INCREASING THE EIGHT GRADE STUDENTS’ VOCABULARY MASTERY AND ACTIVE PARTICIPATION BY USING ROUNDTABLE MODEL OF COOPERATIVE LEARNING AT
SMPN 2 BANYUWANGI
THESIS PROPORSAL
Proposed to Fulfill One of the Requirements to Obtain the Degree of S1 at the English Education Program, Language and Arts Department The Faculty of Teacher
Training and Education Jember University
By : Rahmat Sudana
100210401098
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM LANGUAGE AND ARTS DEPARTMENT
THE FACULTY OF TEACHER TRAINING AND EDUCATION JEMBER UNIVERSITY
STATEMENT OF THESIS AUTHENTICITY
I certify that this research is an original and authentic piece of work by the author himself. All materials incorporated from secondary sources have been fully acknowledged and referenced.
I certify that the content of the thesis is the result of work which has been carried out since the official commencement date of the approved thesis title; this thesis has not been submitted previously, in whole or in part, to quality for any other academic award; ethics procedure and guidelines of the thesis writing from the university and the faculty have been followed.
I am aware of the potential consequences of any breach of the procedures and guidelines, e.g. cancelation of academic award.
I hereby grant to the University of Jember the right to archive and to reproduce and communicate to the public my thesis or my project in whole or in part in the
University/Faculty libraries in all forms of media, now or hereafter known.
Jember, 5 June 2015
Rahmat Sudana
DEDICATION
This thesis is honorably dedicated to:
MOTTO
“If you want to go fast, go alone. If you want to go far, go together.”
~ African Proverb
“Don’t underestimate the seductive power of a good vocabulary.”
CONSULTANTS’ APPROVAL
INCREASING VIII B STUDENTS’ VOCABULARY MASTERY AND ACTIVE PARTICIPATION BY USING ROUNDTABLE MODEL OF
COOPERATIVE LEARNING AT SMPN 2 BANYUWANGI THESIS
Composed to fulfill one of the requirements to obtain S1 Degree at the English Education Program of the Language and Arts Education Department of the Faculty of
Teacher Training and Education of Jember University
Name : Rahmat Sudana
Identification Number : 100210401098
Level : 2010
Place, Date of Birth : Banyuwangi, February 17th, 1992
Department : Language and Arts
Program : English Education
Approved by:
Consultant I Consultant II
APPROVAL
The thesis entitled “Increasing VIII B Students’ Vocabulary Mastery and Active Participation by Using Roundtable Model of Cooperative Learning at SMPN 2 Banyuwangi” is approved and accepted by the Faculty of Teacher Training and Education, Jember University on:
Date : Friday, June 5th, 2015
Place : The Faculty of Teacher Training and Education, Jember University
The Committee
The Chairperson The Secretary
Dra.Zakiyah Tasnim, M.A. Asih Santihastuti, S.Pd, M.Pd.
NIP. 196201101987022 001 NIP. 198007282006042 002
Member 1 Member II
Drs. Bambang Suharjito, M.Ed Dr. Budi Setyono, M.A.
NIP. 196110251989021 004 NIP. 19630717199002 1 001
The Dean
The Faculty of Teacher Training and Education
Jember University
Prof. Dr. Sunardi, M.Pd
ACKNOWLEDGEMENT
First and foremost, I would like to express my greatest gratitude to Allah SWT for blessing me and giving me strength so that I can finish writing the thesis
entitled “Increasing VIII B Students’ Vocabulary Mastery and Active Participation by Using Roundtable Model of Cooperative Learning by Using Roundtable Model of Cooperative Learning at SMP Negeri 2 Banyuwangi”.
In relation to the writing and finishing of this thesis, I would like to express the deepest and sincerest thanks to:
1. The Dean of the Faculty of Teacher Training and Education, Jember University
2. The Chairperson of The Language & Arts Department
3. The Chairperson of English Language Education Study Program
4. The first and second consultants, Drs. Bambang Suharjito, M.Ed. and Asih Santihastuti, S.Pd, M.Ed. Thank you for spending your time and giving me suggestions and many ideas to make my thesis better.
5. The first examiner, Dra.Zakiyah Tasnim, M.A and the second examiner, Dr. Budi Setyono, M.A.
6. The lecturers of the English Education Program who have given me moral supports to work harder in my attempt to complete the thesis
7. The examination committee that have given me a lot of suggestion
8. The principal and the English teachers of SMPN 2 Banyuwangi for giving me an opportunity, help, and support to conduct this research
9. The Eighth grade students of SMPN 2 Banyuwangi in the 2014/2015 academic year.
10.My best friends Muhammad Nashrudin, Okky Cendana G, Ridwan Fanani, Rudy Prasetyo. Lisareny Oktara thanks for the support. DNC class friends and other friends too.
I believe that this thesis might have some weaknesses. Therefore, any criticism from those who really want to improve the thesis will be wisely appreciated.
Jember, 5 June 2015
SUMMARY
Increasing the Eight Grade Students’ Vocabulary Mastery and Active
Participation by Using Roundtable Model of Cooperative Learning at SMPN 2 Banyuwangi; Rahmat Sudana, 100210401098; 2015; 80 pages; English Language Education Study Program Language and Arts Department The Faculty of Teacher Training and Education, Jember University.
Consultants : 1. Drs. Bambang Suharjito, M. Ed.
2. Asih Santihastuti, S.Pd, M.Pd.
Keywords : Vocabulary Mastery, Active Participation. Roundtable
Generally in English, when we are going to learn the four language skills, we need to know the vocabularies then we can understand what is being listened, spoken, read, and written. Vocabulary cannot be separated with four language skills namely listening, reading, writing, and speaking. Vocabulary itself is as if pillars to maintain the four language skills. Usually English learners still have some difficulties to learn or memorize vocabularies, because they still bound with their mother tongue in daily communication. This condition has been the main problem in English language learning. The English teacher should use variety of techniques or media that will attract students’ interest to learn English.
