101 Appendix 9
Level of Difficulty and Discrimination Power of Try Out Test Item
Number Correct High (U)
Correct Low
U+L U-L LD DP Suggestion
1 20 14 34 6 0.85 0.30 Omitted
2 20 10 30 10 0.75 0.50 Administered
3 17 10 27 7 0.68 0.35 Administered
4 18 10 28 8 0.70 0.40 Administered
5 17 12 29 5 0.73 0.25 Administered
6 16 6 22 10 0.55 0.50 Administered
7 19 14 33 5 0.83 0.25 Omitted
8 8 3 11 5 0.28 0.25 Omitted
9 16 9 25 7 0.63 0.35 Administered
10 13 5 18 8 0.45 0.40 Administered
11 14 7 21 7 0.53 0.35 Administered
12 16 11 27 5 0.68 0.25 Administered
13 17 10 27 7 0.68 0.35 Administered
14 17 11 28 6 0.70 0.30 Administered
15 17 10 27 7 0.68 0.35 Administered
16 18 12 30 6 0.75 0.30 Administered
17 7 8 15 -1 0.38 - Omitted
18 11 9 20 2 0.50 0.10 Omitted
19 13 11 24 2 0.60 0.10 Omitted
20 15 10 25 5 0.63 0.25 Administered
21 15 9 24 6 0.60 0.30 Administered
22 13 3 16 10 0.40 0.50 Administered
23 18 10 28 8 0.70 0.40 Administered
24 11 7 18 4 0.45 0.20 Administered
25 17 11 28 6 0.70 0.30 Administered
26 12 7 19 5 0.48 0.25 Administered
27 17 12 29 5 0.73 0.25 Administered
28 17 11 28 6 0.70 0.30 Administered
29 20 16 36 4 0.90 0.20 Omitted
30 19 11 30 8 0.75 0.40 Administered
31 14 9 23 5 0.58 0.25 Administered
32 18 7 25 11 0.63 0.55 Administered
33 17 12 29 5 0.73 0.25 Administered
34 10 9 19 1 0.48 0.05 Administered
35 19 9 28 10 0.70 0.50 Administered
36 20 14 34 6 0.85 0.30 Omitted
37 10 9 19 1 0.48 0.05 Omitted
38 19 16 35 3 0.88 0.15 Omitted
39 12 5 17 7 0.43 0.35 Administered
102 Appendix 10
The Reliability of try out test
No Students’ Code
Odd (X)
Even (Y)
Total (X)2 (Y)2 XY
1 A 19 17 36 361 289 323
2 B 16 17 33 256 289 272
3 C 17 18 35 289 324 306
4 D 17 16 33 289 256 272
5 E 17 16 33 289 256 272
6 F 17 15 32 289 225 255
7 G 16 17 33 256 289 272
8 H 16 15 31 256 225 240
9 I 19 16 35 361 256 304
10 J 16 15 31 256 225 240
11 K 18 14 32 324 196 252
12 L 15 16 31 225 256 240
13 M 19 12 31 361 144 228
14 N 15 15 30 225 225 225
15 O 14 15 29 196 225 210
16 P 13 16 29 169 256 208
17 Q 14 14 28 196 196 196
18 R 15 14 29 225 196 210
19 S 18 15 33 324 225 270
20 T 15 12 27 225 144 180
21 U 16 12 28 256 144 192
22 V 14 12 26 196 144 168
23 W 11 14 25 121 196 154
24 X 16 10 26 256 100 160
25 Y 14 10 24 196 100 140
26 Z 11 14 25 121 196 154
27 AA 14 12 26 196 144 168
28 AB 10 9 19 100 81 90
29 AC 11 10 21 121 100 110
30 AD 10 7 17 100 49 70
31 AF 10 9 19 100 81 90
32 AG 8 10 18 64 100 80
33 AH 14 2 16 196 4 28
34 Al 8 11 19 64 121 88
103
36 AK 7 8 15 49 64 56
37 AL 9 5 14 81 25 45
38 AM 9 4 13 81 16 36
39 AN 6 5 11 36 25 30
40 AO 7 4 11 49 16 28
Total 539 480 1019 7819 6452 6918
The Calculation of Reliability of Try Out Test Items
rxy= =
=
=
= 0.97
rk =
=
= = 0.98
104 Appendix 11
The Results of Pretest and Posttest in Experimental class and Control class
NO Experimental Class Control Class
Pretest Posttest Pretest Posttest
1 50 90 66 70
2 53 86 68 72
3 40 78 70 75
4 36 80 66 72
5 62 75 46 84
6 44 50 42 48
7 66 72 34 54
8 44 48 70 82
9 50 65 52 80
10 66 70 52 54
11 54 64 54 82
12 66 84 58 80
13 52 60 58 80
14 66 88 36 42
15 70 90 58 60
16 54 86 74 90
17 64 86 60 82
18 38 40 48 74
19 54 64 40 48
20 76 84 36 42
21 78 88 82 86
22 72 74 52 52
23 48 66 76 78
24 70 76 64 66
25 36 88 62 80
26 50 58 38 42
27 70 72 64 78
28 60 72 54 56
29 58 60 46 76
30 38 50 48 59
105
[image:5.595.112.281.197.443.2]Appendix 12
Table Frequencies of Pretest
Distribution Frequency of Pretest Scores in Experimental Class
Statistics
Pretest Score in
Experimental Class
N Valid 30
Missing 0
Mean 56.167
Median 54.000
Mode 66.0
Std. Deviation 12.3849
Variance 153.385
Range 42.0
Minimum 36.0
Maximum 78.0
Sum 1685.0
Pretest Score in Experimental Class
Frequency Percent Valid Percent
Cumulative
Percent
Valid 36 2 6.7 6.7 6.7
38 2 6.7 6.7 13.3
40 1 3.3 3.3 16.7
44 2 6.7 6.7 23.3
48 1 3.3 3.3 26.7
50 3 10.0 10.0 36.7
52 1 3.3 3.3 40.0
53 1 3.3 3.3 43.3
54 3 10.0 10.0 53.3
58 1 3.3 3.3 56.7
106
62 1 3.3 3.3 63.3
64 1 3.3 3.3 66.7
66 4 13.3 13.3 80.0
70 3 10.0 10.0 90.0
72 1 3.3 3.3 93.3
76 1 3.3 3.3 96.7
78 1 3.3 3.3 100.0
Total 30 100.0 100.0
Distribution Frequency of Pretest Scores in Control Class
Statistics
Pretest Score in Control Class
N Valid 30
Missing 0
Mean 55.9000
Median 56.5000
Mode 58.00
Std. Deviation 1.28072E1
Variance 164.024
Range 48.00
Minimum 34.00
Maximum 82.00
Sum 1677.00
Pretest Score in Control Class
Frequency Percent Valid Percent
Cumulative
Percent
Valid 34 1 3.3 3.3 3.3
36 2 6.7 6.7 10.0
38 1 3.3 3.3 13.3
40 1 3.3 3.3 16.7
107
46 2 6.7 6.7 26.7
48 2 6.7 6.7 33.3
52 2 6.7 6.7 40.0
54 2 6.7 6.7 46.7
55 1 3.3 3.3 50.0
58 3 10.0 10.0 60.0
60 1 3.3 3.3 63.3
62 1 3.3 3.3 66.7
64 2 6.7 6.7 73.3
66 2 6.7 6.7 80.0
68 1 3.3 3.3 83.3
70 2 6.7 6.7 90.0
74 1 3.3 3.3 93.3
76 1 3.3 3.3 96.7
82 1 3.3 3.3 100.0
108 Appendix 13
Table Frequencies of Posttest
Distribution Frequency of Posttest Scores in Experimental Class
Statistics
Posttest Score in
Experimental Class
N Valid 30
Missing 0
Mean 72.1333
Median 73.0000
Mode 72.00a
Std. Deviation 1.40067E1
Variance 196.189
Range 50.00
Minimum 40.00
Maximum 90.00
Sum 2164.00
a. Multiple modes exist. The smallest
value is shown
Posttest Score in Experimental Class
Frequency Percent Valid Percent
Cumulative
Percent
Valid 40 1 3.3 3.3 3.3
48 1 3.3 3.3 6.7
50 2 6.7 6.7 13.3
58 1 3.3 3.3 16.7
60 2 6.7 6.7 23.3
64 2 6.7 6.7 30.0
109
66 1 3.3 3.3 36.7
70 1 3.3 3.3 40.0
72 3 10.0 10.0 50.0
74 1 3.3 3.3 53.3
