USING DIRECT METHOD IN TEACHING
VOCABULARY
(An Experimental Study at the First Grade of Private Junior High School Muhammadiyah 44 Pamulang)
a ‘Skripsi’
Presented to the Faculty of Tarbiyah and Teacher Training in Partial Fulfilllment of the Requirements for the Degree of Strata-1
By:
Ahmad Nurul Furqon NIM. 103014026986
ENGLISH DEPARTMENT
FACULTY OF TARBIYA AND TEACHER TRAINING
SYARIF HIDAYATULLAH
STATE ISLAMIC UNIVERSITY
JAKARTA
USING DIRECT METHOD IN TEACHING
VOCABULARY
(An Experimental Study at the First Grade of Private Junior High School Muhammadiyah 44 Pamulang)
a ‘Skripsi’
Presented to the Faculty of Tarbiyah and Teacher Training in Partial Fulfilllment of the Requirements for the Degree of Strata-1
By:
Ahmad Nurul Furqon NIM. 103014026986
Approved by Adivisor
Dr. Didik Santoso M. Pd.
NIP. 150 270 348
ENGLISH DEPARTMENT
FACULTY OF TARBIYA AND TEACHER TRAINING
SYARIF HIDAYATULLAH
STATE ISLAMIC UNIVERSITY
JAKARTA
LEGALIZATION OF EXAMINATION COMMITTEE
This Skripsi, titled “Using Direct Method in Teaching Vocabulary (An Experimental Study at the First Grade of Private Junior High School Muhammadiyah 44 Pamulang)” was examined on session the Faculty of Tarbiya and Teacher Training State Islamic University Syarif Hidayatullah Jakarta on Monday, August 20th, 2007. This skripsi fulfilled the requirement for the Degree of Strata (S1) at the English Department.
Jakarta, August 20th, 2007
Examination Committee
The Head of Committee The Secretary of Committee
Prof. Dr. Dede Rosyada, M.A. Prof. Dr. H. Aziz Fahrurrozi, M.A. NIP. 150 231 356 NIP. 150 202 343
Examiner I Examiner II
LEGALIZATION OF EXAMINATION COMMITTEE
This Skripsi, titled “Using Direct Method in Teaching Vocabulary (An Experimental Study at the First Grade of Private Junior High School Muhammadiyah 44 Pamulang)” was examined on session the Faculty of Tarbiya and Teacher Training State Islamic University Syarif Hidayatullah Jakarta on Monday, August 20th, 2007. This skripsi fulfilled the requirement for the Degree of Strata (S1) at the English Department.
Jakarta, August 20th, 2007
Examination Committee
The Head of Committee The Secretary of Committee
Prof. Dr. Dede Rosyada, M.A. Prof. Dr. H. Aziz Fahrurrozi, M.A. NIP. 150 231 356 NIP. 150 202 343
Examiner I Examiner II
ACKNOWLEDGEMENT
In the name Allah, the Beneficent, the Merciful.
Praise be to Allah, Lord of the Worlds who has bestowed upon the writer in completing this “skripsi”. Peace and Blessing be upon our prophet Muhammad SAW, his families, his companions and his followers.
This “skripi” is presented to the English Department of Faculty of Tarbiya and Teacher Training, State Islamic University Syarif Hidayatullah Jakarta as partial fulfillment of the requirement for the Degree of Strata-1 (S1).
The writer would like to express his thanks and great gratitude to his advisor Dr. Didik Santoso M.Pd. for his valuable help, guidance, corrections and suggestions to complete this “skripsi”.
The writer would like to express his great honor and deepest gratitude to his beloved parents (H.M. Muchson Yamin and Hj. Syarifatin), his brothers (A. Islahul Umam, M. Amiruddin), his sister (Minhatin Shorihah) and all families who always give support, motivation and moral encouragement to finish his study.
His gratitude also goes to Prof. Dr. Dede Rosyada as the Dean of Faculty of Tarbiya and Teacher Training, Drs. Nasrun Mahmud, M.Pd. as the Head of English Department, Nida Husna M.Pd. as the Secretary of English Department and all lecturers of English Department for their encouragement to the writer. He also wants to express his gratitude to Ali Muniri Hidayat, S.Pd.I as the head master of SMP Muhammadiyah 44 Pamulang for giving chance and help to do the research.
He also would like to give a great gratitude to all of his friends that cannot be mentioned one by one who always help and give the writer support, time and love and so remind him in accomplishing this “skripsi”.
May Allah, the Almighty bless them all, amen.
Jakarta, June 21st 2007
TABLE OF CONTENT
THE LEGALIZATION OF ADVISOR ……… ii
THE LEGALIZATION OF EXAMINATION COMMITTEE ………..….. iii
ACKNOWLEDGEMENT ……….……….. iv
TABLE OF CONTENT ………...………. vi
CHAPTER I INTRODUCTION A. The Background of the Problem ……… 1
B. The identification of The Problem ………. 3
C. The Statement of the Problem ……… 3
D. The Significance of the Problem ………. 4
CHAPTER II THEORETICAL FRAMEWORK A. Vocabulary 1. The Definition of Vocabulary ………. 5
2. The Use of Vocabulary ………... 6
3. The Kinds of Vocabulary ……….... 6
4. Vocabulary Acquisition ……….. 8
B. Direct Method 1. The Principles ………. 11
a. Theory of Language ……….. 13
b. Theory of Learning ……….. 13
2. Design ……… 13
3. Procedures ………. 15
4. Strength and Weakness ……….. 19
C. Grammar Translation Method 1. The Principles ……… 20
a. Theory of Language ………. 22
2. Design ………. 23
3. Procedures ……….. 24
4. Strength and Weakness ……….. 26
CHAPTER III METHODOLOGY A. Objective of the Study ……….. 29
B. Place and Time of the Study ………. 29
C. Research Method ………. 29
D. Population and Sampling ……….. 29
E. Instrument ……… 29
1. Conceptual Definition ………. 29
2. Operational Definition ………. 30
3. Specification ………. 30
4. Calibration ……… 31
F. Techniques of Analyzing the Data ……… 31
CHAPTER IV RESEARCH FINDINGS A. Data Description ……….. 33
B. Test of Hypothesis ……….. 37
C. Data Interpretation ………... 37
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ……… 39
B. Suggestion ……… 39
APPENDIXES
A. Lesson Planning: Direct Method ………... 43
B. Lesson Planning: Grammar Translation Method ……….. 64
C. The Table of Spesification of Vocabulary Test ……… 85
D. The instrument: 1. Valid test ……… 88
2. Invalid test ………. 90
E. Validity of the test ………. 92
F. Reliability of the test ………. 93
CHAPTER I INTRODUCTION
A. The Background of the Study
English is as an international language used as a tool for communication in daily life and in academics, functioned as a first, second or foreign language. In Indonesia, English is as a foreign language and formally it is taught in schools from junior high school until university. It has become an obligatory subject and as one of the subjects examined in the Ujian Nasional (National Examination). So, learning English is a necessity and a must for all the people in the world, especially in Indonesian school.