This classroom action research was intended to increase the eighth grade
students’ vocabulary mastery and active participation by using roundtable model of
teacher that the students of class VIII B had difficulty in memorizing vocabulary, the
average score of the students’ vocabulary score was 70, while the standard passing
grade of the school was 75. Furthermore, the students were not active in the classroom during the teaching learning process. It was also very seldom for the teacher to ask the students working in group. As a result, students felt depressed as they were unable to ask or share their difficulties during the teaching learning process. From the result of preliminary study, class VIII B that consists of 40 students was chosen as the research subjects.
Roundtable model of cooperative learning is a type of cooperative learning strategy in which students work in small group consist of 4-6 students. In doing roundtable, all students sit around the table with their own group so that they can interact directly with other members. Each group is suggested to be heterogeneous and formatted by the teacher from different gender and level of ability. The group consists of high achiever, middle achiever, and low achiever in order that each
member can help each other’s learning. Low achiever students can gain
understanding from high achievers and middle achievers. Each group is given a pen
and a piece of paper to answer teacher’s questions. The members of the group take
turn writing the answers on the paper, passing the paper around. This research was done collaboratively with the English teacher. This research was done in one cycle. The cycle covered four activities they were, planning of the action, implementing of the action, class observation and evaluation, and reflection of the action. The cycle is conducted in two meetings. The supporting data were from interview with the English teacher and documentation. The mean score of the students’ vocabulary test was 79.65. Then, the percentage of students’ active participation was 77.5%. It means that the students’ vocabulary mastery and active participation pass the minimum target that is 75 as minimum target for average
TABLE OF CONTENTS
CHAPTER 1. INTRODUCTION Page
1.1The Background of the Research ... 1
1.2The Problem of the Research ... 4
1.3The Objective of the Research ... 4
1.4Significance of the Research... 4
1.4.1 The English Teacher ... 4
1.4.2 The Students ... 5
1.4.3 Other Researcher ... 5
CHAPTER 2.RELATED OF LITERATURE REVIEW 2.1 Definition of Vocabulary ... 6
2.2 Classification of Vocabulary ... 6
2.3 Vocabulary Achievement ... 10
2.4 The Concept of Cooperative Learning ... 10
2.4.1 The Characters of Cooperative Learning ... 11
2.4.2 The Advantages of Cooperative Learning ... 12
2.4.3 The Disadvantages of Cooperative Learning ... 14
2.6 The Implementation of Roundtable Model of Cooperative
Learning in Teaching Vocabulary ... 16
2.7 Action Research of Hypothesis ... 18
CHAPTER 3. RESEARCH METHOD 3.1 Research Design ... 19
3.2 Research Area Determination Method ... 21
3.3 Research Subject Determination Method ... 22
3.4 The Operational Definition of the Terms ... 23
3.4.1. The Students’ Vocabulary Achievement ... 23
3.4.2 Roundtable Model of Cooperative Learning ... 23
3.5 Data Collection Method ... 23
3.5.1 Vocabulary Test ... 23
3.5.2 Observation ... 24
3.5.3 Interview ... 24
3.5.4 Documentation ... 25
3.6 Research Procedure ... 25
3.6.1 The Planning of the Action ... 25
3.6.2 Implementation of the Action ... 26
3.5.4 Reflection of the Action ... 27
3.7 Data Analysis Method ... 27
CHAPTER 4.RESULT AND DISCUSSION 4.1 The Result of the Action in Cycle 1 ... 29
4.1.1. Implementation of the Action in Cycle 1 ... 29
4.1.2 The Result of Observation in Cycle 1 ... 32
4.1.3The Result of Vocabulary Achievement Test in Cycle 1... 35
4.1.4The Result of Reflection in Cycle 1 ... 38
4.2Discussion ... 38
CHAPTER 5. Conclusion and Suggestion 5.1Conclusion ... 41
5.2 Suggestions ... 41
5.2.1. The English Teacher ... 41
5.2.2 The Students ... 42
REFERENCES APPENDIX
LIST OF APPENDIX
APPENDIX 1 Research Matrix ... 43
APPENDIX 2 The Guidelines of Research Instruments ... 46
APPENDIX 3 The Result of Interview ... 49
APPENDIX 4 Observation Checklist ... 51
APPENDIX 5 Lesson Plan Meeting 1 ... 52
APPENDIX 6 Lesson Plan Meeting 2 ... 63
APPENDIX 7 Vocabulary Test ... 73
APPENDIX 8 Students’ Active Participation in First Meeting ... 77
APPENDIX 9 Students’ Active Participation in Second Meeting ... 79
APPENDIX 10 List of the VIII B Students’ Name ... 81
I. INTRODUCTION
This chapter presents the background of the research, problem of the research, objective of the research, optional of the terms, and significances of the research which are presented respectively.
1.1 The Background of the Research
English is one of the compulsory subjects that need to be learned by students. There are four language skills in English learning namely listening, speaking, reading, and writing. In order to master English, students have to learn those four skills well.
Generally in English, when we are going to learn the four language skills, we need to know the vocabularies then we can understand what is being listened, spoken, read, and written. According to Milton (2009:171), vocabulary knowledge ties into some language skills rather better than others that it can contribute more to some aspects of language performance in particular. Learning vocabularies allow us to acquire everything in language use, we may also have a chance to master the language.
Based on the explanation above, it can be concluded that vocabulary is a source of language in order to learn listening, speaking, reading, and writing well. Usually foreign language learners still have some difficulties to learn or memorize vocabularies, because they still bound with their mother tongue in daily communication. This condition has been the main problem in foreign language learning especially English.
The result of the preliminary study by interview the English teacher of class VIII B was many students still have difficulty in understanding English words. In class, students still gave their respond at introduction section however when it came to material explanation most of students did not pay attention to the teacher. The teacher did not use variety of techniques in teaching and it made students reluctant to join English Class.
Moreover, the teaching technique in SMPN 2 Banyuwangi also influenced the
result of students’ English achievement. There are 3 teachers in SMPN 2 Banyuwangi for Class VIII and teacher of class VIII knew that his class had the lowest score of vocabulary. The teacher used only communicative learning to teach English. The English teachers only used teacher’s guide book to deliver material and asked the students to do exercises in students’ guide book. It was very seldom for teacher to ask students to work in group. As a result, students felt depressed as they were unable to ask or share their difficulties during the teaching learning process.
