TEACHING VOCABULARY USING IRDHIAWATI’S DESIGN · TEACHING VOCABULARY USING IRDHIAWATI’S DESIGN ... untuk siswa kelas III SDN Gumul 1 Klaten yang baru belajar ... bagian soal pilihan

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TEACHING VOCABULARY USING IRDHIAWATI’S DESIGN

MATERIALS FOR THIRD GRADERS OF SDN GUMUL 1

KLATEN

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to obtain the Sarjana Pendidikan Degree

in English Language Education

`

By

Sella Devi Aryani

Student Number: 121214027

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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This thesis is dedicated to:

Myself, my beloved parents, my dearest husband, my little sunshine,

and all of my friends.


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ABSTRACT

Aryani, Sella Devi. 2016. Teaching Vocabulary Using Irdhiawati’s Design

Materials for Third Graders of SDN Gumul 1 Klaten. Yogyakarta: Sanata Dharma

University.

This research investigated the use of picture materials for the third graders

of SDN Gumul 1 Klaten who learned English in their school for the first time. The

researcher tried to find out whether the use of pictures helped the students learning

English by conducting an experimental research. The researcher used the

vocabulary materials designed by Irdhiawati (2013) which is available in the Sanata

Dharma University library. The researcher formulated two questions which should

be answered in this study. The questions were: what are the strengths of

Irdhiawati‟s (2013) design materials? and to what extent does the implementation

of Irdhiawati‟s (2013) design help the third graders of SDN Gumul 1 Klaten to

learn English vocabulary?

This research is based on experimental research. The participants of this

research were 14 students. The researcher did an observation before giving the pre–

test to the students. After having the observation, the researcher conducted the pre-

test. In the following days, the researcher implemented the vocabulary materials.

The materials used pictures to teach occupation vocabulary (e.g. doctor, nurses,

farmer, etc.) to third graders of elementary school students. In the end of the

learning process, the researcher conducted a post-test in order to know the result of

implementing the vocabulary materials design.

Based on the research, there were two strengths of the vocabulary material

design. The materials design helped students in speaking skill and helped students‟

vocabulary transfer knowledge. In addition, there were significant differences

between the comparison of pre-test and the post test for all of the students before

and after the implementation process. From the result of the test before the

implementation process the mean value of T-tes was, -2.138. After the researcher

did the implementation of vocabulary material design, the mean value of T-test

increase to, -5,204 in “multiple choice question” and 2,160 in the “fill in the blank

questions”. The researcher inferred that there was a significant difference between

the pre-test and the post-test because the mean number of T obtained was higher

than the mean number of T critical in the pre-test.

The result of this research showed that there was a significant improvement

on vocabulary understanding of the students who had been taught using picture as

the media. It can be concluded that using pictures in teaching vocabulary could

facilitate better improvement of the students‟ vocabulary size. Hence, pictures

could be used as the teaching media to improve the students‟ vocabulary

knowledge.

Keywords : experimental research, teaching, vocabulary, media, picture


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ABSTRAK

Aryani, Sella Devi. 2016. Teaching Vocabulary Using Irdhiawati’s Design

Materials for Third Graders of SDN Gumul 1 Klaten. Yogyakarta: Sanata Dharma

University.

Penelitian ini bertujuan untuk meneliti penggunaan gambar sebagai media

untuk siswa kelas III SDN Gumul 1 Klaten yang baru belajar bahasa Inggris untuk

pertama kalinya. Peneliti menggunakan metode penelitian eksperimental untuk

mengetahui apakah penggunaan gambar sebagai media membantu siswa belajar

bahasa Inggris. Peneliti menggunakan materi belajar kosakata yang dirancang oleh

Irdhiawati (2013) yang terdapat di perpustakaan Universitas Sanata Dharma.

Peneliti merumuskan dua pertanyaan yang akan dijawab dalam penelitian ini.

Yaitu: Apa kelebihan materi kosakata karya Irdhiawati (2013)? dan sejauh mana

pelaksanaan materi kosakata karya Irdhiawati (2013) membantu siswa kelas III

SDN Gumul 1 Klaten untuk belajar kosakata bahasa Inggris?

Penelitian ini didasarkan pada metode penelitian eksperimental. Peserta

penelitian ini adalah 14 siswa. Sebelum memberikan pre-test kepada siswa, peneliti

melakukan pengamatan terhadap kondisi kelas. Setelah melakukan pengamatan,

peneliti melakukan pre-test. Pada pertemuan berikutnya, peneliti menerapkan

materi kosakata tersebut. Materi tersebut menggunakan gambar untuk membantu

menjelaskan kosakata tentang pekerjaan (misalnya dokter, perawat, petani, dll).

Pada akhir proses pembelajaran, peneliti melakukan post-test untuk mengetahui

hasil dari penerapan dari materi kosakata tersebut.

Berdasarkan penelitian yang sudah dilakukan, ada dua kelebihan dari materi

kosakata karya Irdhiawati (2013). Materi kosakata membantu siswa untuk lebih

memahami kosakata bahasa Inggris dan membantu siswa dalam aspek berbicara.

Dari hasil tes sebelum dilakukan proses penggunaan materi kosakata, peneliti

mendapatkan hasil nilai T -2,138. Nilai hasil uji T meningkat setelah dilakukan

mengaplikasian materi kosakata. Nilai rata-rata uji T meningkat menjadi -5204 di

bagian soal pilihan ganda dan 2.610 dibagian mengisi bagian yang kosong. Peneliti

menyimpulkan bahwa ada perbedaan yang signifikan antara pre-test dan post-test

karena jumlah rata-rata T diperoleh lebih tinggi dari jumlah rata-rata T dalam pre-

test.

Hasil penelitian ini menunjukkan bahwa ada peningkatan yang signifikan

pada pemahaman kosakata siswa yang diajarkan menggunakan gambar sebagai

media. Dapat disimpulkan bahwa menggunakan gambar dalam mengajar kosakata

bisa memfasilitasi peningkatan pemahaman kosakata siswa. Oleh karena itu,

gambar dapat digunakan sebagai media pembelajaran yang dapat membantu

meningkatkan pengetahuan kosakata siswa.

Keywords : experimental research, teaching, vocabulary, media, picture


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ACKNOWLEDGEMENTS

First of all, I would like to address my deepest gratitude to Jesus Christ for

His love and grace so I could finish my thesis. I know that it had been very hard but

He always comes in the right time.

I would not be able to finish my thesis well without the help of other people.

So, I would give my deepest gratitude to those who have helped me during the

process of my thesis writing.

First, I would like to thank my thesis advisor, Paulus Kuswandono, Ph.D.

for helping me in writing my thesis, for his patience, motivation and advice so I

could finish my thesis. I also thank all of PBI lecturers for the knowledge,

experiences during my study in PBI. I would also thank PBI staff, Mbak Danik

and Mas Yudo, for their cooperation. I would like to show my deepest gratitude as

well to Dourlan Sitorus, S.Pd., the headmaster of SDN Gumul 1 Klaten, who gave

me the permission to conduct the research. I would like to extend my gratitude to

Bu Eny as the English teacher of SDN Gumul 1 Klaten, who gave me chance to do

my research. I would like to thank to Pak Tatag as the class teacher for allowing

me to use his class for my research participants.

My deepest gratitude goes to my dearest parents, Andreas Sudiyani and

Wara Ari Cendani, my dearest husband Bondan Ari Jatmiko, my little sunshine

Meilan Ailsa Jatmiko, and my brother Bayu Crisna Aji for their prayers, love and

support for me until today. I call myself very lucky being in this family. I never

stop being grateful for them. Next, I also address my thanks to my friends, THE A

TEAM, Mbak Getha, Eva, Sisca, Rian, Dita who always cheered me up while I


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faced the ups and downs of life I am very blessed for everything that I have got

and faced.

