Academic Year 2009/2010)
A âskripsiâ
Presented to the Faculty of Tarbiyah and Teachersâ Training in a Partial Fulfillment of the
Requirements for the Degree of S. Pd. in English Education
By:
Lilis Sulistyowati
205014000367
ENGLISH DEPARTMENT
FACULTY OF TARBIYA AND TEACHER TRAINING
SYARIF HIDAYATULLAH
STATE ISLAMIC UNIVERSITY
JAKARTA
Academic Year 2009/2010)
A âskripsiâ
Presented to the Faculty of Tarbiyah and Teachersâ Training in a Partial Fulfillment of the
Requirements for the Degree of S. Pd. in English Education
By:
Lilis Sulistyowati
205014000367
ENGLISH DEPARTMENT
FACULTY OF TARBIYA AND TEACHER TRAINING
SYARIF HIDAYATULLAH
STATE ISLAMIC UNIVERSITY
JAKARTA
Daarul Hikmah Academic year 2009-2010)
was examined on session the Faculty of Tarbiya
and Teachersâ Training State Islamic University Syarif Hidayatullah Jakarta on Thursday,
December 8
th, 2010. This âskripsiâ fulfilled the requirement for the Degree of Strata (SI) at the
English Department.
Jakarta, December 8
th, 2010
EXAMINATION COMMITTEE
CHAIRMAN
: Drs. Syauki , M.Pd
(
)
NIP. 196412121991031002
SECRETARY
: Neneng Sunengsih, S. Pd.
(
)
NIP. 197306251999032001
EXAMINER
: 1. Dr. M. Farhan, M. Pd
(
)
NIP. 196509192000031002
2. Dr. Fahriany. M. Pd
(
)
NIP. 197006111991012001
Acknowledged by:
Dean of Tarbiyah and Teachersâ Training Faculty
ii
Faculty of Tarbiyah and Teachersâ Training in a Partial Fulfillment of the Requirements for the Degree of S. Pd. in English Education âSyarif Hidayatullahâ State Islamic University Jakarta. Advisor: Drs. A. M Zaenuri M.Pd.
Key words: Vocabulary, Hyponymy, Games
The purpose of this study is to find the effectiveness of hyponymy games in teaching English vocabulary at first grade at MTs. Daarul Hikmah, Pamulang. This technique can improve and increase studentâs ability to learn the target language and make them enjoy in the teaching learning process. It supposes to motivate students to learn English actively by using hyponymy games. Students also are encouraged to get long memorizing of the words and their meaning.
The method that is used in this research is the quasi experimental method by using t-test, to find out the significant difference between recent technique and hyponymy games technique through the score pre-test and post-test.
iii
untuk Melengkapi Sebagian Persyaratan Memperoleh gelar Sarjana Pedidikan. Pembimbing Drs. A. M Zaenuri M.Pd.
Kata kunci : Kosakata, Hyponymy, Permainan
Tujuan penulisan skripsi untuk menemukan efektivitas game hyponymy dalam mengajar kosa kata dalam bahasa Inggris di kelas satu MTs. Daarul Hikmah, Pamulang. Teknik ini dapat meningkatkan kemampuan siswa untuk belajar bahasa target dan membuat mereka menikmati proses belajar mengajar. Teknik ini diharapkan dapat memotivasi siswa untuk lebih aktif. Siswa juga didorong untuk lebih mampu mengingat lebih lama kosakata dan artinya.
Metoda yang digunakan dalam riset ini adalah metode experimen semu dengan menggunakan test-t, untuk menemukan perbedaan yang penting antara tehnik yang terdahulu dengan tehnik hyponymy game melalui skor pre-test dan post-test.
iv
All praises be to Allah, the lord of the world, who always gives His mercy and blessing upon the writer in completing this âskripsiâ. Praying and greeting always be upon His messenger, our prophet Muhammad SAW, his family and his followers, who have spread Islam all over the world.
This âskripsiâ is presented to English Department Faculty of Tarbiyah and Teacher Training State Islamic University Syarif Hidayatullah Jakarta as a partial fulfillment of the requirement for the Degree of strata-1 (S1).
This work could not be completed without a great deal of help from many people, especially Drs. A. M Zaenuri, M.Pd, her advisor who always guides and suggest the writer for making a âskripsiâ, from the beginning until the end.
In this occasion, the writer would like to express the great honor, to her beloved parents, who always give support and motivation to finish the âskripsiâ.
The writer also would like to convey her sincerest gratitude and acknowledgement to:
1. All lecturers at English Department, who have guided and given her valuable knowledge and chances in finishing her study.
2. Drs. Syauki, M.Pd as the head of English Department.
3. Neneng Sunengsih, the Secretary of English Department
4. Prof. Dr. Dede Rosyada, M.A, as the Dean of the Faculty of Tarbiya and
Teachersâ Training.
5. Hj. Sri Uswati as the Headmaster of, who has allowed her, doing research
of this âskripsiâ at the institution she leads.
6. English teacher who had given the occupation and support to do the research, the big family of Mts. Daarul Hikmah who have assisted in collecting the data during the research.
7. Her beloved husband A. Wardiono, S.E and her son Gilang Adi Pramana
v
supports and encouragementto finishher study.
9. Her best friends Dwi, Juhay, Yongky, Nurul, Eza, Melly and for all of her friends in A-B class thanks always accompanied her when her sadness and happiness. Thanks for our togetherness, lovely time and deplorable moment. I Miss you,
10.All her friends in English Department â05 who can not mentioned one by
one. Who gives nice experience and togetherness you are so amazing my friend.
May Allah bless them for all of what they have done, because only Him who knows how much contributions and motivations received by the writer, and finally the writer hopes the constructive critics to make this âskripsiâ better.