75 1 3.3 3.3 56.7
76 1 3.3 3.3 60.0
78 1 3.3 3.3 63.3
80 1 3.3 3.3 66.7
84 2 6.7 6.7 73.3
86 3 10.0 10.0 83.3
88 3 10.0 10.0 93.3
90 2 6.7 6.7 100.0
Total 30 100.0 100.0
Distribution Frequency of Posttest in Control Class
Statistics
Posttest Score in Control Class
N Valid 30
Missing 0
Mean 68.1333
Median 73.0000
Mode 80.00
Std. Deviation 1.48341E1
Variance 220.051
Range 48.00
Minimum 42.00
Maximum 90.00
110
Posttest Score in Control Class
Frequency Percent Valid Percent
Cumulative
Percent
Valid 42 3 10.0 10.0 10.0
48 2 6.7 6.7 16.7
52 1 3.3 3.3 20.0
54 2 6.7 6.7 26.7
56 1 3.3 3.3 30.0
59 1 3.3 3.3 33.3
60 1 3.3 3.3 36.7
66 1 3.3 3.3 40.0
70 1 3.3 3.3 43.3
72 2 6.7 6.7 50.0
74 1 3.3 3.3 53.3
75 1 3.3 3.3 56.7
76 1 3.3 3.3 60.0
78 2 6.7 6.7 66.7
80 4 13.3 13.3 80.0
82 3 10.0 10.0 90.0
84 1 3.3 3.3 93.3
86 1 3.3 3.3 96.7
90 1 3.3 3.3 100.0
ABSTRACT
A COMPARATIVE STUDY BETWEEN STUDENTS’ ACHIEVEMENT IN
MASTERING VOCABULARY TAUGHT THROUGH DERIVATIONAL AFFIXES EXPLICATION AND TRANSLATION
AMONG FIRST YEAR STUDENTS OF SMA YP UNILA BANDAR LAMPUNG
By
Syauqi Wafa
Teaching vocabulary through derivational affixes is not an easy matter. The reason is because derivational affixes are the process of forming new words according to a fairly regular pattern on the basis of preexisting word. Moreover, Boey (1975: 39) adds that derivational affixes are bound morphemes which generally combined with the base to change its part of speech. Thus, it is reasonable that SMA students face some difficulties to master this component of the target language. That is why derivational affixes are expected to make students interested in enriching their vocabulary.
The objective of the research is to find out whether there is significant difference of vocabulary achievement between students who are taught through derivational affixes explication and students who are taught through translation. The research was done in SMA YP UNILA Bandar Lampung. The research was quantitative research and used control group pretest posttest design. The population of the research was the first year students of SMA YP UNILA Bandar Lampung. The sample was chosen randomly by using lottery drawing. Three classes were selected as the samples. Class X.10 was the try-out class, class X.9 was the experimental class, and class X.3 was the control class. The data gained by administering a set of pretest and posttest. Three treatments were conducted between them. To find out the significant difference of the data, the researcher computed it by using T-test.
ACKNOWLEDGEMENTS
Praised be merely to Alloh SWT, The Most Merciful, and The Most Beneficent for His Blessings, Mercy that I am able to accomplish and complete this script entitles “A Comparative Study Between Students’ Achievement in Mastering Vocabulary Taught Through Derivational Affixes Explication and Translation among First Year Students of SMA YP Unila Bandar lampung”. This script is submitted as compulsory fulfillment of the requirements for S1 degree of English Education Study Program at Teachers Training and Education Faculty, University of Lampung.
Among many individuals who have generously offered suggestion for improving this script, first of all I would like to express my sincere gratitude and deep respect to Drs. Basturi Hasan, M.Pd., as the first advisor, and Drs. Sudirman, M.Pd., as the second advisor, for their willingness to give assistance, ideas, scientific knowledge, and encouragement during the script writing process, it is very beneficial for me to accomplish the script. My gratitude is also extended to Drs. Hery Yufrizal, M.A.,Ph.D., as the examiner for his great contribution in revising and giving valuable suggestions for this script.
I also would like to take this opportunity to convey a vast appreciation to Drs. Hi. Berchah Pitoewas, M.H., as the Headmaster of SMA YP UNILA Bandar
Lampung, for providing the opportunity to conduct the research and also to get more challenging experience in teaching English at there. I am grateful for the support that is always given by all teachers in SMA YP UNILA, especially for English teachers team in SMA YP UNILA, Ernila, S.Pd., Irmayani Kusumastuti, S.Pd., Siti Rahmah, S.Pd., and Feri Susanti, S.Pd., you are all truly my sisters and partners. Moreover, I would like to express my happiness to all my wonderful students, especially Class X.3, X.9, and X.10 of SMA YP UNILA Bandar Lampung, for their willingness to cooperate and participate in this research. The greatest honor and appreciation would finally be dedicated to my much-loved parents, M. Khamdani, M.M.Pd., and Endang Susilowati, S.Pd.I. It is truly
undoubted that loves, cares, and timeless prayers during days and nights, are everything for me. Thanks for their patience and willingness to wait for the
writer’s graduation. Then, his compassionate and helpful sister, Eka Zurida Aufal
viii
Last but not least, I would also address my appreciation to English Department
comrades’ batch 2005, all boys and girls; you are all the best friends, especially for Tri Haryono, Irawan Prayogo, Faradiaswita, Ellynda Sari, Okti Kurniasari, and Anin Pangesti. As well, My friends in Madukoro, Galih Ariyadi, Khusnul Amri, Tri Haryono, Ony Fesandinata, M. Syaifullah Acc, Armansyah, Yogi Saputra, Haris Wicahyo, Kusworo, Aswin Yusuf, Alianto, Mustajab, Ruli, Fauzi Saleh, M.Tohirin, Azzam, Anto, Ardi, and A. Adi.
