cards are useful for drilling new letters, syllables, words, and
other information. They are normally used in a classroom, but can also be
used more informally. A flashcard or flash card is a set of cards bearing
information, as words or numbers, on either or both sides, used in classroom
drills or in private study. Flash cards can bear vocabulary, historical dates,
formulas or any subject matter that can be learned via a question and answer
format. Flash cards are widely used as a learning drill to aid memorization by
way of spaced repetition.
Flash cards is a set of card information, as words or numbers, on
either or both sides, which is used as a learning exercise to aid memorization
by way of repetition. Flash card is one type of media images. Picture have
been used for centuries to help students understand various aspects to foreign
17
languages, picture have a role to play in the teaching of meaning even in
translation methods. Roger (2007: 137)
2. 4 Teaching Vocabulary through Flash Cards
Method and instructional media will be effective and efficient after
the teacher uses cards in teaching English to students of junior high school.
The writer taught the students by using cards, fortunately the students
understood better, compared to the students who learn vocabulary without
cards. Teacher, who uses instructional media like cards in teaching learning
process, will make students to have easier understanding especially in
understanding vocabulary. Learning from word card might be the simplest
strategy of learning vocabulary. Nation (2001) describes this strategy in
Learning Vocabulary in Another Language that a learner writes the foreign
word on one side of a small card, and its translation of the first language on
the other. The learner goes through a set of cards and tries to recall its
meaning.
According to Nation (2007) the most important things that a teacher
can do are to plan the opportunities for learning and the plan what vocabulary
will get attention. A very useful guide when planning is to see the program as
consisting of four equally balance stands there are meaning focused input,
meaning focused output, language focused learning and fluency development.
Teacher as facilitator should accommodate their students by finding out some
interesting ways of teaching, in order to make the students interested to the
18
lesson, teachers can use teaching aids for teaching grammar since most
children like pictures there is an advantages to teach them using visual aids,
so that they are interested to the lesson. Moreover, they are eager to learn
more about English grammar. Some of the examples of teaching aid’s
advantages are: to attract student’s attention to the lesson, visual aids are easy
to prepared (so that everyone can make flash cards by drawing any
illustration according to the purpose teaching),
Flash cards are a great language learning tool. As the old saying goes,
“one picture is worth a thousand words”. But how do you use them
effectively? Here are some of the ideas along that line. If you are using the
flash cards to drill vocabulary start off by sitting in front of the class so that
the whole class can see the cards easily and go through the drill. After the
students start to get an idea of what the cards are, you can start to just flash
the cards for a second and the students have to tell you what the card is. That
is why they are called flash cards. As the students become more familiar with
the cards, you can shorten the time of the flash. Hill (1974: 197). The flash
cards may have a picture or the native language word on one side and the
second language word on the other. The student sees the picture or word and
attempts to recall the second language word. He cheeks his response against
the back of the card. And it can create class activities fresher.
According to Haycraft (1978: 102) and Cross (1991: 120) there are
some advantages of using flash cards in language teaching. They are namely:
a) Flash cards can be used for consolidating vocabulary; b) Flash cards are
19
effective that can be used for any level students; c) Flash cards can be taken
almost everywhere and studied when area has free moment; d) Flash cards
can be arranged to create logical grouping of the target words; e) Flash cards
are cost effective/inexpensive and f) Flash cards also can be used for
practicing structure and word order or for a variety of games.
Based on the explanations above, it can be concluded that flash cards
have many advantages when used in teaching learning process. Flash cards
have a great power in motivating and stimulating the students. Meanwhile,
flash cards are easy media to help students and teacher in learning process,
especially to teach the students of junior high school. Teacher can use it at
any time and in any situation when he wants to teach.
On the other hands flash cards have some disadvantages such as: this
system is only effective for small class (the number of students up to 5 or 10
students), and because the system in using pattern drill, it is quite possible
than they are not able to use sentences out of the pattern drill. So, in acquiring
vocabulary students should not be told more about the meaning of words than
they need to know to understand the context so that they do not get confused.
In this case, the writer takes flash cards as the media to conduct the students.
In learning vocabulary by using media flash Cards there are
advantages and disadvantage but, we can see in process learning Vocabulary
by using flash card the students can be fun, colorful, and creative way to aid
in memory and retention of vocabulary words. Flash cards are a tried and
20
tested teaching and learning device inside and outside the classroom, for kids
and adults alike. Some of these flash cards are designed to perfect your
English while others can help you learn a new language entirely. The key to
using flash cards is to look at the word or definition on one side, and test
yourself to see if you can remember the answer written on the other. So you
can perfect your knowledge of the vocabulary on the list and improve your
overall vocabulary.
2.5 Previous Study
There are some studies relate to this research. As the comparison of
this research, here is some research of teaching vocabulary by using flash
card. The first, researcher who uses flash cards is Amalia Fitrianingsih
(7316090148). Entitled “Increasing Vocabulary Mastery by using Flash
Cards at Perwira Bekasi Barat”. She uses flash cards to improve the student’s
vocabulary mastery of the four grades at Elementary school students in
academic year 2010/ 2011. She uses classroom action research consist of two
cycles by using observation, questionnaire, and test (pre test and post test) as
a research instrument in her research. The result showed that the use of flash
card as instructional media is very good. Students are easy to understand and
helped to generate their new vocabulary easily.