Roundtable technique can be used for brainstorming the idea between students in a group they may also share their idea to other groups. Crandall in Arnold (1999:230) states that students take turns giving answers, providing information or sharing ideas. Students will offer their ideas in written form, share one piece of paper and a pen then pass them to make students having contributions during activity. This activity will not only improve their brainstorming, but also develop their interaction with different backgrounds.
Many researches have done the research using cooperative learning. One of them is Riniati (2006) who took an experimental research at SMAN 1 Arjasa-Jember. The research was intended to know whether there is significance effect of using
roundtable technique in the second year students’ writing achievement at SMAN 1 Arjasa-Jember. The result showed that there is significant effect of roundtable
technique in the second year students’ writing achievement at SMAN 1 Arjasa-Jember. Writing skill cannot be separated from vocabulary enrichment. Without vocabularies the writers cannot know what the right words to express their idea. Another research was done by Sholihah (2010) who took a classroom action research at SMPN 1 Jangkar-Situbondo. Based on the interview with the English teacher, it was revealed that the eight grade students of class VIII B have a problem with vocabularies. The students were hard to memorize the words, they were also not active in teaching learning process. The result of the research could improve the eighth grade students’ vocabulary and active participation at SMPN 1 Jangkar Situbondo. Sholihah’s research made certainty that roundtable is one of appropriate
techniques to improve students’ vocabulary achievement.
Roundtable model of cooperative learning had never been applied in SMPN 2 Banyuwangi. Based on the explanation above, it is necessary to conduct a research
1.2 The Problem of the Research
Based on background of the research above, the problems of the research are:
1. How can the use of roundtable model of cooperative learning increase class VIII B students’ vocabulary mastery at SMP Negeri 2 Banyuwangi? 2. How can the use of roundtable model of cooperative learning increase
class VIII B students’ group active participation at SMPN 2 Banyuwangi?
1.3 Objective of the Research
The objectives of this research learning are:
1. To increase class VIII B students’ vocabulary mastery by using roundtable model of cooperative learning at SMP Negeri 2 Banyuwangi.
2. To increase class VIII B students’ group active participation by using roundtable model of cooperative learning at SMP Negeri 2 Banyuwangi.
1.4 The Significances of the research
The results of this research are expected to be useful for the English teacher, the students, and the other. Positive Interdependence
1. For the English Teacher
The English teacher can use roundtable model of cooperative learning as a technique in teaching English, especially vocabulary to make teaching
learning more interesting and more variety also to improve students’
vocabulary achievement. 2. For the Students
3. For Other Researches
The research results are hopefully useful for other researches who have similar problem in teaching vocabulary as a reference and information to do further research by applying a different research design or different
research method by collecting data to improve students’ vocabulary
II. RELATED LITERATURE REVIEW
This chapter presents the review of aspects related to the research topics. They are the definition of vocabulary, classification of vocabulary, vocabulary achievement, the characteristic of cooperative learning, the benefit of cooperative learning, the Roundtable Model of cooperative learning and action research hypothesis.
2.1 The Definition of Vocabulary
In learning English, vocabulary has an important role to help the students to understand the materials. If the students master vocabulary, they can learn English well whether it is spoken, read, or written. Vocabulary cannot be separated with four language skills namely listening, reading, writing, and speaking. Vocabulary itself is as if pillars to maintain the four language skills.
According Hiebert and Kamil (2005:3) vocabulary is the knowledge of meaning of words. Hatch and Brown (2001:1) states that vocabulary refers to a list or asset of words that individual speaker of language might use.Moreover, Thornburry (2002:14) states that vocabulary is largely a collection of items.
Based on the explanation above, it can be concluded that vocabulary is a source of language in order to learn listening, speaking, reading, and writing. Vocabulary also contains meaning to express our thought and feeling.
2.2Classification of Vocabulary
content words, those that carry a high information load. Content words are usually nouns, verbs, adjectives, and adverbs. However, this research focuses only on content words since they are mostly presented in Junior High School.
According to Hatch and Brown (2001:219) noun refers to a person, place, or thing. Nouns can be divided into subclasses which are:
Proper nouns: noun that gives the actual name of the person, place, thing, or
idea (Everyone knows who Andi is; Indonesia is my beloved homeland)
Common nouns: noun that simply names people, places, things, or ideas but
they are not actual names of people, places, things, or ideas (I love that girl,
state laws are passed by the legislature)
Abstract nouns: noun that refers to intangible things, like feelings, ideals,
concepts, and qualities (Love is a wonderful feeling between two people; Sarah has great taste in clothes)
Concrete nouns: objects and substances that can be experienced through our
sense (The yellow flowers flowed from a glass red vase;suddenly, a large roaring black panther appeared from behind the rock)
Count nouns: noun that can add a number to the front of a noun (Dany offered
me a chocolate-chip cookie; at class, I lost all of my pens yesterday)
Mass nouns: noun that cannot usually be counted (I add sugar to make my tea sweet; my mom asked me to buy soy sauce)
Group nouns: noun that refers to a group of people or things (It is safe to save
your money on bank, I join football club)
Hatch and Brown (2001:222) state that verbs are words that detonate action. According to Carnes (2005) verbs are divided into four types which are:
Intransitive: action verb that does not have an object to receive the action (I
ate, I ate quickly)
Transitive: action verb that has an object to receive the action (he got the ball, she loves him, I think that you are beautiful)
Linking: connects the subject with a word that gives information about the
subject, such as condition or relationship (he is a teacher, I feel tired)
Passive-voice: the subject is acted upon by the verb (our team was beaten at softball)
For verb, the focus is only on transitive verb.
Hatch and Brown (2001:228) state that adjectives are typically used to describe particular nouns. Thompson and Martinet (1986:22) divide kinds of adjective which are:
Demonstrative: adjective that helps indicate a noun and are close proximity of
that noun in a sentence(this is the best day of my life, that dog is so adorable,
these shoes fit me very well, those shoes are very expensive)
Distributive: adjective that is used to refer to members of a group as individuals (each participant is asked to complete a survey, every book in the series had a forward by a noted scholar, either of these movies would be interesting to me, neither pen will do as I need to sign in pencil)
Quantitative: adjective that shows the quantity of a thing is called the
adjective of quantity (I ate some rice, I don’t have any money left, many of things happened since that day, I don’t knowmuch about that problem)
Interrogative: adjective that modifies another term, especially noun (which coat is Andy’s, what program are you watching?,whose camera is this?whom
Possessive: word that replace a noun (she got my heart, I loveyour hair, his
sister is cute, her boyfriend is not really that nice, it only wantsits ball back,
our team should be the winner, their project is impressive)
Quality: adjective that is usedto identify the qualities or features of a person or thing (that Ben is not really that clever, I like fat boys)
For adjective,the focus is only on quality adjective.