What's more I do never forget the assistance from Fillan Fergusson Rivers in the very beginning of this script making process, thanks a lot for your willingness. The spirit of the Razorbacks is also given by IELSP grantees cohort 6 Arkansas Group, especially for Nurul Naisin, Elsa Widya Hapsari, Siti Solekha, and Kurniawan, go hogs.
Finally,the writer realizes that this script still has some weaknesses. Therefore, critics and suggestions are invited for its improvement. Hopefully, this script can give benefit to the readers or those who want to carry out further research.
Bandar Lampung, April 2012 The writer,
TABLE OF CONTENTS
Page
ABSTRACT ... i
APPROVAL ... ii
CURRICULUM VITAE ... iv
DEDICATION ... v
MOTTO ... vi
ACKNOWLEDGEMENTS ... vii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF APPENDICES ... xii
CHAPTER I INTRODUCTION ... 1
1.1 Background of the Problem ... 1
1.2 Formulation of the Problems ... 3
1.3 Objective of the Research ... 3
1.4 Uses of the Research ... 3
1.5 Scope of the Research ... 4
1.6 Definition of Key Terms ... 4
CHAPTER II LITERATURE REVIEW ... 6
2.1 Notion of Vocabulary ... 6
2.2 Notion of Derivational Affixes Explication ... 10
2.3 Notion of Translation ... 23
2.4 Notion of Teaching Vocabulary ... 24
2.5 Procedures of Teaching Vocabulary ... 28
2.5.1 The Procedures of Teaching Vocabulary through Derivational Affixes ... 28
2.5.2 The Procedures of Teaching Vocabulary through Translation ... 32
2.6 Theoretical Assumption ... 35
2.7 Hypothesis ... 35
CHAPTER III RESEARCH METHODS ... 36
3.1 Setting and Subject of the Research ... 36
3.2 Research Design ... 37
3.3 Population and Sample ... 38
3.4 Research Procedures ... 38
3.5 Data Collecting Technique ... 39
x
3.6.1 Validity ... 40
3.6.2 Reliability ... 41
3.6.3 Level of Difficulty ... 43
3.6.4 Discriminating Power ... 44
3.7 Data Analysis ... 45
3.7.1 Hypothesis Testing ... 46
3.7.2 Normality Testing ... 47
3.7.3 Homogeneity Testing ... 48
CHAPTER IV RESULT AND DISCUSSION ... 49
4.1 Result of Research... 49
4.1.1 Results of Try Out Test ... 49
4.1.2 Results of Pretest ... 51
4.1.3 Result of Posttest ... 53
4.1.4 The Increase of Students’ Achievements in Vocabulary Mastery ... 55
4.1.5 Normality Testing ... 57
4.1.6 Homogeneity Testing ... 59
4.1.7 Hypothesis Testing ... 59
4.2 Discussion of Finding ... 60
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 65
5.1 Conclusions ... 65
5.2 Suggestions ... 66 REFERENCES
APPENDICES
A COMPARATIVE STUDY BETWEEN STUDENTS’ ACHIEVEMENT
IN MASTERING VOCABULARY TAUGHT THROUGH DERIVATIONAL AFFIXES EXPLICATION AND TRANSLATION
AMONG FIRST YEAR STUDENTS OF SMA YP UNILA BANDAR LAMPUNG
By
SYAUQI WAFA A Script
Submitted in a partial fulfillment of The requirements for S-1 Degree
in
The Language and Art Department of Teacher Training and Education Faculty
TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY
A COMPARATIVE STUDY BETWEEN STUDENTS’ ACHIEVEMENT
IN MASTERING VOCABULARY TAUGHT THROUGH DERIVATIONAL AFFIXES EXPLICATION AND TRANSLATION
AMONG THE FIRST YEAR STUDENTS OF SMA YP UNILA BANDAR LAMPUNG
(A Script)
By
SYAUQI WAFA
THE FACULTY OF TEACHER TRAINING AND EDUCATION LAMPUNG UNIVERSITY
CURRICULUM VITAE
The writer’s name is Syauqi Wafa. He was born in Ambarawa, a small district in
Pringsewu, on December 15th 1987. He is the second child of harmonious couple, M. Khamdani, M.M.Pd., and Endang Susilowati, S.Pd.I. He has one sister, Eka Zurida Aufal Fitri, S.Pd., and one brother, Avesina Syafiq.
He had elementary school at MI Yasmida Ambarawa in 1994 and graduated in 1999. Then, he continued his study to MTsN Pringsewu and graduated in 2002. After graduating from Junior High School, he entered SMU Negeri 1 Pringsewu and graduated in 2005. Then, in the same year he joined at Teacher Training and Education Faculty majoring in English Department, Lampung University.
MOTTO
DEDICATION
My dearly loved parents, M.Khamdani, M.M.Pd., and Endang Susilowati, S.Pd.I. My siblings, Eka Zurida Aufal Fitri, S.Pd., and Avesina Syafiq
My companion, Ferniola Devina, S.Pd. Comrades of English Non-Regular Batch 2005
I. INTRODUCTION
This chapter discusses some aspects; background of the problem, formulation of the problem, objective of the research, uses of the research, scope of the research, and definition of key terms classified in the followings.
1.1 Background of the Problem
In this modern era, information flows to every country almost without any barriers and as it is known, most of information is delivered in English. Therefore, it is very necessary for students to have a good proficiency of English in order to access information and knowledge written in this language.
Realizing the importance of English for students’ future, the government has
arranged the curriculum which states that English is a compulsory subject. It must be taught to students from junior elementary school through university levels.
2 the basic element of language that will make language meaningful. It implies that the more vocabulary people learn the easier they express their ideas. So, mastering the knowledge of vocabulary is a must in learning a language in order to be able to communicate effectively.
The researcher’s experience when doing PPL showed that most of the students
encountered difficulties in understanding the message in given text. This is so because students tended to focus on the meaning of the word and opened their dictionaries frequently to find out the meaning of unfamiliar or difficult words. Opening dictionaries frequently shows that the students had inadequate
vocabulary with which to understand the text which is proving to be a problem in language learning.
Research conducted by Sinaga (2007:1) showed that some students found
difficulties in using every aspect of vocabulary correctly. Therefore, this research is focused on improving the students’ vocabulary through the use of derivational affixes. Many techniques can be applied in teaching English vocabulary in order that the students can solve their difficulties. In this research, the researcher
chooses derivational affixes as a way to increase student’s vocabulary.
