ABSTRACT
IMPROVING THE STUDENTS’ VOCABULARY MASTERY THROUGH MONTESSORI METHOD AT IV A CLASS OF SD NEGERI 8 GEDUNG AIR, TANJUNG KARANG
BARAT, BANDAR LAMPUNG Negeri 8 Gedung Air, Tanjung Karang Barat, Bandar Lampung. Most students in class IV A of SD Negeri 8 Gedung Air, Tanjung Karang Barat, Bandar Lampung still could not achieve the curriculum target because of their low mastery of vocabulary. Their low mastery of vocabulary is caused by inappropriateness of teaching technique used by the teacher. The researcher conducted this research to find out if Montessori can be used to improve students’ vocabulary mastery and to improve the teacher’s teaching performance in teaching vocabulary.
This classroom action research was conducted in two cycles. Each cycle consisted of planning, implementation, observation and interpretation, analysis and reflection. The indicators of the research covered learning product and learning process, the researcher used vocabulary test and observation sheets for students’ activities and teacher’s teaching performance as the instruments for collecting data.
The result of the research shows that, during the cycle 1, higher than 40% students were active during the teaching learning process. Relating to the teacher’s performance, the total score the teacher’s performance was 1043 and the average was 74,5 her performance was categorized good performance but the indication of students vocabulary test could not be achieved the indicator. There were 12 students (40%) who got score higher than 60. In cycle 2, the total number of students actively involved in teaching learning process improved in the second cycle. There were 86% students participated in each activity during the teaching learning process. There were 28 students who did well. Next, 1129 score for teacher’s performance and 80,64, her performance improved to be very good category. There were 24 students who got score higher than 60.
CHAPTER I
INTRODUCTION
This chapter discusses about background of the problems, formulation of the problems,
objective of the research, uses of the research, scope, and definition of terms.
A. Background of the Problem
Teachers play an important role in fester the intellectual and social development of children
during their formative years. The education that teachers impart plays a key in determining
the future prospects of their students. Whether in preschools or high school or in private
schools, teachers provide tools and environment for their students’ to develop in to responsible adults.
Teachers act as facilitators or coaches, using classroom presentations or individual instruction
to help students learn and apply concept in subject such as science, mathematics, or English.
They plan evaluate, and assign lessons: prepare, administer, and grade test: listen to oral
presentation and maintain classroom discipline. Teachers observe and evaluate students,
performance and potential and increasingly are asked to use new assessment. For example,
teachers may examine a portfolio of student’s artwork or writing in order to judge the students’ over progress or teaching learning progress with game. According to Clark and
Clark (1977) in Fauziati (2002: 171), “elementary school students are who still likes playing.” So, the teachers are expected to be imaginative and creative in developing their
additional assistance in areas in which students’ need help. Teachers also grade papers, prepare report cards, and meet parents and school staff to discuss student’s academic process
or personal problems.
Many teachers’ use a “hand-on” approach that uses “props” or “manipulative” to helps
children understand abstract concepts, solve problems, and develop critical thought process.
For example, they teach the concepts of numbers or of addition and subtraction by playing
board games. As the children get older, teachers use more sophisticated materials, such as
science apparatus, cameras, or computers. They also encourage collaboration in solving
problems by having students work in groups to discuss and save problems together. To be
prepared for success later in life, students must be able to interact with others, adapt to new
technology, and think through problems logically.
The language used to talk to young children is universal, talking about “here and now”. It means
that the first vocabulary which should be mastered by the young children is from the object around them and which is real (now). Young children cannot imagine abstract things or last event. While adults talk about the objects, children are interested in their names, their properties, and relation between objects.
Most elementary school teachers instruct one class of children in several subjects.
In some schools, two or more teachers work as a team and are jointly responsible for a group
of students in at least one subject. But, in the other schools, a teacher may teach one special
subject- usually music, art, reading, science, arithmetic, or physical education to a number of
classes. A small but growing number of teachers instruct multilevel classrooms, with students
know that teaching learning process through playing makes the students easier to get and to improve their knowledge, especially vocabulary.
The teacher should have system, organize and plan the lessons, use familiar situation and familiar activities so the children have on amazing ability to absorb language through play and other activities which they find enjoyable. Students of course could not improve their vocabulary unless they are interested in words. The teacher must be creative and imaginative to make the students interested in learning the English lesson by choosing a teaching technique which is suitable for the students.
In recent years, site-based management, which allows teachers and parents to participate
actively in management increasingly involved in making decisions regarding the budget,
personnel, textbooks, curriculum design, and teaching methods. The teaching method in the
children is different from teaching adults. According to Haskew and Mc. Lendon (1968) in
Sutopo (2000: 9) “teaching in action toincrease the adds that potential learners will learn.”
Children are easily getting bored when they are learning something, especially for IV A
students in SD Negeri 8 Gedung Air, Tanjung Karang Barat, Bandar Lampung.
Basically, teaching English in SD Negeri 8 Gedung Air, Tanjung Karang Barat is the same as
the other Elementary School; it is relevant with curriculum KTSP (Kurikulum Tingkat Satuan
Pendidikan).
SD Negeri 8 Gedung Air, Tanjung Karang Barat, Bandar Lampung is one of the schools
which use active learning method. It is located on Imam Bonjol street Gedung Air Bandar
Lampung. Here, there are two English teachers in this school. Besides, it is one of State
Elementary Schools in Bandar Lampung and English is the main subject in this school.