Therefore, the students should master English. In fact the students do not master the English yet. This can be proven by the low level of students’ vocabulary. The low level of the students’ vocabulary can be seen from the writer’s experience when teaching English at the Private Junior High School Muhammadiyah 44. The students always ask the writer about the meaning of the words.
There are many factors that make the students’ vocabulary is low. They came from the internal factor and the external one. The internal means factors from the inside of the students themselves such as motivation, interest, intelligence etc., and the external is factors from outside of the students that affect their learning process such as economic background, learning materials, and teachers’ performance including their teaching methods.
The teaching method is assumed as the factor that causes the students’ vocabulary is low. The method used by the teacher has often been said to be the cause of success or failure in language learning for it is ultimately the method that determines ‘the what’ and ‘the how’ of language instructions1”.
It is not easy to teach a language without using suitable method because each method has advantages and disadvantages. Teaching English, especially
1
William F. Mackey, Language Teaching Analysis, (London: Longman, Green and Co. Ltd, 1966), p. 138.
vocabulary is like teaching other social science, which needs suitable techniques and method in order to get the successful learning. So, why it should be done the research about teaching vocabulary related to the method that is in order to know the effectiveness of the method in teaching vocabulary.
The method that is used by the teacher at the Private Junior High School Muhammadiyah 44 in teaching vocabulary is Grammar Translation Method. Its principle uses translation and analysis of the grammar rules in teaching learning activities and the main focus is on teaching reading and writing skills.
As Thuleen said, “The major characteristic of the grammar-translation method is, precisely as its name suggests, a focus on learning the rules of grammar and their application in translation passages from one language into the other. Vocabulary in the target language is learned through direct translation from the native language. Very little teaching is done in the target language. Instead, readings in the target language are translated directly and then discussed in the native language, often precipitating in-depth comparisons of the two languages themselves. Grammar is taught with extensive explanations in the native language, and only later applied in the production of sentences through translation from one language to the other”.2
When the writer observes at the Private Junior High School Muhammadiyah 44, he found that the students who learn vocabulary by using the Grammar Translation Method feel bored and confused because they must study about the grammatical form and memorize the words, and also the writer found that teaching vocabulary by using the Grammar Translation Method is not an effective way, because the students’ achievements are low.
So, here the writer would like to propose the method that should be used in teaching vocabulary at the Private Junior High School Muhammadiyah 44, that is Direct Method. This method is called as a Natural Method, its principle uses the way how most people have traditionally acquired languages in early stages. It means that it is a must to use the target language in presenting the new vocabulary and in communication, and the teacher must uses the pictures, gestures, realia or
2
by using the target language that is familiar to the students in explaining the new words.
As Freeman said, “As with the Grammar Translation Method, the Direct Method is not new. Its principle has been applied by language teachers for many years. Most recently, it was revived as a method when the goal of instruction became learning how to use a foreign language to communicate. Since the Grammar-Translation Method was not very effective in preparing students to use the target language communicatively, the Direct Method became popular. The Direct Method has one very basic rule. No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be connected directly with the target language, without going through the process of translating into the students’ native language”3.
In other words the Direct Method is regarded effective in teaching vocabulary. Therefore, in this ‘Skripsi’ the writer would like to use the Direct Method in teaching vocabulary in order to know its effectiveness in teaching vocabulary compared with the Grammar Translation Method.
B. The Identification of the Study
There are many kinds of factors that can cause the problems of the students’ vocabulary. The problems can be identified as the following: (1) Does the students’ interest affect their vocabulary mastery? , (2) Does the students’ motivation affect their vocabulary mastery? , (3) Does the students’ wealth affect their vocabulary mastery? , (4) Does the method of teaching affect the student’s vocabulary mastery?, and etc.
There are many problems that can be identified. However the writer limits them only on the effectiveness of using Direct Method in teaching vocabulary compared with the Grammar Translation Method.
C. The Statement of the Study
3
Based on the identification of the problems the writer formulates the research problem as follow:
“Are the students’ vocabulary scores taught by the Direct Method higher than taught by the Grammar Translation Method? and Is teaching vocabulary by using the Direct Method more effective than by using the Grammar Translation Method?”
D. The Significance of the Study 1. The Teachers
The result of this research is expected to be a useful input for the English teachers to improve the students’ vocabulary.
2. The Students
The result of this research is expected to be a useful input for the students to encourage them to master and improve their English vocabulary. 3. The Headmaster
CHAPTER II
THEORETICAL FRAMEWORK
D. Vocabulary
5. The Definition of Vocabulary
Vocabulary can be defined, roughly, as the words we teach in the foreign language. However a new item of vocabulary may be more than a single word, for example, post office and mother-in-law, which are made up of two or three words but express a single idea. There are also multi-word idioms such as call it a day, which the meaning of the phrase cannot be deduced from an analysis of the component words. A useful convention is to cover all such cases by talking about vocabulary ‘items’ rather than ‘words’.4 Meanwhile, Broadly defined that vocabulary is knowledge of words and word meanings.5
Steven Stahl defines that Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies.6
So vocabulary is English words that are related to the meaning of the words and the way to use them in communication.
4
Penny Ur, a Course in Language Teaching, Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 60
5
Fran Lehr, M.A., “A Focus on Vocabulary”, the article is accessed on May 4th, 2007 at http://www.prel.org/products/re_/ES0419.htm
6
Linda Diamond and Linda Gutlohn, “Teaching Vocabulary ,” the article is accessed on April 16th, 2007 at http://www.ldonline.org/article/9943
6. The Use of Vocabulary
Vocabulary is basic to communication. If acquirers do not recognize the meanings of the key words used by those who address them, they will be unable to participate in the conversation, and if they wish to express some idea or ask for information, they must be able to produce lexical items to convey their meaning. Indeed, if they know the morphology and syntax of an utterance addressed to them, but do not know the meanings of the key lexical items, they will be unable to participate in the communication7.
Vocabulary is also very important for the acquisition process. The popular belief is that one uses form and grammar to understand meaning. The truth is probably closer to the opposite: that someone acquires morphology and syntax because he understands the meaning of utterances. Acquisition depends crucially on the input being comprehensible, and comprehensibility is dependent directly on the ability to recognize the meaning of key elements in the utterance. Thus, acquisition will not take place without comprehension of vocabulary8. Teachers have never doubted the value of learning vocabulary. They know how communication stops when learners lack the necessary words.9
So, vocabulary is one of the most important elements of language in order to make a smooth communication and understand the meaning.