Sella Devi Aryani


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TABLE OF CONTENTS

Page

TITLE PAGE ................................................................................................ i

APPROVAL PAGES .................................................................................... ii

DEDICATION PAGE .................................................................................. iv

STATEMENT OF WORK‟S ORIGINALITY ............................................. v

PERNYATAAN PERSETUJUAN PUBLIKASI ......................................... vi

ABSTRACT .................................................................................................. vii

ABSTRAK ...................................................................................................... viii

ACKNOWLEDGEMENTS .......................................................................... ix

TABLE OF CONTENTS .............................................................................. xi

LIST OF TABLES ........................................................................................ xiii

LIST OF APPENDICES ............................................................................... xiv

CHAPTER I INTRODUCTION ................................................................... 1

A. Research Background ................................................................. 1

B. Research Problem ....................................................................... 4

C. Problem Limitation ..................................................................... 5

D. Research Objectives .................................................................... 5

E. Research Benefits ........................................................................ 5

F. Definition of Terms ..................................................................... 7

CHAPTER II REVIEW OF RELATED LITERATURES ........................... 10

A. Theoretical Description ..................................................................... 10

1. Foreign Language Learning for Children ................................... 10


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a. Children Development and Characteristics........................... 10

b. Principles of Children Language Learning ........................... 10

2. Vocabulary .................................................................................. 12

a. The importance of Vocabulary ............................................. 12

b. Vocabulary Selection ............................................................ 13

c. The Principle of Teaching and Learning Vocabulary ........... 13

3. Pictures ........................................................................................ 14

B. Theoretical Framework ..................................................................... 14

CHAPTER III METHODOLOGY ............................................................... 16

A. Research Method .............................................................................. 16

B. Research Setting ................................................................................ 17

C. Research Participant .......................................................................... 17

D. Research Instruments ........................................................................ 18

1. Classroom Observation ................................................................ 18

2. Pre-test and Post-test .................................................................... 18

E. Data Analysis Technique .................................................................. 19

F. Research Procedure ........................................................................... 20

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ................... 23

A. The Strengths of the Materials Design .............................................. 23

B. The Result of Implementing Vocabulary Materials Design ............. 37

CHAPTER V CONCLUSION AND RECOMMENDATIONS .................. 38

A. Conclusion ........................................................................................ 38

B. Recommendations ............................................................................. 39

REFERENCES ............................................................................................. 41

APPENDICIES ............................................................................................. 43


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LIST OF TABLES

Page

3.1 The pre-test and post-test formula .......................................................... 19

3.2 The T-test formula .................................................................................. 21

4.1 Result comparison score for pre-test and post-test before implementation

process ..................................................................................................... 24

4.2 Paired Samplesof score for pre-test and post-test before implementation

process ..................................................................................................... 24

4.3 Paired Samples correlations score for pre-test and post-test before

implementation process .......................................................................... 24

4.4 Paired Samples Test of score for pre-test and post-test before

implementation process .......................................................................... 25

4.5 Paired samples statistics for multiple choice .......................................... 26

4.6 Result score for fill in the blank part....................................................... 27

4.7 Result comparison score for multiple choice part ................................... 33

4.8 Paired Samples Statistics for multiple choice .................................................... 33

4.9 Paired samples test for multiple choice................................................... 34

4.10 Result of the comparison score for fill in the blank part ......................... 35

4.11 Paired samples statistics or fill in the blank ............................................ 35

4.12 Paired samples correlations for fill in the blank ..................................... 35

4.13 Paired samples test for fill in the blank ................................................... 36


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LIST OF APPENDICES

Page

Appendix 1. Convering Letter for BAPPEDA Klaten .................................. 44

Appendix 2. Convering Letter from BAPPEDA Klaten ............................... 46

Appendix 3. Letter from SDN Gumul 1 Klaten ............................................ 48

Appendix 4. Blue Print Observation Checklist Sheet ................................... 50

Appendix 5. Observation Checklist Sheet .................................................... 54

Appendix 6. The Vocabulary Materials ........................................................ 56

Appendix 7. Pre-test ...................................................................................... 65

Appendix 8. Post-test .................................................................................... 69

Appendix 9. Student‟s Record on Pre-test (Multiple Choice) ...................... 73

Appendix 10. Student‟s Record on Pre-test (Fill in the Blank) .................... 75

Appendix 11. Student‟s Record on Post-test (Multiple Choice) ................... 77

Appendix 12. Student‟s Record on Post-test (Fill in the Blank) ................... 79


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CHAPTER I

INTRODUCTION

In this chapter, there are six sections that will be discussed by the

researcher. The first is the research background. It contains the information of the

problems and the importance of the study. The second is the research problem

which contains the questions based on the background of study. The third is

problem limitations that focus on the study. The fourth is research objectives

which show the purposes of the study. The fifth is research benefits that present

the benefits of the study. The last is definitions of terms that explain some

definitions to which the researcher focus on conducting the study.

A. Research Background

English is very important in this modern era. It is because English is our

international language. Therefore it takes a significant role in communication.

There are still lot of Indonesian people who think that English is a new

knowledge. Considering the importance of English, the Indonesian government

and the education experts have introduced English earlier in Elementary School

because the younger the ages are, the better it will be for people, especially

children, to acquire a new language. It is supported by Brown (1993) who

suggests that students in elementary school are still in the critical age which is a

biologically determined period of life, when languages can be more easily

learned, though the difficulty will be increased during their learning process.

Although there are some difficulties that


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the young learners will face; they tend to learn a new language easier than adults

do.

According to Kaswanti (1998), children at elementary school have good

opportunities to learn a new language beside their mother tongue because of their

brain‟s plasticity. It means that younger learners‟ brain has more ability to absorb

new knowledge easily. Based on that fact, a lot of Elementary Schools in

Indonesia have introduced English in the early level.

Teaching English to young learners is not easy compared to teaching

adults. The teacher should have a good way to deliver the materials in order to

make the learning and teaching process run well. If a teacher teaches his or her

students in a monotonous way, the students will get bored and the goal of the

learning process cannot be achieved.

One of the elementary schools in Klaten, namely SDN Gumul 1, has

started introducing English to its students because they think that English has

important roles in communication and they need to take the opportunity of their

students‟ golden age period. Introducing English to early-age students is one of

the objectives of SDN Gumul 1.

Learning English can mean introducing a new vocabulary to learners.

Vocabulary is the basic element to learn a new language and it takes a big role in

communication. It is supported by Schmitt and McCarthy (1997) who say that

vocabulary plays an important role in gaining the four English language skills;

reading, speaking, writing, and listening. When the students do not know any

vocabulary a language, they cannot communicate effectively or express their ideas


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using that language in written or spoken form. Krashen (1984) states that learning

vocabulary grows through incidental learning such as through continuous

exposure to comprehensible language in reading, listening, speaking, and writing

exercises.

Based on the observation that the researcher did in the third grade of SDN

Gumul 1 Klaten, there are some challenges that appeared in the class since this is

the first year they get English lesson. Besides, English is a compulsory lesson for

SDN Gumul 1 students. One of the challenges is the students have difficulty to

learn English because their teacher never uses interesting ways when she teach

them. Another reason is most of the students have a assumption that English is

difficult to learn.

Referring to the problems that appear in SDN Gumul 1 Klaten, the

researcher tries to help students to learn English vocabulary in a different way.

Using pictures is one of the different methods that can be used to teach elementary

students. The reasons why teaching English vocabulary should use fun methods is

young learners are easy to get bored withing something new in their life. The

learning materials should be as interesting as possible because it can increase

young learners‟ interest and motivation to learn English. The use of interesting

media and technique also can support the success of the learning process.

Teaching vocabulary using pictures can be a fun way for the learning

process. Pictures can help student to be more focused on the learning process. In

addition, picture can increase students‟ motivation to learn a new language.

Pictures ease students to understand the difficult vocabulary. Gerlach and Ely


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(1980) state that the use of pictures, instead of words, is more efficient and

practical.

The researcher tries to help the students of SDN Gumul 1 Klaten to learn

English by implementing Irdhiawati‟s (2013) materials design in her Sarjana

Pendidikan Final Paper which is uploaded in the Sanata Dharma University

library entitled: English Vocabulary Lesson Using Pictures for the Third Graders

of Kanisius II Wonosari Elementary School. There are two reasons why the

researcher implemented Irdhiawati‟s (2013) materials design. First, there is a

similarity in the level of students which is third graders of Elementary School.

Second, this design uses pictures as media to teach the students. Irdhiawati (2013)

says that the purpose of picture as a teaching medium is to facilitate students to

memorize the words. By seeing the pictures themselves students can memorize

the words easier. The words that she used in her materials are the vocabulary that

can be easily found in students‟ daily activities.

B. Research Problem

In this study the researcher formulated two research problems to be solved.

They are:

1. What are the strengths of Irdhiawati‟s (2013) design?

2. To what extent does the implementation of Irdhiawati‟s (2013)

design help the third graders of SDN Gumul 1 Klaten to learn

English vocabulary?


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C. Problem Limitation

The researcher limits this research on the students‟ vocabulary learning.

The researcher decided to pay attention to the students‟ vocabulary because

vocabulary is needed when the student expresses their idea in the written or

spoken form. In addition, vocabulary is the basic component of a language.