Because of the important of mastering vocabulary in learning English, some teachers in this
school put emphasizes of English subject in first semester on teaching vocabulary. In each
(Tes Kemampuan Belajar Bulanan) in once month. Besides, SD Negeri 8 Gedung Air,
Tanjung Karang Barat, Bandar Lampung used active learning method which is the materials
for example are: (1) Teaching writing using drawing and sticking methods, (2) Teaching
speaking using drama, (3) Teaching reading using incomplete short story, (4) Teaching
listening using song, and the last (5) Teaching vocabulary using playing games “quick skill” and “I am a ….” (It’s name of games). For example: “I am a banana” (aku adalah pisang). In
this game the students practice to take a banana, after that they must eat it with the other
friends.
From the discussion above, the researcher is interested in carrying out a research dealing with mastery of vocabulary. The students’ mastery of vocabulary will encourage them to have good
language skills. Therefore, in this research, the writer as the teacher brings forward the way of teaching English vocabulary using Montessori Method.
By using this method which has been practiced in two years, the students’ capability in
(speaking, writing, listening, reading, and especially vocabulary) increases. In here, we know
about knowing word. According to Marely, word is:
“The process of learning anew word that in here the teacher and students can define word, know about the common mistake that made when defining words, and the teacher and students candefine words effectively.”
Based on simple observation in SD Negeri 8 Gedung Air, Tanjung Karang Barat, Bandar
Lampung, the researcher found four problems in mastering English vocabulary. The first, the
students’ capability of the understanding meaning is bad. In understanding meaning of word
the students is not only to recognize a particular word, but also to produce it on their own. In
order to gain the confidence to use a word, students must have knowledge of how to use it
within constraints of grammar, appropriateness, and meaning. This comes through repeated
the meaning of the word. Some words have more than one meaning. The different meanings
are listed in order to know how they are most commonly used, such as wall and ceiling. It can
be proved, when the teacher pointed the ‘wall’ picture, some students mentioned ‘ceiling’. On the contrary, when the teacher pointed ‘ceiling’ picture, they mentioned ‘wall’.
Nation (1990) in Read (2000: 26) stated that knowing a word covers some components, they
are: form, position, function, and meaning. Form consists of spoken and written form,
position consist of grammatical pattern and collocation, function consist of frequency, and
appropriateness of the word, and meaning consist of concept and association of the word.
Secondly, the students’ pronunciation is still poor. In here the pronunciation guide tells us
how the word should sound when spoken. Point out this dictionary has pronunciation keys
that help the students’ to read the phonetic spellings. Also point out that the Word Wizard Dictionary allows the students’ to hear the pronunciation, as well as reading the phonetic are
spelling. But, the problem in SD Negeri 8 Gedung Air, Tanjung Karang Barat, Bandar
Lampung, is the students’ is still poor. It can be seen when they pronounce the word ‘banana’
and ‘broccoli’, they pronounce those words as /banana/ and /brokoli/ that exactly should be pronounced /b?‘na:n?/ and /’brak?li/. The researcher thinks that their pronunciation is
influenced by their mother tongue and the spelling of the word.
Thirdly, their spelling is also poor. It can be seen when they write the word ‘bag’, ‘book’, and
chili. The students write the words as ‘bek’, ‘buk’, and ‘silli’ it may be caused their spelling is influenced by the pronunciation of the word. In fact, the pronunciation and spelling in
English words are different.
Finally, how to use in the sentences. In here traditional models of teaching vocabulary that
focus on giving lists of words to students on Monday and testing their knowledge on Friday
those lists do not become part of their reading, writing, or speaking lives. Instead, they are
quickly forgotten after the quiz.
A few simple changes can increase the quantity and quality of vocabulary that students learn.
By creating word-rich environments through our vocabulary use and the inclusion of games,
teachers establish their classrooms as word laboratories that encourage students to try out and
play with new and unfamiliar words. When we then focus on words that would be naturally
useful in discussing class material, we set the stage for students to have repeated, integrated,
meaningful opportunities to use the words, which leads to greater student learning. Finally,
taking smaller portions of time on a more regular basis to introduce, study, and assess words
leads to an increased knowledge of words.
Therefore, researcher wants to find the reasons why the students’ vocabulary mastery is low,
the students are not enthusiast to follow vocabulary class. Basically, that is an irony because
actually language learning depends on vocabulary. Vocabulary provides an aural input that
serves as the source for language acquisition and enables learners. They can help the students
develop a set of vocabulary situation. Vocabulary could be done interactively. By using
instructional Montessori method, the students got better understanding, because the students’ comprehension of a spoken text improve quite better with teachers gestures or would be more
better, if it is helped with the use of any supporting method. For example: by using
instructional method like Montessori Method.
Montessori Method is instructional media as the physical surrounding the learners can help
the study. Montessori Method is a kind teaching learning methods which is used in
This method is a kind of teaching learning method which emphasizes learning at the same
time of pay. According to Shodek (1991) in Putramanadewa (1995: 102) states:
“playing is an interesting phenomenon to know more about it. One of the reasons is because theyknow that teaching learning process through playing makes the students easier to get and to improve their knowledge, especially teaching vocabulary as interesting and joyfulatmosphere in learning activities.”
In applying this method, the researcher uses repetition to teach vocabulary. In Fauziati (2005:
34) stated that repetition, the students repeat an utterance aloud as soon as she has heard it.
So, after the students listen to the native speaker and look up the vocabulary which is
pronounced by the native speaker, the teacher asks them to imitate and repeat it.
From the problem above the researcher tries to give a solution for the teacher to implement
one of the teaching methods. There is a method of teaching learning which is interesting and
can improve students’ ability and liveliness, namely Montessori Method. It is learning and
playing.
