ABSTRACT
THE IMPLEMENTATION OF MODIFIED DIRECT METHOD IN VOCABULARY TEACHING LEARNING
TROUGH GROUP WORK BY USING PICTURES AT SECOND YEAR OF SMP NEGERI 11 BANDAR LAMPUNG
By HARTINI
The lack of students’ competence in English subject, especially in vocabulary, usually hinders them to communicate in English Language. Meanwhile, vocabulary becomes one of basic or important basic in English language that should be mastered by the students of SMP. Therefore the researcher compared two techniques in teaching, the first group work by using original Direct Method and the second group work by using modified Direct Method with pictures technique in teaching learning process. To investigate the result of applying those two teaching techniques by using between the group work by using original Direct Method and the group work by using modified Direct Method with pictures techniques in teaching vocabulary and to find out which one that would give better result than another.
modified Direct Method with pictures in doing this research. Intact group pretest and group posttest design was used, there is one class in SMP Negeri 11 consists in VIIIE and divided into eight groups.
The experimental group I was taught by using group works through the original Direct Method and experimental group II by using group works through modified Direct Method by using pictures in teaching learning process. The sample was taken randomly through lottery. The treatments were administered in three meetings in both experimental groups.
The result showed that there was a significant difference of students vocabulary achievement between those taught through group work by using original Direct Method and group work by using Modified Direct Method through pictures technique in teaching learning process. It can be seen from the differences of the students or groups scores. The group’s mean scores of experimental class by using
1. Examination Committee
Chairperson : Prof. Ag. Bambang Setiyadi, M.A., Ph.D. ……….
Examiner : Drs.Sudirman, M.Pd. ………
Secretary : Dra. Editha Gloria Simanjuntak ………....
2. The Dean of Teacher Training and Education Faculty
Dr. Bujang Rahman, M.Si.
NIP 196003151985031003
CONTENTS
2.3 Concept of Pictures………. 12
2.4 Original Concept of Direct Method………...…… 13
2.5 Advantages and disadvantages………...………... 16
2.6 Procedure of Teaching English Vocabulary through Direct Method by Using Group Work………...………...…… 18
2.7 Procedure of Modified Direct Method in Vocabulary Teaching Learning through Group work by Using Pictures……….. 20
2.8 Theoretical Assumption ………. 29
2.9 Hypothesis………... 30
III. METHOD OF THE RESEARCH 3.1 Research Design……….. 31
3.2 Subject Of The Research……… 32
3.3 Data Collecting Technique……….. 33
3.4 Research Procedure………. 34
3.5 Criteria of Good Test………... 36
IV. RESULT OF THE RESEARCH AND DISCUSSION 4.1 Result of the Research……… 43
ussion………
V. CONCLUSSIONS AND SUGGESTIONS
5.1 Conclusions……….… 71 5.2 Suggestions………... 72
REFERENCES ... 73
THE IMPLEMENTATION OF MODIFIED DIRECT METHOD
IN VOCABULARY TEACHING LEARNING TROUGH
GROUP WORK BY USING THE PICTURE AT
SECOND YEAR OF SMP NEGERI 11
BANDAR LAMPUNG
By
HARTINI
A Script
Submitted in a Partial Fulfillments of The Requirements for S-1 Degree
In
The Language and Arts Department of Teacher Training and Education Faculty
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
THE IMPLEMENTATION OF MODIFIED DIRECT METHOD
IN VOCABULARY TEACHING LEARNING TROUGH
GROUP WORK BY USING THE PICTURE AT
SECOND YEAR OF SMP NEGERI 11
BANDAR LAMPUNG
(A Script)
By
HARTINI
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
CURRICULUM VITAE
Name the writer is Hartini, she was born in Tanjung Karang Bandar Lampung on January 26th, 1987. She is the second daughter of Dirun Riyanto and Ponirah. She has three brothers and named Hartono A.md, Haryadi, and Haryanto Wijaya.
She went to a formal education institution for the first time at Kindergarten of TK Fransiskus I Bandar Lampung in 1992 and graduated in 1993. She had her study in primary school at SD Fransiskus I Bandar Lampung and graduated in 1999. Then she continued to secondary school at SLTP Al-Kautsar Bandar Lampung and accomplished it in 2002. After that, she joined a state senior high school at SMU Negeri 4 Bandar Lampung and graduated in 2005.
In the same year, 2005, she was registered as a student of S1 English Education Study Program at the Language Fine Art University of Lampung. At the beginning of October, 2009, she did teaching practice program (PPL) at SMP Negeri 11 Bandar Lampung.
ACKNOWLEDGEMENTS
Allhamdulillah, Praise is always to THE ALMIGHTY ALLAH SWT for the gracious mercy and tremendous blessing that always guides the writer along her life. She believes that by the blessing and the grace of Allah SWT, she is able to accomplish this script, entitled “The Implementation of Modified Direct Method in Vocabulary Teaching Learning Trough Group Work by Using the Pictures at Second Year of SMP Negeri 11 Bandar Lampung” as one of the prerequisites to finish the S1 degree at the Language and Art Education of Teacher Training and Education Faculty, University of Lampung.
She would like to express her sincere and great appreciation to all people and institutions that without their support, motivation, and assistant, this script would never be compiled. She wants to express her thanks to:
1. Prof. Ag. Bambang Setiyadi, M.A, Ph.D. as the first advisor who has given his suggestion, patient guidance, encouragement and countless hours in helping the writer to finish this script;
2. Dra.Editha Gloria Simanjuntak as the second advisor who has given advices, kindness, ideas, patient guidance and countless hours in helping the writer to finish this script;
3. Drs. Sudirman. M.Pd. as the examiner for patiently giving support, critics, inputs, and advices to improve this script to be the better one.
4. Drs. Imam Rejana, M.S, as the Chairperson of the Department of Language and Art Education;
6. All the lecturers at the English Education Study Program at the Language Fine for the meaningful and useful knowledge, suggestions, and encouragements;
7. The headmaster and English teachers of SMP Negeri 11 Bandar Lampung for giving opportunity and time to conduct this research;
8. All students of SMP Negeri 11 Bandar Lampung class VIII for being good and sweet students, thank you for the cooperation;
9. Special thank is to her parents, her brothers and her sister-in-law who always encourage and support her to do her job. Thanks for everything;
10. Her Lovely “Sandy Ramadona” who always cares, supports me and makes me strong when I feel down. Thank you so much for your love that you always give to me.