Hatch and Brown (2001:230) state that adverbs are similar to adjective in many ways although they typically assign attributes to verbs, to clauses, or to entire sentence rather than nouns. Krohn (1986) classifies adverbs into seven classes which are:
Adverb of time: adverb that tell us when usually placed at the end of sentence
(My mom prepare our breakfast in the morning, I usually wake up at 4:00 AM)
Adverb of place: adverb that tell us where something happens (I came here
once, I searched everywhere I could think of, come in)
Adverbs of frequency: adverb that is used to say how often we do something
(don’t be always so rude, weusually drink coffee, shesometimes visits me at home, Inever want eat that food, Ioften go to cinema)
Adverbs of manner: adverb that is used to tell us the way or how something is done (I can’t do it correctly, he learnedwell)
Adverbs of purpose: adverb that indicates the purpose which the verb may
address (he went tobuy somebooks)
Adverbs of means (he came by plane)
Adverbs of instrument (he wrote with a pen)
2.3Vocabulary Achievement
Vocabulary is one of the important things in learning a language. Without vocabulary it is hard to understand the meaning of words or sentences. Vocabulary helps the listeners to hear what are heard, the readers to what are read, to the writers to know what are going to write, and even the speakers to express their words and sentences.
In language learning, achievement is needed to measure students’ development for what they have learned. Hughes (2003:13) states that achievement is directly related to language course, their purpose being to establish how successful individual students, groups of the students, or the courses themselves have been in achieving objectives.
In this research, achievement means the result of vocabulary test through each cycle after students have been taught vocabulary using roundtable model. The vocabulary learning will include nouns, verbs, adjectives, and adverbs. The achievement test will be done in multiple choices and matching words. The total number of the test item is 40 items.
2.4The Concept of Cooperative Learning
Kagan(2009) state that cooperative learning includes social interaction over content, and literally the brains in a cooperative learning classroom are more engaged. Furthermore, Richards and Rodgers (2001:192) state that cooperative learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small group of learners in the classroom. Cooperative learning is presently used in schools and even universities in every part of the world. Cooperative learning is one of the success stories both in psychology and education.
view, asking something they do not understand, and react to other students’ opinion positively. Moreover, cooperative learning allows students to interact with one another to achieve learning objectives. Kagan (2009) explains that cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of language.
2.4.1 The Characteristics of Cooperative Learning
Orlichet al (1998:277) mentioned five characteristics of cooperative learning which have an impact in language classroom. They are: positive interdependence, face-to-face interaction, individual (accountability, development of social skills, and group evaluation. The following is the details of those characters:
a. Positive Interdependence
Cooperative learning emphasizes cooperation among the learners. There will be not only one student in a group who will give contribution, but also another member. Success or failure is dependent on how individual works in the same group.
b. Face-to-face Interaction
c. Individual Accountability
Each member has their own role in a group, it also means one student has different responsibility from other member. Cooperative learning will give chance for students to develop themselves through group activities.
d. Development of Social Skills
To achieve the goal in cooperative learning both intelligence and social skill are needed. Students with good intelligence are not enough to succeed in cooperative learning. Effective communication, understanding appreciation of others, decision making, problem solving, conflict resolution, and compromise are needed to learn in how to cooperate with other members as a team, assuming that cooperation is needed in cooperative learning.
e. Group Evaluation
Groups of students should be able to evaluate their project, goal, and discussion progress. They can evaluate their progress during class discussion by communicate with other group.
2.4.2 The Advantages of Cooperative Learning
Cooperative learning gives positive contributions by improving classroom climate, providing supportive learning, and giving opportunities for students to use the language. Crandall (in Arnold, 1999:233) mentions some benefits of cooperative learning as follows:
a. Reducing Anxiety
share with their friends before informing it to entire class, cooperative learning gives those facilities to students.
b. Promoting Interaction
Expressing an idea in foreign language becomes a frustrating situation for students. Fear of being ashamed when doing mistakes could be a problem in language learning, they may not learn the language appropriately. Students may not feel fear in cooperative learning they will be given opportunities to interact with their friends before sharing an idea.
c. Providing Comprehensible input and output
Input in cooperative learning includes group interaction and teachers explanation, and output includes an oral report, a written summary or a completed form. In order to make good output, the input should be effective there must be productive contribution in group activity.
d. Increasing Self-confidence and Self-esteem
Group interdependence will improve cooperative learning activities.
Interdependence may improve learners’ self-confidence and self-esteem through productive group activities.
e. Increasing Motivation
Motivation will lead students to do more, especially in learning activities. In
cooperative learning, motivation can be found through teachers’ instruction, and
2.4.3 The Disadvantages of Cooperative Learning
According to Bartsch (2014) there are 3 disadvantages of using cooperative learning:
1. Group Dynamic Dilemma
The group with heterogeneous format may cause conflict between its members. Sometimes they will argue about which one who has the best answer or solution. Conflict between individuals may also be the problem. Teacher should watch how students cooperate with their teams. Teacher should explain that cooperation is needed to be succeeding in cooperative learning.
2. Uneven Workloads and Evaluations
In cooperative learning, students should support and encourage their group mates. However, in certain conditions high achievement students will try to take over the work so they will finish it quickly. In the other hand, low achievement students will rely the work to another member. Teacher should help students to manage how team members should work. A good explanation in how cooperative learning work should deal with the problem and the teacher role as a class controller is needed.
3. Classroom Management Challenges
2.5 The Roundtable Model of Cooperative Learning
According to Miller and Spencer (in Sherman, 1991:30) roundtable is a technique that can be used for brainstorming, reviewing, or practicing a skill.