Classroom action research is a continual process of search of a formal organization for
devising solution for the everyday difficulties of classroom life (Mc Niff, 1995). It means that
action research is used to solve the problem in daily classroom activities in order to make
teaching learning process effective. In this sense, action research is seen as way of
characterizing a lose set of activities that are designed to improve to quality of education: it is
essentially eclectic way into a self-reflective program aimed at such educational
improvement. And the second prospective attempts to identify the criteria of these activities:
to formulate system that will account for the improvement that is an anticipated outcome of
the self-reflective program. So, the term action research is a term used to describe methods
In line with the explanation above the researcher choose classroom action research as the way
to solve the problems faced during teaching learning process and in this case, teaching
vocabulary needs an effective method in order that the students can enrich and improve their
vocabulary easily. Based on the assumption above the researcher was applied Montessori
Method as a media in teaching Vocabulary. Thus, the researcher was conducted a research
entitled “Improving the Students’ Vocabulary Mastery through Montessori Method at IV A class of SD Negeri 8 Gedung Air, Tanjungkarang Barat, Bandar Lampung in 2011/2012
Academic Year”.
B. Formulation of the Problem
Based on the background of the research, the researcher formulated the problem as follow
the:
1. Can Montessori Method be used to improve students’ vocabulary achievement at IV a
class of SD Negeri 8 Gedung Air, Tanjung Karang Barat?
2. How can the implementation of Montessori Method improve the teaching learning process
at the IV a class of SD Negeri 8 Gedung Air, Tanjung Karang Barat?
C.Objectives of the Research
In relation to the formulation of the problems above, the objectives of the classroom action
research are:
1. To improve students’ vocabulary achievement at class IV a class of SD Negeri 8 Gedung Air, Tanjung Karang Barat.
2. To find out the implementation of Montessori Method improves the teaching learning
D. Uses of the Research
The uses of the research are:
1. Theoretically, this research can be used to clarify the previous theories of Montessori
Method.
2. Practically, this research can be useful for English teachers to implement Montessori
Method to improve their students’ vocabulary mastery.
E. Scope of the Research
In general this classroom action research is intended to increase the students’ vocabulary mastery. The research was conducted in the fourth grade of SD Negeri 8 Gedung Air,
Tanjung Karang Barat with one class as subject of the research. The class is IV A which
consists of 30 students. The reason why the researcher uses this class because it is the class
that their vocabulary is still low.
The focus of the research is teaching learning within the Montessori Method. The researcher
was conducted research “on going” process by practice about meaning, pronouncing, spelling
and how to use in sentence of vocabulary. The research is limited only in particular themes of
food and drink taken from the KTSP English curriculum of elementary School.
F. Definition of Terms
1. Vocabulary is the basic element of language in form of words in which it makes a language meaningful.
2.Teaching of vocabulary assume that vocabulary expansion will happen through the practice of other language skills, which has been proved not enough to ensure vocabulary
3. The Characteristic of young learner state that the language is used by young children to talk about “here and now”. Adult talk about the object for children interest in the name them,
describe their properties, and talk relation between object.
4. The Montessori Method is method of teaching which uses media as the physical surrounding the learners can help the study. The method itself aims to duplicate this
experimental observation of children to bring about, sustain and support their true natural
CHAPTER II
FRAME OF THEORIES
This chapter discusses about the concept of language teaching, concept of vocabulary,
concept of teaching vocabulary, concept of learning vocabulary, concept of visual aids,
concept of Montessori Method, implementation of teaching vocabulary through Montessori
Method, advantages and disadvantages of Montessori Method.
A. Concept of Language Teaching
Basically, language teaching is the process of transferring knowledge of language, including
listening, speaking, reading and writing. In this process teacher presents the materials to the
students. Here, the teacher acts as a facilitator, model and guide in the classroom interaction.
Because language is a tool of communication, everybody needs to know how to speak and
how to study language. In giving and taking information to or from others, of course people
interact by using language.
In learning language, the learners need to pay attention to the vocabulary of the language
which is learned. In mastering the four skills of language, vocabulary is one important part
that must be learned in order the learners can make an interaction with other. So, there is
close relationship between learners’ vocabulary and the four skills in mastering language. But
it does not mean that the great number of vocabulary will assure the learner success in his or
her study, but lack of vocabulary certainly will in delay his or her progress in studying
Teaching English can be modified to any situation. In this case, classroom activity depends
on situation. It will be insufficient if in the process of teaching and learning is carried out
through speaking and writing only. The teacher may not realize his or her failure in teaching
without covering the four skills of language and the components. Fortunately, now days there
are various creative techniques and approaches in transferring language skills to the students.
Terry (1980) says that individuals’ may be completed by an aid. This means that an aid can
help either the teacher or the students in developing their skills. So far, the writer want to use
games as a media in teaching vocabulary by using games, actually is not new one, but the
frequencies of using it, is still low. Therefore the writer applies the games in this classroom
action research.
B. Concept of Vocabulary
Vocabulary is one important part of the three components of language. Those components are
vocabulary, grammar, and phonology. We do not find the difficulty in making
communication with other people, either in taking or giving information, we need to master a
language. In mastering that language we need to know the large sum of its vocabulary.
Webster (1998: 1124) says that vocabulary is a sum or stock of words used in language by
class, individual, or field of knowledge. It is similar to Atter statement (1977: 365). He states
that vocabulary is a list of words with their meaning, or stock of words used by people,
person, or group. Those ideas are supported by Hornby (1984: 959) he states that vocabulary
is a total number of words with role of combining them to make a sentence. River said that it
would be impossible to learn a language without vocabulary learning language means learn
its vocabulary its means that vocabulary is the most important things in language. A language
vocabulary is the essential area of language learning. It has meaning that learning a language
of course is learning its vocabulary too, because vocabulary is one component of language
that cannot be separated in learning the language. Therefore students who are rich in
vocabulary are easier to learn language than the poor ones. Its refers that by mastering a great
number of vocabularies students will learn foreign language easily. In other words, to master
a foreign language we have to master the vocabulary first.