Without knowing any English vocabulary, the student cannot communicate using

English.

After that, the researcher limited this research on its participants. The

subjects of this study were the students of third grade in SDN Gumul 1 Klaten

located in Karangjati, Gumul, Karangnongko, Klaten and consist of 14 students.

There are 5 female and 9 male students.

The researcher limits the research on implementing the materials designed

by Irdhiawati (2013) which contains a lot of pictures for example occupation,

family and public building that help students to learn English vocabulary.

D. Research Objectives

In this study, the researcher would like to achieve two objectives. The first

is to know the strengths of the vocabulary materials design. The second is to know

whether the materials designed by Irdhiawati (2013) can help the third grade

students of SDN Gumul 1 Klaten to learn English vocabulary or not.

E. Research Benefits

Hopefully this study can be beneficial for some parties.


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1. English teacher of SDN Gumul 1 Klaten

This study is expected to be beneficial for English teachers to offer

different perspective and alternative in vocabulary teaching and learning activities

for the third graders of SDN Gumul 1 Klaten. Using Irdhiawati‟s (2013) book can

make the vocabulary teaching and activity more fun than before. The use of

picture in the book not only can make the vocabulary learning and teaching more

fun but it can also increase students‟ motivation in learning English. If the

students feel happy, they will easily absorb the new knowledge. The innovation of

learning and teaching style is needed.

2. The third grade students of SDN Gumul 1 Klaten

This study will help the students to know one of the easier ways in

learning English. By finding the easier way to learn English, the students can

learn by themselves. It can improve their self-learning. Self-learning can make the

students more confident with their knowledge. In addition, it can make the

students more confident and build their responsibility to learn by themselves.

3. The researcher

For the researcher, this study will provide more knowledge in conducting

study based on implementing someone‟s design. If the design is not appropriate to

the students of SDN Gumul 1 Klaten, the researcher should make a more

appropriate design to help the students of SDN Gumul 1 Klaten to learn English. It

will help the researcher learn how to make a good instructional design. Not only

does the researcher learn how to be a good designer, but the researcher also has a


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chance to learn about children‟s characteristic. Knowing children‟s characteristic

is important for every teacher since it will influence teacher‟s teaching technique.

F. Definition of Terms

1. Teaching Vocabulary

Teaching new language is different from teaching another subjects like

mathematics, sains, etc. Teaching new language deals with teaching vocabulary.

Visnja Pavicic (2003) argues the way to improve students' abilities in language

learning is to explore, store and usage of vocabulary items. It is important how the

role of vocabulary teaching and how a teacher helps his or her students. Visnja

Pavicic emphasizes on self-initiated independent learning with strategies, in which

formal practices, functional practices and memorizing could be included.

2. Experimental Research

Experimental research according to Donald, Lucy and Christine (2010), is

a study of the effect of the systematic manipulation of one variable on another

variables. There are two kinds of variables, namely independent and dependent

variable. Independent variable takes control in the research because the dependent

variable will change if the independent variable changes.

3. Design

Design is the process of creating or developing something that can be

useful in educational activity. Houle (1978) says that difficulties that may rise in

teaching and learning process can be minimized by designing the teaching


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materials. A material design contains lesson plans, activities, learning objectives,

and also the subject areas that students will learn. Design in this study means a set

of materials to fulfil students‟ needs in learning English vocabulary.

4. Vocabulary

Vocabulary is the language element that must be learned if we want to

learn a new language. Burton (1982) defines vocabulary as „the range of words

that you can use‟. Vocabulary is an element that can support and facilitate

students to improve their language skills. According to Brewton, Peterson,

Kinnick, & McMullan (1962) there are two types of vocabulary: recognition

vocabulary and working vocabulary. In this study, the researcher refers to

recognition vocabulary which is smaller vocabulary consisting of words actually

used by the student every day in writing and speaking. The words can be in the

form of verb, noun, adjective and adverb.

5. Picture

Duffy and Waller (1985) state that pictures are “some hand-made or

machine-made image that relate, however distantly, to the appearances or

structures of real or „imaged things”. Pictures are needed in learning process

because students need a real image to learn the names easily. In this material

design there are twenty brief pictures about occupations. The researcher uses

those pictures to help the students learn English.


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6. Third Grade Students of Elementary School

Elementary school is the part of the nine year system of Indonesian

elementary education program that has duration of six years (Soedijarto, 1993). In

this study, the researcher chooses third grade students whose age a group of

children were around eight years old.


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CHAPTER II

REVIEW OF RELATED LITERATURES

This chapter consists of two parts of discussion. There are theoretical

description and theoretical framework. In the theoretical description, the

researcher will explain the details of the theories related to the research. In

theoretical framework, the researcher will elaborate the relation between the

theories and the research.

A. Theoretical Description

This section discusses foreign language learning for children, vocabulary,

and picture.

1. Foreign Language Learning for Children

This part discusses three major points. They are development and

characteristic of children, the principle of children language learning, and the

activity in the classroom.

a. Children development and characteristics

According to Piaget (1985), organization and adaptation are the two

fundamental characteristics of a child cognitive development. Organization itself

means arranging the information into meaningful patterns or structures; whereas

adaptation is a process through which a person copes with the integration of new

information into existing pattern and perception.


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Craig (1975) states that middle childhood (6 – 12 years old) is the time

before adolescence when the child is adjusting to the new environment of school.

It means that during this time, children experience many developments of ideas

and attitudes through interactions with their society.

b. Principle of Children Language Learning

According to Halliwell (1992), there are some points that should be

understood in teaching English to children. Those points are children‟s ability to

grasp meaning, children‟s instinct for play and fun, the role of imagination, and

the instinct for interaction to talk. In the first point, Halliwell states that children

can learn through intonation, demonstration, gesture, facial expressions, actions

and circumstances to understand the unknown words and phrases. It means that

the teacher should analyze the most appropriate methods to help the students to

grasp meaning of new words.

Children have instinct for playing and having fun. It means that the teacher

should make the learning process as fun as possible in order to catch children‟s

interest in learning English. For example, the teacher can use the combination of

physical movement when she or he teaches the children.

Halliwell explains that children‟s capability to interact and talk is one of

the most powerful motivators for using the language. It means that the materials

and activities which are given by the teacher should encourage children to talk

and interact with others.


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2. Vocabulary

Vocabulary is an important component of a language. According to

Kreidler (1963), vocabulary is a stock of words in a language that can facilitate

and support the learners in order to reach the language skills. It is supported by

Burton (1982), who says that the students should be supplied with enough

vocabulary in order to make them able to learn the four language skills; listening,

speaking, writing and reading.

In addition, Krashen (1983) in the Natural Approach suggests that

language acquisition occurs in the classroom. He also argues that vocabulary is

the basic thing to communicate and very important for the acquisition process. It

is important to introduce the simple English words to young learners in order to

assist them in understanding more complex utterances.

Moreover, there are three parts of the theories of vocabularies according to

Krashen. They are the importance of vocabulary, vocabulary selection and

followed by discussion on the principle of teaching and learning vocabulary.

a. The Importance of Vocabulary

Vocabulary is one of the important components in learning a language.

Burton (1982) says that vocabulary really supports learners to learn the language

skills of the target language. Furthermore, he explains that a large vocabulary can

help the learners to express their ideas precisely, vividly, and without repeating

themselves in composition.

Spender (1980) explains that in order to live in the world, we must name

objects, events, and feelings. Based on the explanation, people know that by


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having a lot of stock vocabularies the learners can easily use them to

communicate with others and they can maximize the development of their four

skills. For example speaking English fluently and writing good English stories.

Since there are a lot of benefits that can be gained from having a lot of

stock of vocabulary, it is better to introduce English vocabulary in Elementary

School. If the students can memorize and recognize the vocabulary well, they will

master the English language when they graduate from Elementary School. In

addition, they can optimize their four skills well.

b. Vocabulary Selection

Before teaching vocabulary, the teacher should consider which words to

be introducted to the students. It is because the vocabulary deals with words

which have a lot of forms: noun, verb, adverb, adjectives that can be chosen.

c. The Principle of Teaching and Learning Vocabulary

Learning vocabulary is important because it takes rule in

communication. Since teaching vocabulary in Elementary School is very

essential, the teacher should give certain attention to teaching vocabulary. In

addition, the teacher should decide the area of words that will be discussed in the

classroom. The area itself means the teacher will teach vocabulary as verb, noun,

adverb or adjective.