11. Her soul mate for all “Hapsah and Regina” your love and spirit.
12. Her dearly nice friends, Dina Mustika Rini, Ariesta Prapti Pratiwi, Elynda Sari, Sauqi Wafa, Ika Marthalia, Anin Pangesti, Novi Williya Pura, Faradias Wita, Irawan Prayoga, Try Haryono, who always be ready to support and help her killing the days. And thank you for the cooperative that we always do together.
13. All my friends English NR ’05 and NR „06 for all kindness to the writer along her study at University of Lampung;
The writer is fully aware that this script is still far from perfection, thus, criticism and suggestion are expected to make better paper in the future. Finally, the writer really hopes that this script can be useful and gives positive contribution to everyone.
Bandar Lampung, January 2012 The writer,
DEDICATION
Bismillaahirrahmaannirrohiim, this piece of work is sincerely dedicated to those who never give up on me:
My loving family at home:
- Ibu and Bapak who always care, protect and support me, so I can be what I want to be; I love you forever.
- My Brothers, you are the best brothers who always hear my stories and help me to solve my problems;
- My Lovely “Sandy Ramadona” who always cares, supports me and makes me strong when I feel down. Thank you so much for your love that you always give to me.
My sweet family Pakde and Bude, my cousin; Lucky and Callystha.
My best friends wherever you are. My Great Almamater.
MOTTO
“Yesterday is History, Today is Blessing, Tomorrow is
Mystery
And
ALLAH is only one purpose”
LIST OF TABLES
Page Table
1. Table of Specification of the Try out Test ... 33 2. Table of Distribution Frequency of The Group Work Scores of The
Pretest by Using Direct Method ... . 42 3. Table of Distribution Frequency of The Group Work Scores of The
LIST OF GRAPHS
Graphs Page
1. Table of Distribution Frequency of the Students Group
Work Scores of the Pretest by Using Direct Method ……… 42 2. Table of Distribution Frequency of the Students Each
Group Work Scores of the Pretest by Using Direct Method... 43-44 3. Table of Distribution Frequency of the Students Group
Work Scores of the Posttest by Using Direct Method ……… 48 4. Table of Distribution Frequency of the Students Each Group
Work Scores of the Posttest by Using Direct Method……… 48-50
5. Table of Distribution Frequency Different Increase Students
Each Group Work Scores of the Pretest and Posttest ……… 53-54
6. Table of Distribution Frequency Mean Students Each Group
I. INTRODUCTION
1.1Background of the Problem
Language is one of communicative way in our life. Each country has language (mother tongue) as a characteristic of the country. English language is a communicative way or relation language in our world with other countries. It is very important for our life, because country by using English language as the international language. Therefore in Indonesia, English language as a foreign language because in Indonesia there the Mother Language it means is as a characteristic in Indonesia. It means, in our country, Indonesian language as a basic language and as association language. So, English is taught at school as a foreign language. The English is needed as communication strategies in the international scale.
understanding a language. It means processing a great number of vocabularies is
essential to know and to master a language.
Unfortunately the students of SMP Negeri 11 Bandar Lampung get the vocabulary matter is still low. Even though the students have studied for several years, their mastery of English vocabulary is unsatisfactory. This condition is providing by using the English Test in SMP Negeri 11 Bandar Lampung; it makes students to study hard to get the highest score graduating. It means concerning their integrations skill of English skills, the result of the students test is still below the average score of standard target for SMP based on Suwito as an English teacher the researcher found the problem that occurred in vocabulary student’s
achievements:
1. Students are getting bored with the theme of the material. 2. Students have difficulties to memorize the words.
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words immediately, but it needs a process, perhaps, after remembering the words from the list of words, students are able to remember them. It is because learning word list does not pass thought some step or remembering strategies that make the meaning of target words will stick in student’s mind. The lack of student’s
vocabulary is also caused by the lack of strategy to arouse their attention and motivation to study, so they are bored in learning English.
In the teaching process the teacher can use many techniques, especially for teaching vocabulary. Hadfield (1986:4) denotes that a variety of technique is important in language teaching. By using a variety of technique, the teacher expects that the students were not being bored, so the teaching learning process can be enjoyable.
The developments have new system in the teaching and learning. In the 1994 curriculum the teacher must be a center on teaching and learning, and be active in the process of teaching and learning; it can make the students lazy, and cannot improve their knowledge. Now the developments make the innovation in the system teaching and learning. The teacher must be motivators in the teaching learning and the students must be active and focusing in the teaching and learning. It can make students improve and energy in the teaching and learning process, and it is a reflection of Direct Method technique.
(Freemen, 1986: 22). Is state in the Curriculum Basic Competent Strategy in the teaching learning vocabulary process a teacher acts as a motivator who helps the students in developing their language skills. Those, a teacher should be able to manage the class, chose and create an interesting technique in order to achieve the aims of teaching English, in this case by using Direct Method to help the students master their Vocabulary. Fries in Supriadi (1996) states direct method is a method of teaching a foreign language, through conversation and reading in the language itself. In teaching learning process the direct method is the teaching process without translation, and without the study of formal grammar.
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There are several ways a special teacher can modified a lesson but some of the common ones are; for students who are struggling with verbalizing their thought process, think aloud strategy, placing the students in cooperative groupings and giving praise and feedback immediately are effectively modified. For students with short attention span, a special teacher can accommodate this problem by modified the length of the material. Breaking assignments into shorter tasks can help students struggling with staying on task.
The researcher modified the direct method through group work by using pictures which is usually used in the class to get the target language in teaching learning process. The first word is taught by pointing the objects, or pictures, or by performing action.