Furthermore, Wilkins (1972:3) says that without grammar little things can be conveyed but
without vocabulary nothing can be conveyed. Obviously confirms that one express his idea
and opinion to the other without thinking of grammar. Anyone cannot express his idea and
opinions to other without having vocabulary. So, the writer assumes that vocabulary plays
important role in a language.
Based on the explanation above, it is clear that teaching and learning vocabulary of a
language is important, because by mastering a great number of vocabularies the learner will
progress their ability in mastering language. According to writer it hoped by mastering a
great number of vocabularies will be easier for the language learners to learn the foreign
language and use it for their communication.
Based on Fries (1974:4), vocabulary is clarified into four types:
1. Content words represent the name of subject or things that is nouns, verbs, adjectives and
adverb.
2. Function words are those words which are used as a means of expressing relation of
grammar structure, such as conjunction, article, and auxiliaries.
3. Substitution words, those which represent the individual things or specific action as
4. Distributed words, those are distributed in use according to grammatical mater as the
presence or absence of a negative.
This research is focused more on the content word because content word consists of words
that can be associated into, and other types of words cannot be well associated as they have
limited words.
Concept of Noun
Noun is head word of grammatical structure of sentence. Noun refers to all things either
concrete or abstract those are available in our environment. Webster (1988:928) define as any
class of word naming or denoting a person, thing, place, action, quality, etc.
Noun has some functions, they are :
1. As subject, e.g. The house on the corner belongs to my uncle.
2. As direct object, e.g. My husband sells expensive Chinnese antiques.
3. As indirect object, e.g. My uncle sold that rich couple some expensive antiques
4. As object of preposition, e.g. The price of those antiques is very high.
5. As complement of subject, e.g. My uncle is the richest man in town.
6. As complement of object, e.g. I consider my uncle a very fortunate man.
Types of Noun :
1. Countable Noun, e.g. There are three carsin the park.
2. Uncountable Noun, e.g. The sea is full of sand.
Concept of Verb
Verb is the part of speech (or word class) that describes an action or occurrence or indicates a
state of being. For example: I’m teaching English in the class.
There are two main classes of verbs: (1) the large open class of lexical verbs (also known as
just to end in the last verbs it is using suffix ed. Example in a sentence “a baby cried long
Irregular Verb to classify these verbs according to form or verb.
The two subtypes of auxiliaries are the primary auxiliaries, which can also act as lexical
verbs, and the modal auxiliaries. The focus of this study is the full verbs in which verbs that
aren't dependent on other verbs.
Concept of Adjective
Adjective is the part of speech that modifies a noun or other substantive by limiting,
qualifying, e.g. comfortable, bigger, best, etc. Any of the words belonging to this part of
speech, such as white in the phrase a white house.
e.g ;
A white house is bigger than the yellow house.
Garuda restaurant is more comfortable than Gazebo restaurant. John is bigger than Michael.
Concept of Adverb
Adverb is the part of speech that is used for describing or limiting an adjective, a verb,
another adverb or an entire sentence.
In English, adverbs are frequently formed by adding "-ly" to the end of an adjective; in
Spanish, they are frequently formed by adding - mente to the feminine form of adjectives.
However, there are many adverbs in both languages that do not fit this pattern. In Spanish it
is more common than in English for adjectives to function as adverbs.
e.g ;
Read the text carefully. Turn this book quickly. She walks slowly.
Relating to the vocabulary types, the researcher focused on content word because content
Referring to the above statement, the researcher assumes that vocabulary is very essential part
in learning a language. By mastering the vocabulary, we can understand what someone says
or communicate to others. And we can express our ideas easily.
C. Concept of Teaching Vocabulary
Traditionally, the teaching of vocabulary above elementary levels (Junior High School until
University) was mostly incidental, limited to presenting new items as they appeared in
reading in reading or sometimes listening texts. This indirect teaching of vocabulary assumes
that vocabulary expansion will happen through the practice of other language skills, which
has been proved not enough to ensure vocabulary expansion.
Allen and Valette (1977:149) state that in all language teaching, vocabulary constitutes an
important factor, so that in teaching vocabulary, the students should be taken in to account
and the technique use must be considered, too. A language consists of vocabulary. In
addition, vocabulary makes up the language. So, it is clear that the students should have a
large number of vocabularies in learning foreign language like English. Without mastering
vocabulary in large number, of course, the students will have some difficulties in
understanding what the other people says to her/him in English. That is why the teacher
should be able to teach vocabulary or word as much as possible to the students by using
certain technique of course. Nation (1974:18) says that we teach a word, we must teach three
things: 1. We must teach the shape or form of the word;
2. We must teach the meaning of the word;
Furthermore, Lewis (1973) argues that vocabulary should be at the center of language
teaching. In addition, in increasing the student’s vocabulary, there are four criteria in
selecting vocabulary to be taught to the student, they are
a. Frequency of occurrence
Vocabulary should not only be chosen from a high frequency of occurrence but also from
low frequency of occurrence. It means that the teacher should not teach the vocabulary,
which often appear, but also vocabulary, which rarely appear.
b. Simplicity
Vocabulary should be appropriate with the students’ level of capability. The vocabulary
considered difficult for the students should be avoided.
c. Relevancy
Vocabulary prepared by the teacher should be relevant to the daily life phenomenon,
because the students will be interested in learning.
d. Quantity
It should be avoided presenting a large number of vocabularies, because it will make the
students confused. The process of mastering vocabulary will be successful if it is done
step by step. Moreover, vocabularies learned in small number will stay longer in the
student’s mind.