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3. Pictures

There are many kinds of pictures. Kreidler (1963) states that picture is one

of the visual media which can help them understand what the teacher says because

pictures are one recognized way of representing the real situation. It is supported

by Wright (1990), who says that pictures do not only bring image of reality, but

can also function as a fun element in the class.Using picture in the teaching-

learning world is not new.

B. Theoretical Framework

In this section, the researcher discusses the theoretical framework which

helps the researcher to answer the research questions. To answer the first research

question, the first aspect analysed by the researcher was the strengths in the

vocabulary materials design. The researcher used theories from O‟Neil (1990),

Littlejohn and Windeatt (1989), and Kitao (1997). O‟Neil (1990) argues that

materials may be suitable for students‟ needs, even if they are not designed

specifically for them, that textbooks are efficient in terms of time and money, and

that textbooks can and should allow for adaptation and improvization. Likewise,

Littlejohn and Windeatt (1989) argue that materials have a hidden curriculum that

includes attitudes toward knowledge, teaching and learning, and the role and

relaionship of teacher and students, and values and attitudes related gender,

society, etc. Kitao (1997) states that the language of English textbooks should

have correct, natural, recent, and standard English.

The other theories which can answer the question number two include the

use of pictures to learn vocabulary materials by Kreidler (1963). He states that


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picture is one of the visual media which can help the students understand what the

teacher says because pictures can be recognized as a way of representing the real

situation. Wright (1990) also says that pictures not only bring image of reality, but

can also function as a fun element in the class. He aso affirms that pictures not

only bring image of reality, but can also function as a fun element in the class. By

understanding those theories, the researcher want to analyse whether the picture

that Irdhiawati (2013) uses in her vocabulary design materials represent the

vocabulary materials.


16

16

CHAPTER III

METHODOLOGY

This chapter discusses the methodology which is applied in the research.

There are five sections in this chapter namely research method, research

participant, research instrument, data gathering technique and data analysis

technique.

A. Research Method

In this research, the researcher uses experimental research and statistics to

answer two research problems which have been stated in Chapter I. Experimental

research according to Donald, Lucy and Christine (2010), is a study of the effect

of the systematic manipulation of one variable on another variable. There are two

kinds of variables, namely independent and dependent variable. Independent

variable takes control in the research because the dependent variable will change

if the independent variable changes. In this research, the vocabulary teaching

materials became the independent variable and the dependent variable is the third

graders of SDN Gumul 1 Klaten.

To see what happens in the classroom, the researcher observed the

condition in the classroom. Some changes could be observed directly and also the

learning process could be seen directly. The researcher could see the differences

in students‟ attitude in the classroom after the students were given the

experimental treatment (the used of vocabulary materials) by their score in

English test.


17

17

To answer the research questions number one about the strengths of

Irdhiawati (2013) vocabulary, the researcher will compare the T-test result of the

students before and after the implementation process. The researcher uses Pre-test

and Post-test for the third graders of SDN Gumul 1 Klaten. The result that the

students got in Post-Test carried out in the end of the vocabulary learning and

teaching activity became the data to answer the research problem number two; to

what extent the implementation of Irdhiawati‟s (2013) design help the third

graders of SDN Gumul 1 Klaten to learn English vocabulary does. If the students‟

score of the comparison of pre-test and post-test rise it means that the vocabulary

design materials by Irdiawati helped the third graders of SDN Gumul 1 Klaten.

B. Research Setting

The researcher conducted the study in SDN Gumul 1 Klaten which is

located in Karangjati Gumul Karangnongko Klaten. SDN Gumul 1 Klaten has six

classes which contain fourteen to sixteen students in every class. Most of

students‟ parents work as farmer. English is taught from grade three to grade six

as a compulsory subject. The study was conducted in July until August 2016.

C. Research Participant

The participants of this research were fourteen students of grade three

SDN Gumul 1 Klaten. The class was consist of five female and nine male.


18

18

D. Research Instruments

The researcher used two kinds of instruments to collect the data. There are

classroom observation and pre-test and post-test.

1. Classroom Observation

The observation was used to get the information about the students‟

behaviours and their attitude toward English. In addition, observing the class

means observing the English teacher‟s teaching style too. According to Michael

(2010), observation in the classroom is used in the context of assessments of the

teaching practice during the teaching activity. Michael (2010) states there are four

methods of gathering observed data, namely real time observation, audio taping,

videotaping, and transcription. However, this research only used real time

observation.

The observation includes the teacher‟s and students‟ performance, the

materials that used in the vocabulary learning and teaching activity. In the

students‟ performance the researcher observes the way they work, their interaction

and their respond to the teacher, and also their behaviours on the task. After the

researcher conducted the observation and got some figures of the condition of the

classroom, the researcher could choose the appropriate method which would use

to teach the students.

2. Pre-Test and Post-Test

Pre-Test was conducted at the beginning of the vocabulary learning and

teaching activity in order to understand the English mastering level of the

students. The number of questions in types of multiple choice are 15 and the


19

19

number of questions in types of fill in the blank is 5. The questions in the type of

multiple choice are designed to know the vocabulary transfer of the students.

Vocabulary transfer means that the students know the English words of some

occupations which are written in English. By knowing the students‟ level, the

researcher can use appropriate method to implement the vocabulary design

materials. The method that the researcher chose was CLT (Communicative

Language Teaching). According to Freeman (2004) CLT is an approach to

language teaching that emphasizes interaction as both the means and the ultimate

goal of the study. On the other hand, Post-test is used to evaluate the vocabulary

teaching and learning activity. The questions of the pre-test and post-test are made

in order to know the lack of the vocabulary of the students. In addition, the

increasing score of the students‟ also can evaluate the vocabulary materials design

by Irdhiawati (2013).

E. Data Analysis Technique

Jacob et al. (2002) stated that data analysis is a process whereby researcher

systematically searches and arranges the data in order to increase their

understanding of the data. In the classroom observation, the researcher analysed

the note in order to understand the students‟ needs and student level. After that,

the researcher conducted the Pre-test which contains fifteen vocabulary questions.

The formula is below,

Figure 3.1 the pre-test and post-test formula

𝑇ℎ𝑒 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟𝑠 𝑥 2

3 x 10 = 100


20

20

The correct answers multipled by two, divided by three and multipled by

ten so the result will be 100. The same formulation will also be used to calculate

the score of the Post-test. The difference between the score of pre-test and post-

test was used to answer the research problem number two.

F. Research Procedure

The research procedures of this study are explained in the paragraphs

below.

1. Asking Permission

In the first step, the researcher asked the permission letter from the

Chairperson of the English Language Education Study Program of Sanata Dharma

University. The researcher went to BAPPEDA Klaten to get the permission letter

to have an observation in SD Gumul 1 Klaten. After the researcher obtained the

permission letter, the researcher sent the letter to the principle of SDN Gumul 1

Klaten to do a research from July until August 2016.

2. Conducting Observation

In this step, the researcher conducted a classroom observation to make

sure that the researcher had a real image of students‟ attitude in learning English.

While doing the observation, the researcher also took a note about the teaching

and learning process on in the classroom. That note used to give researcher

opinion about the classroom condition.

3. Implementing the Vocabulary Materials Design

After knowing the students‟ characteristics from the observation, the

researcher conducted a pre-test and also implemented the vocabulary materials


21

21

design. The researcher taught the students using all of the vocabulary materials

design, including the reading section although there are no pictures that represent

the passage. The researcher kept trying to implement the reading section in order

to know whether the previous materials could be used effectively in other skills or

not. After several meetings, the researcher conducted the post-test in order to

evaluate the vocabulary design materials.

4. Analysing the Result

The analysis of the result is done by comparing the students‟ result of pre-

test and post-test. The two differences of the test results the tools to evaluate the

vocabulary materials design. The researcher used the formulation of T-test below.

Figure 3.2 the T test formula Source: Sugiyono (2009)

There were five steps in doing T test. The first step is calulating the mean

of the test. The calculation result came from the sum of all the data then divided

by the amount of the data. The second step was formulating the hypotheses. There

were two hypotheses, namely Ho and Ha. The Ho means there was no difference

in average value between the pre-test and post-test after the implementing

vocabulary materials design.


22

22

The Ha means there was a difference in average value between the pre-

test to post-test after the implementation of the vocabulary material design. The

next step is determine T and significance. The third step was determine t table. T

table can be seen in the statistics table on the 0.05: 2 = 0.025 (test 2 sides) with

degrees of freedom (df) n-1. The fourth step was the test criteria. The criteria was

if - t table <t <t table, then Ho is accepted. If - t <- t table or t count> t table, then

Ho was rejected. The fifth step was making a conclusion.