7. The Kinds of Vocabulary
Gorrell and Laird said that almost everyone has at least four basic vocabularies. First, he uses a relatively small number of words, which may call the speaking vocabulary. It includes words, which will come to the speaker’s tongue without his thinking much about them. A dull person is
7
Stephen D. Krashen and Tracy D Terrel, The natural Approach Language Acquisition in the Classroom. (Britain: Prentice Hall International, 1988), p. 155.
8
Ibid.
9
likely to use only a few hundred words in this way; even a moderately articulate speaker uses only a few thousand.
Every literate person has a second vocabulary, a writing vocabulary, which includes the words in the speaking vocabulary, plus other words that he can call up. A good writer may employ a vocabulary of ten thousand, twenty-five thousand, and perhaps fifty thousand words. A poor writer, on the other hand, may suffer from a vocabulary little larger than his speaking vocabulary.
Every literate person has also a reading vocabulary, made up of words which he would not speak in conversation or use when he writes but which he knows when he sees them written. For most people the reading vocabulary is much larger than either the speaking or writing vocabulary-fifty thousand, seventy-five thousand, a hundred thousand words perhaps more.
The fourth vocabulary, the largest of all, we may refer to as the acquaintance vocabulary. It includes the other three, but it includes, also, a
considerable number of words which the owner has seen or heard before but does not know much about. He may remember enough about them so that he can usually guess their meaning in context; he has a nodding acquaintance with the words, not much more. Vocabularies of this sort, of course, can be very large, often much larger than the reading vocabulary.10
Meanwhile, Fries divide vocabulary into two kinds; they are Function and Content Words. The function words are a closed class, that cannot be added, like the prepositions or auxiliaries or modal or any structure words of the language. The content words, on the other hand, can be added to at any times. As new scientific advances that make new words and communication about new inventions necessary.11
The content words can be divided into three general classes: (a) Words naming thing, ideas, entitles, that we might call them nouns, (b) Words
10
Gorrell and Laird, Modern English Handbook, third Edition (New Jersey: Prentice-Hall, 1964), P. 413
11
naming action called verbs, (c) Words used to describe the qualities of those things or action called adjectives and adverbs12.
According to Burton there are two kinds of vocabulary used by the people for communications, namely: General and Special Vocabulary. The General Vocabulary is the words used in general; there is no limit of fields or users, general in meaning and use. And the special vocabulary is used in certain field, job, profession or special science. For example: politicians, journalists, and lawyers. All these have specialized vocabulary arising from particular circumstances of their lives and work13.
Meanwhile Aebersold classifies the vocabulary into: (1) Active Vocabulary that refers to items which the learner can use appropriately in speaking or writing and it is also called as Productive Vocabulary, Although, in fact it is more difficult to put into practice. It means that to use the productive vocabulary, students must know how to pronounce it well. They must know and be able to use grammar of the target language and they also must be familiar with collocation and understand the connotation meaning of the word. This type is often used in speaking and writing skills. (2) Passive vocabulary that refers to language items that can be recognized and understood in the context of reading or listening, and it is also called as Receptive Vocabulary.14
8. Vocabulary Acquisition
Developing understandings of word meanings is a long-term process, one that involves many encounters with both spoken and written words in varying contexts. Here is how the process of acquiring word knowledge appears to occur, based on the research of Nagy, Anderson, and Herman: On
12
Charles C Fries, Teaching and Learning English as a foreign Language, (USA: the University of Michigan, 1945), p. 47.
13
S. H. Burton and J. A. Humpries, Mastering English Language, (London: The Macmillan Press, 1992), p. 100
14
the first encounter with a new word, a student stores in memory some information about how the word fits into what he is reading. This information is reinforced each time he sees or hears the word. With each new encounter, the student picks up more information about the word from its use in various contexts. As a result, the student gradually acquires “ownership” of the word”15.
Students may acquire vocabulary in two ways: (a) Incidentally, through the conscious or unconscious use of context clues during independent reading and listening activities. Incidental vocabulary acquisition is a common means of learning new vocabulary, especially for proficient readers. Students with strong reading skills who read a variety of texts may realize substantial gains in their vocabulary without direct instruction. High-risk students may also realize some incidental vocabulary gains through independent reading, however, teachers should neither ignore nor rely solely upon incidental acquisition but rather seek to enhance its effectiveness with vocabulary logs, word walls and other techniques. (b) Through direct instruction and study. Direct study is the more efficient, particularly for high-risk students with poor vocabularies16.
There are several reasons that students may fail to learn new vocabulary on their own: (1) Lack of Independent Reading: High-risk students often have a history of reading difficulties. As a result, these students generally read less—and with less comprehension—than students with strong reading skills and rich vocabularies. The less students read, the fewer the opportunities to acquire new vocabulary. (2) Inability to Use Context Clues: Students often lack the ability to find and use context clues to infer word meaning. Students may simply skip over unfamiliar words or, if the concentration of unfamiliar words is high, quickly become frustrated and stop
15
Lehr, “A Focus on Vocabulary”.
16
“Helping St udent s Learn Vocabulary- Acquisit ion Skills”, the article is accessed on April 16th, 2007 at
reading entirely. (3) Weakness of Context-Clue Vocabulary Acquisition: Even when students are able to use context clues to infer the meanings of unfamiliar words, the words may not become part of students' speaking, listening, or reading vocabularies. Studies show that students cannot recall an unfamiliar word whose meaning they have inferred unless they encounter the word repeatedly and within the same or a similar context.
Teachers often make a distinction between ‘active’ and ‘passive’ vocabulary. Passive refers to vocabulary which can be recognized when encountered, in a text for example; but which the learner cannot easily produce in speech or writing as active vocabulary. However, this is too simple a characterization of language learning. There are words, which learners can retrieve from memory and use automatically. There are others for which learners experience a ‘tip of the tongue effect’, recalling something of the word but not its precise form. Yet other words exist in the memory but prove difficult to recall.
It may therefore be most useful to see vocabulary knowledge as a scale running from recognition of a word at one end to automatic production at the other, through intermediate stage of making greater sense of the word and how it might be used in different contexts. However, knowledge of some words will remain at the recognition end of continuum and will be called on in reading and listening but might never become part of a learner’s productive ability. This characterization of vocabulary knowledge is complicated by the phenomenon of forgetting; this can happen quite rapidly if distracting activities interrupt effective storing of the word, or more slowly if the word has been stored in the memory but is rarely encountered or used.17
Vocabulary is acquired via comprehensible input; new words are acquired when they are heard in an utterance or in a sentence that is
17
comprehensible. Thus, our classroom acquisition activities aim at continual comprehension of new lexical items in a communicative context.18
True vocabulary acquisition with long-term retention occurs only with meaningful exposure in situations in which real communication takes place19.