Roundtable can improve students’ active participation during learning activity and
also their skills in language learning. Richard and Rodgers (2001:198) say that in roundtable, there is one piece of paper and one pen for each team, one student make contribution and passes the paper and pen to the student of his or her left, each student makes contribution in turn. The procedures of conducting roundtable model
of cooperative learning in vocabulary teaching are: formatting the group, “posing multiple” answers question, responding “multiple answers” question, and discussing “multiple answers” question. The following will discuss the procedure of using
roundtable model of cooperative learning.
1. Formatting Roundtable Team
Crandall (in Arnold, 1999:227) says that group 4 or 6 can be particularly effective, since students can engage in both pair and group activities without having to change groups. In roundtable, heterogeneous teams are recommended. Heterogeneous teams maximize the potential for cross-ability tutoring, positive race relation, improve gender relation, and efficient classroom management. In addition, heterogeneous teams will help low achievement students by seeing better students study the problem. Further, the better students can help low achievement students to understand how to study.
Heterogeneity of groups is based on gender and academic ability. In order to do that, students are not allowed to choose their own teammates because
2. Posing “Multiple Answers” Question.
Miller and Spencer (in Sherman, 1991:30) says that it must be one with multiple answers and one which offers a high probability of success to all participants. Problem with multiple answers may allow students having different right answers that will encourage creativity and deeper thinking.
3. Responding “ Multiple Answers” Question
In roundtable to respond “multiple answers” question there are some rules to follow. According to Miller and Spencer (in Sherman, 1991:30) they are:
a) Group members must take turn writing answers on a piece of paper, passing the paper around the circle clockwise.
b) Members must not skip a turn, teacher may decide if helping is allowed.
c) Groups must stop writing when time is called.
4. Discussing “Multiple Answers” Question
Students are given time to answer and respond “multiple answer” questions. When the time is called, students have to stop answering. The groups may discuss and share the answers to entire class. By sharing and discussing, the
groups will know all the correct answer for “multiple questions” question.
Groups can count their correct answers written on the paper. The teacher will reward group with greatest number of correct answers.
2.6The Implementation of Roundtable Model of Cooperative Learning in Teaching Vocabulary
contribution. Kagan (in Dotson, 2001) says that cooperative learning is a teaching arrangement that refers to small, heterogeneous group of students working together to achive a common goal. For this research, the researcher will adapt and modify some procedures to match with situation and material in the research. They are:
1. Formatting heterogeneous group. The group consists of 4 students with different gender and academic ability. After making group, students will sit around the table with their group members in order to work cooperatively and interact directly each other. Then the teacher will give a piece of paper and a
pen for each group to answer teacher’s questions.
2. Posing “multiple answers” question. Before giving questions, the teacher will explain the material about noun, verb, adjective, and adverb. The question must be one that has multiple answers.
Example: Find noun, verb, adjective, and adverb from the text above!
3. Responding to “multiple answers” question. Each group has to answer the
teacher’s questions by using a piece of paper and a pen that given by the
teacher. Members take turn writing the answers and passing the paper around. Each group will be given20 minutes to answer multiple answer task. When time is called, groups have to stop answering.
2.7Action Research Hypothesis
The action research hypotheses are:
1. The use of roundtable model of cooperative learning can improve class VIII B students’ vocabulary mastery at SMPN 2 Banyuwangi in the 2014/2015 academic year.
2. The use of roundtable model of cooperative learning can improve class VIII B
III. RESEARCH METHODS
Chapter III presents the research methods used in this research that will be explained in detail in the following parts. They cover research design, research area, determination method, data collection methods, and research procedures.
3.1 Research Design
This research was intended to improve class VIII B students’ vocabulary achievement through the Roundtable Model as a technique. The classroom action research would be conducted in cycle model, which each cycle consists of two meetings. According to Elliot (1991:69) the action research is the study of a social function with a view to improving the quality of action within it Furthermore, McMillan (1992:12) states that action research is a specific type of applied research to solve a specific classroom problem or make a decision at a single local site.
Figure 3.1 The Design of Classroom Action Research
(Taken from Lewin in Elliot, 1993:70)
The activities of research used the following procedures:
1. Taking preliminary study by interviewing the English teacher of SMPN 2 Banyuwangi to identify the problems that were faced by English teacher and students in learning vocabulary.
2. Finding some school documents as supporting data.
3. Determining the class as the research subject based on data from English teacher.
5. Constructing the observation guide in the form of checklist consisting of indicators observed.
6. Implementing the actions in cycle 1 by teaching vocabulary through Roundtable technique. The teacher will observe students’ activity, while the researcher carrying out teaching practice. It will be done in turn.
7. Giving vocabulary test including nouns, verbs, adjectives, and adverbs in the form of objective test after the actions in cycle 1.
8. Analyzing the results of vocabulary test.
9. Reflecting the results of observation and vocabulary test in cycle 1.If the result of vocabulary test in cycle 1 could not achieve the standard mean score requirement, the researcher will construct the lesson plan for second cycle by revising the lesson plan in the first cycle.
10.Implementing the actions in cycle 2 by teaching vocabulary through
roundtable technique. The teacher will observe students’ activity, while the
researcher carrying out teaching practice. It will be done in turn.
11.Giving vocabulary test including nouns, verbs, adjectives, and adverbs in the form of objective test after the actions in cycle 2.
12.Analyzing the results of vocabulary test.
13.Reflecting the results of observation and vocabulary test in cycle 2. 14.Drawing conclusion to answer the research problem.
3.2Research Area Determination Method
1. The roundtable model of cooperative learning had never been applied by English teacher in teaching vocabulary yet.
2. The headmaster gave permission to the researcher to conduct this classroom action research.
3. The English teacher agreed to conduct this classroom action research.
3.3Research Subjects Determination Method
The subject of this research was the students of class VIII B in SMPN 2 Banyuwangi in the 2014/2015 academic year. The class was chosen because it had the lowest mean score among other class based on data from English teacher. The standard passing grade of the school is 75, but the students who could not reach the score was 22 students (55%) of 40 students. According to the teacher, they had low capability in understanding vocabulary and low participation during the lesson. The mean score of the vocabulary test of class VIII B was 70.