D. Concept of Learning Vocabulary
The essential area of language is the lexicon of vocabulary of the language (Finnochirro,
1964:68). That means vocabulary must be learned absolutely when one learns language, if it
is not, he learns no language at all. The purpose of learning vocabulary is to make the
students understand the meaning of the words. The students are not only trying to memorize
Students do not learn a word from one meeting. Research tells us that it takes between 5-16
meetings (or more) to learn an average word. (e.g. Nation, 1990:41) students do not need to
learn every word they meet. This is because not all words are equally useful. The words
students need to master are the general service vocabulary i.e. those which are found in
almost all texts, including technical works. Students who are specializing in one area of study
should start by learning their general service vocabulary first, and later go on to learn the
specialist vocabulary- usually after 1500 to 2000 general service words have been learned.
The process of learning vocabulary needs some possible techniques. Kustarjo (1988:24)
proposes five possible of learning vocabulary as follows:
a. Learning vocabulary through creativity
The teacher should allow many choices to the students, as they want to learn. The
teacher can be make such techniques which enables the students to be creative in
producing vocabulary, such as game, picture, drama, and so on.
b. Learning vocabulary through context clues
The teacher uses a context clue of the surrounding the context for example by giving
synonym, antonym, etc.
c. Learning vocabulary through guessing
The teacher can encourage the students to guess first and then consult have a good
rationale. The teacher can give example by pronouncing a sentence, then the students
guess the word that teacher means.
d. Learning vocabulary through definition
The teacher guides the students to define the meaning of the word and to arrange the
word in to correct sentence, for example: a dancer is a person who dances.
f. The teacher includes the four classes of words in the position of occurrence in English
sentence patterns. The teacher can give noun, verb, adjective, and adverb.
E. Concept of Visual Aids
Visual aid can be useful to the language teacher by helping her or him create situations which
are outside the classroom walls, introduce students to unfamiliar culture aspects, give the
reality to what might misunderstand verbally by the students, change situation, quickly and
easily in a drill and decoration for the classroom (Kreidler, 1968).
The visual aids are applied to all material used in the classroom or in other teaching situation
to facilitate the understanding of the written or spoken word. Those visual aids are more
effective when visual aids are correlated with the material curriculum. We can see visual aid
will not substitute the textbook or teacher, but the supplement will increase the effectiveness
of a teacher in teaching.
Visual aids can be divided into three categories as follows:
1. Plate materials, e.g: picture, flash card, maps, charts, comics, cardboard and figure.
2. Three dimensional, e.g: puppets, dolls, models, diagrams
3. Projected material, e.g: film, filmstrips motion pictures.
It is clear that visual aids consist of things that are figurized on cartoon or in artificial thing,
which present the massage on the symbol language to the teachers.
In this case why use visual aids in teaching vocabulary through Montessori Method because
children are most interesting if they are study using real thing that can direct can they see or
touch.
F. Concept of Montessori Method
experiences of Italian physician and educator Maria Montessori (1870–1952). The Method arose in the process of her experimental observation of young children given freedom in an
environment, leading her to believe by 1907 that she had discovered "the child's true normal
nature."
Based on her observations, she created an environment prepared with materials designed for
their self-directed learning activity. The method itself aims to duplicate this experimental
observation of children to bring about, sustain and support their true natural way of being.
Applying this method involves the teacher viewing the child as having an inner natural guide
for his/her own optimal self-directed development. The teacher's role of observation
sometimes includes experimental interactions with children, commonly referred to as
"lessons," to resolve misbehavior or to show how to use the various self-teaching materials
that are provided in the environment for the children's free use.
The method is primarily applied with young children (2.5–7), as this was the initial age with which Montessori worked. Her philosophy was based on certain characteristics seen in this
age group. The method is also utilized successfully for ages 0-3 and 6-9, 9-12, 12-15 and
15-18, though the majority of children learning through this method around the world are in the
3-6 range.
Although the Montessori name is recognized by many, it is not a trademark, and it is
associated with more than one organization. Schools and teacher training programs can differ
in their interpretation, intensity, practical application, and philosophy in using this method
with children. This article is about Maria Montessori’s research and discoveries and their
practical application by adherents and practitioners with children.
or reading. Children in Montessori classes learn at their own, individual pace and according
to their own choice of activities from hundreds of possibilities. Learning is an exciting
process of discovery, leading to concentration, motivation, self-discipline, and a love of
learning. Montessori classes place children in three-year age groups (3-6, 6-9, 9-12, and so
on), forming communities in which the older children spontaneously share their knowledge
with the younger ones. Montessori represents an entirely different approach to education.
From age 6 to 12, children become conceptual explorers. They develop their powers of
abstraction and imagination, and apply their knowledge to discover and expand their worlds
further.
G. Implementation of Teaching Vocabulary through Montessori Method
The followings are the steps of teaching vocabulary through Montessori Method that would
be done in this research, the students study about food and drink vocabularies.
1. Speak clearly to child do not speak like moppet.
2. Teach students to pronounce, spelling and write thing correctly.
3. Read a story to them.
To reinforce a child’s reading, make sure there are books that he can read easily on his level. There are Scholastic books that indicate the recommended reading level. If a child
can read a book, he won’t get frustrated and he’ll get encouraged to learn longer and more
complicated words.
Picture stimulates imagination and brings it to discussion.
Use flash cards. You can make picture cards with the name of the item written below. This
will help the child become familiar with the letters used in forming the words. Repetition
will help the child learn so let the child use and constantly see the picture flash cards.