23

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher presents and analyses the data. First of all, to

answer the first research problem, the researcher compares the students result

before and after implementing the vocabulary materials design. Second, the

researcher focuses on answering the second research problem namely to what

extent the implementation of Irdhiawati‟s (2013) design helps the third graders of

SDN Gumul 1 Klaten to learn English vocabulary.

A. The Strength of Vocabulary Material Design

Experimental research according to Donald, Lucy and Christine (2010), is

a study of the effect of the systematic manipulation of one variable on another

variable. In order to know the strengths of the vocabulary materials design, the

researcher compared the T-test result of the students before and after the

implemetation of the vocabulary material design. There were the students‟ result

before the implementation of the vocabulary material design. The result were

given by the English Teacher of SDN Gumul 1 Klaten.

23


24

Table 4.1 Result comparison score for pre-test and post-test before implementation process

NO Students Score (Pre-

test)

Score (post-test)

1 Ag 56 73

2 Ad 56 46

3 Sy 56 66

4 Pa 32 33

5 Pi 51 66

6 Yo 26 26

7 Nv 58 73

8 Ek 53 53

9 Dt 57 66

10 Zh 56 40

11 Il 40 56

12 An 35 53

13 Rn 47 56

14 St 56 56

48,5 56,8

Paired Samples Statistics

Table 4.2 Paired Samplesof score for pre-test and post-test before implementation

process

Mean N Std. Deviation

Std. Error

Mean

Pair 1 Pretest 48,50 14 10,761 2,876

Posttest 54,50 14 14,276 3,815

Paired Samples Correlations Table 4.3 Paired Samples correlations score for pre-test and post-test

before implementation process

N Correlation Sig.

Pair 1 pretest & posttest 14 ,681 ,007


25

Paired Samples Test Table 4.4 Paired Samples Test of score for pre-test and post-test before implementation process

Paired Differences

T Df Sig. (2-

tailed) Mean Std.

Deviation

Std. Error

Mean

95% Confidence Interval

of the Difference

Lower Upper

Pair 1 pretest - posttest -6,000 10,503 2,807 -12,064 ,064 -2,138 13 ,052

Based on the result of the T test calculation, the T obtained was -2.138 with the

significance of 0,052. In addition, the T critical for this test was 2,138. The T

critical come from (df) n-1 or 14 – 1 = 13 with 5% significance. It could be seen

that T obtained fell in Ha area.

Before implementing the vocabulary design materials, the researcher

conducted classroom observation to students of third-graders of SDN Gumul 1

Klaten. According to Michael (2010), observation in the classroom is used in the

context of assessments of the teaching practice during the teaching activity. There

were four types of observation: real time observation, audio taping, video taping

and transcription. The researcher decided to use real time observation and video

taping observation. Based on the observation which was held on July 18, 2016, it

was their first time learning English in school. It was the school‟s policy to give

English lesson for the first time in grade three. This policy made the students have

lower knowledge compared with the other students from the others school and cut

the students‟ opportunity to learn English in the school. It is because the other

schools start to introduce English to their students since the first grade. Talking

about the students‟ curiosity in learning English, most of the students have big

curiosity to learn English. After the researcher conducted the observation, one of

the students said that the teacher always asked the students to re-write what she


26

had written in the blackboard without giving clear explanation. In addition, the

teacher often did not come to the class. It made the students lazy. He said

honestly, “My friends and I do not understand English well. Our teacher always

asked us to write down what she had written in the black board. Beside,

sometimes our teacher did not come when we have English lesson”.

After doing the observation, the researcher gave pre-test on the next

meeting. There were two types of questions on the test, multiple choices and fill in

the blank. The types of the questions could be seen on the Appendix 7 and

Appendix 8. The multiple choices part consist of fifteen questions which are

designed to know their basic vocabulary knowledge about occupation. The result

of the pre-test is presented in the table below. The researcher also include the

examples of the two students‟ works on the pre-test (see Appendix 9).

Table 4.5 Result score for multiple choice part

NO Students Score

1 Ag 73

2 Ad 46

3 Sy 66

4 Pa 33

5 Pi 66

6 Yo 26

7 Nv 73

8 Ek 53

9 Dt 66

10 Zh 40

11 Il 40

12 An 53

13 Rn 46

14 St 33

51

From the table, the researcher concludes that only two students got score

above seventy. On the second part, which is filling in the blank part, there were


27

five questions and five choices of the answer. The result is presented below and

the examples of the students‟ works were presented in Appendix 10.

Table 4.6 Result score for fill in the blank part NO Students Score

1 Ag 20

2 Ad 0

3 Sy 20

4 Pa 0

5 Pi 20

6 Yo 20

7 Nv 0

8 Ek 0

9 Dt 20

10 Zh 20

11 Il 40

12 An 20

13 Rn 20

14 St 20

15,7

The table above shows that the students‟ result was not satisfactory. Only

one student got 40 which meant that he just could answer two questions correctly.

After analysing the result, the researcher did the teaching activity using the

vocabulary materials designed by Irdhiawati (2013). The researcher would explain

the teaching activity meeting by meeting.

Meeting One

Meeting one was held on Monday, July 18, 2016. The teaching and

learning activity started at 9 a.m. up to 10.10 a.m. There were fourteen students in

the class which consisted of five female students and nine male students. The first

activity that the researcher did was observing the situation on the class. After that,


28

the researcher gave pre-test to the students. The students looked very nervous and

most of students said “Miss, what is that? It is very difficult! I don‟t understand”.

After all of the students did their test, the researcher collected the paper and the

learning activity was done.

Meeting Two

Meeting two was held on Thursday, July 21, 2016. The class started at 9

a.m. up to 10.10 a.m. On that day, there were fourteen students came to the class.

The researcher taught them alphabets, and how to pronounce the alphabets. After

they could pronounce the alphabets correctly, the researcher taught the listening

skills. The first activity was tell to how to pronounce the vocabulary about

occupations and the meaning. The students were very enthusiastic while learning;

they asked and guessed all the time. The second activity was doing the exercises

which have been designed by Irdhiawati (2013) on her book. The results of that

day were very good. It was because the students could pronounce the alphabets

better, the vocabulary related about occupation and they could choose one from

two choices (task 3). The materials were presented below.


29

The vocabulary material design could help the students to understand the material

better. The exercises are also designed to develop the students listening skills.

Meeting 3

The third meeting was held on Tuesday July 26, 2016. The meeting started

at 9 a.m. up to 10.10 a.m. There were thirteen students in the class, one of them

was absent because he had fever. The first activity was playing a puzzle game.

The researcher chose to use game as the first activity because the researcher

Task 2 Listen and complete the missing word below! Dengarkan dan Lengkapilah!

1. C _ R _ E _ T_ R

2. P _ L _ T

3. N _ R _ E

Task 3 Listen to the teacher and put a tick (V) for the word you hear! Dengarkan dan beri tanda centang (v) untuk kata yang kalian dengar! 1. (....) Carpenter

(....) Gardener 2. (....) Tailor

(....) Sailor 3. (....) Teacher

(....) Butcher


30

wanted to know the vocabulary development of the students. The researcher

divided the students into four groups and asked them to match the pictures with

the words. One group could match all of the pictures. Learning English using

games and pictures could motivate students to learn English. It was supported by

Wright (1990) who says that pictures do not only bring image of reality, but can

also function as a fun element in the class. After the small game, the teaching and

learning activity went to the next language skills; speaking. In the speaking

activity, the researcher relied on the vocabulary materials which were designed by

Irdhiawati (2013). They were very enthusiastic when the researcher gave the

example how to ask and answer the questions related to occupations. After the

researcher explained it to them, they had a role play with their friends. The

researcher could see that this type of learning could give a good impact to their

social skills: they could learn how to be patience, appreciate other, etc. Students

who are 6 – 9 years should be trained about social skill so, they could know how

to appreciate and treat others. It was closed to Craig (1975) who said that middle

childhood (6 – 12 years old) is the time before adolescence when the child is

adjusting to the new environment of school, is forming close ties with people

outside the home, and is developing work and playing habits along with many

interests.

Meeting 4

Meeting four was held on Friday, July 29, 2016. The meeting started at

07.30 a.m. – 08.40 a.m. There were fourteen students in that class. The


31

atmosphere of that class was so bad because the students were very tired after

gymnastic class before the English class. Some of the students were very lazy to

join the English class. It was the biggest challenge for the researcher because the

researcher should handle the class and make the materials more fun to change the

students‟ mood. The material was reading. The first activity was reading aloud.