The nonlinguistic person probably considers the acquisition of a foreign language to be a matter of little more than learning a new set of words together with their inflectional characteristics. He will expect the words of the foreign language to have different shapes from those of his mother tongue and he will see his major task in vocabulary learning to be that of remembering which of the forms in the new language to attach to the concept which he already process. He sets out to learn to substitute new words for those which he knows. The assumption that all languages have vocabulary systems in which the words themselves differ but which ‘refer to’ reality in the same way is common. From it follows the belief that for every word in the mother tongue there is an exact equivalent in each foreign language.20
If the students are able to communicate with native speakers, and read for interest and pleasure, even if they do not understand every word, vocabulary will continue to grow21.
E. Direct Method 5. The Principles
The Direct Method is not new. Its principle has been applied by language teachers for many years. Most recently, it was revived as a method when the goal of instruction became learning how to use a foreign language to communicate. Since the Grammar-Translation Method was not very effective
18
Krashen and Terrel, The natural Approach, p. 156
19
Ibid.
20
D. A. Wilkins, Linguistics in Language Teaching. (Great Briain: Edward Aarnold Publishers, 1985), p. 118.
21
in preparing students to use the target language communicatively, the Direct Method became popular22.
The Direct Method has one very basic rule. No translation is allowed. In fact, the Direct Method receives its name from the fact that meaning is to be connected directly with the target language, without going through the process of translating into the students’ native language23.
The basic premise of the Direct Method is that students will learn to communicate in the target language, partly by learning how to think in that
language and by not involving the first language in the language learning process whatsoever. Objectives include teaching the students how to use the language spontaneously and orally, linking meaning with the target language through the use of realia, pictures or pantomime. There is to be a direct connection between concepts and the language to be learned24.
The term Direct Method refers to the teaching of languages without resorting to translation and without using the native language.25 The basic premise of the Direct Method was that second language learning should be more like first language learning. The method would include lots of oral interaction, spontaneous use of language, no translation between first and second languages, and little or no analysis of grammar rules.26
So, Direct Method is the method that is used in teaching a language by using the target language without going through the translation to the native language. The teacher must use pictures, gestures, pantomimes or the target language that is familiar to the students to explain a word.
22
Diane Larsen-Freeman, Techniques and Principles in Language Teaching, (Oxford: Oxford University Press, 1986), p. 18
23
Ibid.
24
“The Direct Method, Principles and Methodology,” the article is accessed on April 16th, 2007 at http://www.englishraven.com/method_direct.html
25
Krashen and Terrel, The natural Approach, p. 11.
26
a. Theory of Language
Language is primarily spoken, not written. Therefore, students study common, everyday speech in the target language. They also study culture consisting of the history of the people who speak the target language, the geography of the country or countries where the language is spoken and information about the daily lives of the speakers of the language27.
Vocabulary is emphasized over grammar. Although work on all four skills (reading, writing, speaking and listening) occurs from the start, oral communication is seen as basic. Thus the reading and writing exercises are based upon what the students practice orally first. Pronunciation also receives attention right from the beginning of a course28.
b. Theory of Learning
Teachers who use the Direct Method believe that students need to associate meaning and the target language directly. In order to do this, when the teacher introduces a new target language word or phrase, he demonstrates its meaning through the use of realia, pictures, or pantomime. He never translates it into the students’ native language. Students speak in the target language a great deal and communicate as if they were in real situation29.
6. Design
The design of the Direct Method consists of the objectives, the syllabus, learner roles, teacher roles, the role of instructional materials and the procedures.
The objective of the Direct Method is that students learn how to communicate in the target language. In order to do this successfully, students should learn to think in the target language30.
27
Freeman, Techniques and Principles, p. 25
28
Ibid.
29
Ibid, p. 24
30
The syllabus used in the Direct Method is based upon situations (for example, one unit would consist of language that people would use at a bank, another of the language that they use when going shopping) or topics (such as geography, money, or the weather). Grammar is taught inductively; that is the students are presented with examples and they figure out the rule or generalization from the examples. An explicit grammar rule may never be given. Students practice vocabulary by using new words in complete sentences31.
The learner roles in the Direct Method are that students are asked to use the language, not to demonstrate their knowledge about the language. They are asked to do so using both oral and written skills. For example, the students might be interviewed orally by the teacher or might be asked to write a paragraph about something they have studied32.
The students should not try to learn a language in the usual sense. The extent to which they can lose themselves in activities involving meaningful communication will determine the amount and kind of acquisition they will experience and the fluency they will ultimately demonstrate. The student is seen as processor of comprehensible input. The students is challenged by input that is slightly beyond his or her current level of competence and is able to assign meaning to this input through active use of context and extra linguistic information.33
The teacher roles in the Direct Method are that the teacher directs the class activities. The teacher, employing various techniques, tries to get students to self-correct whenever possible. The teacher and the students are more like partners in the teaching/ learning process34.
31
Ibid.
32
Ibid
33
Jack C. Richard & Theodore S. Rodgers. Approaches and Methods in Language Teaching, a Description and Analysis. (New York: Cambridge University Press, 1986), p. 137
34
The role of instructional material in the Direct Method is that the primary goal of material is to make classroom activities as meaningful as possible by supplying “the extra linguistic context that helps the students to understand and thereby to acquire by relating classroom activities to the real word, and by fostering real communication among the learners. Materials come from the world of realia rather than from textbooks. The primary aim of materials is to promote comprehension and communication. Pictures and other visual aids are essential, because they supply the content for communication. They facilitate the acquisition of a large vocabulary within the classroom. Other recommends materials include schedules, brochures, advertisements, maps and books at levels appropriate to the students, if a reading component is included in the course35.