Table 1.The Mean Score of the Eight Grade Students’ Vocabulary No Class Mean Score
3.4The Operational Definition of the Key Terms
Some items used in the research title are operationally defined in order to avoid misunderstanding of the terms which are also the variable of the research. The variables are vocabulary achievement and teaching of roundtable model of cooperative learning.
3.4.1The Students’ Vocabulary Mastery
Vocabulary achievement in this research deals with the result of the students’ vocabulary test in the form of scores of vocabulary with indicators of nouns, verbs, adjectives, and adverbs. In this research, it is dependent variable because its value depends on the implementation of teaching vocabulary with roundtable model of cooperative learning.
3.4.2 Roundtable Model of Cooperative Learning
The students will form heterogeneous group of 4. Teacher will give multiple answer questions as task. Each group passes paper to their teammates in circle clockwise to answer multiple answer questions. When the time is called students stop answering then discuss each group’s answers with others. Additionally, the roundtable model of cooperative learning in this research is independent variable because it influences the scores of the vocabulary mastery as the dependent variable.
3.5 Data Collection Method
In this research, data would be obtained from observation and vocabulary test. Meanwhile, interview and documentation was used to obtain supporting data.
3.5.1 Vocabulary Test
vocabulary through the Roundtable technique. Vocabulary test items included nouns, verbs, adjectives, and adverbs.
Generally, there are two kinds of test, namely subjective and objective test. However in this research, researcher used objective test since it is easy to score. According to Djiwandono (1996:28) an objective test is more practical and easier to do in term of scoring. Further, he adds that objective test can avoid subjectivity. The scoring objective test would be conducted in the third meeting. In the test, students would be given 30 test items with the distribution as follows: multiple choice (30 items) Total result would be divided by 30 then multiplied by 100. The time allocation for doing test was 40 minutes. The distribution of test item was as follows: nouns (13 items), verbs (6 items), adjectives (6 items), adverbs (5 items).
3.5.2 Observation
In this research, observation was done while teaching vocabulary using Roundtable technique in each meeting of each cycle. Researcher would use checklist
as an observation guide to record students’ active participation. The checklist told students if they were active or passive during learning process. The students would be categorized as active students if they fulfill at least 3 of indicators below:
1. The students write the answer of multiple questions on a piece paper in turn and pass the paper around.
2. The students share their opinions among high achiever, middle achiever, and low achiever to the class
3. The students find nouns, verbs, adjectives, and adverbs from the text given.
3.5.3 Interview
McMillan (1992:132) statesthat interview is a form data collection in which
questions are asked orally and subject’s responses are recorded. In this research,
concerning with English teaching at the school. The researcher would interview the English teacher to collect data about the curriculum used at SMPN 2 Banyuwangi, the English books, the students’ problem in learning English, the students’ problem in learning English, how to solve their problems and the teaching techniques used by the English teacher in teaching vocabulary. (See Appendix 3)
3.5.4 Documentation
Arikunto (2006:158) says that documentation is a method in searching data in form of books, magazines, documents, rules, daily notes, and so on. For this research, documentation would get the supporting data about the names of the students, total number of the eight year students, and the previous scores in vocabulary of class VIII B students of SMPN 2 Banyuwangi in semester 1.
3.6 Research Procedures
The classroom action research was intended to improve class VIII B students’ vocabulary mastery and active participation by using Roundtable technique at SMPN 2 Banyuwangi in the 2014/2015 academic year. This research was conducted in one cycle. The cycle covered activities as follows:
a. Planning the action.
b. Implementation of the action. c. Observation and evaluation.
d. Data analysis and reflection of the action.
3.6.1The Planning of the Action
a. Choosing the theme based on the Basic Course of English Institutional Based Curriculum for the eighth grade of Junior High School.
b. Constructing the lesson plans for the first cycle (meeting I & II).
c. Constructing the vocabulary test in the form of objective test (multiple choices).
d. Constructing the observation guide in the form of checklist containing the
indicators of the students’ participation in learning vocabulary through
Roundtable technique.
e. Preparing the formula to score the students’ vocabulary test.
3.6.2Implementation of the Action
The action would be conducted in school hours. The researcher would teach vocabulary through Roundtable technique, while the teacher observed teaching learning process. The actions would be conducted in one cycle. The actions were
intended to improve students’ vocabulary achievement about nouns, verbs, adjectives,
and adverbs. The cycle 1 would be implemented based on lesson plan 1 and 2, then vocabulary test would be given in the third meeting.
3.6.3 Observation and Evaluation
The observation would be done in each meeting to know whether students’ active participation during vocabulary learning in Roundtable technique. The researcher would use checklist as instruments in observation. The students were classified as active students if reach 75% or more based on indicators in the checklist.
evaluation would be done at the end of cycle in the form of vocabulary achievement test covered nouns, verbs, adjectives, and adverbs.
The criteria that were used to evaluate the success of the action were: 1) the target average score was at least 75, and it could be reached at least 75% of the research subjects. 2) 75% students were active in teaching and learning process.
3.6.4 Reflection of the Action
The reflection would be done to reflect the result of the actions based on the observation and vocabulary achievement test. The purpose of the reflection was to know whether success or not the action given.
3.7 Data Analysis Method
The data analysis method is important to analyze obtained data in the form of descriptive quantitative analysis and descriptive qualitative analysis. The data from vocabulary achievement was analyzed quantitatively. Then, the data from observation was analyzed qualitatively.
The following was the quantitative formula for students’ vocabulary achievement test result.
∑
Notes:
M:the mean score of the students’ vocabulary achievement.
∑ X: the total score of the students’ vocabulary test. N: the total number of the students.
% Notes:
E: the percentage of the students who achieve > 75 as the minimum score n: the number of the students who achieve > 75 as the minimum score N: the total number of the students.
(Adapted from Ali, 1993:186)
The observation data from the indicators in checklist would be analyzed
qualitatively in the percentage of the students’ active participation. The formulation was:
% Notes:
E: the percentage of the students’ active involvement. n: the number of active students.
N: the total number of the students.
IV. RESULTS AND DISCUSSION
This chapter reports the result of the first cycle. The cycle consists of the results of vocabulary test, the results of observation, and the results of reflection.
