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THE ENGLISH VOCABULARY MASTERY OF

THE FIFTH GRADE STUDENTS OF SDN 3 TELUKWETAN JEPARA

IN THE ACADEMIC YEAR 2013/2014

TAUGHT BY USING WHOLE BRAIN TEACHING (WBT)

By:

ROSIANA DITA DWI CAHYA

NIM 200932080

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2013

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THE ENGLISH VOCABULARY MASTERY OF

THE FIFTH GRADE STUDENTS OF SDN 3 TELUKWETAN JEPARA

IN THE ACADEMIC YEAR 2013/2014

TAUGHT BY USING WHOLE BRAIN TEACHING (WBT)

SKRIPSI

Presented to the University of Muria Kudus

in Partial Fulfillment of the Requirements for Completing the Sarjana

Program in English Education

By:

ROSIANA DITA DWI CAHYA

NIM 200932080

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2013

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MOTTO AND DEDICATION

MOTTO

If it is a broken part, replace it. If it is a broken arm, then brace it. If it is a

broken heart, then face it. And everything will be fine.

No matter which road you traverse, it’s certain that along the way, you learn

something that will ultimately make you better prepared for future journeys.

(Taken from the book entitled “Letters to My Teacher”)

DEDICATION

This skripsi is dedicated to:

Her beloved mother (Hj. Rusminah), who

always prays for her success.

Her beloved brothers (Mas Joko & Amin

Rois), who give motivation every time.

Her beloved someone, who always give

support and huge love.

All her best friends.

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ADVISORS’ APPROVAL

This is to certify that the Skripsi of Rosiana Dita Dwi Cahya (NIM: 200932080)

has been approved by the skripsi advisors for further approval by the Examining

Committee.

Kudus, September 2013

Advisor I

Nuraeningsih, S.Pd, M.Pd

NIS. 0610701000001201

Advisor II

Dra. Sri Endang Kusmayarti, M.Pd

NIS. 0610701000001009

Acknowledged by

The Faculty of Teacher Training and Education

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EXAMINERS’ APPROVAL

This is to certify that the Skripsi of Rosiana Dita Dwi Cahya (NIM: 200932080)

has been approved by the Examining Committee as a requirement for the Sarjana

Degree of English Education.

Kudus, September 2013

Skripsi Examining Committee:

Nuraeningsih, S.Pd, M. , Chairperson

NIS. 0610701000001201

Mutohar, S.Pd, M.Pd , Member

NIS. 0610701000001204

Drs. Suprihadi, M.Pd , Member

NIP. 19570616 198403 1 015

Titis Sulistyowati, S.S, M.Pd , Member

NIP. 19810402 200501 2 001

Acknowledged by

The Faculty of Teacher Training and Education

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ACKNOWLEDGEMENT

First and foremost, the writer sends her greatest gratitude to Allah SWT,

God the Almighty, for blessing, health and inspirations granted to her during the

composition of this skripsi entitled “The English Vocabulary mastery of the

Fifth Grade Students of SDN 3 Telukwetan Jepara in the Academic Year

2013/2014 Taught by using Whole Brain Teaching (WBT)”.

Besides, this skripsi will never come into existence without the help of

other sides. Firstly, the writer wishes to give her highest gratitude to Nuraeningsih,

S.Pd, M.Pd as her first advisor and Dra. Sri Endang Kusmaryati, M.Pd as her

second advisor, who given continuous guidance, correction and encouragement

until this final project is accomplished.

Secondly, the writer is also indebted to Dra. Zuliatin, the headmaster of

SDN 3 Telukwetan Jepara who has given the writer permission to carry out the

research at her school, and also to Sunaryo the headmaster of SDN 2 Telukwetan

Jepara who has given the writer permission to conduct the try out.

The last, the writer shows her gratitude to her mother and family for their

kind support and sincere care. The writer sends her sincere thank and pray

especially to her beloved father who has departed to the peaceful heaven. May

God, Allah SWT accept all his good deed and service during his life.

The writer is also indebted to anyone who has given kind help and

suggestion for the composition of this Skripsi. Although the writer cannot mention

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them one by one but without their help and support, the writer cannot submit this

Skripsi in the due time.

Finally, the writer hopes that this Skripsi will be useful especially for

those who are in the field of education. And the writer also does realize that the

writing is still far from perfect. So this Skripsi requires improvement, comment

and suggestion from the readers.

Kudus, September 2013

The writer

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ABSTRACT

Cahya, Rosiana Dita Dwi. 2013. The English Vocabulary Mastery of the Fifth

Grade Students of SDN 3 Telukwetan Jepara in the Academic Year

2013/2014 Taught by using Whole Brain Teaching (WBT). Skripsi. English

Education Department, Teacher Training and education Faculty, Muria

Kudus University. Advisor: (1) Nuraeningsih, S.Pd, M.Pd (2) Dra. Sri

Endang Kusmayarti, M.Pd.