7. Procedures
According to Mora that the lessons taught by the Direct Method begin with a dialogue using a modern conversational style in the target language. Material is first presented orally with actions or pictures. The mother tongue is never used and there is no translation. The preferred type of exercise is a series
of questions in the target language based on the dialogue or an anecdotal narrative and questions are answered in the target language. Grammar is taught inductively--rules are generalized from the practice and experience with the target language. Verbs are used first and systematically conjugated only much later after some oral mastery of the target language. Advanced students read literature for comprehension and pleasure. Literary texts are not analyzed grammatically. The culture associated with the target language is also taught inductively and it is considered as an important aspect of learning the language.36
35 Richard & Rodgers,
p. 138
36
Freeman gives some principles of teaching English by using the Direct Method, they are: (a) Reading in the target language should be taught from the beginning of language instruction; however, the reading skill will be developed through practice with speaking. Language is primarily speech. (b) Objects (e.g., realia or pictures) presented in the immediate classroom environment should be used to help students understand the meaning. (c) The native language should not be used in the classroom. (d) The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning. (e) Students should learn to think in the target language as soon as possible. Vocabulary is acquired more naturally if students use it in full sentences, rather than memorizing word lists. (f) The purpose of language learning is communication (therefore students need to learn how to ask questions as well as answer them). (g) Pronunciation should be worked on right from the beginning of language instruction. (h) Self-correction facilitates language learning. (i) Lesson should contain some conversational activity – some opportunity for students to use language in real contexts. Students should be encouraged to speak as much as possible. (j) Grammar should be taught inductively. There may never be an explicit grammar rule given. (k) Writing is an important skill, to be developed from the beginning of language instruction. (l) The syllabus is based on situations or topics, not usually on linguistic structures. (m) Learning another language also involves learning how speakers of that language live.37
Moreover, Freeman gives some techniques that can be used in teaching English by using the Direct method, they are:(1) Reading Aloud, that is the students take turns reading sections of passage, play, or dialog out loud. At the end of each student’s turn, the teacher uses gestures, pictures, realia, examples, or other means to make the meaning of the section clear. (2) Question and Answer Exercise, this exercise is conducted only in target
language. Students are asked questions and answer in full sentences so that
37
they practice with new words and grammatical structure. They have the opportunity to ask questions as well as answer them. (3) Getting Students to Self-correct, that is the teacher of this class has the students self-correct by asking them to make a choice between what they said and an alternate answer he supplied. There are, however, other ways of getting students to self-correct. For example, a teacher might simply repeat what a student has just said; using a questioning voice to signal to the student that something was wrong with it. Another possibility is for the teacher to repeat what the student said, stopping just before the error. The student knows that the next word was wrong. (4) Conversation Practice, that is the teacher asks students a number of questions
drawn on the blackboard. Each student could have a turn giving the teacher instructions for finding and labeling one geographical feature. (8) Paragraph writing, that is the teacher in this class asked the students to write a paragraph
in their own words on the major geographical features of the United States. They could have done this from memory, or they could have used the reading passage in the lesson as a model.38
Meanwhile, Richards shows the principles and procedures of Direct Method as follows: (a) Classroom instruction was conducted exclusively in the target language, (b) Only everyday vocabulary and sentences were taught, (c) Oral communication skills were built up graded progression organized around question and answer exchanges between teachers and students in small intensive classes, (d) Grammar was taught inductively, (e) New teaching points were introduced orally, (f) Concrete vocabulary was taught through demonstration, objects and pictures; abstract vocabulary was taught by association of ideas, (g) Both speech and listening comprehension were taught, (h) Correct pronunciation and grammar were emphasized.39
In this research the writer used the procedure as follows: (native language must be avoided and the teacher uses the target language to teach the students) 1) the teacher greets the students, 2) the teacher shows the pictures to the students and ask them to guess what it is; or the teacher gives the students a reading text and then asks the students to read the text, 3) the teacher asks the questions related to the text or the pictures, 4) the students response the teacher’s question, 5) the teacher pronounces a new words, 6) the teacher gives the time to the students to ask the question about the words they don’t know yet, and then the teacher answer them by using the target language, pictures or gesture. 7) the teacher asks the students to ask a question to other friends related to the text or pictures and another student give the answer, 8) the teacher dictates a paragraph to the students related to the theme or the target vocabulary, 9) the teacher closes the meeting.
38 Ibid.
p. 26
39
8. Strength and Weakness
The Direct Method is undoubtedly a highly effective method in terms of creating language learners who are very competent in terms of using the target language communicatively. However, as pointed out above, it requires small class sizes, motivated learners and talented teachers in order to succeed really well. It is also an unfortunate fact of life that students of foreign languages these days need more than just the ability to communicate confidently - they need to be able to demonstrate grammatical accuracy and good reading skills in order to succeed in both national and international language testing systems. It becomes something of an issue in countries where English language learning is primarily EFL-based (that is, English as a Foreign Language) and there is a distinct shortage of both (1) the opportunity to apply the language communicatively in real-life situations outside the actual classroom, and (2) teachers who have the required level of native or native-like ability in the target language and the creativity to provide realistic examples to illustrate what elements of the language actually mean40.
The Direct Method was quite successful in private language school, where paying clients had high motivation and the use of native speaking teachers was the norm. But despite pressure from proponents of the method, it was difficult to implement in public secondary school education. It overemphasized and distorted the similarities between naturalistic first language learning and classroom foreign language learning and failed to consider the practical realities of the classroom. In addition, it lacked a rigorous basis in applied linguistic theory, and for this reason it was often criticized by the more academically based proponents of the Reform Movement. The Direct Method represented the product of enlightened amateurism. It was perceived to have several drawbacks. First, it required teachers who were native speakers or who had native like fluency in the foreign language. It was largely dependent on the teacher’s skill, rather than
40
on a textbook, and not all teachers were proficient enough in the foreign language to adhere to the principles of the method. Critics pointed out that strict adherence to Direct Method principles was often counterproductive, since teachers were required to go to great lengths to avoid using the native tongue, when sometimes a simple brief explanation in the student’s native tongue would have been a more efficient route to comprehension41.
F. Grammar Translation Method 1. The Principle
The Grammar Translation Method is not new. It has had different names, but it has been used by language teachers for many years. At one time it was called Classical Method since it was first used in the teaching of the classical languages, Latin and Greek. Earlier in this century, this method was used for the purpose of helping students read and appreciate foreign language literature. It was also hoped that, through the study of the grammar of the target language, students would become more familiar with the grammar of their native language and that this familiarity would help them speak and write their native language better. Finally, it was taught that foreign language learning would help students grow intellectually; it was recognized that students would probably never use the target language, but the mental exercise of learning it would be beneficial anyway42.
Grammar Translation Method is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge to the task of translating sentences and texts into and out of the target language43.
The Grammar translation method or classical method emerged when people of the western world wanted to learn "foreign" languages such as Latin and Greek. Its focus was on grammatical rules, the memorization of
41
Richard and Rodgers, Approaches and Methods, p. 10
42 Freeman,
Techniques and Principles, p. 4
43
vocabulary and of various declensions and conjugations, translations of texts and doing written exercises44.
The Grammar-translation method is also called the ‘traditional method’. This does not mean that it is the oldest method. It has been, and still is, extensively used. The term ‘traditional’ probably relates to the fact that this method is a nearly perfect reflection of the way Latin and Greek have been taught for centuries. When they ceased to be the most commonly used language among scholars, their continued study was motivated by the great educational value attached to reading the classics, and by the related argument that studying Greek and Latin helped to further a certain intellectual discipline: the mind being trained, it was asserted, by logical analysis of the language, extensive memorization of complicated rules and paradigms, and the application of these rules and paradigms in translation exercises. The reason why modern languages were taught in the same way as the classical languages was partly that in the competition between the two it had to be made clear that the educational value of the modern languages was at least equal to that of the classics45.