Derivational affixes are the way of forming words into affixes. In English, there are two kinds of affixes. The one that goes before the base word called a prefix and the other that goes after the base word called a suffix which basically changes the function of word. For example, the prefix “im” is added to base word “prison”
becoming “imprison”. The suffix “ship” is added to the base word “friend”
3 be able to know the variations relationship of some vocabularies by practicing affixes.
Realizing the importance of students’ vocabulary mastery in learning language,
the researcher is interested in the matter and therefore, the researcher would like to conduct research on students’ vocabulary achievement which he titles “A
Comparative Study between Students’ Achievement in Mastering Vocabulary
Taught through Derivational Affixes Explication and Translation”.
1.2 Formulation of the Problem
In line with the background of the problem above, the problem of the research can be formulated like the followings:
Is there any significant difference of vocabulary achievement between students who are taught through derivational affixes explication and students who are taught through translation in terms of single words?
1.3 Objective of the Research
The objective of the research is:
To find out whether there is significant difference of vocabulary achievement between students who are taught through derivational affixes explication and students who are taught through translation.
1.4 Uses of the Research
4
1. As a contribution for further research development in increasing students’
vocabulary through derivational affixes explication.
2. As an alternative technique for English teachers to help their students to increase their vocabulary.
1.5 Scope of the Research
The subjects of the research are the first year students of SMA YP UNILA Bandar Lampung. The first year students are chosen because it is assumed that the
students have studied English at SMP and they have some elementary of
vocabulary and still have a chance to improve the technique. In this research, the research would like to focus on increasing students’ vocabulary. The teaching materials will be taken from KTSP English curriculum for the first year of SMU and other textbooks.
1.6 Definition of Key Terms
For the purposes of avoiding misunderstanding, the following three terms need to be operationally defined as follows:
1. Vocabulary is a set of lexeme including single words, compound-word, and idioms.
2. Single words refer to noun, adjective, verb, and adverb.
5 4. Translation is a general term referring to the transfer of thought and ideas
II. FRAME OF THEORIES
This chapter discusses some aspects; notion of vocabulary, notion of derivational affixes explication, notion of translation, notion of teaching vocabulary, the
procedures of teaching vocabulary, theoretical assumption, and hypothesis classified like the followings.
2.1Notion of Vocabulary
Since language is a means of communication, vocabulary has an important role in learning language. In other words, vocabulary is the basic element of language that will make the language meaningful. Literally, vocabulary is the total number of words (with rules for combining them) which makes up a language. Moreover, vocabulary is the list of words, usually arranged alphabetically and defined, explained or translated into the range of language, the stock of words at person’s
command, the words used in particular work, the branch of a subject language”.
Wallace (1982:9) adds that “vocabulary is the vital aspect of the language”. In brief,
7
Furthermore, Rivers (1970: 462) says that “it would be impossible to learn a language
without vocabulary”. This suggests that without vocabulary the students cannot reach their purpose in learning language that is aimed to communicate. This statement is
supported by Wilkins (1972:3) who says that “without grammar little things can be
conveyed but without vocabulary nothing can be conveyed”. One can express his opinion to the other without thinking of grammar, whereas, one cannot express opinion to others without having sufficient vocabulary. So vocabulary plays an important role in a language formation.
As quoted from Shiotsu ( 2010:22), Richard says vocabulary is defined as a set of lexemes (the smallest unit in the meaning system of a language distinguishable from other similar units), including single words, compound words, and idioms. Firstly, words are thought of as the smallest meaningful unit of speech that can stand by themselves. Second,as quoted from Scalise & Vogel (2010:5) Harley asserts compound word as a word-sized unit containing two or more roots.Furthermore, Croft & Cruse (2004:230) say that idioms are grammatical units larger than a word which are idiosyncratic in some respect. Basically, this study focuses on the analysis of single word in terms of content words.
Fries (1974: 4) states that Content words represent:
8 a. Verb is action done by with those things. Frank (1972: 47) mentions that verbs can be classified into The predicating or linking verbs, Transitive verbs or intransitive verbs, Reflexive verbs, Auxiliary verbs, Finite or Non-finite verbs
b. Adjective is a word used with a noun to add something to its meaning or qualities of the things. Frank (1972: 109) categorizes the types of adjectives into three, they are:
1. 1. Determiners
a) Article is a word that combines with a noun to indicate the type of reference being made by the noun for instance, a, an, and the.
b) Demonstrative adjectives are the adjectives are used to show whether the noun they refer to is singular or plural, and whether the noun is located near to or far from the speaker for instance, these, this, that, those, and what. c) Possessive adjective isused to show ownership or possession, for instance,
my, his, her, its, our, their, and your.
d) Numeral adjective is an adjective that modifies the quantity of things that noun denotes, for instance, one, two, first, second, once, twice, etc.
e) Adjective of indefinite quantity is adjective that tell how muchorhow many,
for instance, some, several, any, etc.
f) Relative and interrogative adjective, for instance, which and what.
2. 2. Descriptive adjective
a) Proper adjective derived from proper nouns; such as, "an old English
manuscript," "the Christian pearl of charity," "the well-curb had a Chinese
9 b) Participial adjectivewhich are either pure participles used to describe, or
participles which have lost all verbal force and have no function except to express quality. Example is, "The healing power of the Messiah," "The
shattering sway of one strong arm," "trailing clouds," "The shattered
squares have opened into line," "It came on like the rolling simoom," "God tempers the wind to the shorn lamb.
3. Compound adjective, for instance, four-foot table; part-time worker; all-too-common error; red-blooded hero; green-eyed monster, etc.
c. Adverb is how the action done. Frank (1972: 148) summarizes the category of adverbs into:
1. Adverbs of manner tell us how something happens, for instance, beautifully, quickly, loudly, etc.
2. Adverbs of place indicate where something happens for instance, in the school, at police station, etc.
3. Adverbs of time indicate where something happens, for instance, in the morning, two weeks ago, last night, etc.
4. Adverbs of frequency are adverbs of time to show how frequently are, for instance, usually, never, seldom, etc.
10 2.2 Notion of Derivational Affixes Explication
Neufel and Webb (1984) in Simanjuntak (1988:64) say that “root is the basic element
of any word that gives its meaning”. In other word, the root is a stem consisting of one morpheme only. Morpheme, as the smallest meaningful unit of language, can be divided into two types. They are free and bound morphemes. Boey (1975:38) says
that “a free morpheme is a word which can stand alone, for example: book, pencil,
tiger, give. Another morpheme is called bound morphemes. Bound morphemes are also classified as affixes; for example: un, re, miss, ity, etc.
Boey (1975:39) says that “affixes are divided into prefixes, infixes and suffixes,
according to the way they combine with the base of stem”. Prefixes occur before the root, for instance, (un) tidy, (pre) school, and (dis) like. Infixes occur in the middle of the root. But English has no infixes. Suffixes occur after the root, for example, king (ness), angry (ly), teach (er), and judge (ment).