The researcher ordered the students to read the passage which had been written on

the materials. The results were good; they could follow the researcher to read.

However, their voice was very low and all of the students do not understand the

meaning of the passage. After reading the passage, the researcher let them know

the meaning word by word. They looked confused and the researcher decided to

stop the reading activity. The researcher made a small game which was the writer

distributed small piece of paper and asked them to write down number one to ten.

After that the researcher said ten words and the students wrote the alphabet of the

words. The ten words were teacher, cashier, dentist, soldier, policeman, painter,

gardener, farmer, musician and postman. The results were some of the students

could answer correctly. For examples; Ag could answered 8 out of 10; Ek could

answered 6 out of 10; Nv could answer 7 out of 10.

Meeting 5

Meeting 5 was held on Monday, August 1, 2016. The meeting started at

09.00 a.m. up to 10.10 a.m. There are fourteen students in the class. After the

researcher greeted the students, the teaching and learning activity started. The

material was writing skill. The researcher asked the students to do task one which

was arranging the letter. Most of the students could do them very well, only two


32

students failed in that task. They could not do the task well. After the students had

done task one, they continued to task two which was completing the sentences.

They did not understand what they should do because they did not know the

meaning of the sentences. Because of that situation, the researcher took the role to

handle the class. The researcher asked the students to do the task together. The

researcher read aloud the sentence followed by the students and tried to translate

the meaning of the sentence. Because they did not understand the meaning of the

sentences, some of students made some noise and disturbed another student. It

caused the bad atmosphere of learning and teaching activity. After all of the

materials have been discussed, the researcher wraped up of the materials and let

the students know that the next meeting they would have a post test.

Meeting 6

The last meeting was held on Thursday, August 4, 2016. The class started

at 9 a.m. – 10.10 a.m. After the researcher greeted the students, the researcher

gave the explanation about the post test. There were two types of the questions:

multiple choices and fill in the blank. The atmosphere of the class was so bad,

because a lot of students from other classes came and disturbed the teaching and

learning activity. The researcher stopped the test for about ten minutes to make

sure that the third graders of SDN Gumul 1 Klaten could do the post – test well.

When they were doing the first test; multiple choice, all of the students were

silent. Several minutes later, when the students were doing the second parts of

post-test almost all of said “I cannot do that miss, what is it? What should we

do?”.


33

After that, the researcher tried to explain the post-test using Bahasa

Indonesia. In addition, the researcher also gave an example how to do the test.

There were the score of each type of questions on the post-test compared to the

score on pre-test below. The samples of the students‟ works on the post-test could

be seen in the Appendix 11 and 12.

Table 4.7 Result comparison score for multiple choice part

NO Students Score (Pre-

test)

Score (post-test)

1 Ag 73 100

2 Ad 46 86

3 Sy 66 100

4 Pa 33 53

5 Pi 66 60

6 Yo 26 86

7 Nv 73 80

8 Ek 53 80

9 Dt 66 86

10 Zh 40 100

11 Il 40 73

12 An 53 100

13 Rn 46 66

14 St 33 33

51 78,8

The researcher calculated the T test in order to make comparison between pre-test

and post-test.


Table 4.8 Paired Samples Statistics for multiple choice


Std. Error

Mean

Pair 1 Pre Test 51.0000 14 15.72847 4.20361

Post Test 78.7857 14 20.13485 5.38126


34

Paired Samples Test Table 4.9 Paired Samples Test for multiple choice

Paired Differences

T df

Sig.

(2-

tailed) Mean

Std.

Deviation

Std. Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

P

a

i

r

1

Pre Test - Post

Test

-

27.78571 19.97760 5.33924 -39.32044

-

16.25099

-

5.20

4

13 .000

Based on the result of the T test calculation, the T obtained was -5.204. In

addition, the T critical for this test 2,610. The T critical came from (df) n-1 or 14 –

1 = 13 with 5% significance. It could be seen that T obtain fell in Ha area. Based

on the result, it could be concluded that there was significant difference between

pre-test and post-test in multiple choices could built up the students‟ vocabulary

knowledge.


35

Table 4.10 Result of the comparison score for fill in the blank part

No Students Score (pre-test) Score (post-test)

1 Ag 20 100

2 Ad 0 40

3 Sy 20 60

4 Pa 0 20

5 Pi 20 0

6 Yo 20 20

7 Nv 0 20

8 Ek 0 0

9 Dt 20 20

10 Zh 20 0

11 Il 40 100

12 An 20 60

13 Rn 20 40

14 St 20 20

15,7 35,7


Table 4.11 Paired samples statistics for fill in the blank


Std. Error

Mean

15.7143 14 11.57868 3.09453

35.7143 14 33.44669 8.93900

Paired Samples Correlations

Table 4.12 Paired samples correlations for fill in the blank

N Correlation Sig.

Pair 1 Pre Test & Post Test 14 .505 .065


36

Paired Samples Test

Table 4.13 Paired samples test for fill in the blank

Paired Differences

T df

Sig.

(2-

tailed) Mean

Std.

Deviation

Std. Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1 Pre Test - Post

Test

-

20.0000

0

29.35198 7.84465

-

36.947

33

-

3.05267

-

2.55

0

13 .024

Based on the result of the T test calculation, the T obtained was -2.550

with the significance of 0,024. In addition, the T critical for this test was 2,160.

The T critical come from (df) n-1 or 14 – 1 = 13 with 5% significance. It could be

seen that T obtained fell in Ha area. Based on the result, it could be concluded that

there was significant difference between pre-test and post-test in fill in the blank

questions which designed to indicate the speaking and listening materials.

After the researcher analyzed the data gathered from pre-test and post-test,

the researcher compared the students‟ result before and after the implementation

of vocabulary material design. Before the implementation the researcher got 2,138

on T-test. After the implementation of vocabulary material design, the T-test

increase to 5,204 and 2,550. It meant that the vocabulary materials design by

Irdhiawati (2013) effective to help the students to improve the vocabulary level.

Kreidler (1963) states that pictures is one of the visual media which can help the

students understand what the teacher says because pictures can be recognized as a

way of reresenting the real situation. This research proved that pictures helped the

students to learn English better.


37

B. The Result of Implementing Vocabulary Materials Design

This part was going to answer the research question number two; To what

extent does the implementation of Irdhiawati‟s (2013) design help the third

graders of SDN Gumul 1 Klaten to learn English vocabulary?. The vocabulary

materials design could help the students in two aspects.

First, the vocabulary materials design helped students to transfer their

vocabulary knowledge. Before the implementation of this vocabulary material

design which used pictures as the media, the students‟ result in English lesson

were very low, but after the used of pictures as the media of teaching English

vocabulary the students‟ result in English test were increase. For example, Ek got

53 in the first test of English. After the implementation of vocabulary materials

design, he got 80 in English test.

Second, the vocabulary materials design helped students in speaking

activity. By understanding the English words of some occupations vocabulary, the

students could communicate with others using that vocabulary. In addition,

Irdhiawati (2013) designed the speaking activity not only to make the students

practiced their speaking ability, but also gave the students chance to communicate

with others.


38

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

In this chapter the researcher discusses the conclusion and suggestions that

are obtained from this research result. This chapter is divided into two parts. In the

first part, the researcher will discuss the conclusion regarding the result of the

research. The second is the suggestion, so that the readers or teachers might do

another research to improve the ability of students matering English subject.

A. Conclusion

As stated in the Chapter I, there were two research problems that should be

answered through this research. The research problems are: 1.) What are the

strengths of Irdhiawati‟s (2013) design? 2.) To what extent does the

implementation of Irdhiawati‟s (2013) design help the third graders of SDN

Gumul 1 Klaten to learn English vocabulary?. After doing this research, the

researcher concluded that the vocabulary materials design were effective enough

to help the third graders of SDN Gumul 1 Klaten in learning English. The

researcher compared the students‟ result before and after the implementation of

vocabulary material design. Before the implementation the researcher got 2,138

on T-test. After the implementation of vocabulary material design, the T-test

increase to 5,204 and 2,550.

The second research problem is: To what extent does the implementation

of Irdhiawati‟s (2013) design help the third graders of SDN Gumul 1 Klaten to

learn English vocabulary. The answer to this question are obvious from the

38


39

students‟ improvement in speaking skills and students‟ vocabulary transfer. It can

be seen in the post-test result in the multiple choice part. Most of the students

have developed their vocabulary knowledge. This vocabulary materials design did

not help students to increase their reading and writing skills because the materials

is too hard for the third grader of SDN Gumul 1 Klaten. It was the first time they

got English lesson in the school, and the students did not familiar with the words

which were used in the reading and writing skills. The development of students‟

transfer knowledge was not only by implementing Irdhiawati‟s vocabulary

materials design, but also by additional material by the researcher.