The direct method is chosen to improve the students English Vocabulary achievement and to improve the teacher’s performance and also to make the
teaching learning process interesting. By using the modified direct method in the teaching learning process the students are expected to be interested in learning as they do not feel bored and the material may become easier to be understood. Therefore, this title of research is “The Implementation of Modified Direct Method in Vocabulary Teaching Learning Though Group Work by using picture at the second year of SMP 11 Bandar Lampung”.
1.2Formulation of the Problem
In reference to the background above, the problem can be formulated as follows:
Is there any difference increase of students vocabulary achievement taught through group work by using the original Direct Method and through group work by using Modified Direct Method with pictures?
1.3Objective of the Research
The objectives of the research are:
To find out whether Modified Direct Method can be used to have batter improvement in the student’s vocabulary achievement in teaching learning than original Direct Method.
1.4Uses of The Research
The Uses of the research are:
1. As an input that Modified Direct Method can be used and improve the student’s Vocabulary achievement.
2. As a reflection of the students and teachers performance in the teaching
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1.5Scope of The Research
This research is about finding difference increase of the student’s vocabulary through group work. It was conducted at second grade, especially class VIII E of SMP Negeri 11 Bandar Lampung. There was being three treatments. The material taught was based on the student’s handbook for grade VIII of junior high School. It is about 45 words related to content words (nouns, words, and adjective). It was focused on teaching English Vocabulary of Sport. The material was concerned with the kinds of sport, sport equipments and the sportsmen as stated in Curriculum Basic Competent Strategy. Then a pretest and posttest was administered to find out the student’s achievement in teaching learning process by
II. FRAME OF THEORY
This chapter discusses about concept of teaching learning process, concept of vocabulary, concept of direct method, the procedure of teaching English vocabulary through direct method, the advantages and disadvantages of direct method process, the modifying concept of direct method, procedure the modifying of direct method in vocabulary teaching learning process through group work.
2.1 Concept of Teaching Learning Process
this case they interact with their environment and as a result change their behavior. Kuethe (1986:5) states that learning is a process by which behavior change as a result of experiences.
Concerning the teaching learning process, both the teacher and the students should be actively involving. The teacher as a facilitator and the students as learners must create in the teaching learning process and was get much knowledge, and trying their knowledge and behavior in teaching learning process run well to improve their abilities, as a teacher and as students was study foreign Language easily.
In teaching vocabulary, a teacher must select the word which can be learn in limited time, which words should be chosen for teaching and which words should be left out. (Bismoko, 1976: 64). This idea indicates that the teacher should be careful in selecting the words relevant for teaching certain topic. The words should be related to the curriculum, the student’s age, knowledge and the
student’s level as well as their needs to get much knowledge. So, it can be said
that vocabulary is the most important element and the most important basic in teaching learning a language.
2.2 Concept of Vocabulary
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namely listening, speaking, reading, and writing without having enough mastery of vocabulary. So, this becomes an English teacher task to should increase the student’s vocabulary because vocabulary is an important part in language. Hornbury (1984), states that vocabulary is a building block to build the language. In order to communicate effectively the learner needs adequate numbers of vocabulary. This statement is supported by Rivers (1970: 462), who says that it would be impossible learning a language without words. It means that by mastering vocabulary one is able to communicate in English.
Wallace (1988:9) adds that vocabulary is the vital aspect of the language. If we have vocabulary we need, it is usually possible to communicate after a fashion. An adequate vocabulary may enable the massage to be expressed clearly. Meanwhile, Harimurti as cited in Suprapto (1999: 6) states that vocabulary is a component of language containing information about the meaning and the using of word in language.
Learning vocabulary plays an important contribution in learning a language which must be considered by the teacher in order to be careful in selecting the vocabulary that will be taught. Teacher must decide which words should be taught since there are many kinds of words that belong to types of vocabulary.
There are some types of vocabulary in English. Fries (1974:4), classifies
1. Contents words represent the names of object or things that is concrete nouns (athlete, ball, racket, etc). For example: athletes from many different nations take part in the Olympic Games; actions done by or with these things that is verbs (run, jump, hit, push etc). For example: Wahyu runs fast in the competition; and qualities of these thing, that is adjective (noisy, fast, big, long, small, tall, heavy, etc). For example: The spectators at the stadium are very noisy.
2. Function words are those words which are used as a means of expressing
relation of grammatical structure, such as, conjunctions (and, but, however, etc), For example: The cheerleaders cheer and dance energetically: articles (a, an, the), For example: A football coach should have a very loud voice: Auxiliaries (do, does, did), For example: Susi Susanti does her job as well as in her previous competitions. 3. Substitute words are those which represent to individual things or specific
action as substitute for whole form-classes of words, that is indefinite article (anybody, anyone, somebody, and someone), for example: A referee is someone who controls a game.
4. Distributed words are those distributed in use according to grammatical
matter as the presence or absence of a negative, such as, any, either, too, or yet. For example: A climbing is too dangerous sport for children.
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as the material because they are often used as a satisfactory means of communication.
Concerning some concepts of vocabulary proposed by the expert above, that vocabulary is an important part in learning a language. Without mastering a large number of vocabularies, it is difficult for a learner to study, to use a language. A large number of vocabularies can help the students to express their ideas precisely vividly, and without repeating ourselves in composition. It also helps a learner to understand foreign language easily, including English as the language being researcher here.
2.3 Concept of Picture
In teaching vocabulary, unless there is a challenge and a new way, the students or the learners might not be interested in learning new vocabulary. To make teaching interesting, the writer uses pictures.
According to Hornby (1962:730), picture is a painting, drawing, sketch of something, especially work of art. This statement is supported by Webster (199:890), he states that picture is a design or representation made by various means as painting, drawing or photography.
producers of some product often use pictures in their advertisement to attract the customers.
We often see artist using pictures to deliver one message or express his or her emotion, because picture can keep thousand of words. This is supported by Burke (1978:35) who argues if pictures can save a thousand of words, why do not language teachers make greater use of them in their lesson?
Based on the statement above, the writer thinks that pictures can be used for presenting the materials in the classroom, and they can give positive effect to the result of learning, especially English vocabulary concerning with sports.