Jakarta, 20 November 2010
vi
TABLE OF CONTENT ... vi
LIST OF TABLE ... vii
LIST OF FIGURE... viii
LIST OF APPENDIXES ... ix
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Objective of the Study ... 5
C. Scope of the Study ... 5
D. Statement of the Problem ... 5
E. The purpose of the study ... 6
CHAPTER II THEORETICAL FRAMEWORK A. Theoretical Description ... 7
A. Vocabulary ... 7
1. General concept of vocabulary ... 7
2. Definition of vocabulary... 7
3. Types of vocabulary ... 8
4. How to teach vocabulary ... 10
B. Hyponymy ... 17
1. Definition of hyponymy ... 17
2. Games ... 20
3. How to teach vocabulary using hyponymy games ... 21
B. Conceptual Framework ... 26
vii
3. Technique of Data Collecting ... 29
4. Technique of Data analysis ... 33
CHAPTER IV RESEARCH FINDING Research Findings ... 35
1. Data Description ... 35
2. Hypothesis Testing ... 41
3. Data Interpretation ... . âĶ. 41
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 42
B. Suggestion ... 43
viii
Table 3.1 : The result of studentsâ pre-test âĶâĶâĶ... 34
Table 3.2 : The result of the studentsâ post-testâĶâĶâĶ. 36
[image:10.612.114.504.146.556.2]ix
Figure 2.2 : Example of hyponymy ...18
Figure 2.3: Hyponyms and super ordinates ... 19
Figure 2.4: Example of hyponymy ...20
Figure 2.5: Example of hyponymy ...21
Figure 2.6: Sun ray effect ...22
Figure 2.7: Example of hyponymy test ...24
[image:11.612.114.506.126.542.2]x
3. Answer Key ... âĶâĶ54
4. âKisi-kisi soalâ ... 50
5. Validity test ... âĶ.. 56
1
CHAPTER I
INTRODUCTION
A. Background of Study
Language which is a means of human communication consists of words that have structure which is used together by a particular community or country in conventional way. As the system of communication, it is used to express thought by one person to another person. Gonzalez said that, âLanguage are more than skills; they are the medium through which communities of people engage with, make sense of and shape the world.â1 Accordingly, language is an effective tool to get communication, interaction, and information about other people, society and other groups.
Language helps us to understand ourselves and the world around us. Zaenuri says that âLanguage helps you to understand yourself and the world around you. â2 Without language, people will be easy getting confused with another. Therefore, language is the most important for human live.
1
Alison Philips and Mike Gonzalez, Modern Language- Learning and Teaching in an Intercultural Field, (London: Sage Publications, 2004), p. 2
2
Whenever we think about language, we usually think of mastering vocabulary. It means whenever we use language otomactly we use the words of the language. So, it is crucial for us to have large of vocabulary. By having large vocabulary, we can precisely open our ideas in communication. It also helps us travel in the past, present, and future.
It is important to master all of vocabularies in language. Mastering vocabulary means that we know all the words in the language which we use. Although, in fact, there is nobody can master all of words in language either native or foreign language. Yet someone who creates dictionaries can not do it either.
Schmitt and Mc. Carthey say that âVocabulary is one of important skills in language.â3 We use words and arrange them together to make sentence, conversations, and discourse all things. We cannot express our ideas if we do not master it. Then, Harmer said âAn ability to manipulate grammatical structure does not have any potential for expressing meaning unless words are used.â4 Furthermore, Rivers in Nunan has also argued that âThe acquisition of an adequate vocabulary is essential for successful second language use because, without an extensive vocabulary, we will be unable to use the structures and the functions we may have learned for comprehensible communication.â5 So, no matter how well we master grammar, no matter how successfully the sounds of a foreign language is mastered, without words to express, communication canât happen in meaningful ways.
There are many reasons for people to study language. Harmer concluded âthere are six reasons, such as target language community, ESP, school curriculum, culture, advancement, miscellaneous.â6
3
Nobert Schmitt and Michael Mc. Carthey, Vocabulary in Language Teaching, (New York: Cambrigde University Press, 1997), p.40
4
Jeremy Harmer, The Practice of English Language Teaching (London : Longman Group, 2001) , p. 153
5
David Nunan, Language Teaching Methodology (London: Prentice Hall International, 1991) , p. 117
6
For Indonesian students, they have to study English language besides Indonesian language as the foreign language. Thus, English is the main subject in curriculum which should be learnt from secondary level up to university. Although in general, English is still considered as a difficult subject for the students because it is completely different from Indonesian language in the system of structure, pronunciation and vocabulary. The Indonesian government has also shown its attention in the 2004 English curriculum.
âMata pelajaran bahasa Inggris bertujuan mengembangkan kemampuan berkomunikasi dalam bahasa tersebut, dalam bentuk lisan dan tulis. Kemampuan berkomunikasi meliputi menyimak (listening), berbicara (speaking), membaca (reading), dan menulis (writing).7
According to the statement above, the aims of teaching English in Indonesia are to develop the ability using English in many skills for example listening, speaking, reading and writing.
Therefore, the English teachers are supposed to be able to organize teaching learning activities. They may develop their studentsâ ability by using English as a target language in the classroom. They may give practice in pattern which contains the vocabulary items for everyday situations such as listening, speaking, reading and writing. âThe best practice in any situation will depend on the type of student, the words that are targeted, the school system and curriculum, and many others factor.â8 The curriculum in Indonesia for example, said that students in first grade of junior high school have to have 500 vocabularies.9 So, the teachers have to encourage students to master 500 vocabularies in first grade
7
Depdiknas, Kurikulum 2004 Standar Kompetensi SMP dan MTS (Jakarta: Departemen Pendidikan Nasional, 2003), p.14.
8
Nobert Schmitt, Vocabulary in Language Teaching, (Cambridge: Cambridge University Press, 2000), p. 142
9
of junior high school. But in fact, most of the students in Indonesia having problems in lackness of vocabularies. Because of that, the students fell difficult to follow the English classroom activities. Likewise, Nation said âLearners feel that many of their difficulties on both receptive and productive language use result from an inadequate vocabulary.â10
Based on the fact above, it is necessary and important for anyone who concerns in teaching English to find out the effective technique to make learning vocabulary easier and more pleasant for the students. So, they will enjoy following English class.
In the learning vocabulary process, students usually have problems in absorbing the new vocabulary and their meaning. Michael J. Wallace argued âAnother teaching problem arises with words which are in the same rough area of meaning or semantic field.â 11
To solve this problem, the writer gives an alternative technique for the teachers to enrich studentsâ vocabulary that has connection with the area of semantic field. Why? Channel in Hedge argued that âSemantic links play an important role in production. This suggests the use of semantic field based on presentation methodâĶâ12 So, the writer uses one of parts of semantic field to teach vocabulary by using hyponymy. It likes synonymy (a word similar in meaning) and antonym (a word opposite in meaning) using words relation to explain the meaning of the target word. Murcia said âA common way for teacher to elucidate the meaning of a target word is to relate it to another word that the students already know.â13 Hyponymy is one way to make a hierarchy link by giving a word as a superordinate or general and some words as subordinate or
10
I.S.P. Nation, Teaching and Learning Vocabulary (Massachusetts: Heinle & Heinle Publisers, 1990), p.2
11
Michael J. Wallace, Teaching Vocabulary (London: Biddles Ltd, Guilford and Kingâs Lynn, 1989), p. 21
12
Tricia Hedge, Teaching and Learning in the Classroom (Oxford: Oxford University Press, 2000), p. 122
13
specific, such as, âflowerâ as a superordinate and âroseâ, âjasmineâ, âorchidâ, etc. as the subordinate. It is hoped to help the teachers to explain vocabulary items easier by giving examples in the relation of a word with the other words. âWhat a word means is often defined by its relationship to other words.â14 Then, the students will have description about the vocabulary items which are explained by their teacher.