The major characteristic of the grammar-translation method is, precisely as its name suggests, a focus on learning the rules of grammar and their application in translation passages from one language into the other. Vocabulary in the target language is learned through direct translation from the native language. Very little teaching is done in the target language. Instead, readings in the target language are translated directly and then discussed in the native language, often precipitating in-depth comparisons of the two languages themselves. Grammar is taught with extensive explanations
44
Brown, “Teaching by Principles”.
45
in the native language, and only later applied in the production of sentences through translation from one language to the other.46
So, the Grammar Translation Method is a method used in teaching a language which the main focus is on teaching reading and writing skills. This method uses translation and analysis of the grammar rules in teaching learning activities.
a. Theory of Language
Literary language is considered superior to spoken language and is therefore the language students study47.
The first language is maintained as the reference system in the acquisition of the second language.48
Vocabulary and grammar are emphasized. Reading and writing are the primary skills that the students work on. There is much less attention given to speaking and listening. Pronunciation receives little, if any, attention49.
b. Theory of Learning
Students are taught to translate from one language to another. Often what they translate are readings in the target language about some aspect of the culture of the foreign language community. Students study grammar deductively; that is, they are given the grammar rules and examples, are told to memorize them, and then asked to apply the rules to other examples. They also learn grammatical paradigms such as verb conjugations. They memorize native language equivalents for foreign language vocabulary words50.
46
Nancy Thuleen, "The Grammar-Translation Method." The article is accessed on April 26th, 2007 at http://www.nthuleen.com/papers/720report.html
47
Freeman, Techniques and Principles, p. 12
48
Richards and Rodgers, Approaches and Methods, p. 3.
49 Freeman,
Techniques and Principles, p. 12
50
2. Design
The design of the Grammar Translation Method consists of the objectives, the syllabus, learner roles, teacher roles, the role of instructional materials and the procedures.
The objective of the Grammar Translation Method is learning a foreign language is to be able to read literature written in the target language. To do this, students need to learn about the grammar rules and vocabulary of the target language. In addition, it is believed that studying a foreign language provides students with good mental exercise, which helps develop their minds.51
Some teachers who use the method might also tell that it is the most effective way to prepare students for "global communication" by beginning with the key skills of reading and grammar. Others may even say it is the "least stressful" for students because almost all the teaching occurs in the first language and students are rarely called upon to speak the language in any communicative fashion.52
The syllabus used in the Grammar Translation Method is based upon some aspect of the culture of the foreign language community. Grammar is taught deductively; that is they are given the grammar rules and examples, they are told to memorize them, and then are asked to apply the rules to other examples. An explicit grammar rule is given. Students practice vocabulary by translation and memorization53.
The learner role in the Grammar Translation Method is that the students do as the teacher says so they can learn what he knows, while the teacher is the authority in the classroom, so the teacher have the authority to give some materials in teaching learning activities54.
51
Ibid.
52
“The Grammar Translation Method, The Principles and Methodology”, the article is accessed on April 26th, 2007 at http://www.englishraven.com/method_gramtrans.html
53 Freeman,
Techniques and Principles, p. 11
54
The Grammar Translation Method is dependent upon a textbook. The textbook contains tightly organized lessons planned around different grammatical structures55.
3. Procedures
According to Mora that classes used the Grammar Translation Method are taught in the students' mother tongue, with little active use of the target language. Vocabulary is taught in the form of isolated word lists. Elaborate explanations of grammar are always provided. Grammar instruction provides the rules for putting words together; instruction often focuses on the form and inflection of words. Reading of difficult texts is begun early in the course of study. Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis. Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue, and vice versa. Little or no attention is given to pronunciation.56
Brown gives some principles of the Grammar Translation Method, they are: a) Classes are taught in the mother tongue, with little active use of the target language, b) Much vocabulary is taught in the form of lists of isolated words, c) Long elaborate explanations of the intricacies of grammar are given, d) Grammar provides the rule for putting words together, and instruction often focuses on the form and inflection of words, e) Reading of difficult classical texts is begun early, f) Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.57
Freeman gives some techniques can be used in teaching vocabulary by using the Grammar Translation Method, they are:(1) Translation of a literary passage, that is the students translate a reading passage from the target
language into their native language. The reading passage then provides the focus for several classes: vocabulary and grammatical structures in the
55
Richards and Rodgers, Approaches and Methods, p. 39
56 Mora, “Second-Language Teaching Methods”. 57
passage are studied in subsequent lessons. (2) Reading Comprehension Question, that is the students answer questions in the target language based on
their understanding of the reading passage. (3) Antonyms/ Synonyms. Students are given one set of words and are asked to find antonyms in the reading passage. A similar exercise could be done by asking students to find synonyms for a particular set of words. Or students might be asked to define a set of words based on their understanding of them as they occur in the reading passage. (4) Cognates, that is the student are taught to recognize cognates by learning the spelling or sound patterns that correspond between the languages. Students are also asked to memorize words that look like cognates but have meaning in the target language that are different from those in the native language. This technique, of course, would only be useful in languages that share cognates. (5) Deductive Application of Rules, it means that grammar rules are presented with examples. Exceptions to each rule are also noted. Once students understand a rule, they are asked to apply it to some different examples. (6) Fill-in-the-blank, that is the students are given a series of sentences with words missing. They fill in the blanks with new vocabulary items or with items of a particular grammar type, such as prepositions or verbs with different tenses. (7) Memorization, that is the students are given lists of target language vocabulary words and their native language equivalent and are asked to memorize them. Students are also required to memorize grammatical rules and grammatical paradigms such as conjugations. (8) Use words in sentences. In order to show that students understand the meaning and use of a
new vocabulary item, they make up sentences in which they use the new words. (9) Composition, that is the teacher gives the students a topic to write about in the target language. The topic is based upon some aspect of the reading passage of the lesson. Sometimes, instead of creating a composition, students are asked to prepare a précis of the reading passage. 58
58
Meanwhile, Richards shows the principles and procedures of Grammar Translation Method, they are: (a) The goal of foreign language study is learn a language in order to read its literature or in order benefit from the mental discipline and intellectual development that result from foreign language study, (b) Reading and writing are the major focus, little or no systematic attention is paid to speaking or listening, (c) Vocabulary selection is based solely on the reading texts used and words are taught through bilingual word lists, dictionary study, and memorization, (d) The sentence is the basic unit of teaching and language practice, (e) Accuracy is emphasized, (f) Grammar is taught deductively, that is by presentation and study of grammar rules, which are then practiced through translation exercises, (g) The student’s native language is the medium of instruction. 59
In this research the writer will use the procedure as follows: (the teacher uses the student’s native language to teach them) 1) the teacher greet the students using native language, 2) the teacher gives some vocabularies that will be studied or the teacher gives the students a reading text and then ask the students read it first and then translate it into the first language. The teacher asks the students to ask the meaning of the words they do not know yet. And the teacher give the meaning by using native language 3) the teacher ask the students to answer the questions according to the text by using the target language, 4) the students memorize the vocabulary they’ve just studied, 5) the teacher gives the questions to the students to fill in the blank spaces with the appropriate words, 6) the teacher ask the students to make a sentence using the new words they’ve studied, 8) the teacher closes the meeting.