8. Push child to reading and spell it.
9. When learn assorted matter, compare and differentiate (big-small, big, bigger-biggest, and
as it). Label the room. Write down the names of the objects around the classroom. This
will help the child associate that everyday objects can have many syllables.
H. Advantages and Disadvantages of Montessori Method Advantages 1). Theoretical Advantage
a. The research can be useful to other researcher who wants to conduct a research that
is related to the same theme that is vocabulary
b. The research will give clear description on the implementation of teaching
c. The writer will get clear description of the implementation of teaching English
using Montessori Method and apply this technique in real teaching.
Disadvantages
Learners may find difficulties in expressing what they have seen from the picture, and toys
because their vocabulary is still limited. By discussing the picture in group the learners can
CHAPTER III
RESEARCH METHODS
In this chapter, the researcher discuss: setting of the research, description of the research,
research procedure, indicators of the research, and data analyzes.
A. Setting
In this research, the researcher used a classroom action research. It would be done based on
the problem faced by the students and the teacher when they were in the class. Based on the
problem found by the researcher, the researcher examines the cause of the problem and then
found the solution for that problem.
The subject of this classroom action research is class IV A students of SD Negeri 8 Gedung
Air, Tanjung Karang Barat, Bandar Lampung that consists of 30 students as target of the
research. Based on the researcher’s pre-observation, it was identified that most of the students
have low ability in vocabulary mastery. It can be seen from their low average score in
vocabulary test which cannot reach the minimum score. Besides, most of students were not
active in following the learning activity in English class. Therefore it is necessary for the
researcher to implement teaching vocabulary through Montessori Method.
The researcher act as the teacher, she is helped by an observer (one of the English teacher at
SD Negeri 8 Gedung Air,Tanjung Karang Barat). The researcher made lesson plan and told
the teacher what she was perform in class based on the lesson plan. So, during the research,
the researcher observes everything occurs in the classroom, when they were taught in the
B. General Description of the Research
Classroom action research is characterized by problems in class and action was done to solve
problems. Based on the problem identified by researcher, she found that she needs to examine
the problem causes and try to find the problem solution.
C. Research Procedures
In this classroom action research, there were three cycles depending on the result of analysis
and reflection in the first cycle. The first cycle was based on the problem of the research.
Each cycle consisted of four stages: (1) Planning, (2) Implementation, (3) Observation and
interpretation, and (4) Analysis and Reflection ( Arikunto, 2006:16).
The cycles are classified as follow:
Planning actions
Analysis & Reflection
(Sources : Arikunto, 2006:16)
1. Planning
Based on the students’ vocabulary problem in the classroom, the researcher prepared the
lesson plan, select material based on handbook, for teaching learning process. The material is
noun vocabulary in form of a simple question on the school handbook and 2006 English Observation
Revised of plan Analysis &
Reflection
Observation
Implementation CYCLE 2
curriculum for SD. The researcher also prepared the observation sheets and also picture test
for the students in the form of multiple choices questions and true false test item.
2. Implementation
The researcher implemented the material through Montessori Method by using picture in
teaching English vocabulary. The teacher taught the material about noun. In teaching, the
teacher taught about fruit and noun around the class room. The researcher observed the
situation in the class and made some necessary notes.
3. Observation and Interpretation
The researchers observed the activities happen in the classroom in every cycle and wrote the
result of the observation in the sheets. The researcher also interpreted the result of the
observation. This step was started when teaching learning process occurred.
4. Analysis and Reflection
The researcher analyze everything occurred in the teaching learning process based on the
observation sheets. It was done to find out the number of students who actively involve and
to find out teacher’s performance in teaching vocabulary after implementing the teaching
vocabulary through Montessori Method by using picture and the toys. Then, researcher and
observer also analyzed the result of the vocabulary test of the students as the learning
vocabulary through Montessori in the classroom. In analyzing, the researcher together with
the partner done reflection to discover the weakness and strength of the implementation of
teaching vocabulary through Montessori Method by using picture and toys text and the
extensive type exercise, and also to know the problems faced by both teacher and students
during teaching and learning process. By doing so, the researcher and the teacher know what
should be repaired for next cycle. If the indicators of the research have not been fulfilled in
the first cycle, the researcher together with the teacher planned the next step to made
betterment in the next cycle. On the other hand, if the indicators were already achieved the
researcher and the teacher did not need to hold the next cycle.
D. Indicators of the Research
To success of this classroom action research, the researcher determined the indicator dealing
with the learning process and learning product:
1. Learning Process
While the teaching learning process is occurring, the observer observed students’ learning process, and teacher’s performance based on the observation sheet. The indicator is
considering successful if 80% of students actively involved in the learning process during the
application of Montessori Method. It is also decided because according to Arikunto
(1993:210), if more than 75 % of the students are actively involved in teaching and learning
activities, it can be categorized as good level. At the end of process, there is questionnaire to
Besides observing the students’ activities, the researcher also observed the teacher’s performance during teaching and learning process. It was expected that teacher’s score for his
teaching performance can reach 80. So, if the teacher can get 80 in his teaching performance,
it means that he can teach the students well. There were some aspects that would be scored
for the teacher’s performance; it involves the activities in teaching and learning process from
pre-activity, main activity and post activity. The teacher’s performance in applying text analysis method by using Montessori Method and exercise observed in the main activity.
2. Learning Product
The target of the learning product of vocabulary is determined by the teacher is 65 or more. It
would be done because 60 is the minimum standard score or KKM (Kriteria Ketuntasan
Minimal) stated by the school for English subject. So, if at least 80% of students’ scores can
reach 60 or more for the vocabulary test, it means that teaching vocabulary by using
Montessori Method and the exercise can increase students’ vocabulary mastery.