Key words: Whole Brain Teaching (WBT), English Vocabulary

Elementary school students are expected to master enough vocabulary to

support their English skill to the next level. They cannot express their idea or

opinions in English without knowing English vocabulary. Based on the

curriculum, students of Elementary school as beginner level are supposed to be

able to use the simple spoken language related with the scope of school. Therefore,

students have to master the vocabulary well. In fact, the vocabulary mastery of the

fifth grade students of SDN 3 Telukwetan Jepara in academic year 2013/2014 is

still under the minimum standard score. The problem happens because the teacher

only uses translation method in teaching vocabulary. In this case the writer wants

to introduce the new method named Whole Brain Teaching (WBT). WBT is a

method that consist of seven activities, they are: Class-Yes, Classroom rules,

Teach-Okay, Mirror, Hand and Eyes, Switch, and Scoreboard.

This research has a purpose to find out whether there is a find out whether

there is a significant difference between the English vocabulary mastery of the

Fifth Grade Students of SDN 3 Telukwetan Jepara in the academic year

2013/2014 before and after being taught by using WBT.

This is quantitative research, which relies on quantitative data. The method

of the research is experiment. The design of this research is one group pre-test and

post-test though multiple choices test. The sample of this research is the fifth

grade students of SDN 3 Telukwetan Jepara class VA that consist of 32 students.

The result of the research shows that the vocabulary mastery of the fifth

grade students of SDN 3 Telukwetan Jepara in the academic year 2013/2014

before being taught by using Whole Brain Teaching (WBT) is low. The score of

mean and standard deviation are 63.75 and 13.5. Meanwhile, the vocabulary

mastery of the fifth grade students of SDN 3 Telukwetan Jepara in the academic

year 2013/2014 after being taught by using Whole Brain Teaching (WBT) is

excellent. The score of mean and standard deviation are 93.37 and 6.94. The

calculation of t-test gets result 12.85 with the level of significant 0.05, degree of

freedom (df) 31, and t-table is 2.04. Because t0 falls in the critical region, so the

H0 is rejected and Ha is accepted. So, the writer concludes that there is a

significant difference between the English vocabulary mastery of the fifth grade

students of SDN 3 Telukwetan Jepara in the academic year 2013/2014 before and

after being taught by using Whole Brain Teaching (WBT).

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Considering the process and result of this research, the writer suggest that

the English teacher must be more creative when applying new method or

technique in the teaching and learning process, especially in applying Whole

Brain Teaching (WBT) in Elementary school. And for further researchers, they

can conduct research using Whole Brain Teaching (WBT) in another skill, like

speaking and can use this research as reference in conducting the research using

Whole Brain Teaching (WBT).

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ABSTRAK

Cahya, Rosiana Dita Dwi. 2013. Penguasaan Kosakata Bahasa Inggris Siswa

Kelas Lima SDN 3 Telukwetan Jepara Tahun Ajaran 2013/2014 Diajar

Menggunakan Whole Brain Teaching (WBT). Skripsi. Program Studi

Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan,

Universitas Muria Kudus. Pembimbing: (1) Nuraeningsih, S.Pd, M.Pd (2)

Dra. Sri Endang Kusmayarti, M.Pd.

Key words: Whole Brain Teaching (WBT), Kosakata Bahasa Inggris

Siswa Sekolah Dasar diharapkan untuk menguasai kosakata bahasa Inggris

yang cukup untuk mendukung kecakapan bahasa Inggris mereka pada tingkatan

berikutnya. Mereka tidak dapat mengekspresikan ide atau pendapat mereka dalam

bahasa Inggris tanpa mengetahui kosakata bahasa Inggris. Berdasarkan kurikulum,

siswa Sekolah Dasar sebagai pemula diharapkan mampu menggunakan bahasa

Inggris lisan sederhana dalam lingkup sekolah. Oleh karena itu, siswa harus

menguasai kosakata bahasa Inggris dengan baik. Faktanya, penguasaan kosakata

bahasa Inggris siswa kelas lima SDN 3 Telukwetan Jepara tahun ajaran

2013/2014 masih dibawah nilai standar minimal. Permasalahan tersebut terjadi

karena guru hanya menggunakan metode terjemahan dalam mengajar kosakata.

Dalam hal ini penulis ingin mengenalkan metode baru yang bernama Whole Brain

Teaching (WBT). WBT adalah metode yang terdiri dari tujuh aktivitas, yaitu

Class-Yes, Classroom rules, Teach-Okay, Mirror, Hand and Eyes, Switch, and

Scoreboard.