Finally, based on the background above, the writer would like to carry out the research under title âThe Effectiveness of Teaching Vocabulary Using Hyponymy Games.â
B. Objective of the Study
The general objective of the study is to find out the effectiveness of using hyponymy games in teaching vocabulary.
C. Scope of the Study
The scope of this writing is about the use of hyponymy games in order to get understanding to the students about words and their meaning. Is the score of the hyponymy games better for students to learn vocabulary?
The writer uses one class. Then, the writer compares the results of the pre-test and post-pre-tests that giving before and the last meeting.
To support the study, the writer used field research. In the field research the writer conducted and an interview to the English teacher of the school. The research is done at the first grade of MTs Daarul Hikmah Pamulang.
D. Statement of the Problem
In this time, the writer wants to state the problem of the research in the result of the test that is given both of experiment class and the controlled class.
Does the effectiveness of using hyponymy games in teaching vocabulary increase
studentsâ ability to master vocabulary?
14
E. Significance of the Study
Vocabulary is very important to improve our knowledge. It can be easier to understand what the other people say, to find all of information in whatever we read, and express our thought in speaking or writing by mastering large of vocabularies.
As the English teachers, we are supposed to smart to select and use more than one technique in order to make the lesson effective and enjoyable. âTeaching vocabulary is clearly more than presenting new words.â15 There are some ways to make this process easier, funnier, and more interactive.
The result of the study is hoped to give input for the teacher that using hyponymy games can be chosen as a technique in presenting new vocabulary.
15
7
CHAPTER II
THEORETICAL FRAMEWORK
A. THEORiTICAL DESCRIPTION I. Vocabulary
1. General Concept of Vocabulary
In everyday situation, we say something, express our feelings and tell what we want to say. All the things need the words, and these words are called vocabulary.
Vocabulary plays an important role in improving our skills in English. It becomes one of aspects for improving communication skill. Without having enough vocabularies, communication will end up in unpleasant situation and make the students difficult to continue their sentences or ideas.
Therefore it is highly essential for English teacher to help their students in mastering vocabulary.
2. Definition of Vocabulary
In the Websterâs Dictionary, vocabulary is defined as follow:
1. A list of words and often phrases, abbreviation, inflectional form, etc. usually arranged in alphabetical order and defined or otherwise identified as in a dictionary of glossary.
2. An interrelated group of non verbal symbols, sign, a particular art, skill, etc. 1
Murcia said that âVocabulary can be defined, roughly, as the words we teach in the foreign language.â2
Read argued that âVocabulary has been defined in separated meaning such as word.â3
Moreover, in another definition, Schmitt said âWe must consider what we mean by vocabulary. The first idea that probably springs to mind is words, a formulation that is admirably adequate for the layperson.â4 From the statements above, it shows that vocabulary is English words that are related to the meaning of the word and the way to use them in communication.
3. Types of Vocabulary
Many experts say that there are several types of vocabulary.
Nation has divided vocabulary in the specific reference such as word: 1. Receptive knowledge, involves knowing how to recognize the word when
it is heard or when it is seen, being able to distinguish it from word with a similar form, being able to judge if the word form sounds right or looks right, being able to recall its meaning when it is met, being able to see which shade of meaning which most suitable for the context that it occurs in, and being able to make a various associations with other related words.
1
Philip Babcov Gove, Websterâs Fourth Edition New International Dictionary (Massachusetts: Massachusetts. G and C Meriam Company, 1999), p.3060
2
Marianne Celce Murcia, Teaching English as a Second Language or ForeignLanguage, Second Edition (Massachusetts: Heinle Publisher, 1991), p. 60
3
John Read, Assessing Vocabulary, (Cambrigde: Cambridge University Press, 2000), p.25
4
2. Productive knowledge, involves knowing how to pronounce the word, how to write and spell it, how to use it in correct grammatical patterns, and using word to stand for the meaning it represents and being able to think of suitable substitutes for the word if there are any.5
Meanwhile Read stated vocabulary divided into two kinds, namely: Function words and content words.6
According to Cameron said that âThe words of a language split into two groups according to how they are used to construct sentences. Content words are those that carry a lexical meaning, even out of the context, whereas function
words seem to be mainly used to carry grammatical meaning.â7
Moreover, Harmer distinct vocabulary becomes two types. âA distinction is frequently made between âactiveâ and âpassiveâ vocabulary. The former refers to vocabulary that students have been taught or learnt- and which they are expected to be able to use â whilst the latter refers to words which the students will recognize when they meet them but which they will probably not be able to produce.
Most of the early words will be constantly practiced and so can, presumably, be considered as âactiveâ. But at intermediate levels and above the situation is rather more complicated. We can assume that students have a store of words. But, a word that has been âactiveâ through constant use may slip back into the âpassiveâ store if it is not use.â8
5
I.S.P. Nation, Teaching and Learning Vocabulary (New York: Heinle & Heinle Publisers, 1990), p. 31-32 (paraphrase by the writer)
6
John Read, Assesing Vocabulary, (Cambrigde: Cambridge University Press, 2000), p.18
7
Lynne Cameron, Teaching Language to Young Learners, (Cambridge: Cambridge University Press, 2001), p. 82
8
Jeremy Harmer, The Practice of English Language Teaching (London : Longman Group, 1983), p. 159
Furthermore, Schimtt concluded vocabulary into two parts. âBeing able to understand a word is known as receptive knowledge and is normally connected with listening and reading. If we are able to produce a word of our own accord when speaking or writing, then that are considered productive knowledge (passive and active are alternative term).â 9
As well as the others, Jo Ann Aebersold and Mary Lee field said âVocabulary that readers recognize when they see it but do not use when they speak or write is known as receptive vocabulary. Readers have general sense of a wordâs meaning but are not sure of its many meaning or nuances of meaning.
Productive vocabulary is the vocabulary that people actually use to speak or write.â10
From the definitions above we can say that vocabulary is divided generally into two categories, receptive and productive vocabulary. Knowing a word includes being able to recall its meaning and see which shade of meaning is most suitable for the context that occur in.
4. How to Teach Vocabulary
In this part, the writer will divide it into two. First, she will discuss what students need to know about vocabulary and how to teach vocabulary.
A. What students need to know about vocabulary
Before we discuss how to teach vocabulary, first we are supposed to understand about the concept of vocabulary known as word knowledge and what students need to know about lexical system of English.
We know that teaching vocabulary is teaching words. It means teaching about the form and how the words are used in the correct formation and syntax which is used in spoken and written language.
1. Word Knowledge
âWe can now develop the comments that we made about vocabulary and look at words in more detail.â11 The detail of vocabulary can be concluded as âknowing wordsâ that contains:
9
Nobert Schmitt and Michael Mc Carthey, ibid, p. 4
10
Jo Ann Aebersold and Mary Lee Field, From Reader to English Teacher (Cambrigde: Cambrigde University Press, 1997), p.139
11
a) Meaning
The first thing to realize about vocabulary items is that they frequently have more than one meaning. The word âbookâ, for example, sometimes means the kinds of thing we read but it can mean a number of other things.