Furthermore, according to Lamb (1963:17) “a prefix is a combination of letters
placed before a word root to modify the meaning of the original word”. Some of the
common prefixes are: a- as in amoral example, conducting sexual harassment is committed as amoral, bi- as in bicycle example, I have a new bicycle, dis- as in
disable example, He is disable in writing using left hand, ex- as in export example,
My father exports Lampung Coffee to England, fore- as in forehead example, My forehead is wide, im- as in impossible example, It is impossible to live without foods,
11 word root to clarify the meaning of the word or to indicate person, number, tense, and mood. These word endings that clarify meaning are called inflections. Some of the common suffixes are: -able as in readable example, this book is readable, -ible as in
responsible example, The maids are responsible to clean this house, -al as in magical
example, The witch has magical stick, -ent as in different example, It is different between man women, -er as in teacher example, I am a teacher in senior high school, -nese as in Chinese example, My mother is a Chinese woman, -or as in
dictator example, Soeharto was associated with a dictator, -ion as in confession
example, After hours of questioning by police, she made a full confession.
From the statement and the examples above, it can be said that English affixes can be divided into two types i.e. prefixes and suffixes, whereas infixes are not used in English because English has no infixes. Both prefixes and suffixes cannot occur in isolation, because they do not have meaning by themselves. They must be combined with the base to form new word. Prefixes occur before the base and suffixes occur after the base.
Lamb (1963:20) says that “most words in English are derivative, that is, they are
derived from other words”. A derivative always consists of a stem, or main syllable,
and one or more prefixes and/ or suffixes. Sometimes a word will have more than one prefix and/ or suffix.
12 example, teach, build, sweep are verbs, but if they are adding an affix er they become nouns, teacher, builder, sweeper. However, the part of speech is sometimes not changed by a derivational affix, for example, like and dislike are both verbs: true and
untrue are both adjectives.
These are basically the list of prefixes and suffixes that change parts of speech of the base-word:
1. To change noun form into verb can be done by adding prefixes, such as: be-, en-, for examples:
a. Be- combined with fog (noun) becomes befog (verb) such as in Some regulations befog me.
b. En-combined with gulf (noun) becomes engulf (verb) such as in The reporters engulf Justin Bieber.
2. To change adjective form into verb can be done by adding prefix, such as: be-.
a. Be- combined with calm (adjective) becomes becalm (verb) such as in The songs of Maher Zain always becalm my mind.
3. To change verb form into noun can be done by adding suffixes, such as: -tion, -sion, -er, -ment, -ant, -ent, -age, -al, -ence, -ance, -ery, -ry.
a. –tion combined with describe (verb) becomes description (noun) such as in I need clear description about her.
b. –sion combined with admit (verb) becomes admission (noun) such as in Admission is by invitation only.
13
d. –ment combined with argue (verb) becomes argument (noun) such as in
His argument is strong.
e. –ant combined with assist (verb) becomes assistant (noun) such as in The manager hired a new assistant.
f. –ent combined with study (verb) becomes student (noun) such as in
Thomas is a high school student.
g. –age combined with break (verb) becomes breakage (noun) such as in My father protects the house against breakage.
h. –al combined with propose (verb) becomes proposal (noun) such as in It takes so long to finish my script proposal.
i. –ence combined with prefer (verb) becomes preference (noun) such as in
It is a matter of personal preference.
j. –ance combined with endure (verb) becomes endurance (noun) such as in
This event tests both physical and mental endurance.
k. –ery combined with rob (verb) becomes robbery (noun) such as in
Robbery becomes serious problem in Lampung.
4. To change adjective form into noun can be done by adding suffixes, such as: -ity, -ness, -cy.
a. –ity combined with able (adjective) becomes ability (noun), such as in My son has musical ability.
b. –ness combined with dark (adjective) becomes darkness (noun), such as in
14
c. –cy combined with frequent (adjective) becomes frequency (noun), such as in There is no radio frequency here.
5. To change adjective form into verb can be done by adding suffixes, such as: -ize, -ise.
a. –ize combined with civil (adjective) becomes civilize (verb), such as in
The voluntary teachers civilize the villagers.
b. –ise combined with visual (adjective) becomes visualize (verb), such as in I’m trying to visualize him as an old man.
c. –fy combined wth pure (adjective) becomes purify (verb), such as in
Hindus purify themselves by bathing n the river of Ganges.
6. To change verb form into adjective can be done by adding suffixes, such as: -ive, -able, -ent, -ous, -ful, -less.
a. –ive combined with attract (verb) becomes attractive (adjective), such as in She is an attractive girl.
b. –able combined with count (verb) becomes countable (adjective), such as in Book is an example of countable noun.
c. –ent combined with differ (verb) becomes different (adjective), such as in
My children have different interests.
d. –ous combined with continue (verb) becomes continuous (adjective), such as in Libya suffered continuous attacks.
15
f. –less combined with end (verb) becomes endless (adjective), such as in It was an endless love story.
7. To change noun form into adjective can be done by adding suffixes, such as: -al, -esque,-y, -less, -ful ,-ious, -ful, -ous, -ive, -ic, -ic-al,-ish.
a. –al combined with politic (noun) becomes political (adjective), such as in
Indonesia has a lot political parties.
b. –esque combined with picture (noun) becomes picturesque (adjective), such as in The foreign tourists require some picturesque cottages. c. –y combined with sleaze (noun) becomes sleazy (adjective), such as in I
do not want to go to that sleazy bar.
d. –less combined with meaning (noun) becomes meaningless (adjective), such as in The words of him are meaningless.
e. –ful combined with fancy (noun) becomes fanciful (adjective), such as in
This home is so fanciful.
f. –ous combined with danger (noun) becomes dangerous (adjective), such as in This TV program is so dangerous for children.
g. –ive combined with effect (noun) becomes effective (adjective), such as in
Picture is an effective media for teaching.
h. –ical combined with music (noun) becomes musical (adjective), such as in
Krisdayanti held a musical drama.
i. –ic combined with myth (noun) becomes mythic (adjective), such as in
16
j. –ish combined with fiend (noun) becomes fiendish (adjective), such as in I got some fiendish problem.
8. To change noun form into verb can be done by adding suffixes, such as: -ize, -ate, -fy, -en.
a. –ise combined with symbol (noun) becomes symbolize (verb), such as in
Cotton and paddy symbolize prosperity.
b. –ate combined with active (noun) becomes activate (verb), such as in I always activate the CCTV every day.
c. –fy combined with solid (noun) becomes solidify (verb), such as in The mixture will solidify into toffee.
d. –en combined with strength (noun) becomes strengthen (verb), such as in
The celebration of Independence Day will strengthen our nationalism.
These are the lists of derivational affixes or the prefixes and suffixes that do not change the part of speech
1. Prefix added to verb : re-,dis- ,over-un- ,mis- ,out-be-co-de- ,fore- ,
inter-,pre- ,sub- ,trans-
under-a. re- combined with install(verb) becomes reinstall (verb), such as in I have to reinstall my computer.