The second is research done by Siti Aisyah (08220273) /
(2011/2012), entitled “The teaching English Vocabulary to pre-school
students through flash cards and songs at Ranurrohman Padakasih Cimahi”.
21
She used quasi experimental method. In her research, she used flash cards and
songs in teaching vocabulary and he found that flash cards and song can
increase of the students’ ability in teaching vocabulary. In collecting data she
gave pretest and posttest to the students.
Referring to the previous research above, equation in this study we
teach vocabulary by using flash card but here researchers have different
method. Here the researcher uses classroom action research of two cycles by
using test (pre test and post test), observation, and documentation and for
instrument the researcher uses easy, but they are method uses classroom
action research and quasi experimental method, if amalia research she uses
classroom action research consist two cycles by using test (pre test and post
test), observation, questioner and documentation, for instrument she uses
multiple choice. If siti she uses quasi experimental she uses test (pre test and
post test) and for instrument she uses esay and multiple choice.
Teaching vocabulary by using flash cards is effective technique in
teaching English especially in teaching vocabulary. The result showed that
the flash card as instructional media is very good. Students are easy to
understand and helped to generate their ideas easily and can easy to
memorizing new words the vocabulary.
22
CHAPTER III
RESEARCH METHOD
3.1 Research Design
This research will use qualitative research to implement the action
research. The action research will support by the data, in this case the result
of the students’ test. The main of qualitative research will search the
information and assess students’ vocabulary mastery and quantitative
research will support the qualitative data.
Each cycle consists of two meetings. According by Arikunto
(2010:129) that classroom action research is research about things that
happen in the community or target group, and the results can be applied to the
relevant. Thus, a classroom action research is a process of application which
is done by the researcher to make changes in the classroom. The
implementation Classroom Action Research (CAR) is conducted research
methodology the following four steps: (1) planning, (2) acting, (3) observing,
and (4) reflecting. The following is the design of picture:
23
Picture 3.1
Classroom Action Research Step by Kemmis and Mc Taggart 1988 in
Arikunto (2010: 132)
3.2 The Subject and Setting of the Research
This research will conduct the research in Junior High School. The
research chooses the seventh grade of the students in MTsN 1 Kota Sereang
and one of those classes as the sample of the research. The class is VII /A
which consists of 40 students. It is chosen is because the students in class VII
A have difficulties and problem in vocabulary. So, the research has purpose
to improve students vocabulary mastery.
24
The settings of the research are:
1) Determining the research subject.
2) Providing the instrument of collecting data such as table observation guide
to identify the expectation in class.
3) Asking the students about vocabulary in order one of the picture by using
flash card
4) Observing the class six times meeting to decide whether flash card to
improve the students’ mastery vocabulary.
5) Writing note at each meeting.
6) Taking the photos as evidence.
7) Distributing the questionnaire.
8) Taking the documentation.
9) Analyzing the result of test, observation and documentation.
10) Explaining the result descriptively by using data verification.
3.3 Research Procedure
The design of action research in this research will consists of two
cycles which is related each other and continuity. Each cycle consists of three
meetings. There are four activities in this design, namely: planning, action,
observation, and reflection. Class action cycle in this research is described in
a spiral form which is adopted from Kemmis (in MacIsaac, 1996).
The researcher will use the procedure of the research as follow:
25
1) The researcher will choose one class to observe the students’ vocabulary
mastery by using flash cards
2) The researcher will conduct the process of teaching learning process by
using flash cards to improve students’ vocabulary mastery.
3) The researcher will use classroom action research by using cycle. The
researcher will conduct at least two cycles and each cycle consist of three
meetings and to improve students’ vocabulary mastery following the
lesson plan.
CLASSROOM ACTION CYCLE
Cycle 1 Activities Indicators
1) Planning a. Prepare the lesson plan
a. Prepare the format of material
a. All the planning can be
conducted
2) Action
a. Do the pretest
b. Apply the act according to lesson
plan
c. Give the explanation about the
material
d. Teacher explanation about the way
using plash card in vocabulary
mastery
e. teacher takes one the form a flash
a. Students understand to
vocabulary mastery
b. Students critical thinking
26
card and ask students to answer
these pictures and make the
sentence from the flash cards
3) Observation
a. Do the evaluation
b. Evaluate the observation
a. Students active in learning
process
4) Reflection
a. a. Do the act of evaluation (test and
table of observation)
b. b. Report and conclude the result of
cycle 1
Score 65% of students get
score 70%
KKM 70%
Cycle 2 Activities Indicator
1) Planning
a. Prepare the lesson plan
b. Prepare the format of material
c. Develop the format of evaluation
a. All the planning can be
conducted
1) Action
a. Do the pretest
b. Apply the act according to lesson
plan
c. Give the explanation about the
material
d. Teacher explanation about the way
flash cards in vocabulary mastery
teacher takes one the form a flash
card and ask students to answer
a. student understand to the
vocabulary
b. students critical thinking
27
these pictures and make the
sentence from the flash cards
2) Observation
a. do evaluation
b. evaluation the observation
a. students active in learning
process
3) Reflecting
a. revised the evaluation based on the
cycle 1 (test and observation)
b. reported and concluded the result
of cycle 2
a. 75% of students get
score 80%
KKM 70%
In this research, there will be two cycle, each cycle consist of three
meeting. In the first cycle, for planning, the researcher prepares the lesson
plan; prepares the material about mastery vocabulary by using flash cards
For action, the researcher gives the materials about flash cards to the
students and do evaluation in the classroom, after that the researcher explain
the way to using flash card in vocabulary mastery and then the researcher
gives the post test to the students
For the observation, the researcher investigates student’s activities and
behavior during the activity happens. The researcher will be helped by
English teacher as the observer. And for the reflecting, the researcher do the
evaluation of cycle one, but the researcher repair the lesson plan; explain the
mistakes in the reconstruction text that used make by students on each
previous cycle to improve the students achievement.