And the other fact, sometimes words have meanings in relation. Thus students need to know the meaning of âvegetableâ as a word to describe any one of other things- e.g. carrots, cabbages, potatoes, etc. âVegetableâ has a general meaning whereas âcarrotsâ is more specific.
b) Word Use
What a word means can be changed, stretched or limited by how it is used and this is something students need to know about:
- word meaning is frequently stretched through the use of metaphor and
idiom.
- word meaning is also governed by collocation â that is which words go with each other.
- We often use words only in certain social and topical context. What we say is governed by the style and register we are in.
c) Word Formation
Word formation, then, it means knowing how words are written and spoken and knowing how they can change their form.
d) Word Grammar
We can summarize âKnowing a wordâ as following way:
Meaning in context
Sense relation
Metaphor and idiom
Collocation
Style and register
Parts of speech
Prefixes and suffixes
Spelling and
pronunciation Noun: countable and uncountable, etc.
Verb complement
[image:25.612.114.507.147.515.2]Adjectives and adverb
Figure 2.1: Knowing a word adapted from The Practice of Language
Teaching by Jeremy Harmer12
Schmitt also said âIn addition, there is the practical matter of mastering either the spoken or the written form of the word before it can be used in communication. A person who has not thought about the matter may believe that vocabulary knowledge consists of just these two facets- meaning and word form. But the potential knowledge that can be known about a word is rich and complex. Nation proposes the following list of the different kinds of knowledge that a person must master in order to know a word:
12
Jeremy Harmer, ibid, p. 158
WORD
MEANING
WORD USE
WORD FORMATION
ï· The meaning(s) of the word
ï· The written form of the word
ï· The spoken form of the word
ï· The grammatical behavior of the word
ï· The collocation of the word
ï· The register of the word
ï· The associations of the word
ï· The frequency of the word
These are known as word knowledge, and most of them are necessary to be able to use a word in the wide variety of language situations one comes across.â13 So, we have to give an understanding that knows words not only know the form and the meaning but also many other factors that affect it.
2. What students need to know about lexical system of English a) Denotative and connotative meaning
Denotative and connotative meanings are the first aspect of meaning that concerns about the link between meaning and the world to which words refer. If a word has reference to an object, action, or event in the physical world this can describe as its referential or denotative meaning. As well as denotative meaning, learners have to deal with the complexities of connotative meaning. This term relates to the attitudes and emotions of a language user in choosing a word and the influence of these on the listener or readerâs interpretation of the word. Connotative meanings derive from a mix cultural, political, and historical source and learners will be aware of this phenomenon in their own language. Notice, for example, the effect of choosing the word âsmashedâ, similar in meaning to the more neutral âdestroyedâ but with associations of shocking personal violence.14
13
Nobert Schmitt and Michael Mc Carthey, Vocabulary in Language Teaching (New York: Cambrigde University Press,1997), p. 5
14
b) Meaning relations among words
The second aspects of the meaning involve the sense relations that exist among words. It is divided into two parts, they are:
b.1. Syntagmatic relation
Syntagmatic relations are relations between words as they occur in
sequence for example âthe dog barkedâ (not âroaredâ) or the sun shone (not âglowedâ). These are collocation.
b. 2. Paradigmatic relations
Words not only have sequential relationship, but exits in complex relationship with other words in the language in a network of meaning. The most common are synonymy, antonymy, and hyponymy.
Synonymy
A simple way of defining synonymy is to say that, in a given context, one linguist item can be exchanged for another without changing the meaning of the sentence or utterance. For example:
Depressed, âĶwhat does this mean?...yes heâs unhappy, heâs sad, look at the pictureâĶheâsâĶyesâĶmiserable, heâs depressed.
Antonymy
The term antonymy covers a number of relationships often thought of as opposites for example, âmaleâ and âfemaleâ, âparentâ and child, and âdeadâ and âaliveâ.
Hyponymy
Hyponymy is relationship whereby one word includes others within a hierarchy, so that we have superordinate words and subordinates words for example âflowerâ is superordinate word and âcarnationâ and âroseâ being
subordinates hyponyms of âflowerâ and co-hyponyms of each other.15
15
Another example, we can say that âhouseâ is superordinate word and âkitchenâ, âgarageâ, âdining roomâ are subordinates hyponyms of house and âliving roomâ and âbed roomâ are co-hyponyms of each other.
2. How to teach vocabulary
There are many ways of teaching vocabulary and presenting the meaning of the new items, such as follow:
- concise definition (as in dictionary; often superordinate with
qualifications, for example, a cat is an animal whichâĶ.) - detailed description (of appearance, qualities,âĶ)
- examples (hyponyms)
- illustration (picture, object)
- demonstration (acting, mime)
- context (story of sentences in which item occurs)
- synonyms
- opposites (antonyms)
- translation
- associated ideas, collocation16
Meanwhile, Harmer said that âThere are many occasions when some forms or presentations and/or explanation are the best way to bring new words into the classroom. We will look some examples:
(a) Realia
One way of presenting words is to bring the things they represent into the classroom- by bringing ârealiaâ such as ârulerâ, âpenâ, âballâ, etc.
(b) Pictures
Bringing a pen into the classroom is not a problem. Bring a car in, however, is. One solution is the use of pictures. Pictures can be drawings, wall pictures and charts, flashcards and any other non-technical visual representation. (c) Mime, action and gesture
It is often impossible to explain the meaning of words and grammar either through the use of realia or in pictures. Actions, in particular, are probably better explained by mime for example ârunningâ or âsmokingâ.
(d) Contrast
We can present the meaning of âemptyâ by contrasting with âfullâ, âcoldâ contrasting it with âhotâ, âbigâ by âsmallâ.
(d) Enumeration
16
Another sense relation was that of general and specific words. We can use this to present meaning. We can say âclothesâ and explain this by enumerating or listing various items. The same is true of âvegetableâ or âfurnitureâ, for example. (e) Translation
Translation is a quick and easy way to present the meaning of words but it is not without problem. In the first place it is not always easy to translate words, and in the second place, even where translation is possible, it may make it a bit too easy for students by discouraging them from interacting with the words.17
As it has been mentioned above, many ways have been used to teach vocabulary or new item of words. Furthermore, we will discuss about the principles in vocabulary teaching. Sokmen in Schimtt said that there are several key principles in teaching vocabulary, they are:
ï· build a large sight vocabulary
ï· integrate new words with old
ï· provide a number of encounters with a word
ï· promote a deep level of processing
ï· facilitate imaging
ï· make new words ârealâ by connecting them to the studentâs new world in
some way
ï· use a variety technique
ï· encourage independent learning strategies.18
Wallace also gave several principles to manage and to learn the target vocabulary, such as:
ï· Aims
First, the teacher has to be clear about his or her aims: how many of the things listed does the teacher expect the learner to be able to do and with which words are used.