2.4 Original Concept of Direct Method
The direct method has one basic rule; No Translations is allowed (Freeman, 1986:18). The teacher should not translate when the teacher teaching the language. In other word, it can be said that the native language should not be used in the teaching learning process. The teacher must demonstrate, not translate when she teaches the new language. It is desirable that the students make direct association between the target language, without going through the process of translations into student’s native language.
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indicates that in the teaching learning process by using direct method, the native language is not used and the teacher may use objects or realize and performance.
The principles of “Direct Method” are:
1. Reading in the target language should be taught from the beginning of the language instruction: however, the reading skill will be developed through practice with speaking.
2. Object with pictures presented in the immediate classroom
environment should be used to help students understands the meaning. 3. The native language should not be used in the classroom.
4. The teacher should demonstrate not explain or translate. It is desirable that students make direct associations between the target and meaning. 5. Students should learn to think in the target as soon as possible.
Vocabulary is acquired more naturally if the students use it in full sentences, rather memorizing word lists.
6. The purpose of language learning is communication ( therefore
students need to learn how to ask question as well as answer them). 7. Pronunciations should be worked on the right from the beginning of
the language instruction.
8. Self- correction facilitates language learning.
9. Lesson should contain some conversational activity some opportunity
10. Grammar should be though inductively there may never be explicit grammar rule given.
11. Writing is an important skill, to be developed from the beginning of
the language instruction.
12. The syllabus is based on situations or topics, not usually on linguistic structure.
13. Learning another language also involves learning how speakers of that language live.
Direct Method is that students was learn to communicate in the target language, partly by learning how to think in that language and by not involving L1 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 reality, pictures or pantomime (Freeman 1986:24). Teaching English Vocabulary through direct method can be done by the procedure prescribed by Freeman 1996.
Ways of direct method processing in teaching learning are:
Pre Activity
1. Warming up by questioning students about general things related to the topic.
2. Distributing the text.
Whilst activity
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3. Asking the students to read aloud the text by themselves, after the teacher asks one students to read aloud and replay about the text. 4. Bringing the students to the real condition by having discussions about
the new vocabularies and their spelling, if it is possible the teacher can bring some subject, object or pictures into the classroom.
5. Asking the students if they have questions or not understand about the material the topic.
2.5 Advantages and Disadvantages of the Direct Method
Each technique of teaching learning has trouble. In direct method troubles usually is the language, because the teacher must be active in the real of speak the target of language and the students must be focus in follow the teaching learning process, active and creative in to get the target of language in the teaching learning process. There are the advantages and disadvantages in Direct Method.
The advantages of Direct Method are:
1. The teacher focuses on teaching some material in the class. 2. The teacher teaching with easy process.
3. The teacher must be active, attractive and innovative.
4. The students focus in following the teaching learning process. 5. The teacher and students must be focused in teaching learning
6. The students easy to know and following the teacher’s explanations.
7. The teacher and the students must be having much new idea. 8. Usually can be used for short period of time.
The disadvantages in direct method technique are:
1. The teacher teaching with allowed meaning 2. The teacher teaching as a central in the class
3. The students can be bored if he/she don’t know about the
meaning of the material
4. Not practical with more than 20 students, it can make the teaching learning process not effective.
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So, the influence of problems in direct method process because their background knowledge, ability to transfer and absorb the material between the teacher and the students, and the technique uses in teaching learning process.
2.6 Procedure of Teaching English Vocabulary through Direct Method
By Using Group Work
Teaching English Vocabulary through Direct Method can be done by having the following procedure (Freeman, 1986:18):
1. Choose a particular situation (situation as at the bank, at the supermarket,
at the library, etc) or a particular interesting topic (such as a sport, etc) and write a short passage or a dialogue on the theme we have chosen.
2. Bring the students to real situations and conditions if it is possible. If it is
possible we can bring some object and pictures in the classroom.
3. Introduce the method we are going to use ( the rule) and tell what they are going to learn ( vocabulary)
4. Ask the students to prepare their notebook, pen, etc.
5. Describe and demonstrate the parts (the meaning) when we are teaching the students. Don’t translate the meaning into the student’s native
language.
6. Repeat the process of teaching several times by demonstrating.
7. Ask the students if they have question. Try to create questions and answers sessions.
9. Let the students discuss the lesson with their friends.
Based on Freeman’s procedure the researcher has proposed some sequences of
the implementation of Direct Method in the classroom. They are:
1. The researcher selects a certain topic. For example a topic of “kinds of Sport”. The researcher prepares a visual aid; the
researcher uses a picture of kinds of sport.
2. Tell what they are going to learn (teaching English vocabulary about kinds of sport). First, the researcher show the picture, in this step the researcher puts the picture on the whiteboard. Second, the researcher mentioned and point out the kinds of the sports one
3. One and the researcher write the words she has mentioned on the whiteboard. Finally, to know whether the students understand the lesson or not, the researcher asks about the kinds of sport. For example, explain about kinds of sport water? And the students groups discuss to answer with show the picture.
4. Repeat the process of teaching several times. 5. Ask if the students have any questions.
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7. To know the result of the students acquisition of the lesson, the researcher asks, the students to do the test based on the material.
2.7 Procedure of Modified Direct Method in Vocabulary Teaching Learning
Through Group Work by Using Pictures
The students in teaching learning process have many problems with their knowledge, especially in English subject; it can make the students have trouble with their ability in communication in teaching learning process. Usually the students have many troubles with their vocabulary. Vocabulary is a basic subject in English.
If the students haven’t much knowledge about vocabulary, it can make the
students lazy to study and boring to follow the teaching learning process. In teaching learning process the teacher must be active in transfer the teacher knowledge to students, with make the innovation in teaching learning process, or their technique in teaching learning to student’s interest to study.
Based on Freeman’s procedure the researcher has proposed of differences
1. The researcher uses the big class to explain or try to modify the direct method in teaching learning.
2. The researcher selects a certain topic. For example a topic of “kinds of Sport”. The researcher prepares a visual aid; the
researcher uses a picture of kinds of sport.
3. Tell what they are going to learn (teaching English vocabulary about kinds of sport). First, the researcher show the picture, in this step the researcher puts the picture on the whiteboard. Second, the researcher mentioned and point out the kinds of the sports one by one and than, writes the words she has mentioned on the whiteboard. Finally, to know whether the students understand the lesson or not, the researcher asks about the kinds of sport. For example, explain about kinds of sport water? And the students groups discuss to answer with show the picture.