Penelitian ini memiliki tujuan untuk menemukan apakah ada perbedaan

yang berarti dari penguasaan kosakata bahasa Inggris pada siswa kelas lima SDN

3 Telukwetan Jepara tahun ajaran 2013/2014 sebelum dan sesudah diajar

menggunakan Whole Brain Teaching (WBT).

Ini meruapakan penilitian kuantitatif, yang bergantung pada data

kuantitatif. Metode penelitian ini adalah penelitian eksperimen. Desain penelitian

ini adalah kelompok pre-test dan post-test melalui tes pilihan ganda. Sampel

penelitian ini adalah siswa kelas lima SDN 3 Telukwetan Jepara kelas VA yang

terdiri dari 32 siswa.

Hasil dari penelitian ini menunjukkan bahwa kemampuan kosakata

bahasa Inggris dari siswa kelas lima SDN 3 Telukwetan Jepara tahun ajaran

2013/2014 sebelum diajarkan menggunakan Whole Brain Teaching (WBT) adalah

rendah. Nilai rata-rata dan standar deviasinya adalah 63,75 dan 13,5. Sementara

itu, kemampuan kosakata bahasa Inggris dari siswa kelas lima SDN 3 Telukwetan

Jepara tahun ajaran 2013/2014 sesudah diajarkan menggunakan Whole Brain

Teaching (WBT) adalah baik sekali. Nilai rata-rata dan standar deviasinya adalah

93,37 dan 6,94. Perhitungan dari t-test (t0) mendapatkan hasil 12,85 dengan taraf

perbedaan dalam tingkat kepercayaan 0,05, derajat kebebasan (df) 31, dan t-tabel

(tt) adalah 2,04. karena t0 jatuh pada daerah kritis, maka H0 ditolak dan Ha

diterima. Jadi penulis menyimpulkan bahwa ada perbedaan yang signifikan dalam

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kemampuan kosakata bahasa Inggris pada kelas lima SDN 3 Telukwetan Jepara

tahun ajaran 2013/2014 sebelum dan sesudah diajarkan menggunakan Whole

Brain Teaching (WBT).

Mempertimbangkan proses dan hasil dari penelitian ini, penulis

menyarankan bahwa guru bahasa Inggris harus lebih kreatif ketika

mengaplikasikan metode baru atau teknik dalam proses belajar mengajar terutama

dalam mengaplikasikan Whole Brain Teaching (WBT) di sekolah dasar. Dan

untuk peneliti selanjutnya, mereka dapat mengadakan penelitian menggunakan

Whole Brain Teaching (WBT) di keterampilan lain misalnya speaking, dan dapat

menggunakan penelitian ini sebagai referensi dalam mengadakan penelitian

menggunakan Whole Brain Teaching (WBT).

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TABLE OF CONTENS

COVER ............................................................................................................. i

LOGO ................................................................................................................ ii

TITLE ................................................................................................................ iii

MOTTO AND DEDICATION ......................................................................... iv

ADVISORS’ APPROVAL ................................................................................ v

EXAMINERS’ APPROVAL ............................................................................ vi

ACKNOWLEDGEMENT ................................................................................. vii

ABSTRACT ...................................................................................................... ix

ABSTRAK ........................................................................................................ xi

TABLE OF CONTENTS .................................................................................. xiii

LIST OF TABLES ............................................................................................ xvi

LIST OF FIGURES ........................................................................................... xvii

LIST OF APPENDICES ................................................................................... xviii

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

1.1 Background of the Research ........................................................................ 1

1.2 Statement of the Problem ............................................................................. 3

1.3 Objective of the Research ............................................................................. 4

1.4 Significance of the Research ........................................................................ 4

1.5 Limitation of the Research ........................................................................... 4

1.6 Operational Definition ................................................................................. 5

CHAPTER II REVIEV TO RELATED LITERATURE AND

HYPOTHESIS ................................................................................................... 6

2.1 Teaching English in SDN 3 Telukwetan Jepara ....................................... 6

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2.1.1 The Curriculum of Teaching English in SDN 3 Telukwetan Jepara ........ 6

2.1.2 The Purpose of Teaching English in SDN 3 Telukwetan Jepara ............. 7

2.1.3 The Material of Teaching English in SDN 3 Telukwetan Jepara ............. 7

2.1.4 The Method of Teaching English in SDN 3 Telukwetan Jepara .............. 8

2.2 English Vocabulary .................................................................................. 8

2.2.1 The Types of English Vocabulary ............................................................ 9

2.2.2 The Purpose of English Vocabulary ......................................................... 10

2.2.3 Teaching Vocabulary for Young Learners ............................................... 10

2.3 Whole Brain Teaching as a Method for Teaching Vocabulary ................ 11

2.3.1`The Brain in Whole Brain Teaching ........................................................ 14