To know the learning product, the researcher used vocabulary test to collect the data. There
were some steps used to analyze the data got from the test:
a. Giving the vocabulary test to the students.
b. Giving the scores of the result of the test.
c. Calculating the number and the percentage of the students who get 60 or more
E. Instruments of the Research
To gain the data, the researcher employed two kinds of instruments. The instruments are
observation sheets, and vocabulary tests.
1. Observation Sheets
There are two observation sheets in this research, observation sheet for the students’ activities and teacher’s performance. The two observation sheets are fulfilled by the
researcher and the observer. Observation conducted in every cycle during the teaching
learning process.
2. Vocabulary Test
The tests are in form of Multiple Choice items test consisted 20 items. The test is
administered at the end of every cycle in the learning process.
Tabel 1. Table of Specification (Vocabulary Test)
Words Class
To scoring the learners’ work, the researcher uses the following formula in scoring tests:
In analyzing the data, the researcher classified the data into two categories: the data of the
learning product and the data of the learning process. The data of the learning product is the
result of the vocabulary test and the data of the learning process is the result of the
observation.
The data analysis is done after the data are collected from every cycle. After getting the data
the researcher together with the teacher analyzed the data and does reflection based on them.
From the analysis and reflection, the researcher knows what should be improving on the next
CHAPTER V
CONCLUSIONS AND SUGGESTION
Based on the research investigation and its outcome in the fourth chapters, several
conclusions are drawn and a number of suggestions are put forward deal with:
A. Conclusion
Based on the finding of the research, the researcher concludes that:
1. The use of Montessori could improve the students’ vocabulary achievement of grade IV SDN 8 Gedung Air Tanjungkarang Barat, Bandar Lampung. It was proved by higher than
70% of the students of grade IVA got score 60 or higher. In Cycle 1, there were 16
students (53.33%) who got score 60 or higher, while in Cycle 2 there were 25 students
(83.33%) who got score higher than 65. It means that the target or KKM (Kriteria
Ketuntasan Minimal) has been achieved.
2. By using Montessori, it was found that the students’ activities have increased as Montessori stimulates and attract students’ interest in learning English. There were 86% students participated in each activity during the teaching learning process. There were 28
students who did well. Next, 1129 score for teacher’s performance and 80, 64, her performance improved to be very good category. There were 24 students who got score
higher than 60.
The use of Montessori helps the teacher to enrich her teaching performance in the target
of the teachers’ teaching performance is 80. And the teacher’s score increases from 62 in Cycle 1 to 82 in Cycle 2. It means that she can teach the students better by implementing
Montessori technique.
The followings are suggestion from the writer for model of teaching vocabulary by
Montessori Method for elementary students, that there are so many approaching type and
method that can be developed by teachers for having a good
and enjoyable class situation to reach out the curriculum target.
1. The teacher is recommended to implement Montessori Method in improving the students’ vocabulary. The story attracts students’ interest. Students with high interest will motivate
other students to join every single activity instructed by teacher so that they can improve
their vocabulary and also improve their activities in the classroom.
2. Several improvements should be done during the teaching learning, such as the teachers’ performance and class management system. It is suggested that the teacher learn the
IMPROVING THE STUDENTS’ VOCABULARY MASTERY THROUGH MONTESSORI METHOD AT IV A CLASS OF SD NEGERI 8 GEDUNG AIR,
TANJUNGKARANG BARAT, BANDAR LAMPUNG IN 2011/2012 ACADEMIC YEAR
(Classroom action research)
By Epa Liana 1013067002
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
In
The Language and Arts Department of Teacher Training and Education Faculty
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY
CURRICULUM VITAE
Epa Liana was born in Gisting Tanggamus on August 16th, 1984. She is the first daughter of A. Helmi Rais and Rosanah. She is married with one daughter. Her husband is Martin
Arizona K.
She graduated from elementary school at SDN 1 Sukabanjar Kotaagung in 1996. She entered
MTsN 1 Kotaagung and graduated in 1999. Then, she entered to SMKN Talangpadang and
graduated in 2002. She continued her study to D3 English Program at the Academy of
Foreign Language Teknokrat Bandar Lampung and graduated in 2005.
In 2010, she continued her study to S1 English Education Study Program at the Faculty of
Teacher Training and Education of Lampung University. She accomplished her PPL as one
CONTENTS
G. Implementation of Teaching Vocabulary through Montessori Method 25 H. Advantages and Disadvantages of Montessori Method ... 26
III. RESEARCH METHODS A.Setting ... 27
B. General Description of the Research ... 28
D. Instruments of the Research ... 33
E. Data Analysis ... 34
IV. RESULT AND DISCUSSION OF THE RESEARCH 1. The First Cycle ... 35
a. Planning ... 35
b. Implementing ... 36
c. Observing ... 38
d. Reflection ... 42
f. Recommendation of Reparation for Cycle 2 ... 44
2. The Second Cycle ... 44
a. Planning ... 45
b. Implementing ... 45
c. Observing ... 45
d. Reflection ... 49
e. Discussion of the Findings ... 51
V. CONCLUSION AND SUGGESTIONS A. Conclusion ... 52
B. Suggestions ... 53
REFERENCES ... 54
LIST OF APPENDICES
Page
1. Lesson Plan 1 for Cycle 1 ... 57
2. Lesson Plan 2 for Cycle 2 ... 60
3. Observation Sheet of Students’ Activities in Cycle 1 ... 65
4. Observation Sheet of Students’ Activities in Cycle 2 ... 67
5. Vocabulary Test for Cycle 1 ... 69
6. Vocabulary Test for Cycle 2 ... 73
7. Surat Izin Penelitian ... 78
REFERENCES
Brumfit, Christopher. 1999. Teaching English to Children. London: Longman.