4. Repeat the process of teaching several times. 5. Ask if the students have any questions.
6. To know the result of the students acquisition of the lesson, the
researcher asks, the students to do the test based on the material.
7. Finally, the researcher can get the point or score about the student’s ability in teaching learning process by using the
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Direct method is the natural approach in to get the target language. Direct Method usually use in the small class. Direct Method in teaching learning less of meaningful and in direct method process make the students confuse to following the teacher subject in teaching learning process, because have differences of the students background knowledge. So, it can make the students difficult to know about the meaning and purpose of the material.
In Direct Method sometimes there are gap in teaching learning process between the teacher’s vocabulary and student’s vocabulary, it can make the
teacher active and attractive to teach their students in order to get the students the target language. In direct method have some problem that can make a gap in teaching learning process. The problem usually consists with:
Their ability,
Knowledge,
Memorize,
Focus on the subject in teaching learning process, and act.
vocabulary
translations
So, the students must be focused and active to follow the teacher’s instruction in
Before the pictures are in the classroom, the teacher has to think whether they are effective or not in the process of teaching and learning vocabulary. So, the writer proposes some consideration that should be taken into account in order to get good result of the instruction. They can as follows:
a. Clarity
The clarity of the pictures is important; in order the student can get the meaning of the words. A more realistic picture will also improve its clarity.
b. Availability
Availability here means that the pictures should be easy to find. Pictures can be found in books, newspaper, magazines etc. Pictures used by the teacher must be available for the students; otherwise they will get bored in learning the vocabulary.
c. Relevance
Pictures used by the teacher should be relevance to the material taught by the teacher. For instance, when a teacher teaches the vocabulary of sports, he/she must show the pictures of sports.
d. Size
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Teaching vocabulary through pictures can be done by following these procedures:
A. The teacher can draw one picture on the board, and then asks the students
what kind of sport it is.
Example: T : what kind of sport is this ?
S : …….
B. The teacher draws one picture on the board, and asks the students to choose the correct answer.
Example: T : what kind of sport is this ?
S : …….
C. The teacher draws some pictures on the board, and asks the student to mention the name of the sports.
Example:
D. The teacher draws some pictures on the board, and asks the student the
name of the sports.
E. After mastering some names of the sports, the teacher asks the students to
classify the name of the sports : 1. Sports played in teams: ...
2. Sports that can be played against one other person: ….. 3. Sports that can be played alone: …..
F. To increase the student’s achievement the name of the sports, the teacher
may also use sentence clues, gestures, the rule of the sports, or body movements.
G. Using sentence clues
Example: 1. it is played by eleven players.
2. Contestant must wear gloves and must not hit an opponent behind the neck.
H. Using gestures or body movements
Example: The teacher performs fighting in front of the class. (Fighting or boxing)
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The researcher in modified Direct Method through group work by used picture technique have innovative way to transfer their ability in communication with the student’s. Beside that, as a teacher must be focus to know about the behavior and
ability students in following the teacher’s instruction in to get knowledge, meaning and the purpose in teaching learning process. So, if the teacher and students understand about their ability in the class and in teaching learning process, by using the Direct Method does not have gap between the teacher and students in teaching learning process.
In the modified direct method in teaching learning process is not easy, as a teacher must be focus and as a center in the classroom process. Not only the teacher, but the students must be focus and concentration too in teaching learning process.
Reading in English of instructions and directions, in instruction of language and reading level, the researcher needs to work in small groups, and needs to give picture as materials and give instructions and work simplified. A special teacher should always modified the lesson by reviewing what was learned previously and connecting that information to what was be learned today and what was be learned in the future.
The researcher must be attractive in the modified Direct Method to improve the student’s vocabulary in teaching learning. By modified Direct Method can
modified Direct Method not easy to teacher, the teacher must be smart, must be patient to brainstorming of students memorize, must be active and patient to know the background knowledge and situation of feeling the students in teaching learning process. The teachers in modified direct method must be active to combine the technique until the modified Direct Method interesting to use in teaching learning and to improve the student’s vocabulary. In teaching learning process the teacher divide the students or study with small group by using the picture and discuss, it can make the students easy and understand about the material to get the target language. Teaching English vocabulary through the modified Direct Method can be done by the procedure prescribed.
Procedures the researchers in the Modified Direct Method process are:
Pre Activity
1. The teacher uses the outdoor method or big class in teaching learning process.
2. Warming up by questioning students about general things related to the topic.
3. Distributing the text with practice to performance in classroom or outdoor method.
Whilst activity
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2. Demonstrating the pronunciations by reading the text aloud or using the picture, or practice by performance on the front of the class.
3. Teacher divides them into small group consist of four up to five
students.
4. Asking the students to read aloud the text by themselves, after that the teacher asks one students to read aloud and replay about the text with practice their abilities performance, after the teacher giving the sample performance in the front of the class.
5. Bringing the students to the real condition by having discussions about the new vocabularies and their spelling, the teacher brings pictures into
the classroom.
6. Giving instructions or describe to students by using the specific topic, and give the picture to students with the instructions and the teacher give the choice about the true answer about the picture, and finally the student must be active to answer or match with the true answer. 7. Asking the students if they have questions or not understand about the
material the topic.
2.8 Theoretical Assumption
Vocabulary is a component of language containing information about the meaning and the using of word in language. Without mastering vocabulary the students cannot communicate well to other people.
Teaching vocabulary is important. The objective of teaching vocabulary is more than memorizing the list of words. The students have to understand the meaning of words, how to pronounce them and how to use them in sentences or in daily life.
There are many kinds of techniques in teaching vocabulary, and teacher should have the ability to choose the appropriate technique and implement it in the teaching learning process to obtain the goal. The use of an interesting aid is necessary to motivate the students to learn. This research was focused on teaching English vocabulary especially content words at the eight grade of Junior High School by using group work.