4. Strength and Weakness
Many people who have undertaken foreign language learning at high schools or universities even in the past 10 years or so may remember many of the teaching techniques listed above for the Grammar Translation Method.
59
They may also recall that the language learning experience was uninspiring, rather boring, or even left them with a sense of frustration when they traveled to countries where the language was used only to find they couldn't understand what people were saying and struggled mightily to express themselves at the most basic level. Very few modern language teaching experts would be quick to say that this is an effective language teaching method, and fewer would dare to try and assert that it results in any kind of communicative competence. As Richards and Rodgers state, "It is a method for which there is no theory. There is no literature that offers a rationale or justification for it that attempts to relate it to issues in linguistics, psychology, or educational theory." And yet the Grammar Translation Method is still common in many countries - even popular. Brown attempts to explain why the method is still employed by pointing out: "It requires few specialized skills on the part of teachers. Tests of grammar rules and of translations are easy to construct and can be objectively scored. Many standardized tests of foreign languages still do not attempt to tap into communicative abilities, so students have little motivation to go beyond grammar analogies, translations, and rote exercises."60
Grammar Translation Method dominated European and foreign language teaching from the 1840s to the 1940s, and in modified form it continues to be widely used in some parts of the world today. Although the Grammar Translation Method often creates frustration for students, it makes few demands on teachers. It is still used in situations where understanding literary texts is the primary focus of foreign language study and there is little need for a speaking knowledge of the language. Toward the mid nineteenth century several factors contributed to a questioning and rejections of the Grammar Translation method. Increased opportunities for communication among Europeans created a demand for oral proficiency in foreign languages.61
60
“The Grammar Translation method, Principles and Methodolgy”, the article is accessed on April 26th, 2007 http://www.englishraven.com/method_gramtrans.html
61
Obviously, there are many drawbacks to the grammar-translation approach. Virtually no class time is allocated to allow students to produce their own sentences, and even less time is spent on oral practice (whether productive or reproductive). Students may have difficulties "relating" to the language, because the classroom experience keeps them from personalizing it or developing their own style. In addition, there is often little contextualization of the grammar -- although this of course depends upon the passages chosen and the teacher's own skills. Culture, when discussed, is communicated through means of reading passages, but there is little direct confrontation with foreign elements. Perhaps most seriously, as Omaggio points out, the type of error correction that this method requires can actually be harmful to the students' learning processes: "students are clearly in a defensive learning environment where right answers are expected."62
Despite all of these drawbacks, Omaggio said: “there are certain positive traits to be found in such a rigid environment. Although far from trying to defend or reinstate this method, I must still say: my high school German class was almost entirely grammar-translation based, with the exception of a few dialogues from the textbook, and I don't really feel it "harmed" or even hampered my acquisition of the language -- and it certainly gave me a strong grounding in German grammar! For left-brained students who respond well to rules, structure and correction, the grammar-translation method can provide a challenging and even intriguing classroom environment. For those students who don't respond well to such structures, however, it is obvious that the grammar-translation method must be tempered with other approaches to create a more flexible and conducive methodology”.63
62 Thuleen, "The Grammar-Translation Method”. 63
CHAPTER III METHODOLOGY
B. Objective of the Study
This study investigated the effect of using Direct Method in teaching vocabulary at the first grade of Private Junior High School Muhammadiyah 44 Pamulang.
C. Place and Time of the Study
The writer did research at SMP Muhammadiyah 44 Pamulang. He conducted this research at the school from 26th of March 2007 to 31st of May 2007.
D. Research Method
This research is an experimental study in which the experimental class and the controlled class were treated by the teachers who has the same educational background from State Islamic University in order to eliminate the bias. The writer told both of the teacher about the way of teaching and the lesson planning.
The treatment was done for ten meetings. After ten meetings the writer gave the test to both of the class.
E. Population and Sampling
The population of this research consists of three classes, namely class 7.1, class 7.2 and class 7.3. The sample of this research is 89 students, which is divided into 2 classes, namely class 7.1 and class 7.3. The sample is taken by using Multi Stage Cluster Random Sampling.
F. Instrument
1. Conceptual Definition
2. Operational Definition
Vocabulary is the result of students’ test about vocabulary consisting of jobs, fruits & vegetables, stories and hobbies.
3. Specification
The instrument of this research is vocabulary test which consisting of 30 (thirty) questions. The test is divided into two test form; they are multiple choices and matching tests. They are divided into three categories: easy (30%), middle (60%), and difficult (10%). Multiple choices consist of 20 items from number 1 to number 20. It’s score per item is 4. It means if the students can choose the answer of 1 item correctly, they will get 4 score and if they can choose the answer of 20 item correctly, they will get 80 scores.
Matching tests consist of 10 items from number 20 to number 30. It’s score per item is 2. It means if the students can choose the answer of 1 item correctly. They will get 2 score and if they can choose the answer of 10 items correctly, they will get 20 scores.
[image:39.612.127.513.533.708.2]From the description of each test form above, we can see that the high score of this test is 100 scores. The following table is the description of the test:
Table 3.1
The description of the test items
NO VOCABULARY QUESTION
NUMBER TOTAL
Easy (30 %) 1; 3; 6
Middle (60 %) 2; 4; 5; 22; 25; 27 1 Job
Difficult (10 %) 10
10
Easy (30 %) 16; 23
Middle (60 %) 18; 19; 20; 30 2 Fruits & Vegetables
Difficult (10 %) 17
7
Easy (30 %) 14; 21 Middle (60 %) 9; 28; 29 3 Hobbies
Difficult (10 %) 15
6 Easy (30 %) 8; 7
4 Stories
Middle (60 %) 12; 13; 24; 26
Difficult (10 %) 11
[image:40.612.125.516.148.436.2] [image:40.612.141.515.586.642.2]30
Table 3.2
The Table of Spesification of the test items
No Indikator Ranah
Kognitif Nomor Soal Jumlah 1 Mencocokkan gambar dengan kosa
kata yang tepat
C1 1; 3; 6; 16; 23; 14; 21
7
2 Mengidentifikasi kosa kata berdasarkan bacaan
C1 7; 8 2
2 Menyimpulkan kosa kata berdasarkan pernyataan
C2 2; 4; 22; 25; 27; 28; 24; 26
8 3 Menggunakan kosa kata yang tepat
untuk melengkapi bacaan
C3 18; 19; 20; 12; 13
5 5 Menguraikan pengertian pekerjaan C2 5 1 6 Merumuskan kosa kata sesuai
dengan uraian kalimat atau bacaan
C4 10; 17; 15; 11 4 7 Menggeneralisasikan kosa kata
yang disebutkan
C2 29; 30 2
8 Memilih kosa kata sesuai dengan kelompoknya
C3 9 1
Jumlah 30
4. Calibration
The instrument was tried out to the students who are not selected to the sample on May 9th, 2007, namely class 7.2. The test is done to know the validity and the reliability of the instrument.