Burns. P.C. and Broman, B.L. 1975. The Language Arts in Chilhood Education. Chicago: Rand Mc Nally College Publishing Company.
Clark, Herhert H and Eve Clark. Clark. 1977. Psychology and Language:
Introduction to Psycholinguistic. New York: Harcourt Brace Jovanovich, Inc.
Drake, Miriam. Ed. 2003. ”Toys, Games, etc (Realia)” Encyclopedia of Literary and Information Science Vol 31. New York : Marcel Dekker.
Fauziati, Endang. 2002. Teaching of English as a Foreign Language (TEFL). Surakarta: Muhammadiyah University Press.
Haycrafft, A. 1987. An Introduction to English Learning and Teaching. Singapore: Ban Mash Press Ptd.Ltd.
Hektoen, Faith H. and Jeanne R. Rinehart, editors. Toys to go : A Guide to the Use of Realia in Public Libraries. Chicago: American Library Association, 1975U.
http://en.from wikipedia, the free encyclopedia. Accessed on January 19 2008
Kemmis and Taggart. 1991. Action Research: A Short Modern Technology. Victoria: Deakin University Press.
Krashen, Stephen D. 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.
Mc. Carthy, Michael. 1990. Vocabulary. Oxford: University Press.
Scott, Ftreberg. 1990. Teaching English to Children. New York: Longman Group Ltd.
Suryani, Ema. 2007. Increasing Students’ Vocabulary Using Out Door Activities in “KB & TK Az-Zahra” Pajang Laweyan Surakarta. Unpublished S,Thesis. UMS.
Universitas Lampung. 2008. Pedoman Penulisan Karya Ilmiah. Bandar Lampung:
Universitas Lampung.
Yasmin, Yulvika. 2005. The Effectiveness of Using Games in the Teaching of Vocabulary for the Fifth Grade Students of Elementary School. Unpublished
LIST OF TABLES
Table Page
1. Table of Specification of Vocabulary Test ... 34
2. Table of Frequency of the Students’ Vocabulary Scores in Cycle 1 ... 39
3. Table of Students Observation Sheet in Cycle 1 ... 40
4. Table of Frequency of the Students’ Vocabulary Scores in Cycle 2 ... 46
5. Table of Students Observation Sheet in Cycle 2 ... 47
MOTTO :
“A person who never made a mistake never tried anything new”.
ADMITTED BY :
1. Examination Committee
Chairperson : Prof. Dr. Cucu Sutarsyah, M.A. ………
Examiner : Drs. Hery Yufrizal, M.A., Ph.D. ………
Secretary : Drs. Sudirman, M.Pd. ………
2. The Dean of Teacher Training and Education Faculty
Dr. Hi. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
DEDICATED TO :
This Classroom Action Research is dedicated to :
My beloved father and mother.
My beloved husband (Martin Arizona K) and my daughter (Novia Ferlita
M).
My beloved brothers and sister (Edy, Een, Deny, and Kiki).
All my relatives.
Research Title : IMPROVING THE STUDENTS’ VOCABULARY MASTERY THROUGH MONTESSORI METHOD AT IV A CLASS OF SD NEGERI 8 GEDUNG AIR, TANJUNGKARANG BARAT,
BANDAR LAMPUNG IN 2011/2012 ACADEMIC YEAR.
Student’s Name : Epa Liana Student’s Number : 1013067002
Department : Language and Arts Education
Program : English Education
Faculty : Teacher Training and Education
APPROVED BY : Advisory Committee
Advisor I Advisor II
Prof. Dr. Cucu Sutarsyah, M.A. Drs. Sudirman, M.Pd.
NIP 19570406 198603 1 001 NIP 19550712 198603 1 002
The Chair Person of
The Department of Language and Arts Department
ACKNOWLEDGEMENT
Alhamdulillahirobbil’alamin, praise to Allah SWT for letting me finish this Classroom Action Research entitled “Improving the Students’ Vocabulary Mastery through Montessori Method at IV a Class of SD Negeri 8 Gedung air, Tanjung Karang Barat, Bandar Lampung in 2011/2012 Academic year”. This Classroom Action Research is presented to fulfill one of the requirements in accomplishing the S-1 Degree of English Education Program at the
Department of Language and Art of Teachers Training and Education Faculty the University
of Lampung.
The researcher would like to address her deep and sincere gratitude to :
1. Prof. Dr. Cucu Sutarsyah, M.A., as first advisor who has guided the researcher patiently in writing the paper and given encouragement during the completion of this research. 2. Drs. Sudirman, M.Pd., as second advisor, who has given expertise and guidance in
writing this scientific paper.
3. Drs. Hery Yufrizal, M.A., Ph. D., as examiner, for his constructive ideas in improving the content of this script.
4. Drs. Imam Rejana, M. Si., as Chairperson of Language and Arts Education Department. 5. Dr. Bujang Rahman, M. Si., the Dean of Teacher Training and Educational Faculty.
6. Dra. Helmayati, as the headmaster of SDN 8 Gedung Air Bandar Lampung.
7. My beloved father and mother, who always give their support and their pray for my success.
8. My beloved husband (Martin Arizona. K) and my daughter (Novia Ferlita.M), thank you for your praying, your laugh and your support.
9. My beloved brothers and sister (Edy, Een, Deny, and Kiky), thank you for your help and your support.
10.Uswatun, Sofiah, Yulia, Aprilianti, Nurjanah, Widi and Siti, thank you for your help.