ï· Quantity
The teacher may have to decide on the quantity of the vocabulary to be learnt. How many new words in a lesson can the learner learn?
ï· Need
Control of the amount of vocabulary inevitably means choice as to specific items to be taught.
ï· Frequent exposure and repetition
17
Jeremy Harmer, ibid, p.161
18
There has to be amount of repetition until there is evidence that the student has learned the target word.
ï· Meaningful presentation
As well as the form of the word, the learners have a clear and specific understanding of what it denotes or refers to.
ï· Situation presentation
We saw that the choice of words can vary according to the situation in which we are speaking, and according to how well we know the person to whom we are speaking.
ï· Presentation in context
Words very seldom occur in isolation. So from very beginning the word must appear in its natural environment as it were, among the words it normally collocates with.
ï· Learning vocabulary in the mother tongue and in target language
We should pause and see how the principles which we have established so far relate to the learning of vocabulary in the L1 (or mother tongue) and L2 (target language).
ï· Inferencing (guessing) procedures in vocabulary learning.19
We know that there are many ways and principles for us to teach new items of vocabulary. But, Schimtt argued that âThere is no ârightâ or âbestâ way to teach vocabulary. The best practice in any situation will depend on the type of student, the words are targeted, the school system and curriculum, and many others factor.â20 So, we should selective on choosing the best technique to present new vocabulary that suitable with condition of our students and the curriculum.
B. Hyponymy
1. Definition of Hyponymy
As we discuss in previous part, hyponymy is included in semantic relations besides synonymy and antonym that can be used to present meaning.
âWhen the meaning of one form is included in the meaning of another, the relationship is described as hyponymy. When we consider hyponomous connections, we are essentially looking at the meaning of words in some type of hierarchical relationship.
19
Michael J. Wallace, Teaching Vocabulary (London: Biddles Ltd, Guilford and Kingâs Lynn, 1989), pp. 31-32
20
For example:
living thing
creature plant
animal insect vegetable flower tree
dog horse snake ant cockroach carrot rose banyan pine
[image:31.612.114.507.127.527.2]poodle asp
Figure 2.2 : (adapted from The Study of Language by Yule)21
Looking at diagram, we can say that âhorseâ is a hyponym of âanimalâ or âcockroachâ is a hyponym of âinsectâ. In these two examples, animal and insect
are called the superordinate ( = higher level ) terms. We can also say that two or more words that share the same superordinate term are co-hyponyms. So, dog and
horse are co-hyponyms and the superordinate term is animal.22
Another linguist said that âHyponymy is a relationship whereby one word includes others a hierarchy, so we have superordinate words and subordinate words. So, âflowerâ, âcarnationâ, and âroseâ are in hyponymous relationship, âcarnationâ and âroseâ being subordinate hyponyms of âflowerâ and co-hyponyms of each other.â23
21
George Yule, The Study of Language âThird Edition, ( New York: Cambrigde University Press, 2006), p.105
22
George Yule, ibid, p.106
23
Barret gave another opinion about hyponymy. âHyponymy is the relation between a subordinate term (e.g. cow) and a superordinate term (e.g. mammal ).24
Harmer said that,â Another relationship which defines the meaning of words to each other is that of hyponymy, where words like banana, apple, orange, lemon, etc. are all hyponyms of the superordinate fruit. And fruit itself is a hyponym of other items which are members of the food family. We can express this relationship in the following diagram:25
Food
Meat fish fruit cereals
[image:32.612.114.510.142.517.2]Banana apple orange lemon
Figure 2.3: Hyponyms and superordinates (adapted from The Practice of
English Language TeachingBy Harmer)26
Nation argued that âThe relationship between items in a hierarchy is called hyponymy (tree is the hypernym, beech is the hyponym). Hypo- means âunderâ as in hypodermic â an injection under the skin.â27
Thornbury gave his opinion that âHyponym is another ânym word that is
useful when talking about the way word meanings are related. A hyponymous relationship is a kind of relationship, as in A hammer is a kind of tool or A kiwi is a
24
Martyn Barret, The Development of Language, (London: Psychology Press, 1999), p.138
25
Jeremy Harmer, The Practice of English Language Teaching (London : Longman Group, 1983), p. 18
26
Jeremy Harmer, Ibid, p.25
27
kind of bird (and a kind of fruit). Thus, hammer is hyponym of tool; kiwi a hyponym of bird (and fruit). Co-hyponyms share the same ranking in a hierarchy:
hammer, saw, screwdriver are all co- hyponyms; tool is the superordinate term. But saw also has a superordinate relation to different kinds of saw: fretsaw, chainsaw, jigsaw, etc.
We can illustrate these relations like these:
Tool
hammer screwdriver saw
[image:33.612.114.505.182.488.2]fretsaw chainsaw jigsaw
Figure 2.4: (adapted from How to Teach Vocabulary by Thorbury) 28
From the explanation above, we know that the teacherâs job in this stage is to present the students with the clear information about the language they are learning. We can give the new ideas about new word by relating or connecting those with the others word that make it happily and easily.
2.Games
Games are effective ways to encourage students to more active in the teaching learning process. Beside that, games make the students to more creative and make them interest in learning English.
Allen said that âGames are helpful because they can make students feel that certain words are important and necessary.â 29 So, the aim of recommending games for vocabulary learning is to create conditions which encourage vocabulary expansion, and a well- chosen game can help the students acquire English words.
28
Scott Thorbury, How to Teach Vocabulary, (London: Longman, 2002), p. 10
29
3. How to Teach Vocabulary Using Hyponymy Games
The experiment suggests that in teaching ânew vocabularyâ, we begin with giving example or connecting one word with other words that has relation. It is suitable with Marianne Celce Murcia that said âA common way for a teacher to elucidate the meaning of a target word is to relate it to another word that the students already know. Another useful word relation is that of lexical set. One can facilitate the identification of an item by showing to what superordinate class of items belongs.â30
Then, she gave an example; a âroseâ belongs to the class of items âflowerâ. Additionally, one can place the items against other items that are in the same set; for example, âgrayâ belongs with âblackâ, âblueâ, âgreenâ, since it is also a color.