4.1 The Results of the Action in Cycle 1
This classroom action research was conducted at SMPN 2 Banyuwangi. The actions were teaching vocabulary by using roundtable model of cooperative learning to the VIII B students of SMPN 2 Banyuwangi in the 2015/2016 academic year. The subjects of this research were the students of class VIII B. The stages of activities done in the first cycle covered planning of the action, implementing of the action, class observation and evaluation, and reflection of the action
4.1.1 The Implementation of the Action in Cycle 1
The implementations of the actions in cycle one were done in three meetings. The implementations of the actions in cycle 1 was carried out based on Lesson Plans 1 and 2 which were constructed by the researcher and consulted to the consultans and the English teacher. Both lesson plans were integrated with reading skill. In addition, the time allocation was 2x40 minutes for each meeting. While the last meeting was used for English vocabulary test.
The first meeting in cycle 1 was done on February 26th, 2015. At the time, the teacher was the researcher, while the English teacher observed the students during the teaching learning process of vocabulary. The first meeting was done based on the lesson plan 1. The topic was “Animal”.
The first meeting was conducted on 18th February 2015, the researcher taught vocabulary using descriptive text entitled Elephant. The first stage in teaching learning process was introduction. After greeting and introducing the
given. This activity was intended to arouse the students’ interest in the topic discussed. Then, the researcher stated the objective of the learning.
The second meeting was conducted on 25th February 2015, the researcher used Lion as a title for second descriptive text. The English teacher took turn to teach vocabulary while the researcher was being the observer. The English teacher reviewed about noun, verb and adjective then added adverb that was adverb of frequency (often, always, usually, sometimes, never). The students did better in following rules. It could be seen that they could manage the turn for each member to write down the answer. After distributing text, the researcher helped the students to get used to the technique. The researcher told students to mark some words which one should be as noun, verb, adjective and adverb when read the text. They started to focus on the text given, it made them easily to find the word during task and they could help their confused teammates. In discussion, each member did their responsibility to correct and tell the right words. In Lion text there are 20 nouns, 11 verbs, 9 adjectives, and only 1 adverb, groups could find words better but the most of part speech easily found was still adjective. Then the researcher told the words that the students could not find in task.
Vocabularies found in first meeting
Group 1 Group 2 Group 3 Group 4 Group 5
N 15 12 9 13 12
V 10 9 10 11 8
Ad 7 7 8 7 8
32 28 27 31 28
Group 6 Group 7 Group 8 Group 9 Group 10
N 12 10 15 13 10
V 10 7 8 6 7
Adj 7 7 6 7 8
Vocabularies found in second meeting
30 or more scores are categorized as excellent. 21 – 29 scores are categorized as good. 0 – 20 are categorized as bad. In the first meeting only group 1 and 4 were categorized as excellent group while other groups were categorized as good groups. In the second meeting only group 7 was a good group, while other groups were excellent group. It can be said that the most students did good work as the first try of roundtable technique in first meeting and they did better in second meeting which 9 groups were categorized as excellent group. Groups also could answer questions that relate to the text orally. With these results of two meetings the students had good preparation for vocabulary test in third meeting.
4.1.2 The Result of Observations in Cycle 1
The researcher and the English teacher did the two observations collaboratively. The observations in cycle 1 were conducted in two meetings. It
was intended to observe the students’ active participation during the teaching
learning process of vocabulary. During the observation process, observation
checklist was used to know students’ active participation.
Group 1 Group 2 Group 3 Group 4 Group 5
N 17 13 15 18 17
V 9 6 9 7 6
Adj 8 8 9 7 8
Adv 1 1 1 1
35 28 34 32 32
Group 6 Group 7 Group 8 Group 9 Group 10
N 16 13 19 17 16
V 6 6 8 8 7
Adj 7 6 9 8 8
Adv 1 1 1 1
There were three indicators observed, namely: 1) The students write the answer of multiple questions on a piece of paper in turn and pass the paper around, 2) The students share their opinions among high achiever, middle achiever, and low achiever, 3) The students find nouns, verbs, adjectives, and adverbs.The student was categorized as an active student if the student performed 3 indicators while if the student was categorized as passive student if the student performed less than 3 indicators. In addition, the observer gave check marks in the observation checklist based on categorized indicators.
Moreover, the result of the students’ active participation was analyzed by using the following formula to find the percentage of the students’ active participation.
% Notes:
E: the percentage of the students’ active involvement.
n: the number of active students. N: the number of the students.
(Adapted from Ali,1993:186)
The results of the observations were presented in the table (see appendix 9 and 10)
The calculation results of the observation checklist in cycle 1 were gotten to find percentages of active and passive students in the teaching learning process.
A. Meeting 1
Active Passive
% % =
× 100% =
× 100%
= 70% = 30%
B. Meeting 2
Active Passive
% % =
× 100% = %
After finding the percentages of active and passive students in cycle 1, the
average result of the students’ participation was needed being calculated too. It
was intended to know whether the target percentage required had been achieved
or not. Therefore, the average result of the students’ participation was presented in
Table 4.2.
Table 4.2 The Average Result of the Students’ Active Participation
No. Meeting Percentage
Active Passive
1 Meeting 1 70% 30%
2 Meeting 2 85% 15%
Average 77.5% 22.5%
Based on tables 4.1 and 4.2 above, in the first meeting there were 28 active students (70%) and 12 passive students (30%) during the teaching learning process. In the second meeting,during the learning process of vocabulary by using roundtable model there were 34 active students (85%) and 6 passive students (15%). Thus, the average result of the students’ active participationin cycle 1 was 77,5% while 22,5% were categorized as passive students. It can be concluded that
the students’ active participation in cycle 1 was success which the target percentage required in this research, that was 75% as minimum percentage.
Therefore, the students’ active participation in the teaching learning process of
vocabulary by roundtable model of cooperative learning had achieved the target.
4.1.3 The Result of Vocabulary Achievement Test in Cycle 1
Product evaluation was conducted on the third meeting on February 26th, 2015. The time allocation was 40 minutes. There were 30 questions in the form of multiple choices. The vocabulary test covered 13 items for the nouns, 6 items for the verbs, 6 items for the adjectives and 5 items for the adverbs.
vocabulary achievement test, the percentage of the students’ who got vocabulary achievement score of 75 or more was analyzed by using these following formulas.