28
3.4 Data Collection Technique
In collecting the data, the researcher will use quantitative and
qualitative research. The researcher will use vocabulary mastery test as the
quantitative data and, observation and documentation as the qualitative data
3.4.1 Test
Test is a method of measuring a person’s ability, knowledge, or
performance in a given domain (Brown, 2004: 3). In this research, tests will a
mean to measure student’s ability in vocabulary mastery. These tests are to
measure students’ improvement in vocabulary mastery by using flash cards.
The researchers give a test to the students in the end of every cycle. The form
of the test will be multiple choices.
3.4.2 Observation
According to Patton (2003: 2) defines that observation is fieldwork
descriptions of activities, behaviors, actions, conversations, interpersonal
interactions, organizational or community processes, or any other aspect of
observable human experience. Observation is the way to describe existing
situations using the five senses.
In this research the researcher uses participant observation. The
researcher is as an actor who teaches in the classroom and the other English
teachers give the attention to the researcher method in teaching learning
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process in the classroom. The researcher and English teachers observe of the
process of improving students’ vocabulary mastery by using flash card and
students’ activities as the main point. In observing the data, the other English
teachers use observation guide to describe the activities descriptively. The
researcher went observation during treatment.
3.4.3 Documentation
The other procedure that uses in this research is documentation. By
doing the documentation technique the researcher obtained the data in the
form of students’ improvement of vocabulary mastery, syllabus, lesson plan
and the observation sheet in the teaching process. Besides, pictures will be
taken when the learning process happened as the evidence to show this
research has been done. Here, the pictures showed the activities of teaching
and learning mastery vocabulary by using flash cards
3.5 Research Instrument
1. Test
The researcher will use test to collect the data and there are two tests
used in this research as follow:
a) Pre-test
Pre-test will be used to know the students achievement in
vocabulary mastery before the implementation of cycle.
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b) Post-test
Post-test will be used to know the students achievement in
vocabulary mastery after the implementation of cycle
2. Observation sheet
It uses to note finding and improvement during action step in each
cycle. The guideline of the observation sheet encompassed:
a. Observation towards teaching learning process.
1. Observ teacher’s way of teaching.
2. Observ students’ way of learning.
3. Observ teacher’s way to solve the problem or the difficulties
of students.
b. Observation towards teacher’s responses.
c. Observation towards the students’ responses.
d. Observation towards difficulties.
1. Observ students’ difficulties in vocabulary class.
2. Observ the way students solve the difficulties.
e. Observation towards situation and conditions of teaching and
learning process.
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3.6 Data Analysis
3.6.1. Quantitative Data Analysis Technique
1. Test
To measure the improvement of students’ vocabulary mastery by using
flash card, the researcher uses the formula as follow:
For average score of students (Arikunto, 2009)
X = ∑X
n
Notes:
X = the average of score
∑X = Total student’s score
N = Total number of students
3.6.2 Qualitative Data Analysis Technique
In qualitative research, the data is usually analyzed descriptively. In
analyzing data, the researcher uses Matrix Analysis of Miles and Huberman
(1994: 10). The data divided into data reduction, data display, and conclusion
drawing/ verification.
1. Data reduction
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The first step in analyzing the data of Matrix Analysis is data
reduction. Data reduction refers to the process of selecting, focusing,
simplifying, abstracting, and transforming the data that appear in written-up
field notes or transcriptions. In this research, it uses to abstracting the result of
data observation and the test in order to get clearly description about the data
and helped the researcher for the next step of data collecting. Data reduction
is doing by giving code to certain aspects.
2. Data display
After data is reduction, the next step is displaying the data.
Generically, a display is an organized, compressed assembly of information
that permits conclusion drawing and action. In this research, the researcher
display the data of observation and test in order help to understand what
happen and plan the next work or action based on that understanding. In
qualitative research, data display is in the form of short description, chart,
connection between categories, flow chart, etc.
3. Conclusion drawing/ verification
The last step of Matrix Analysis by Miles and Huberman (1994: 10)
is conclusion drawing or verification. This step use to describe the data of
observation and test into conclusion, which is will be easy to understand by
the researcher and the others.
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