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Furthermore, the researcher believes that teaching English vocabulary through group work creates a good atmosphere in the classroom, so that the students are not bored and they do not realize that they are actually learning.
2.9 Hypothesis
Group work can make students more interested in learning English. It can motivate and encourage the students to use English. It can be one of the highest motivate techniques in teaching learning vocabulary. So that it can enlarge the students’ vocabulary.
Based on the problem, theories and theoretical assumption above, the hypothesis of the research is formulated as follows:
“There is any difference increase of the students’ vocabulary achievement taught
III. RESEARCH METHOD
This chapter discusses about research design, subject of the experimental method, data collecting technique, validity, reliability, scoring system, research procedure.
3.1 Research Design
In conducting this research the researcher used experimental method. This experimental method was dealt with two methods, and the researchers divided 32 students into eight groups and consist four students each group. First is experimental by using original direct method with eight groups and another is experimental by using modified direct method. Each of the groups received pre-test, treatments and post test. The experimental 1 get treatment through direct method and the experimental 2 get treatment by modified direct method through group work with pictures.
The design can be represented as follows:
G1 : T1 X1 T2 G2 : T1 X2 T2
Where:
T1 : pre-test
X1 : Experimental group 1 treatment by using direct method
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3.3 Data Collecting Technique
In collecting the data, the researcher used objective vocabulary test in the form of multiple choice items. The pretest and posttest are to measure student vocabulary achievement of sport related to content words (nouns, adjective and verbs).
The data of this research was the ability in form of score of the student’s vocabulary achievement of sport, before and after the treatments. The pretest and posttest given to subject in order to evaluate and to measure their vocabulary mastery of sport related to content words (nouns, verbs adjectives).
In collecting the data researcher follows the steps:
1. Conducting Try Out Test
2. Administering the Pretest
The pretest was conducted before treatments. It was used to know the students’ background knowledge of vocabulary before the treatments. The pretest used by the researcher is an objective test in the form of multiple choices. It is administered in order to know the equality and the differences of the two classes. It is used to see whether the two classes have equal background knowledge or not. The researcher use 30 items in which each item have four options of answer (A, B, C, and D). One is the correct answer and the rests are the distracter. The aspect of vocabulary which is tested concerned about meaning and use.
3. Conducting the Treatments
In this session the researcher applied seven meeting by using three treatments and 45 minutes each giving treatments in presenting materials about vocabulary of sport. The first treatment is about kind of sport, the second treatment is about the part of equipments of sport and the last treatment is about the content of vocabulary. It is given to students to get the purpose of materials. In order to improve of vocabulary student’s of sports by using the
modified Direct Method in teaching learning process.
4. Administering the Posttest
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posttest is conducted after conducting the treatments. It is used to know how far the students have mastered English vocabulary after being taught through modifying of direct method. Similar to the pretest, the posttest also use an objective test in the form of multiple choice items. Changed from those in the pretest in order that the students not only memorize or remember the order of the answer for each question but they can really understand the questions. And it consists of four options of answer for each (A, B, and C, D). One is the correct answer and the rests are distracters. This posttest had the same difficulty as a pretest.
3.4 Research Procedure
In this part the researcher used the procedure to research the student’s ability
by using the original of direct method or the modifying of direct method. The procedures of this research are as follows:
1. Finding the subject
The subjects of the research are taken randomly by using lottery 2. Administering the try out test to another class
This test is administrated to know the quality of the test 3. Presenting the Pre-Test
4. Arranging the material to be taught
The researcher arranges the material that was be taught to each class by preparing the lesson plan
5. Implementing the methods (Direct Method and Modified Direct Method through group work) both in experimental group 1 and group 2. The experimental group 1 is thought by using Direct Method and the experimental group 2 is thought by using Modified Direct Method through pictures
6. Presenting the post test to evaluate the result of the experiment
This test is given after the experiment to both classes in order to know the students achievement after they receive the treatment. The researcher asks two raters to score the result
7. Analyzing the data
3.5 Criteria of Good Test
In this research, to prove whether the test has good quality, it must be tried out first. The test can be said having a good quality if it has a good validity, reliability, level of difficulty, and discrimination power.
1. Validity
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to which it measures what it is supposed to measure and nothing else (Heaton, 1991:159). In order to measure whether the test has a good validity, the researcher analyzes the test from content, construct, and face validity. Content validity is concerned with whether the test is sufficiently representative and comprehensive for the test. In the content validity, the materials given are suitable with the curriculum. In this case, the researcher uses the vocabulary that is supposed to be comprehended by grade VIII students. To fulfill this validity, the researcher should see all the indicators of the instrument and analyze them whether the measuring instrument has represented the material that was being measured or not. In this research, the researcher was arranged the instrument based on the material that was be given. If the measuring instrument has represented all the ideas that connected with the material that was be measured, that measuring instrument has fulfilled the aspect of content validity.
Content validity can also be examined from the table of specification. If the table represents the material that the tester wants to test, it means that it is a valid test from the point of view (Shohamy, 1985: 74). The content validity is constructed by including vocabulary material presented in the training; they are noun, verb, and adjective. The content of try out test is represented in the table of specification below:
Table 1. Specification of the Try out Test
No Verb Classes Numbers of Items Percentage
In this case, the writer used vocabularies that supposed to be comprehended by the grade IX students based on the curriculum. To know whether the test had a good validity, the items of the test were discussed with the expert (advisors) and the colleagues (the writer’s classmate and the English teacher of SMP N 12
Bandar Lampung).
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2. Reliability
Formula below: Reliability refers to the extent to which the test is consistent in its score, and it gives an identification of how accurate the test scores are (Shohamy, 1985: 70). To compute the reliability of the test, split half method was used. It was done through dividing the test into two parts, odd and even number. To measure the coefficient of the reliability, the researcher used the Pearson Product Moment
r
l : coefficient reliability between odd and even numbersx : odd number
The criteria of the reliability are: reliability is in the range 0.90-1.00. It can be concluded that this instrument gave consistent result when it was administered under similar condition, to the same participant and in different time (Hatch and Farhady, 1985: 247). Therefore, it can be stated that the test had fulfilled the criteria of reliability. In other words, the test was reliable.