B. Recommendations

The researcher suggests some recommendations for English teachers,

students, and future researchers.

1. For English Teacher

The researcher expects that teachers can explore all of their creativities in

teaching English, especially when teaching elementary students. Creativity is very

needed because the teachers teach the students who are in the childhood ages. In

addition, the teachers should know what makes the students attracted and

interested in learning English since English is not their mother tounge.

Using picture is one of the effective ways to make the students attracted

and have big interest in learning English. Moreover, using picture in learning

vocabulary can help the students to learn new vocabulary quickly. Through the

39


40

picture, the teachers can also create a lot of fun activities for children. However,

the teachers should choose clear and appropriate pictures when they teach the

students.

2. For Students

From this research, the resecher knows that the students like pictures as a

media in learning new vocabulary. Moreover, the pictures are labeled with the

spelling too. It helps the students to remember the spelling and how to pronounce

the words. However the students know how pronounce the words but a lot of

students still cannot write the English words correctly. Learning English through

picture can be fun learning for the students because they can interact with their

friends. Moreover, having interaction with the other students can build the

students‟ social skill.

3. For Futher Researcher

The researcher expects that this research can help other researchers in

conducting future research which is related to this research. Moreover, the future

researchers might improve their creativity in teaching English using pictures.

Using picture can be one of fun ways to deliver an English material. Creating a

new media to help teaching activity makes the teaching activity more fun.


REFERENCES

Allwright, R. L. (1990). What do We Want Teaching Materials for?. London:

Oxford University Press

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Addison Wesley Longman, Inc.

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Publishing Co.

Duffy, T. & Waller, R. (1985). Designing Usable Texts. London: Academic

Press,Inc.

Gerlach, V. S. & Ely, D. P. (1980). Teaching and media a systematic approach.

Boston: Prentice Hall.

Irdhiawati, D. A. (2013). English Vocabulary Lesson Using Pictures for the Third

Graders of Kanisius II Wonosari Elementary School. Yogyakarta: Sanata

Dharma University.

Halliwell, S. (1992). Teaching English in the Primary Classroom. London:

Pearson Education Limited.

Kaswanti, B. P. (1998). Pragmatic dan Penggunaan Bahasa. Yogyakarta:

Kanisius.

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Eichosha.

Krashen, S. D. (1984). Second Language Acquisition and Second Language

Learning. Oxford: Pergamon Press. Kreidler, C. J. (1963). Visual Aids for

Teaching English to Speakers of Other Languages. Houston: English

Teaching Division.

McKeown, M. G. & Curtis, M. E. (1987). The Nature of Vocabulary Aquisition.

New York: Lawrence Erlbaum Associated, Inc.

O‟neill, R. (1990). Why Use Textbooks?. London: Oxford University Press.

Piaget, J. (1985). The Equilibration of Cognitive Structures: The Central Problem

of Intellectual Development. Chicago: University of Chicago Press.

Schmitt, N. & McCarthy. M. (1997). Vocabulary: Description, Acquisition and

Pedagogy. Cambridge: Cambridge University Press.

41


Soedijarto. (1993). Memantapkan Sistem Pendidikan Nasional. Jakarta: Grasindo.

Spender, D. (1980). Man Made Language. London: Heinemann.

Sugiyono. (2009). Statistika Untuk Penelitian, Bandung: Alfabeta.

Wallace, M. J. (2010). Action Research for Language Teacher. United Kingdom:

Cambridge University Press.

Visnja Pavicic (2003), "Vocabulary and Autonomy"

(http://iteslj.org/Techniques/Mehta-Vocabulary.html) accesed on October

3, 2016.

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University Press.

42


http://iteslj.org/Techniques/Mehta-Vocabulary.html

43

APPENDIX 1

PERMISION LETTER FOR BAPPEDA

KLATEN


44


45

APPENDIX 2

PERMISION LETTER FROM

BAPPEDA KLATEN


46


47

APPENDIX 3

THE LETTER FROM SD N GUMUL 1

KLATEN


48


49

APPENDIX 4

BLUE PRINT OBSERVATION

CHECKLIST SHEET


50

Blue Print of Observation Checklist Sheet

School : SDN Gumul 1 Klaten Date : July 18, 2016

Class : III Time : 09.00 – 10.10

No Statements

Scale

Rationale Absolutely No

Absolutely Yes

1 2 3 4 5

1

Teacher prepares

the vocabulary

material well

There are some points that

should be understood in

teaching English to children;

children‟s ability to grasp

meaning, children‟s instinct for

play and fun, the role of

imagination, and the instinct for

interaction to talk. (Halliwell,

1992),

2 Teacher delivers

the vocabulary

material well.









1992),

3 Teacher speaks

English when

delivering the

vocabulary

material.









1992),

4 Teacher gives the

opportunity to the

students to ask

when they still do

not understand.









1992),

5 Teacher uses

media to help her

Medium is called the

educational medium when the


51

delivers the

vocabulary

material.

medium transfer message for

teaching. It is impossible to

coordinate teaching with

learning without using media.

(Li-ling, 1996)

7 Teacher gives

exercises in order

to improve

students

understanding

about the

material.

Learning vocabulary grows

through incidental learning such

as through continuous exposure

to comprehensible language in

reading, listening, speaking, and

writing exercises. (Krashen,

1984)

8 The exercises

help the students

to have a group

discussion.

Middle childhood (6 – 12 years

old) was the time before

adolescence when the child was

adjusting to the new

environment of school. School‟s

activities designed to develop it.

(Craig, 1975)

9 Students have big

curiosity to learn

English.







(Craig, 1975)

10 Students enjoy

having discussion

with their friends.







(Craig, 1975)

11 Students enjoy

learning English

using media that

has prepared by

their teacher.

Teaching media also can

encourage students to take more

responsibility for and control

over their own learning, engage

in joint planning of the syllabus,

and take longer-term

perspectives on their own

learning. (Masterman, 1999)

12 The media helps

the students to

learn the

vocabulary

material easier.

Teaching media also can

encourage students to take more

responsibility for and control

over their own learning, engage

in joint planning of the syllabus,


52

and take longer-term

perspectives on their own

learning. (Masterman, 1999)

13 Students ask

questions to the

teacher related

with the

vocabulary

material.









1992),

14 Students can do

the exercises

well.









1992),


53

APPENDIX 5

OBSERVATION CHECKLIST SHEET


54

Date : July 18, 2016Class : III Time : 09.00 – 10.10

No Statements

Scale

Absolutely No

Absolutely Yes

1 2 3 4 5

1 Teacher prepares the vocabulary

material well

2 Teacher delivers the vocabulary

material well.

3 Teacher speaks English when

delivering the vocabulary material.

4 Teacher gives the opportunity to the

students to ask when they still do

not understand.

5 Teacher uses media to help her

delivers the vocabulary material.

7 Teacher gives exercises in order to

improve students understanding

about the material.

8 The exercises help the students to

have a group discussion.

9 Students have big curiosity to learn

English.

10 Students enjoy having discussion

with their friends.

11 Students enjoy learning English

using media that has prepared by

their teacher.

12 The media helps the students to

learn the vocabulary material easier.

13 Students ask questions to the

teacher related with the vocabulary

material.

14 Students can do the exercises well.

Note:

The media that she uses is blackboard.

The teacher speaks English 25% and Indonesia 75% because it‟s the first time the

students learn English.

There is no exercise which is given to the students

Students are not really enjoying the learning process because the teacher only uses

blackboard as her teaching media.


55

APPENDIX 6

VOCABULARY MATERIALS DESIGN


56

A. Listening (Mendengarkan)

In this section, you will learn about occupations. There are many jobs around us. You have to learn them all. You have to listen to your teacher carefully to catch what your teacher says. TASK 1 Listen and repeat! (Dengar dan Tirukan!)

Cashier

Musician

Gardener

Teacher

Chef

Tailor

Dentist

Mechanic

Painter

Policeman

Postman

Barber


57

Task 2 Listen and complete the missing word below! Dengarkan dan Lengkapilah!

1. C _ R _ E _ T_ R

2. P _ L _ T

1. N _ R _ E

Pilot

Doctor

Nurse

Farmer

Carpenter

Taxi Driver

Soldier

Secretary


58

2. T _ I _ O_

3. T _ A _ H _ R

Task 3 Listen to the teacher and put a tick (V) for the word you hear! Dengarkan dan beri tanda centang (v) untuk kata yang kalian dengar!