2.4 Review of Previous Research ................................................................... 16

2.5 Theoretical Framework ............................................................................ 17

2.6 Hypothesis ................................................................................................ 18

CHAPTER III METHOD OF THE RESEARCH ....................................... 19

3.1 Design of the Research ............................................................................. 19

3.2 Population and Sample ............................................................................. 20

3.3 Instrument of the Research ....................................................................... 21

3.4 Data Collecting ......................................................................................... 23

3.5 Data Analysis .......................................................................................... 24

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CHAPTER IV FINDING OF THE RESEARCH ........................................ 27

4.1 The English Vocabulary Mastery of the Fifth Grade Students of SDN 3

Telukwetan Jepara in the Academic Year 2013/2014 before being

Taught by Using Whole Brain Teaching (WBT) ..................................... 27

4.2 The English Vocabulary Mastery of the Fifth Grade Students of SDN 3

Telukwetan Jepara in the Academic Year 2013/2014 after being Taught by

Using Whole Brain Teaching (WBT) ..................................................... 29

4.3 Hypothesis Testing ................................................................................... 31

CHAPTER V DISCUSSION .......................................................................... 35

CHAPTER VI CONCLUSION AND SUGGESTION ................................ 39

6.1 Conclusion .............................................................................................. 39

6.2 Suggestion .............................................................................................. 40

REFERENCES ................................................................................................ 42

APPENDICES ................................................................................................. 43

STATEMENT ................................................................................................. 91

CURRICULUM VITAE ................................................................................. 92

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LIST OF TABLES

3.1 The Criteria of the Students’ Score ............................................................ 21

3.2 The Criteria of Reliability Index ................................................................ 23

4.1 The Pre-test Score of English Vocabulary Mastery of the Fifth Grade Students

of SDN 3 Telukwetan Jepara in Academic Year 2013/2014 ..................... 28

4.2 The Frequency Distribution of the English Vocabulary Mastery of the Fifth

Grade Students of SDN 3 Telukwetan Jepara in Academic Year 2013/2014

before being Taught by Using WBT .......................................................... 28

4.3 The Post-test Score of English Vocabulary Mastery of the Fifth Grade Students

of SDN 3 Telukwetan Jepara in Academic Year 2013/2014 ..................... 30

4.4 The Frequency Distribution of the English Vocabulary Mastery of the Fifth

Grade Students of SDN 3 Telukwetan Jepara in Academic Year 2013/2014

after being Taught by Using WBT............................................................... 30

Page Table

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LIST OF FIGURES

3.1 The One Group Pre-test and Post-test Design of Experiment .................... 19

4.1 The Histogram of English Vocabulary Mastery of the Fifth Grade Students of

SDN 3 Telukwetan Jepara in Academic Year 2013/2014 before being Taught

by Using WBT ............................................................................................. 29

4.2 The Histogram of English Vocabulary Mastery of the Fifth Grade Students of

SDN 3 Telukwetan Jepara in Academic Year 2013/2014 after being Taught by

Using WBT ................................................................................................ 31

4.3 The Sampling Distribution Showing t (obtained) versus t (critical) = 0.05

Two Tailed Test, df = 31 ............................................................................ 33

Page Figure

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LIST OF APPENDICES

1. The Syllabus of SDN 3 Telukwetan Jepara ................................................ 43

2. The Table of Specification of Vocabulary Test Item .................................. 53

3. The Pre and Post Test .................................................................................. 54

4. Answer Key ................................................................................................. 58

5. The Score of English Vocabulary Try out test of the Fifth Grade Students of

SDN 2 Telukwetan Jepara in the Academic Year 2013/2014 .................... 59

6. The Calculation Reliability of Try out of the Vocabulary Mastery of the Fifth

Grade Students of SDN 2 Telukwetan Jepara .............................................. 61

7. Lesson Plan ................................................................................................. 63

8. The List Score of the English Vocabulary Mastery before being Taught by

Using Whole Brain Teaching (WBT) ........................................................ 82

9. The Calculation of Mean and Standard Deviation of the Vocabulary Mastery

before being Taught by using Whole Brain Teaching (WBT) ................... 83

10. The List Score of the English Vocabulary Mastery after being Taught by Using

Whole Brain Teaching (WBT) ................................................................... 85

11. The Calculation of Mean and Standard Deviation of the Vocabulary Mastery of

the Fifth Grade Students of SDN 3 Telukwetan Jepara in the Academic Year

2013/2014 after being Taught by using Whole Brain Teaching (WBT) .... 86

12. The Calculation of t observation (to) ............................................................ 88

13. The Value of T-Table for Any Number Degree of Freedom ...................... 90

14. The Students’ Answer Sheet ....................................................................... 91

Page Appendix