3. Level of Difficulty
To see the level of difficulty, the researcher uses the following formula:
LD =
N R
Where:
LD : level of Difficulty
R : number of students who answer correctly N : the total number of students following the test
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To see the discrimination power, the researcher will use the following formula:
U : the proportion of upper group students L : the proportion of lower group students
N : total number of student
The criteria are:
1. If the value is positive discrimination a large number of more knowledge students then poor students get the item correct. If the value is zero, no discrimination
2. If the value is negative, it means that more low-students than high level
students get the item correct
3. In general, the higher the discrimination index, the better. In the classroom
Based on the calculation of discrimination index, the result of try out test showed that was 7 items (8, 11, 22, 32, 34, and 35) had zero discrimination. It meant that the items could not discriminate the upper and lower students well. Therefore, those item were dropped. Than item number 12 was also dropped since the ID result was negative, which meant low level students answered more than the high level students. Item numbers 16, 28, and 39 were also dropped since the results were under 0.20. In short, 30 items had discrimination index above 0.20 and they were administered to the pretest and posttest. Those items were 1,2,3,4,5,6,7,9,10,13,14,15,17,18,19,20,21,23 24,25,26,27,29,30,31,33,36,37,38,40. A further result of discrimination index was shown on (appendix 3).
5. Scoring System
IV. RESULTS OF THE RESEARCH AND DISCUSSIONS
The objective of this research was to find out whether there was a significant difference of the students’ vocabulary achievement related to content words at the eight grade of SMP Negeri 11 Bandar Lampung before and after being taught through group work. It was related to vocabulary of sport. This quantitative research was conducted at the eight grade of SMP Negeri 11 Bandar Lampung. There were six classes of grade VIII students in the year 2010/2011, class VIIIA-VIII F. One class had been chosen to conduct the research, which was class VIIIE. This class consisted of 32 students and divided into eight groups
To know whether the objective of the research could be achieved or not, the vocabulary of sport was taught to the students in the experimental class by using group work and the results of the pretest and the posttest were analyzed.
4.1 Results of the Research
The research was conducted on September 17th, 21st, 24th, 26th, 30th, October 1st, and 3rd, 2011. The following activities were carried out:
1. Observation, on Saturday morning, September 17th, 2011.
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3. First treatment, on Tuesday morning, September 26th, 2011, foused on teaching “sports” which was about names of sports and its descriptions.
4. Second treatment, on Saturday morning, September 30th, 2011, focused on teaching “sports” which was about sports equipment.
5. Third treatment, on Tuesday morning, October 1st, 2011, focused on teaching “sports” which was about the terms used in sports.
6. Posttest, on Saturday morning, October 3rd, 2011.
In conducting the research, the pretest and the posttest were given to the students. The result of the research is described as follow.
4.2 Result of the Pretest
To know the students’ basic vocabulary achievement, the pretest was
administered at the second meeting on September 24th, 2011 at 07.00 a.m. to 08.30 a.m. at class VIIIE. It required 2 x 45 minutes to administer the pretest. The test consisted 30 items of multiple choices, related to the topic. The results of the pretest can be seen on Table 4.
Table 2 shows the distribution frequency of the students’ group work scores
before conducting the treatments. It can be summed up that there was only 21% or two group of 8 students who got scores up from 41 to 50 and there was 79% or six group of 24 students who got scores below 31 to 40.
The highest score in the group work of the pretest was 50 and the lowest score in the group work of the pretest was 33.
Diagram1. Distribution Frequency of the Students’ Group Work Scores of the
Pretest by using Direct Method
Diagram 1 shows that was group work who got scores up from 71-80; 0% of group work who got scores up from 61-70; 0% of group work who got scores
No Score Interval Frequency Percentage (%)
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up from 51-60; 0% of group work who got scores up from 41-50; 21% or two group and 79% or six group who got scores 31-40. The highest scores of the pretest were 46.2 and the lowest 33. The total scores of the pretest was 314 with the mean 39.25 (see appendix 7).
Diagram 2. Distribution Frequency Scores of the Student’s each Group Work of the Pretest by Using Direct Method
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The mean score in group work two of the pretest was 40.4250 (see appendix 12). The median score in group work two of the pretest was 39.600 (see appendix 12). The mode score in group work two of the pretest was 39.60 (see appendix 12). There 4 students who got 40.0. The standard deviation in group work two of the pretest was 4.15241 (see appendix 12).
The mean score in group work three of the pretest was 34.6500 (see appendix 13). The median score in group work three of the pretest was 33.000 (see appendix13). The mode score in group work three of the pretest was 33.00 (see appendix 13). There 4 students who got 33.3. The standard deviation in group three of the pretest was 3.3000 (see appendix 13).
The mean score in group work four of the pretest was 44.5500 (see appendix 14). The median score in group work four of the pretest was 44.500 (see appendix 14). The mode score in group work four of the pretest was 39.60 (see appendix 14). There 4 students who got 42.0. The standard deviation of the pretest in group four was 4.26028 (see appendix 14).
The mean score in group work five of the pretest was 37.9500 (see appendix 15). The median score in group work five of the pretest was 36.3000 (see appendix 15). The mode score in group work five of the pretest was 33.00 (see appendix 15). There 4 students who got 40.0. The standard deviation of the pretest in group five was 6.31902 (see appendix 15).
The mean score in group work six of the pretest was 24.7500 (see appendix 16). The median score in group work six of the pretest was 23.100 (see appendix 16). The mode score in group work six of the pretest was 23.10 (see appendix 16). There 4 students who got 33.3. The standard deviation of the pretest in group six was 5.71577 (see appendix 16).
The mean score in group work seven of the pretest was 46.200 (see appendix 17). The median score in group work seven of the pretest was 46.200 (see appendix 17). The mode score in group work seven of the pretest was 46.20 (see appendix 17).There 4 students who got 50.0. The standard deviation of the pretest in group seven was 5.3888 (see appendix 17).
The mean score in group work eight of the pretest was 45.3750 (see appendix 18). The median score in group work eight of the pretest was 44.500 (see appendix 18). The mode score in group work eight of the pretest was 39.60 (see appendix 18) .There 4 students who got 50.0. The standard deviation of the pretest in group eight was 5.63582 (see appendix 18).