We can conclude it in sketch below: flower
rose orchid jasmine
or
gray
[image:34.612.113.503.136.556.2]black blue green
Figure 2.5 : (is concluded by the writer that is taken from Teaching English as a
Second or Foreign by Murcia) 31
Tricia Hegde gave another way how to teach vocabulary using hyponymy. She called it âBuilding word network.â She argued that âNative speakers are
30
Marianne Celce Murcia, ibid, p. 301
31
certainly able to cross-refer to synonyms, antonyms, and hyponyms and are able to retrieve, very quickly, word with similar spelling or similar prefixes and suffixes. It also seems to be the case (as word-association games attest), that we organize words by meaning and that a particular word will gradually become part of a semantic cluster or lexical set: for example, âeggâ, âbaconâ, âcerealâ, âtoastâ, and âjamâ as the typical constituents of an English breakfast; âappleâ, âpearâ, âpeachâ, ânectarineâ, and âplumâ as edible fruits, or âfatherâ, âmotherâ, âsonâ, and âdaughterâ as members of nuclear family. In fact, a good deal of language teaching material is based on the assumption that learners categorize words systematically, building careful networks of meaning, which include the various relationships.â32
Penny Ur also has the same idea how to present new vocabulary that has same concept with teaching vocabulary using hyponymy. She called it âBrainstorming round an ideaâ that is explained in following statements:
Write a single word in the centre of the board, and ask students to brainstorm all the words they can think of that are connected with it. Every item that is suggested is written up on the board with a line connecting it to the original word, so that the end result is a âsun-rayâ effect. For example, the word tree might produce something like the sketch below.
bird
green forest
climb leaf
branch TREE family
shade high
flowers roots trunk
Figure 2.6: Sun ray effect (adapted from A Course in Teaching by Ur)
32
This activity is mainly for revising words the class already knows, but new ones may be introduced, by the teacher or by the student. Although there are no sentences or paragraphs, the circle of associated items is in itself a meaningful context for the learning of new vocabulary. The focus is on the meaning of isolated items. â33
Woodward, 1985 in Nation gave an example of class activity of teaching vocabulary using hyponymy. He said that âThe teacher provides the learners with a list of categories like food, household objects, numbers, jobs, etc. Each learner chooses or is given one category. The learner then has to write as many words as possible under the category heading on a piece of paper. So, food should contain items like bread, meat, etc. The learners should write known words, not look up unknown words. After set time, a learner passes their paper to the next learner who then tries to add words not already listed. Then the paper is passed on until each learner regains their original sheet of paper. The learner has to check the spelling with a dictionary and then these sheets become a class dictionary that is added to as new words are met.â34
Another description is given by Carter that said âSuch access to word-meanings may also be much more productive than looking up words in dictionary since words are best defined in relation to each other, so that fine gradations and differences of meaning can begin to be measured in as efficient and economic a manner as possible.â35
33
Penny Ur, A Course in Language Teaching: Practice and Theory (New York:
Cambridge University Press, 1996), p. 69
34
I. S. P. Nation, ibid, p. 107
35
He also gave an example as studentâs activities in the class.
[image:37.612.116.505.139.529.2]a. Here is âvocabulary networkâ. Can you complete it with words from the box? (Then add one more object for each room.)
Figure 2.7: Example of hyponymy test adapted from Vocabulary â Applied
Language Perspective by Ronald Carter36
b. In which room do you normally: Listen to music? Waste time?
Daydream? Think about your problems?
Have arguments? Feel most relaxed?
Now compare your answer with a partner!
36
Ronald Carter, ibid, p. 219
HOUSE LOUNGE
Buckby creates two games connected with hyponymy games: Variation 1:
Preparation
Prepare (mentally or on paper) a list of topics which you would like to practice, e.g. work, school, holidays, food, college or school, home, sports, hobbies, animals, seasons
1. Write several topics on the board, for example: school, holidays, food, hobbies.
2. Ask learners to copy the words from the board and to write at least three words they associate with each topic. The teacher can say whether the three words should be general associations or personal associations. For example, we might all agree that school can be associate school with
worry, bullying, noise, friends and games.
3. Each learner shows their collection of associated words to at least one other person who must try to guess which topic is referred to. Or, instead of showing their three words to other individuals, learners can display their words on a notice board so that others can read them and decide which topic or story they describe.37
Variation 2: Words webs
1. Demonstrate, on the board, how to make a word web centering on a topic,
shown by word or short phrase. The web of associated words can be general associations or personal associations.
2. Brainstorming with the learners, make a list of about 20 topics on the board.
3. Ask each learner to choose three topics from the list and make webs of words they associate with each one, being careful not to identify the topic on their word webs. In other words, the central circle should be left empty.
37
4. Tell the learners to circulate, showing their webs to at least three other learners, who must try to identify the topic of each word.
Engine
Wheel Light
Window Brake
[image:39.612.113.505.133.576.2]Seat Example of a general word web for car
Figure 2.8: Adapted from Games for Language Learning by Buckby
B. CONCEPTUAL FRAMEWORK
Students at the first grade in junior high school in Indonesia depending on curriculum are supposed to have 500 words. In fact, most of them have vocabularies under 500 words.
As it has been mentioned in previous chapter, the problem that the students faced in learning vocabulary was the difficulties in memorizing meaning of the words. In other words, the students were lack of vocabulary. They often feel bored easily in learning activities because of those problems. It also happen because they fell bored in teaching technique in teaching vocabulary.
Because of that, the writer tries to offer new technique by teaching vocabulary using hyponymy games. Using hyponymy games to increase the studentsâ vocabulary is one of the alternatives in teaching vocabulary. It makes teaching and learning process easier and funnier because the words are grouped. So, the students will easier to remember it too.
C. RESEARCH HYPOTHESIS
This research is to know whether using hyponymy in teaching vocabulary better for the students to learn English. To find the answer of the problem, the writer should propose alternative hypothesis (Ha) and null hypothesis (Ho) as below:
1. Alternative Hypothesis (Ha) : There is a significant difference between teaching vocabulary by using hyponymy games for the students at Mts. Daarul Hikmah Pamulang.
28
CHAPTER III
METHODOLOGY OF RESEARCH
A. Methodology of Research 1. Place and Time of Research
The writer did the research at Daarul Hikmah Islamic Junior High School which located at Jl. Surya Kencana number 25 Pamulang, Tangerang.
She conducted this research from January up to May 2010. It began by observation of Daarul Hikmah Islamic Junior High School from January to February. Then, from March to May 2010, the writer held an experiment by using hyponymy games in teaching vocabulary. In addition, the teaching processes were held for two meetings for each class, so the totals are six meetings included giving pre test.
2. Method of Research
She held the field research by taking the studentsâ scores of the vocabulary tests (pre-test and post-test).
3. Technique of Data Collecting
The techniques of collecting data used in this research are:
a. Teaching
The writer did the teaching learning process six times, three times in control class and three times in experimental class before giving the post test to the students.
b. Test
The writer makes the instrument of this research that consisting of 25 questions vocabulary test. It is divided into three forms; the first part is multiple choices, the second part is structured essay and third part is unstructured essay. They are divided into three categories: easy (30 %), middle (60 %), and difficult (10 %). The test was made by the teacher class.
