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ABSTRACT
AN ANALYSIS OF USING SILENT WAY METHOD
IN LEARNING VOCABULARY TO IMPROVE YOUNG LEARNER VOCABULARY AT TK KEMBANG IBU BANDAR LAMPUNG
BY
ADESTAMIA LAMBUNG NEGARA
Vocabulary is one of language components that is presented in the classroom during the process of language teaching, but to make a good process in learning vocabulary the teacher should use good teaching method to make students pay attention in learning. There are many methods that can be used for teaching vocabulary related to their subject. And Silent Way is one of the method that can be used for teaching vocabulary supported with media.
Therefore, the objective of the research was to find out a type of vocabulary that can be improved using Silent Way Method and what problems that students faced when they were taught using Silent Way.
This research used qualitative study and the design was The One-Shot Case Study. The participants of this research were students in class B at TK Kembang Ibu Bandar Lampung, in academic year 2013-2014.The researcher used two data collecting techniques: observation and test. The observation was used to collect data on the problems of student when Silent Way conducted, while the test was used to collect data on the students vocabulary achievement.
ACKNOWLEDGEMENT
Alhamdulillahirobil „alamin, thank for the Sake of Allah for blessing and mercy
that enable me to finish the script entitled “An Analysis of Silent Way Method in Learning Vocabulary to Improve Young Learner Vocabulary in TK Kembang Ibu Bandar Lampung”. This script is submitted as compulsory fulfillment of requirement for S1 degree of English Education Study Program at Teacher Training and Education Faculty, Lampung University.
Without the supports, prayers, and opportunity from many people who love me and also the blessing from Allah SWT, this script would never have been printed as a real script. Here, I would like to show my respect and gratitude to:
1. Dr. Muhammad Sukirlan, M.A., as my first advisor who is willing to give his advices, ideas, guidance, support and also great knowledge for finishing this script. Drs. Sudirman, M.Pd., as my second advisor for his kindness, suggestion, and patiences for guiding me to make this script. Prof. Ag. Bambang Setiyadi, M.A., Ph.D., as my best examiner for every kindness, patience, support and suggestion for making this script better. 2. All my lecturers in English Education Study Program who have given
3. The headmaster of TK Kembang Ibu Bandar Lampung, Yulina Effendi, S.Pdi., for giving me permitssion to conduct the research. And English teacher of TK Kembang Ibu Bandar Lampung who was very kind in helping me conduct my research and all lovely students in class B.
4. My greatest inspirations are dedicated to my beloved father, Drs. Bustami, M.Pd., and my beloved mother, Densi Farida, S.H.,M.H., for all of their care, love, motivate, guide, pray, patient and support me to finish this script. You are my biggest inspiration and motivation. My beloved sister, Bertharia Lambung Negara who always asked and remembered me when I could finished the script. And also for my little brother, Muhammad Chandra Jaya Negara. They are my motivation to achieve success in my life.
5. My beloved friends in English Education Study Program 2010 including class A and class B. Especially to my best partners Imelda Ayu Mustika and Resti Febtrina in spending time together in every situation, thank you very much for your support. My closest friends: Elsye Yetti Prida, Nandita Wana Putri, Tanjung Wulandari, Cheerybeler (El, Kia, Indah, Logi, Puspa) and Bellabeler groups thank for always being my sweetest friend.
Bary, Gilas, Adi and Zoomers „16.“Sedekat sahabat, sehangat keluarga, ZOOMERS”
7. Last but not least, for my special friend Apriansyah. Thank for always there when I need. Your care love, guide and support is my motivation too.
Bandar Lampung, November 2014 The writer
CURRICULUM VITAE
The writer was born in Bandar Lampung, on December 11th 1992. She is the first daughter of three children from a wise couple Drs. Bustami, M.Pd., and Densi Farida, S.H.,M.H., She has one sister and one brother named Bertharia Lambung Negara and Muhammad Chandra Jaya Negara.