17
c. over- combined with came (verb) becomes overcame(verb), such as in In the semifinal game, Taufik and Greysia easily overcame Lin Dan and Fu
Hai Feng.
d. un- combined with plug (verb) becomes unplug (verb), such as in You must unplug the cable connector before uncover it.
e. mis- combined with lead (verb) becomes mislead (verb), such as in
Muhammad Kaddafi mislead his county.
f. out- combined with number (verb) becomes outnumber (verb), such as in
In this profession women outnumber men by two to one.
g. be- combined with moan (verb) becomes bemoan (verb), such as in They always bemoan her a lot.
h. co- combined with operate (verb) becomes cooperate (verb), such as in
The witnesses cooperate well with the police.
i. de- combined with activate (verb) becomes deactivate (verb), such as in I want to deactivate my account on Facebook since it has been blocked by
someone.
j. fore- combined with cast (verb) becomes forecast (verb), such as in BMG and PMI forecast that tsunami will not happen in Aceh.
k. inter- combined with face (verb) becomes interface (verb), such as in The manager of PLN would like to interface the central office with branch
18
l. pre- combined with teach (verb) becomes pre-teach (verb), such as in The teacher should pre-teach the students about the materials that will
betested.
m. sub- combined with divide (verb) becomes subdivide (verb), such as in
The government would subdivide Lampung into seven regencies.
n. trans- combined with form (verb) becomes transform (verb), such as in
The students are required to transform the negative sentences into positive
sentences.
o. under- combined with achieve (verb) becomes underachieve (verb), such as in I often underachieve the score in English lesson.
2. Prefix added to noun : anti- , auto- , bi- , co-, counter- , dis-, ex-, hyper- , in-,
inter-kilo- , mal- , mega- , mis-, mini- , mono- , neo- , out-, poly-pseudo- ,
re-, semi- , sub- , super- , tele-, tri- , ultra- , under-, vice- .
a. anti- combined with climax (noun) becomes anticlimax (noun), such as in
That movie was not good since it had vague anticlimax.
b. auto- combined with biography (noun) becomes autobiography (noun), such as in The autobiography of Soekarno was sold out.
c. bi- combined with cycle(noun) becomes bicycle (noun), such as in He got on his bicycle.
d. co- combined with pilot (noun) becomes co-pilot (noun), such as in A
19
e. counter- combined with attack (noun) becomes counter-attack (noun), such as in Barcelona F.C. could defeat Real Madrid because they had good counter – attack.
f. dis- combined with advantage (noun) becomes disadvantage (noun), such as in One major disadvantage of that area is lack of transportation.
g. ex- combined with wife (noun) becomes ex-wife (noun), such as in
Krisdayanti is the ex-wife of Anang Hermansyah.
h. hyper- combined with tension (noun) becomes hypertension (noun), such as in My father is getting blood hypertension.
i. in- combined with ability (noun) becomes inability (noun), such as in
Some families go without medical treatment because of their inability to
pay.
j. inter- combined with section (noun) becomes intersection (noun), such as in Since SBY will visit Lampung, every single intersection is kept by police.
k. kilo- combined with byte (noun) becomes kilobyte (noun), such as in The speed of internet access is about 256 kilobytes.
l. mal- combined with function (noun) becomes malfunction (noun), such as in The computer does not work because there is malfunction in the
processor.
m. mega- combined with mall (noun) becomes megamall (noun), such as in
20
n. mis- combined with understanding (noun) becomes misunderstanding (noun), such as in They broke up because of misunderstanding.
o. mono- combined with rail (noun) becomes monorail (noun), such as in I always go to office via monorail.
p. neo- combined with liberalism (noun) becomes neoliberalism (noun), such as in SBY is accused for his neoliberalism .
q. out- combined with age (noun) becomes outage (noun), such as in Bandar Lampung is facing the power outage.
r. poly- combined with clinic (noun) becomes polyclinic (noun), such as in
My boyfriend works at polyclinic as a janitor.
s. pseudo- combined with science (noun) becomes pseudoscience (noun), such as in We learn about pseudoscience, so we should stop learning it.
t. re- combined with orientation (noun) becomes reorientation (noun), such as in A narrative text has reorientation to show the message of the story.
u. sub- combined with way (noun) becomes subway (noun), such as in She takes the subway to her office.
v. semi- combined with final (noun) becomes semifinal (noun), such as in
Greysia will defeat Susi in the semifinal round tomorrow.
w. super- combined with man (noun) becomes superman (noun), such as in
Ade Rai seems like a superman.
x. tele- combined with vision (noun) becomes television(noun), such as in
21
y. tri- combined with cycle (noun) becomes tricycle (noun), such as in My child is still learning to ride a tricycle.
z. ultra- combined with sound (noun) becomes ultrasound (noun), such as in
Ultrasound lets pregnant women know the condition of the babies.
aa.under- combined with ground (noun) becomes underground (noun), such as in We live in underground.
bb.vice- combined with president (noun) becomes vice-president (noun), such as in Boediono is the vice-president of Indonesia.
3. Prefix added to adjective: un-, im-, ir-, il-, non-, dis-.
a. un- combined with happy (adjective) becomes unhappy (adjective), such as in This movie has unhappy ending.
b. im- combined with possible (adjective) becomes impossible (adjective), such as in It is impossible to climb Fujiyama mountain now.
c. ir- combined with regular (adjective) becomes irregular (adjective), such as in The students must memorize 100 irregular verbs.
d. il- combined with legal (adjective) becomes illegal (adjective), such as in
He was caught by police because he did illegal logging.
e. dis- combined with honest (adjective) becomes dishonest (adjective), such as in He is a dishonest person.
4. Suffix added to noun: -er, -ism, -ship, -age.
22
b. –ism combined with Marx (noun) becomes Marxism (noun), such as in
Karl Marx introduced Marxism to the world.
c. –ship combined with friend (noun) becomes friendship (noun), such as in
Our friendship will never end.
d. –age combined with bag (noun) becomes baggage (noun), such as in You may take your suitcase at baggage claim.
5. Suffix added to verb: -d, -ed.
a. –d combined with share (verb) becomes shared (verb), such as in I shared bedroom with my brother.
b. –ed combined with talk (verb) becomes talked (verb), such as in He talked about me.
Based on the examples of the affixes above, the students should be careful when using affixes or the function of the affixes. As we know that a prefix, can have more
than one meaning; like prefix „a’ it means „on’, „at’ in words abed, afield, etc., and it
means „not’ or „without’ in words „amoral’, etc,. Thus, it is important to give them a lot of practice in order to improve the students’ ability in forming the word.