Multiple choices consists of 15 items from number 1 to number 15. The score per items is 1. It means if students can choose the answer of 1 item correctly, they will get 1 score and if they can choose the answer of 15 items correctly, they will get 15 scores.
Matching test consists of 10 items from number 16 to number 20. Itâs score per item is 4. It means if students can choose the answer of 1 item correctly, they will get 4 score and if they can choose the answer of 5 items correctly, they will get 20 scores.
Fill in the blank test consists of 5 items from number 20 to number 25. Itâs score per item is 3. It means if students can choose the answer of 1 item correctly, they will get 3 score and if they can choose the answer of 5 items correctly, they will get 15 scores. If the students answer all item correctly, they wil get scores 50. To get score 100, the score cross 2. So, 50 X 2=100.
Test Drive of Instrument
Test drive of instrument is done to know its validity and reliability before being used to collect data.
a. Validity
According to Scarvia B. Anderson in Suharsimi Arikunto said a test is valid if it measures what it purpose to measure.1 In testing of items validity is used product moment formula from Pearson as follow:
rxy =
ïĻ
ïĐïĻ ïĐ
ïĻ
ïĐ
ïŧ
2 2ï―
ïŧ
2ïĻ ïĐ
2ï―
ïĨ
ïĨ
ïĨ
ïĨ
ïĨ
ïĨ
ïĨ
ï ï ï Y Y N X X N Y X XY Nrxy = Coefficient of correlation between X Variable and Y Variable
(Koefisien korelasi antara variable X dan variable Y)
X = Sum of score in X distribution (skor tiap butir soal untuk setiap uji coba) Y = Sum of score in Y distribution (skor total tiap siswa uji coba)
XÂē = Sum of X quadrate (jumlah kuadrat dari X)
YÂē = Sum of Y quadrate (jumlah kuadrat dari Y)
N = Sum of sample (jumlah siswa uji coba)
From the calculation about this test, the valid number that are 2, 4, 6, 7, 8, 10, 13, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25. It means from 25 question that was given, there 16 numbers which are valid. And 9 questions were not valid.(see appendix)
b. Reliability
According to Edward L. Vockell and J. W. Asher âReliability addresses the question of whether the results of measuring processes are consistent on occasions when they should be consistentâ2 The formula to be used to find out reliability by K-R. 20 (Kuder-Richardson 20) formula as follow:
1
Prof. Dr. Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2003) p. 65.
2
r11 = n
SÂē - â p.q dengan SÂē = â xÂē - â x Âē
n-1 SÂē n n r11 = Coefficient of reliability all of items test
(Koefisien reliabilitas seluruh item tes). SÂē = Variance of items test ( Variasi butir soal ) N = Sum of items test ( Banyak Butir Soal ) P = Propose of student which the true answer
( Proporsi siwa yang menjawab item dengan benar). q = Propose of student which the wrong answer
(Proporsi siswa yang menjawab item dengan salah) With interpretation coefficient of reliability as follow:
DP : 0.00 â 0.20 = Poor
DP : 0.21 â 0.40 = Satisfactory
DP : 0.41 â 0.70 = Good
DP : 0.71 â 1.00 = Excellent
DP : Negative = All of poor
From the calculation of pre-test, the reliability score that the writer get is r11 = 0.83. The conclusion is that test reliable and include in category excellent. (see appendix )
c. Discriminating Power
According to Suharsimi Arikunto âdiscriminating power adalah kemampuan sesuatu soal untuk membedakan antara siswa yang pandai
(berkemampuan pandai) dengan siswa yang bodoh (berkemampuan
rendah)â(Discriminating power is the capacity test to discriminate between clever student and below student).3(see appendix)
The formula to be used to find out discriminating power as follow: D = BA â BB = PA â PB
JA JB
3
Explanation:
JA = Total of upper group (Banyaknya peserta kelompok atas)
JB = Total of lower group (Banyaknya peserta kelompok bawah)
BA = Total of upper student who answer the test correctly
(Banyaknya peserta kelompok atas yang menjawab soal itu dengan
benar)
BB = Total of lower student who answer the test correctly
(Banyaknya peserta kelompok bawah yang menjawab soal itu dengan benar)
PA = Propose of upper student who answer the test correctly
( Proposi peserta kelompok atas yang menjawab benar)
PB = Propose of lower student who answer the test correctly
(Proposi peserta kelompok bawah yang menjawab benar) Classification of discriminating power (DP):
D : 0.00 â 0.20 = Poor
D : 0.21 â 0.40 = Satisfactory
D : 0.41 â 0.70 = Good
D : 0.71 â 1.00 = Excellent
D : Negative = All of poor
d. Index of Difficulty
According to Suharsimi Arikunto âBilangan yang menunjukkan sukar dan mudanya sesuatu soal disebut indeks kesukaranâ(Difficulty index is the number which indicate difficult and easy of a test).(see appendix). The formula to be used to find out difficulty index as follow:4
P = B JS Explanation:
P = Difficulty index (Indeks kesukaran)
B = Sum of student who answer the test correctly
(Banyaknya siswa yang menjawab soal itu dengan betul) JS = Sum of all students (Jumlah seluruh siswa peserta tes)
4
Classification of difficulty index: 0.00 â 0.15 = Very difficult
0.15 â 0.30 = Difficult
0.31 â 0.70 = Average
0.71 â 0.85 = Easy
0.86 â 1.00 = Very easy
4.Technique of Data Analysis
The writer used a quantitative data which is related to numerals and it is analyzed by statistics. She used ât-testâ formula to calculate the data by comparing studentsâ pre-test and post-test.
After collecting the data she needed in research, the data processed and analyzed through the following steps:5
a. Investigating studentsâ vocabulary test, giving score, and
describing score in table.