1. (....) Carpenter

(....) Gardener 2. (....) Tailor

(....) Sailor 3. (....) Teacher

(....) Butcher 4. (....) Fisherman

(....) Farmer 5. (....) Secretary

(....) Shopkeeper

B. Speaking

In this section you will have some dialouges about profession. You will know how to ask for someone’s profession in a good manner. Pay attention to your teacher’s explanation and practice the dialouges well. Task 1 Look at the pictures and spell these words correctly! Lihat dan perhatian gambar – gambar di bawah ini dan ejalah kata – kata berikut dengan benar!

1. n-u-r-s-e


59

2. d-o-c-t-o-r

1. s-o-l-d-i-e-r

2. g-a-r-d-e-n-e-r

3. p-o-l-i-c-e-m-a-n

Task II Look at the pictures and complete the dialouges, then practice them verbally! Perhatikan gambar berikut dan lengkapilah percakapannya lalu praktekanlah secara lisan! 1. X: What is he?

Y: He is a ...

2. X : what is he? Y : He is a ...

3. X : what is he?

Y : he is a ...


60

4. X : What is he?

Y : he is a ... 5. X : What is she?

Y : She is a ... 2. X : What is she?

Y : She is a ...

C. Reading

This is the reading section. You will read a passage about Ihsan’s family and their jobs. Read it carefully and learn the vocabularies. Don’t forget to answer the questions based on the text correctly. You can discuss it with your friends to build up your friendship. Task 1 Read the short text below! Bacalah teks singkat berikut! Hello, my friends. My name is Ihsan. I am a student. I want to introduce you to my family. There are four people in my family. My father is a doctor. He goes to the hospital every day. My mother is an English teacher. She works in a Junior High School in my town. Ali is my brother. He is a painter. His paintings are amazing. I love my family. Task 2 Let’s learn the vocabularies from the text above. Complete the table with the correct answer! Mari belajar kosakata dari teks di atas. Lengkapilah tabel dengan jawaban yang tepat!

No. Word Meaning

1 Family

2 Teacher

3 Doctor

4 Brother

5 Painting

6 Hospital


61

7 Work

8 Father

9 Brother

10 Amazing

Task 3 Read the text in Task 1 once again. Answer these questions based on it! Bacalah teks pada Task 1 sekali lagi. Jawablah pertanyaan berikut ini berdasarkan teks diatas! 1. Who is Ihsan?

Answer: ______________________________________________________________

2. What is Ihsan’s father?

Answer: ______________________________________________________________

3. What is his mother’s profession?

Answer: ______________________________________________________________

4. Where does his mother’s work?

Answer: ______________________________________________________________

5. What does his brother do?

Answer: ______________________________________________________________

Task 4 Read the text in Task 4 and identify the statements. Write (T) for the true statement and write (F) for the false one! Bacalah teks pada task 4 dan identifikasi pernyataannya. Tulis (T) untuk pernyataan yang benar dan tulis (F) untuk pernyataan yang salah!

Mr Harry Mr. Harry is a postman. He is a hard worker. He goes to the post office in the morning. He takes letters and delivers them to the people. He usually rides his bike to do his job. He is friendly man. He always greets every person he meets. 1. ( ... ) Mr Harry is a driver

2. ( ... ) Mr Harry goes to the post office every morning.

3. ( ... ) He usually rides his car to work.

4. ( ... ) Mr Harry never greets the people he meets.

5. ( ... ) Mr Harry delivers letters every day.


62

D. Writing

Let’s improve your writing skill. There are some writing exercises presented in this section. Do them all well. You have to do it independently to get the best result. Don’t forget to practice it at home. Task 1 Arrange these letters and write the meaning in Indonesian. Susunlah huruf – huruf berikut ini dan tulis artinya dalam bahasa Indonesia. 1. R-A-M-E-R-F

.................................... 2. N-E-R-S-U

.................................... 3. L-I-C-E-P-O-M-A-N

.................................... 4. T-M-A-N-P-O-S

.................................... 5. E-A-C-H-E-T-R

...................................

Task 2 Look at the picture and complete the sentences! Lihat gambar dan lengkapilah kalimatnya! 1. The teacher works in the ...

2. The doctor works in the ...

3. The farmer works in the ...


63

4. The gardener works in the ...

5. The chef works in the ...


64

APPENDIX 7

PRE-TEST


65

Pilihlah Jawaban yang Paling Tepat di bawah ini.

1. Guru in English is ...

a. Librarian

b. Teacher

c. Secretary

2. Petani in English is ...

a. Soldier

b. Police

c. Farmer

3. Tentara in English is ...

a. Soldier

b. Police

c. Carpenter

4. Tukang Kayu in English is ...

a. Carpenter

b. Nurse

c. Doctor

5. Perawat in English is ...

a. Nurse

b. Carpenter

c. Student

6. Sekertaris in English is ...

a. Secretary

b. Gardener

c. Painter

7. Pelukis in English is ...

a. Musician

b. Garderner

c. Painter

8. Tukang kebun in English is ...

a. Painter

b. Gardener

c. Musician

9. Tukang cukur in English is ...

a. Barber

b. Chef

c. Tailor

10. Tukang post in English is ...

a. Postman

b. Tailor


66

c. Barber

11. Dokter gigi in English is ...

a. Tailor

b. Barber

c. Dentist

12. Sopir taksi in English is ...

a. Taxi driver

b. Gardener

c. Barber

13. Penjahit in English is ...

a. Tailor

b. Cashier

c. Taxi driver

14. Koki in English is ...

a. Mechanic

b. Chef

c. Taxi driver


a. Musician

b. Dentist

c. Doctor


67

Isilah titik – titik dibawah ini dengan memilih satu jawaban yang ada pada

kotak.

1. I am a ............ I work in the hospital.

2. I am a ............ I repair motorcycles everyday.

3. I am a ........... I make a lot of songs.

4. I am a .......... . I work in the shop.

5. I am a .......... . I fly the plane everyday.

Pilot Doctor Mechanic

Mucisian School


68

APPENDIX 8

POST-TEST


69

Pilihlah Jawaban yang Paling Tepat di bawah ini.

1. Sekretaris in English is ...

d. Librarian

e. Teacher

f. Secretary

2. Tentara in English is ...

d. Soldier

e. Police

f. Farmer

3. Tukang Kayu in English is ...

d. Soldier

e. Police

f. Carpenter

4. Dokter in English is ...

d. Carpenter

e. Nurse

f. Doctor

5. Montir in English is ...

d. Nurse

e. Carpenter

f. Student

6. Tukang kebun in English is ...

d. Secretary

e. Gardener

f. Painter

7. Pemain musik in English is ...

d. Musician

e. Gardener

f. Painter

8. Pelukis in English is ...

d. Painter

e. Gardener

f. Musician

9. Koki in English is ...

d. Barber

e. Chef

f. Tailor

10. Penjahit in English is ...

d. Postman

e. Tailor


70

f. Barber

11. Tukang cukur in English is ...

d. Tailor

e. Barber

f. Dentist

12. Tukang pos in English is ...

d. Taxi driver

e. Postman

f. Barber

13. Kasir in English is ...

d. Tailor

e. Cashier

f. Taxi driver

14. Sopir taksi in English is ...

d. Mechanic

e. Chef

f. Taxi driver


d. Musician

e. Dentist

f. Doctor


71

Isilah titik – titik dibawah ini dengan memilih satu jawaban yang ada pada kotak.

1. Adit is a ............ He repairs motorcycles everyday.

2. My mother is a ............ She works in the hospital.

3. Sinta is a ............ She works in the school.

4. Bambang is a .......... . He works in the shop.

5. I am a .......... . I fly the plane everyday.

Pilot Doctor Mechanic

Mucisian School


72

APPENDIX 9

Student’s Record on Pre-test (Multiple

Choice)


73


74

APPENDIX 10

Student’s Record on Pre-test (Fill in the

blank)


75

75


76

APPENDIX 11

Student’s Record on Post-test (Multiple

Choice)


77


78

APPENDIX 12

Student’s Record on Post-test (Fill in the

blank)


79


Documents

TEACHING VOCABULARY USING IRDHIAWATI’S DESIGN · TEACHING VOCABULARY USING IRDHIAWATI’S DESIGN ... untuk siswa kelas III SDN Gumul 1 Klaten yang baru belajar ... bagian soal pilihan