She started her education at TK Kurnia Teluk Betung Utara, Bandar Lampung, and graduated in 1998. To continue her study, in the same year she entered Elementary school at SDN 3 Sumberrejo, Bandar Lampung and graduated in 2004, and then she continued to SMPN 14 Bandar Lampung and graduated in 2007. She spent her senior high school at SMAN 3 Bandar Lampung and graduated in 2010.
DEDICATION
This script is proudly dedicated to:
My Parents: Drs. Bustami, M.Pd., and Densi Farida, S.H.,M.H. My sister Bertharia Lambung Negara, and
My brother Muhammad Chandra Jaya Negara
My honorable lecturers at English Educational Study Program All my incredible friends
My Almamater: University of Lampung
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LIST OF APPENDICES
Page
1. Research Schedules ………. 45
2. Observation Noted ... 46
3. Pictures Material ... 49
4. Students Paper Test ... 58
5. Lesson Plan 1 ……….. 64
6. Lesson Plan 2 ……….. 67
7. Lesson Plan 3 ... 70
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LIST OF TABLE
Page
Motto:
“Without ambition, one starts nothing. Without work, one finishes nothing”
-Ralph Waldo Emerson-
AN ANALYSIS OF USING SILENT WAY METHOD
IN LEARNING VOCABULARY TO IMPROVE YOUNG LEARNER VOCABULARY AT TK KEMBANG IBU BANDAR LAMPUNG
(A Script)
By
Adestamia Lambung Negara
ENGLISH EDUCATION STUDY PROGRAM ARTS AND LANGUAGE EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
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1.2.Identification of the Problems ………... 4
1.3.Formulation of the Problems ……….. 4
2.4.English Teaching at Kindergarten ... 16
2.4.1.Differences between Children and Adult Learner ...… 16
2.5.Silent Way ... 17
2.5.1.Teaching Vocabulary through Silent Way .……...…….. 18
2.5.1.1. Silent Way through Pictures ... 20
2.5.1.2. The Types of Pictures ... 21
2.5.1.2.1. Advantages and Disadvantages Pictures ... 21
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2.6.Theoretical Assumption ………... 23
2.7.Hypothesis ... 24
3. METHOD 3.1.Design ………...………. 25
3.2.Subject of the Research ………. 26
3.3.Data Collecting Technique ……….. 26
3.4.Research Procedure ……….… 27
4.2.Result of the observation ... 33
4.3.Result of the Treatment ... 33
4.4.Result of the test ... 34
4.5.Types of Vocabulary that Improve better ... 34
4.6.The Problems that Students Face taught Silent Way ... 35
4.7.Discussion of the Finding ……… 36
5. CONCLUSIONS AND SUGGESTIONS 5.1.Conclusions ……… 40
5.2.Suggestions ….……… 41
REFERENCES ……… 42
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1. INTRODUCTION
In learning English, there are four main elements that need to be taught, they are spelling, pronunciation, vocabulary and grammar. But must supporting element to learn them is vocabulary and grammar. Vocabulary is considered as the contributing element in learning English. Without vocabulary nothing can be conveyed.
1.1. Background of Study
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it in front of speaker especially how to communicate with a good vocabulary building.
Kindergarten is a place where the children learn some basic materials, and English language is one of these materials. One of the most important components in the learning English language is the learning English vocabulary. For students learning English, much like learning any language, the overall goal is to be able to communicate clearly and effectively in the language they are learning. For most students, this will mean having a grasp on the mechanics and grammar of the language, and being able to speak, listen, write and read in English. Likewise, the children must also be able to master the vocabulary before they learn the English language. To acquire English vocabulary, children can take some ways, such as, they can imitate some vocabulary from people in their environment, and they can also learn the vocabulary in the formal institution. When people could master grammar and pronunciation better than vocabulary, they will be difficult to communicate but if their mastery of vocabulary is better than grammar and pronunciation they will be easy to communicate (Widya, 1997:53).