b. Determining mean of variable x with formula:
N
ÎĢx
Mï―
c. Determining mean of variable y with formula:
N
ÎĢy
Myï―
d. Determining deviation standard of variable x and y with formula: SDD = â D2 - ( â D)2
N (N)
e. Determining standard error of mean of difference with formula: SEmD = SDD
âN-1
5
f. Determining mean of difference MD = â D
N
g. Determining test of hypothesis (to)
to = â MD
SEmD
h. Determining degrees of freedom (df )
df = (N-1)
M = the average of score
X = the score of pre-test
Y = the score of poet-test
CHAPTER IV
RESEARCH FINDING
Research Findings 1.Data description
To know the the results of the students pre-test and post-test, the writer makes the table of the students, score such as follows:
[image:48.612.115.510.139.705.2]The test results of the experimental class are tabulated and calculated in the following table:
Table 3.1
The result of studentsâ pre-test
Students Pre-test
1 45
2 63
3 65
4 55
5 71
6 53
7 56
8 72
9 55
10 54
11 46
12 62
13 71
Based on the table above, the writer calculated the result of variable x ( âx ) is 2212, and seeking the mean score of variable y, the higher score, and the lower score of the studentsâ pre- test with formula:
ï· Mx = âx = 2431 = 60, 52 = 60,5
N 40
ï· The higher score = 71
15 54
16 56
17 71
18 65
19 59
20 78
21 62
22 71
23 62
24 45
25 55
26 45
27 64
28 63
29 66
30 65
31 62
32 56
33 71
34 53
35 67
36 59
37 58
38 61
38 58
40 71
ï· The lower score = 45
Table 3.2
The result of the studentsâ post-test
Students Post-Test
1 75
2 76
3 64
4 61
5 70
6 65
7 67
8 87
9 75
10 71
11 68
12 69
13 72
14 62
15 71
16 69
17 80
18 65
19 73
20 79
21 71
22 73
23 70
24 61
25 61
26 63
27 72
28 75
29 69
30 65
31 75
32 67
Based on the data collected in post-test, the writer calculated the result of variable y ( ây ) is 2212. Then she calculated the mean score of variable y, and seeking the higher score, and the lower score of the studentsâ pre- test with formula:
ï· My = ây = 2787 = 69.6 = 69
N 40
ï· The higher score = 87
ï· The lower score = 61
ï The Comparison of Studentsâ Pre-test and Post-test
[image:51.612.112.502.98.507.2]After getting the data, the writer analyzed it by using statistic calculation of test formula.
Table 3.3
The result of the studentsâ English pre-test and post-test
34 61
35 64
36 60
37 73
38 72
38 62
40 78
Total 2787
Students Pre-test Post-Test D=(x-y) D2 = (x-y)
1 45 75 -30 900
2 63 76 -13 169
3 65 64 +1 1
4 55 61 -6 36
5 71 70 +1 1
6 53 65 -8 64
7 56 67 -11 121
Notes:
N = Number of cases
9 65 75 -10 100
10 54 71 -16 196
11 46 68 -22 484
12 62 69 -7 49
13 71 72 -1 1
14 56 62 -6 36
15 54 71 -17 289
16 56 69 -13 169
17 71 80 -9 81
18 65 65 0 0
19 59 73 -14 196
20 78 79 -1 1
21 62 71 -9 81
22 71 73 -2 4
23 62 70 -8 64
24 45 61 -16 196
25 55 63 -8 64
26 45 61 -16 196
27 64 72 -8 64
28 63 75 -12 144
29 66 69 -3 9
30 65 65 0 0
31 62 75 -13 169
32 56 67 -21 441
33 71 76 -5 25
34 53 61 -8 64
35 67 64 +3 9
36 59 60 -1 1
37 58 73 -15 125
38 61 72 -11 121
38 58 62 -4 16
40 71 78 -7 49
x = the score of pre-test
y = the score of post- test
D = difference
âx = the total score of x
ây = the total score of y
âD = the total of difference
â D2
= the total of quadrate difference
According to the data in the table above, the writer calculated the result of the studentsâ pre-test (variable x) and post-test (variable y).
The first steps was seeking the difference between variable x and y and we got it by using formula x-y = D, âD= -721 and âD2 = 15405. After that, we seek the standard of difference between two variables (x and y) using formula as fllows:6
SDD = â âD2 - (âD)2
N (N)
= â4861 - (-361)2 40 ( 40 ) = â121,525- (-9,025)2
= â121,525-81,45
= â40,075 = 6,33
After finding the result of SDD, we can seek SEMD (Strandard Error of the
Mean difference) using formula: SEMD = SDD
6
âN-1
= 6,33 â40-1 = 6,33 â 39
= 6,33 6,24 = 1,014
After the result of SEMD was found, we seek MD (Mean of Difference)
using formula as follows:7
MD = âD
N = -361 40 = -9,025
Finally, we seek to (Test of Hypothesis), using formula as follows:
to = MD
SEMD
= -9,025 1, 014 = - 8.9
df =
ïĻ
N1ïŦN2 -2ïĐ
= 40 + 40 -2 = 78
There is no degree of freedom for 78, so the writer uses the close df from 80. At significance 5 %= 2,64
1 %= 1,99
7
2. Hypothesis Testing
To prove the hypothesis, the data obtained from the experimental class and the controlled classes are calculated by using the t-test formula with assumption as follows:
If to > tt : There is a significant diffrerence and the alternative
hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.
If to< tt : There is a significant diffrerence and the alternative
hypothesis (Ha) is rejected and null hypothesis (Ho) is accepted.
3.Data Intepretation
From the result of statistic calculation, it is obtained the value of to is 8,9
and degrees of freedom (df) is 78.
To know whether it is significant or not, we have to look at the table in appendix I. The result of significant 5% is 2,64 and 1% is 1,99. So t0> than t t .
The comparison between t-score with t-table t-score = 2,64 <8,9> 1,99
It means that hypothesis of the research is accepted, or there is significant difference between the results of teaching vocabulary through hyponymy games for the students at Mts. Daarul Hikmah Pamulang.
CHAPTER IV
RESEARCH FINDING
Research Findings 1. Data description
To know the the results of the students pre-test and post-test, the writer makes the table of the students, score such as follows:
[image:56.612.116.512.142.708.2]The test results of the experimental class are tabulated and calculated in the following table:
Table 3.1
The result of studentsâ pre-test
Students Pre-test
1 45
2 63
3 65
4 55
5 71
6 53
7 56
8 72
9 55
10 54
Based on the table above, the writer calculated the result of variable x ( âx ) is 2212, and seeking the mean score of variable y, the higher score, and the lower score of the studentsâ pre- test with formula:
11 46
12 62
13 71
14 56
15 54
16 56
17 71
18 65
19 59
20 78
21 62
22 71
23 62
24 45
25 55
26 45
27 64
28 63
29 66
30 65
31 62
32 56
33 71
34 53
35 67
36 59
37 58
38 61
38 58
40 71
ï· Mx = âx = 2431 = 60. 52 = 60.5
N 40
ï· The higher score = 71
[image:58.612.115.498.103.709.2]ï· The lower score = 45
Table 3.2
The result of the studentsâ post-test
Students Post-Test
1 75
2 76
3 64
4 61
5 70
6 65
7 67
8 87
9 75
10 71
11 68
12 69
13 72
14 62
15 71
16 69
17 80
18 65
19 73
20 79
21 71
22 73
23 70
24 61
25 61
26 63
27 72
28 75
Based on the data collected in post-test, the writer calculated the result of variable y ( ây ) is 2212. Then she calculated the mean score of variable y, and seeking the higher score, and the lower score of the studentsâ pre- test with formula:
ï· My = ây = 2787 = 69.6 = 69
N 40
ï· The higher score = 87
ï· The lower score = 61