Brenda and Miki (1990:40) also support that “learning words through words or Latin
roots makes the students familiar and helps them remembering the meaning of some
English words”. Even without knowledge of Latin the students will be able to make a
23 Thus, by those explanation about the notion of derivational affixes, the writer would like teach or explain the idea and materials of derivational affixes to the students of
SMA YP UNILA Bandar Lampung in order to improve students’ vocabulary
2.3Notion of Translation
Translation has always played a role in language teaching. Translation is general term referring to the transfer of thought and ideas from one language (source of language) to other language (target language) whether the language in writer or spoken forms, said Richard (1976:1). According to Garrow (1972: 27), translation is changing a communication (a word, phrase, and sentence) to other or to another form (verbal or symbolic) or to another level abstraction (simpler or more complex).
Concerning the description above, the writer infers that translation is giving the closest meaning or natural equivalent of the words, phrase and sentence of one language (source language) into another language whether in spoke or written form. For the purpose of the research, the writer intends to conduct a research about vocabulary achievement of students who are taught through translation.
This technique is still mostly used by the teacher in teaching English whether this technique is considered old or traditional.
This technique considers that the main procedure of teaching language is translation. Gorrow (1972: 47) underlines the definition above saying that in translation
24 Wallace (1988: 47) adds that the result of translation technique was usually that target language was very little used in the foreign language lesson; most of the time was taken from mother language.
Translation has been the most widely used means of presenting the meaning of a word. Thornbury (2002: 77) states that translation has the advantage of being the
most direct route to a words’ meaning – assuming that there is a close match between
the target word and its L1 equivalent. It encourages students to think about meaning and form concurrently. It is therefore very economical. Thornburry had done a research about teaching vocabulary through translation. He found that translation could be used for teaching meaning. In this case, the students had the opportunity to get the meaning of the word unknown quickly.
2.4 Notion of Teaching Vocabulary
“The essential area of language learning is the lexicon or vocabulary of the language”
(Finnochiaro, 1964:68). From the statement, the researcher concludes that vocabulary must be taught when one learns language. If it is not, he learns no language at all. The purpose of teaching vocabulary is to make the students understand the meaning of the words and able to use the language effectively.
25 a. Teaching vocabulary through creativity
The teacher should allow many choices to the students as they want to learn. The teacher can make use of this technique which enables the students to be creative in producing vocabulary, such as game, picture, drama, and so on.
b. Teaching vocabulary through context clues
The teacher can use context clues in word recognize by figuring out the meaning of the word based on the clue of the surrounding the context for example by giving synonym, antonym.
c. Teaching vocabulary through guessing
The teacher can encourage the students to guess first and then consult. To guess correctly, the students should have a good rationale. The teacher can give example by pronouncing a sentence, and then the students guess the meaning of the words that the teacher meant.
d. Teaching vocabulary through definition
The teacher guides the students to define the meaning of the words and to arrange the words into correct sentence, for example: a dancer is a person who dances.
e. Teaching vocabulary through derivational affixes
26 Referring to the five possible ways of teaching vocabulary which are proposed by Kustarjo, derivational affixes is a teaching technique which is based on point five.
It is believed that only properly planned and constructed material can be used to improve the teaching program to enhance the classroom atmosphere and to get
student’s full participation.
Based on the explanation above, the researcher assumes that planning and choosing the material in teaching process is necessary to be done selected by the teacher. This
idea is similar to Bismoko’s (1976:64) who says that “the teacher must select the
words which can be learned in a limited time, which words should be chosen for
teaching and which ones should be left out’. This indicates that selecting material
should be done carefully by the teachers. The words chosen should be related to the
curriculum, students’ level and ages appropriate to their needs. In addition, Krashen
(1982:21) says that “the teacher should always present materials which are only a
little bit beyond their students’ current level of competence”.
Additionally, in order to be successful in increasing students’ vocabulary, there are four aspects in selecting vocabulary to be taught to students. They are:
1. Frequency of occurrence
Vocabulary should be chosen using both high frequency and lesser so as to be both useful and accurate. It means that the teacher should not only teach
27 An easy vocabulary for example is student, a difficult vocabulary for example is
behead. 2. Simplicity
Vocabulary should be appropriate with the students’ capability. Vocabulary considered being too difficult for the students should be revised by the teacher so as to be made more accessible. By following the English curriculum that is
appropriate with the students’ level of mastery, the students will be freed from
the very difficult vocabularies. For example in the very beginning process of the research, the writer administered try out test to select which vocabulary is the
one that appropriate with the students’ capability. The writer than omit some
vocabularies that did not reflect the simplicity. The vocabulary choice that are omitted are fiendish and engulf.
3. Relevance
Vocabulary prepared by the teacher should be relevant to daily life of the
students. For example the topic of vocabulary that is given for the students is the vocabulary about the daily life.
4. Quantity
Presenting too large vocabularies should be avoided in order not to confuse the students. It is based on the consideration that the process of mastering vocabulary will be successful if it is done step by step. Moreover, vocabulary learned in small number will stay longer in the students’ mind (Depdikbud: 1984:3). This is because the students brain has its own capacity to keep the vocabulary that is
28 2.5 Procedures of Teaching Vocabulary
The researcher proposes the procedure of using affixes to teach vocabulary as follows:
2.5.1 The Procedures of Teaching Vocabulary through Derivational Affixes Explication
The followings are the procedures of teaching vocabulary through derivational affixes explication. The lesson materials used are taken from English Alive 1 entitled Biwar and the Dragon (see page 30). Basically, there are three steps in teaching derivational affixes, they are:
1. Pre-activities:
-Teacher greets students, e.g.:
Teacher: Good morning everybody. Students: Good morning, I am fine.
2. While Activities:
1) Teacher gives a text to the students. All the students get the same text and the teacher asks some students to read aloud, e.g.:
Teacher: Students, This is a text, do you what kind of text is it? Student 1: I know it Sir. It is a narrative text.
Teacher: Great. Now, please read the text loudly Student 2: Yes, Sir!
Teacher: For the rest of the students please listen it carefully! Students: Yes Sir!.
2) Teacher asks students to comprehend the text and to find any difficult word, e.g.:
29
Students: Yes, We do.
3) Teacher asks students to point out any difficult word from within the text. The teacher writes down the words on the board, e.g.:
Teacher: Can you tell me the difficult words that you have find?
Student 1: Okay Sir, I don’t know the meaning of “golden”. Student 2: What’s the meaning of “beautiful” Sir?
Teacher: Okay I write down the difficult words on this whiteboard. Golden means bright yellow in color like gold, so golden fish means fish which has bright yellow color like gold. Next, beautiful means having beauty, so beautiful princess means princess who is having beauty.
4) Teacher explains how to build words using derivational affixes, e.g.:
Teacher: Well, two difficult words that you mentioned, golden and beautiful, could be good examples of derivative words.
Well, do you know what are derivative words or derivational affixes?
Students: No, we don’t know Sir.
Teacher: Here they are some examples of common derivational affixes. En- means cause, give. Example: The prince enlightens the pathway with a torch.
Over means too much, too many. Example: The queen was overweight since she ate too much.