Table 3.2
Valid and invalid test
No Test Number of the test Total 1 Valid 2,4,5,6,8,9,19,21,22,23,24,25,26,27,28,29,30 17 items 2 Invalid 1,3,7,10,11,12,13,14,15,16,17,18,20 13 items
30 items
G. Techniques of Analyzing the Data
Data analysis is the last step in the procedure of experiment, in this case, processing the data. Data processing is the step to know the result of both the experimental class and the controlled class and also their differences.
To find out the differences of student’s score in using the Direct Method in teaching vocabulary compared to the students’ score that used the Grammar Translation Method in teaching vocabulary, the writer uses t-test.
Before using the t-test formula, the writer has to seek the differences of mean variables by using formula as follows:
and
And after getting mean variables, the writer has to seek the standard of deviation of variable and standard error mean of variables by using formula as follows:
1.
2.
3.
4.
The next step is seeking the standard error mean difference of variables by using formula as follows:
(
)
( )
Nfx i M
M1 = '+
∑
'(
( )
)
N fy i M
M2 = '+
∑
'1 1 1 − = N SD SEM 1 2 2 = −
N SD SEM 2 2 2 1 2
1 M M M
M SE SE
SE − = +
(
)
( )
22 2 1 ' ' N fx N fx i
SD =
∑
−∑
(
)
( )
22 2 2 ' ' N fy N fy i
Then the last step is determining t-test by using formula:
2 1
2 1
M M o
SE M M t
−
CHAPTER IV RESEARCH FINDINGS D. Data Description
[image:43.612.190.449.264.489.2]To know the result of the test, the writer makes the table of student’s score for each class as follows:
Table 4.1
The Test Scores of the Experimental Class Students Student Score Student Score Student Score
1 80 16 80 31 92 2 66 17 88 32 92 3 70 18 84 33 84 4 54 19 60 34 84 5 84 20 92 35 72 6 76 21 96 36 80 7 72 22 88 37 92 8 84 23 88 38 88 9 80 24 84 39 84 10 56 25 84 40 88 11 80 26 72 41 92 12 84 27 84 42 72 13 84 28 84 43 84 14 88 29 80 44 80 15 88 30 80 45 82
Score f
92 – 96 87 – 91 82 – 86 77 – 81 72 – 76 67 – 71 62 – 66 57 – 61 52 - 56
6 7 14
8 5 2 0 1 2 45 = N1
Table 4.2
The Test Scores of the Controlled Class Students Student Score Student Score Student Score
1 60 16 80 31 88 2 52 17 78 32 88 3 70 18 78 33 80 4 68 19 66 34 80 5 76 20 84 35 80 6 74 21 88 36 74 7 82 22 76 37 80 8 76 23 84 38 72 9 76 24 74 39 80 10 76 25 88 40 86 11 88 26 80 41 80 12 88 27 84 42 80 13 84 28 76 43 80 14 84 29 72 44 80 15 80 30 84
Score f
92 – 96 87 – 91 82 – 86 77 – 81 72 – 76 67 – 71 62 – 66 57 – 61 52 - 56
Table 4.3
The Result Calculation of Experimental Class
Score f X x’ x’2 fx’ fx’2
92 – 96 6 + 2 4 + 12 24 87 – 91 7 + 1 1 + 7 7 82 – 86 14 M’ (84) 0 0 0 0 77 – 81 8 - 1 1 - 8 8 72 – 76 5 - 2 4 - 10 20 67 – 71 2 - 3 9 - 6 18 62 – 66 0 - 4 16 0 0 57 – 61 1 - 5 25 - 5 25
52 - 56 2 - 6 36 - 12 72 45 = N - - - - 22 =∑
fx’
174 =
∑ fx’2
Table 4.4
The Result Calculation of Controlled Class
Score f Y y’ y’2 fy’ fy’2
92 – 96 0 + 3 9 0 0
87 – 91 6 + 2 4 + 12 24 82 – 86 8 + 1 1 + 8 8 77 – 81 14 M’ (79) 0 0 0 0 72 – 76 11 - 1 1 - 11 11 67 – 71 2 - 2 4 - 4 8 62 – 66 1 - 3 9 - 3 9 57 – 61 1 - 4 16 - 4 16
52 - 56 1 - 5 25 - 5 25 44 = N - - - - 7 =
∑ fy’
101 =
∑ fy’2
1. Determining Mean I with formula:
2. Determining Mean II with formula:
3. Determining of Standard of Deviation of Variable I:
(
)
( )
Nfx i M
M1 = '+
∑
'(
( )
)
4522 5 84+ −
= =84−2,444=81,556
(
)
( )
Nfy i M
M2 = '+
∑
'( )
( )
44 7 5 79+ −= =79−0,795=78,205
(
)
( )
Nfx N fx i SD 2 2 1 ' '
∑
∑
−=
(
( )
2)
245 22 45
174 5 − −
[image:45.612.180.460.133.313.2]4. Determining of Standard Deviation of Variable II:
5. Determining of Standard Error Mean Variable I:
6. Determining of Standard Error Mean Variable II:
7. Determining Standard Error Mean Difference of M1 and M2:
8. Determining to with formula:
9. Determining t-table in significance level 5 % and 1 % with df:
The writer gained t table: S.L. 5 % = 1,99
S.L. 1 % = 2,63
10. The Comparison between t-score with t-table t-score = 1,99 > 1,822 < 2,63
1 1 1 1 − = N SD SEM 2 2 2 2 2 1 2
1−M = M + M = 1,436 +1,149
M SE SE
SE 2 1 2 1 M M o SE M M t − − =
(
1+ 2−2) (
= 45+44−2)
=87= N N df 1 45 525 , 9 −
= =1,436
320 , 1 062 , 2 + = 382 , 3 = 839 , 1 = 839 , 1 205 , 78 556 , 81 −
= 1,822 839 , 1 351 , 3 = = 1 2 2 2 − = N SD SEM 633 , 6 525 , 9 = 1 44 535 , 7 −
= =1.149 557 , 6 535 , 7 = 525 , 9 905 , 1 5 628 , 3 5 239 , 0 867 , 3
5 − = = =
= X
(
)
( )
22 2 2 ' ' N fy N fy i
SD =
∑
−∑
( )
( )
22
44 7 44 101 5 − −
= 535 , 7 507 , 1 5 27 , 2 5 025 , 0 295 , 2
5 − = = =