∑
Notes:
M:the mean score of the students’ vocabulary achievement.
∑ X: the total score of the students’ vocabulary test. N: the number of the students.
(Adapted from Hadi, 1985:37)
% Notes:
E: the percentage of the students who achieve > 75 as the minimum score n: the number of the students who achieve > 75 as the minimum score N: the total number of the students.
(Adapted from Ali, 1993:186)
The result of the students’ vocabulary achievement test was presented in the table 4.3.
Table 4.3 The Result of the Students’ Vocabulary Achievement Test
No Name of Subject Score Achieved Not Achieved
1 ARS 80
2 AB 80
3 AM 96
4 APN 80
5 AWR 83
6 AF 40
7 AH 76
The calculation result of the vocabulary test 2was done to find the average
of the students who gained score ≤ 75 in test by using this following formula.
The students’ mean score =∑ =
=
79.65The students’ percentage = % =
% = 77.5%
Based on the table 4.10, there were 40 students took vocabulary achievement test. The actions in this research were considered successful if 75% or more of the students achieved the target score required in the vocabulary test. The result showed that 31 students got score ≤ 75 or higher and the average was 79,65. The percentage of students who succeed on the test was 77.5%. These results indicated that the students vocabulary achievement test had been achieved the standard target of score and percentage that were 75 and 75%. It can be said that the actions were successfully done. In short, the use of roundtable model of cooperative learning in teaching and learning of vocabulary improved the students’ vocabulary achievement.
4.1.4 The Result of Reflection in Cycle 1
The reflection was done after the result of observations and vocabulary achievement test in cycle 1 were known. In this research, the results of the first observation showed that there were 28 students out of 40 students or 70% were categorized as active students during the teaching learning process of vocabulary by using roundtable model of cooperative learning and there were 34 students out of 40 students or 85% were categorized as active students in the second meeting. In average, there were 77.5% of the students were active in the learning process. It means that the result of the observation in cycle 1 achieved the target required that
38 TP 93
39 VN 73
40 YAY 73
was 75% as standard percentage of the students active participation in learning process of vocabulary by using roundtable model of cooperative learning.
Further, the result of product evaluation that was vocabulary achievement test in cycle 1 showed that the mean score was 79.65 and for the percentage was 77.5%, it means that the goal of standard average score and minimum percentage was achieved. Therefore, the result of the students’ vocabulary achievement test in cycle 1 had achieved the target score required.
Based on the results of observation and vocabulary achievement test in cycle 1, it could be concluded that teaching vocabulary by using roundtable model of cooperative learning could improve the students’ vocabulary achievement. The students were more interest and enthusiast in learning vocabulary. Besides, the
students’ vocabulary achievement reached the target score required. Therefore, it
was not necessary to continue to the next cycle.
4.2 Discussion
possible. By finding many answers, the students directly increased their vocabulary. This activity could build positive interdependence among team members, because they could share and discuss the answers to get the best answer.
It could increase students’ confidence and self-esteem, because each student gave contribution to their roundtable group. It could motivate them to be active in doing roundtable technique.
During the two meetings in using roundtable model of cooperative learning, students were asked to find vocabularies as many as possible from descriptive text. By finding the meaning of noun, verb, adjective, and adverb, students were expected to understand words on the text. After finding the meaning of words on the text, the teacher guided the students to understand what text was telling about by asking some question in oral that related to the text. Students were doing well in both meetings that it made them ready for vocabulary test on the third meeting.
The findings of some previous researches are important to support the action and made as references. First, a classroom action research Sholihah (2010) proved that roundtable model of cooperative learning could improve the eighth
grade students’ vocabulary and active participation at SMPN 1 JangkarSitubondo.
Another research done by Riniati (2006) proved that there is significant effect of
roundtable technique in the second year students’ writing achievement at SMAN 1
Arjasa
V. CONCLUSION AND SUGGESTIONS
This chapter presents the conclusion and suggestions. The research conclusions and suggestions are going to be presented in the following section.
5.1 Conclusion
Based on the results of data analysis and discussion, it could be concluded that teaching vocabulary by using roundtable model of cooperative learning could improve the students’ vocabulary mastery and their active participation in learning process of class VIII B at SMP Negeri 2 Banyuwangi.
The improvement of the students’ vocabulary test could be seen from the average score that increased from 70 in previous score to 79.65. The students’ percentage who passed the test also reached more than minimum that was 77.5%. The average improvement convinced that the use of roundtable model could help the students to improve their score in vocabulary test.
From the observation, it was found that the use of roundtable model of cooperative learning in the learning process could improve the students’ active participation. The average percentage result of the students’ active participation was 77.5% meant it was more than minimum standard that was 75% 2. The percentage result above showed that the students active by participated in the learning process.
5.2 Suggestions
By considering the results of the implementation of roundtable model in teaching vocabulary that could improve the students’ vocabulary mastery and the
students’ active participation, some suggestions are proposed for the following
people:
1. The English teacher
improve the students’ vocabulary mastery and the students’ active participation.
2. The Students
The students are suggested to work in groups in order to master the vocabulary. The students can also learn how to interact and solve problems within group.
3. The future researcher
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Appendix 1
Title Problem Variable Indicator Data resources Research method Hypothesis
Increasing
b. Supporting data: - interview - students’
vocabulary score 5. Data analysis method: The primary data taken from vocabulary test will be analyzed quantitatively using the following formula:
Notes:
M: the mean score of the students’ vocabulary achievement.
∑X: the total score of the students’ vocabulary test.
n: the total score of each indicator.
N: the total maximum score of all indicators.
Appendix 2
THE GUIDELINES OF RESEARCH INSTRUMENTS
a. Interview Guide
This informal interview was conducted at the preliminary study to know the teaching learning process and problems found in vocabulary. The following questions were used in interviewing the English Teacher.
Interview Questions Interview
1. What Curriculum do you use in teaching English?
2. How is the class condition in the teaching learning process? 3. What Technique do you
usually use to teach English? 4. Do you teach vocabulary
separately or integrated with the four language skills? 5. What problems do you face in
teaching vocabulary? 6. What have you done to
overcome the problems? 7. Have you used one technique
of cooperative learning? 8. What are the students’
difficulties in learning