5) Teacher gives the students a chance to ask any questions regarding this exercise, e.g.:
Teacher: Is there any question? Do you get it?
Student 1: So what’s the definition of derivational affixes, Sir?
Teacher: derivational affixes are bound morphemes which generally combine with the base to change its part of speech. Do you still have any question?
Students: No, Sir!
3. Post-activities:
1) Teacher gives assignment to the students, e.g.:
Teacher: So, if there is no question, You’ll have some exercise about
30 4. Materials
The Old Woman and the Sparrow
Once upon a time, there lived a kind hearted man and his wife. One morning, his wife found a poor little sparrow. She took it gently and fed it. To show its gratitude, the sparrow stayed with them and sang every morning. But there was an ill-tempered old woman who didn't like the sparrow. She cut the sparrow's tongue. That's why the bird flew away to its previous nest.
Knowing that their sparrow flew away, the kind man and his wife looked for the sparrow. They walked a long way, crossed the bridges, climbed the mountains and passed the woods.
At last, they could find the sparrow's nest. The sparrow welcomed them and provided a feast for them. Before they went home, the sparrow brought two baskets; one was large and looked heavy, and the other one was small and light. The sparrow asked them to choose only one. They chose the small and that was the best choice. There were many rolls of silk and piles of gold in it.
Being jealous, the ill-tempered old woman did the same thing as the kind man and his wife did. She chose the big basket which actually contained wasps and venomous crawlers, such as scorpions, centipedes, and other horrible creatures. Finally, they stung and bit her to death.
31 I. Study of list below. Give another form of each word based on the prefixes
provided and the meaning of each word.
Prefixes: en- im- dis- un- in- non- over- re- mis-
Meaning Meaning
Possible ... ... ...
Honest ... ... ...
Complete ... ... ...
Popular ... ... ...
Stop ... ... ...
II. Add over-, en-, non-, dis-, im-, re-, mis-, un-, ir-, in-, then choose the correct prefixes for each underlined word. He is the only one who ...agree with the new regulation.
1. The museum is ...build by the government.
2. A person who is unfriendly is probably ...popular too. 3. Fast food is ...expensive. It does not cost very much.
4. The world cities are already ...crowded. They have too many people.
32 2.5.2 The Procedures of Teaching Vocabulary through Translation
The following is the procedure of teaching vocabulary through translation, the lesson materials used are taken from English Alive 1 entitled Biwar and the Dragon (see page 33):
1. Pre-activities:
1) Teacher greets students, e.g.:
Teacher: Good morning everybody. Students: Good morning, I am fine.
2. While Activities:
1) Teacher gives a text to the students. All the students are given the same text and the teacher asks some students to read the text out loud, e.g.:
Teacher: Well Students, This is a text, do you what kind of text is it? Student 1: I know it Sir. It is a narrative text.
Teacher: Great. Now, Student 2 please read the text loudly Student 2: Yes, Sir!
Teacher: For the rest of the students please listen carefully! Students: Okay Sir!.
2) Teacher asks the students to comprehend the text and to find the difficult word, e.g.:
Teacher: Do you find any difficult words in the text that have you read just now?
Students: Yes, We do.
33
Teacher: If you find any difficult words from the text, please look for the meaning in your dictionaries,
Students: Alright!.
4) Teacher discusses the meaning of the difficult word in the text, e.g.:
Teacher: Have you found the meaning of the words in your dictionaries?
Student 1: Yes, I’ve got it Sir, but I’m still confused about the meaning? Could you help me to figure out the meaning of “golden”?
Teacher: Well, everybody listen up, golden means bright yellow in color like gold.
Student 1: I see Sir! thank you.
Teacher: you’re welcome.
5) Teacher gives students chance to ask any question they may have about the lesson or questions that are related to the text, e.g.:
Teacher: Do you have any questions?
Students: Yes, Sir!, what is the meaning of jealous?
Teacher: Jealous means feeling angry or unhappy because somebody you love or like is showing interest in somebody else.
Students: Thank you sir!. Teacher: You are welcome.
3. Post-activities:
1) Teacher gives evaluation to the students, e.g.:
Teacher: These are some questions based on the text. Please do it on your exercise book.
Students: Alright Sir!.
4. Materials
The Old Woman and the Sparrow
34 was an ill-tempered old woman who didn't like the sparrow. She cut the sparrow's tongue. That's why the bird flew away to its previous nest.
Knowing that their sparrow flew away, the kind man and his wife looked for the sparrow. They walked a long way, crossed the bridges, climbed the mountains and passed the woods.
At last, they could find the sparrow's nest. The sparrow welcomed them and provided a feast for them. Before they went home, the sparrow brought two baskets; one was large and looked heavy, and the other one was small and light. The sparrow asked them to choose only one. They chose the small and that was the best choice. There were many rolls of silk and piles of gold in it.
Being jealous, the ill-tempered old woman did the same thing as the kind man and his wife did. She chose the big basket which actually contained wasps and venomous crawlers, such as scorpions, centipedes, and other horrible creatures. Finally, they stung and bit her to death.
5. Evaluation
Questions:
1. What did the old women do to the sparrow? 2. Who did help the sparrow?
3. What did happen with the old woman in the end of the story?
35 Answers:
1. She cut the sparrow’s tongue.
2. The sparrow was helped by kind-hearted man and woman 3. She stung and bit by venomous animal till to death.
4. We shouldn’t be envy or harm the animal.
2.6 Theoretical Assumptions
Since most English words have been formed from roots and affixes, the researcher assumes that mastering the meaning of derivational affixes and their usage can be used to help the students increase their vocabulary achievement.
2.7 Hypothesis
Based on the problem and theoretical assumptions, the researcher would like to propose the hypothesis as follows:
There is significant difference of students’ achievement in mastering vocabulary
LIST OF TABLES
Table Page
1. Table of Specification of the Try-out Test ... 42
2. Table Distribution of Students' Score of Pretest in Experimental Class ... 51
3. Table Distribution of Students' Scores of Pretest in Control Class... 52
4. Table the Equality of Pretest in Experimental Class and Control Class ... 52
5. Table Distribution of Students' Scores of Posttest in Experimental Class ... 53
6. Table Distribution of Students' Score of Posttest in Control Class ... 54
7. Table T-test Result of Posttest in Experimental Class and Control Class ... 54
8. Table the Increase from pretest to Posttest in Experimental Class ... 55
9. Table the Increase from Pretest to Posttest in Control Class ... 56
10. Table Normality Testing of Pretest ... 57
11. Table Normality Testing of Posttest ... 58
12. Table Homogeneity Testing of Pretest ... 59
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Brenda and Miki. 1990. A Reading Skill Book. Singapore: Mc.Graw Hill Book Co.
Carvallo, Bosco and Soegeng Panoet. 1996. Percikan Permenungan. Jakarta: Mitra Utama
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V. CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
Based on the data analysis and the table of spesification, the researcher draws the conclusions as follow:
1. Derivational affixes explication is effecti