It was also found that the total number of items of the students’ correct
answer on the pretest for noun was 228, verb was 190, and adjective was 152. So, the total number of items of the students’ correct answer for those three
aspects was 570 (see appendix 5).
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4.3Result of the Posttest
After giving three times of treatments to the students, the posttest was administered in order to know whether there was a significant difference of the students’ vocabulary mastery or not after the treatments. It required 2 x
45 minutes to administer the posttest. There were 30 items of multiple choices related to the topic. The results of the posttest can be seen on the Table 5.
Table 3. Distribution Frequency of the Students’ Group Work Scores of the Posttest in Group Work by using Modified Direct Method with Pictures
Table 3 shows the distribution frequency of the students’ scores after being taught through group work. It can be summed up that there was 50% of the students who got scores up from 61 to 70 and there was 50% of the students who got scores below 51 to 60.The highest score in group work of the posttest was 70 and the lowest score in group work of the posttest was 51.
No Score Interval Frequency Percentage (%)
Diagram 3. Distribution Frequency of the Student’s Group Work Scores of the Posttest by Using Modified Direct Method with Picture
Diagram 3 shows that the group work that got scores up from 71-80 is 0% of group work who got scores up from 61-70 is 50% or four groups, of group work who got scores up from 51-60 is 50% or four group of group work who got scores up from 41-50 is 0% and 0% who got scores 31-40. The highest scores of the posttest were 69.4 and the lowest 53. The total scores of the posttest was with the mean 58.55 (see appendix 7 ).
Diagram 4 shows the group work student’s scores of the posttest by using
Modified Direct Method from group one until group eight. Themean score in group work one of the posttest was 57.7500 (see appendix 11). The median score in group work one of the posttest was 57.7500 (see appendix 11). The mode score in group work one of the posttest was 52.80 (see appendix 11). There 4 students who got 65. The standard deviation in group work one of the posttest was 4.26028.
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The mean score in group work three of the posttest was 42.0750 (see appendix 13). The median score in group work three of the posttest was 39.600 (see appendix 13). The mode score in group work III of the posttest was 33.00 (see appendix 13). There 4 students who got 55.0. The standard deviation in group three of the posttest was 10.21580 (see appendix 13).
The mean score in group work four of the posttest was 60.2250 (see appendix 14). The median score in group work four of the posttest was 61.0500 (see appendix 14). The mode score in group work four of the posttest was 62.70 (see appendix 14).There 4 students who got 62.0. The standard deviation of the posttest in group four was 31.5951 (see appendix 14).
The mean score in group work five of the posttest was 46.2000 (see appendix 2 15). The median score in group work five of the posttest was 42.9000 (see appendix 15). The mode score in group work five of the posttest was 42.90 (see appendix 15). There 4 students who got 62.0. The standard deviation of the posttest in group five was 11.43154 (see appendix 15).
The mean score in group work seven of the posttest was 51.1500 (see appendix 17). The median score in group work seven of the posttest was 49.500 (see appendix 17). The mode score in group work seven of the posttest was 42.90 (see appendix 17). There w4 students who got 65.0. The standard deviation of the posttest in group seven was 87.3098 (see appendix 17).
The mean score in group work eight of the posttest was 51.9750 (see appendix 18). The median score in group work eight of the posttest was 52.800 (see appendix 18). The mode score in group work eight of the posttest was 59.40 (see appendix 18).There were 4 students who got 60.0. The standard deviation of the posttest in group eight was 86.7885 (see appendix 18).
It was also found that the total number of item of the students correct answer each group on posttest for noun was 380, verb was 266, and adjective was 228. So the total number of item of the students correct answer for those three aspect was 874 (see appendix 5).
4.3 Increase of the Students’ Vocabulary Achievement
The pretest was administered before conducting the treatments while the posttest was administered after conducting the teaching through modified Direct Method by using group work with picture.
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Diagram 5 shows that was all the group work that got different increase scores between pretest and posttest. From group one until eight in pretest got scores up from 71-80; 0% of group work who got scores up from 61-70; 0% of group work who got scores up from 51-60; 0% of group work who got scores up from 41-50; 21% or two group and 79% or six group who got scores 31-40. The highest scores of the pretest were 46.2 and the lowest 33. The total scores of the pretest was 314 with the mean 39.25 (see appendix 7) and from group I- 8 in posttest got scores up from 71-80; 0% of group work who got scores up from 61-70; 50% or four groups, of group work who got scores up from 51-60; 50% or four group of group work who got scores up from 41-50; 0% and 0% who got scores 31-40. The highest scores of the posttest were 69.2 and the lowest 53.5. The total scores of the posttest were 468, 4 with the mean 58.55 (see appendix 7). There was a significant difference of the students’ vocabulary mastery before and after being
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mean score in the pretest and the posttest. The result of the posttest was higher than the result of the pretest.
Diagram 6. Distribution Frequency Mean of Student’s Group Work Scores of Pretest and Posttest using Direct Method and using Direct Method with Pictures.
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The mean score in group two of the pretest was 40.4250 (see appendix 12) and the mean score in group two of the posttest was 47.8500 (see appendix 12), it could be seen that the mean of the students’ scores in group two of the pretest and the posttest were significantly different, it increased from 40.4250 to 47.8500. There was an increase for about 74.250 point after being given the treatments (see appendix 12).
The mean score in group three of the pretest was 34.6500 (see appendix 13 ) and the mean score in group three of the posttest was 42.0750 (see appendix 13), it could be seen that the mean of the students’ scores in group three of the pretest and the posttest were significantly different, it increased from 34.6500 to 42.0750. There was an increase for about 74.250 point after being given the treatments (see appendix 13).
The mean score in group four of the pretest was 44.5500 (see appendix 14 ) and the mean score in group four of the posttest was 60.2250 (see appendix 14), it could be seen that the mean of the students’ scores in group four of the
pretest and the posttest were significantly different, it increased from 44.500 to 60.2250. There was an increase for about 15.6750 point after being given the treatments (see appendix 14).