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vocabulary, they were easy get bored during the class and difficult to remember the words and finally they become passive during the class. Less vocabulary make them don’t have self esteem and afraid use their vocabulary in communicate.
There are various factors affecting the learning of a foreign language, such as intelligence, motivation, attitude, age, gender, personality, anxiety, and so on (Skehan,1989). The various factor might influence the student’s problem in mastering vocabulary. However, it is assumed that one of the most important factors that might influence the student’s problem in learning vocabulary is the technique
that the teacher uses to teach vocabulary. A good technique need to make student’s attentions in classroom and media are needed to be used in the classroom. To develop the students’ vocabulary the teacher must find out the effective way of teaching vocabulary. The teacher should use a good method and techniques to increase students’ achievement at specially vocabulary. There are many methods that can be
used for teaching vocabulary, related to their subject. And Silent Way is one of the techniques in learning vocabulary that used media. The Silent Way is a language-teaching method created by Gattegno that makes extensive use of silence as a teaching technique. The Silent Way was conceived as a special case of Gattegno's broader educational principles, rather than a method specifically aimed at teaching languages. It is very important to make student active and concentrate in learning vocabulary. And we have to monitor and controlled them.
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1.2. Identification of Problem
1. Students felt easy to get bored during the class.
2. Many students still have difficulties in understanding vocabulary in English. 3. The students have low motivation in learning English because of their limited
knowledge of English vocabulary
1.3. Formulation of Research Problem
Based on the background of study above, the researcher formulated the problems that are discussed in this research. There are two main problems:
1. What types of vocabulary that improve better when the students are taught using Silent Way method at TK Kembang Ibu Bandar Lampung?
2. What problems do the students face when they are taught using Silent Way in learning vocabulary?
1.4. Objective
The objective of the research are :
1. To find out what types of vocabulary that improve better when the students are taught using Silent Way method.
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1.5. Uses
The uses of the research are:
Theoretical
The result of this research is expected to be useful for supporting the theory about silent way technique be use to improve student in learning vocabulary.
Practical
The result of this research can be used as information for English teacher that silent way technique be use to improve student learning vocabulary.
1.6. Scope
This research was focused on the analysis of the student vocabulary knowledge and what problem appeared when using silent way method. The research was focused on noun verb and adjective vocabulary, it is was conducted at TK Kembang Ibu Bandar Lampung students. There are two class in the school, and the researcher took one class as the sample of the research.
1.7. Definition of Key Term
To avoid the possible misunderstanding and misinterpreting of this study, it is necessary to clarify some terms as follow:
Analysis
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Improve
It refers to become better than before; to make something or somebody better than before.
Silent Way Technique
It refers to a method of teaching a foreign language in which the teacher does not speak much, but uses movement, pictures and wooden rods to explain meaning.
Vocabulary
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2. LITERATURE REVIEW
In this chapter will discuss about Vocabulary, Teaching of Vocabulary, Technique for Teaching Vocabulary, Silent Way, teaching Vocabulary through Silent Way, Silent Way through Pictures, Advantages and Disadvantages Pictures, Strength and Weakness the Silent Way, Theoretical Assumption, and Hypothesis. These theoretical concepts are presented in the following points.
2.1. Vocabulary
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It is obvious that without mastery of vocabulary, someone can convey nothing. Even though we master the grammar of a certain language but we do not have any knowledge on this vocabulary, we will not able to communicate or to express our idea using the language. If we want to communicate with others in certain language, we must master the language they belong to especially to know enough vocabulary of those language. Zhihong (2000) who say that words are the basic unit of language from supports it. Without vocabulary, one cannot communicate to effectively or express idea. He also states that having a limited vocabulary is also a barrier
Based on the statement above, the writer assumes that vocabulary is the basic element of language in form of words which will make a language meaningful. Knowing vocabulary seems to be the basic things in learning language, even children learning their native tongue usually learn isolated words or phrases before piecing them together into more complex utterance. ”The fact is that while without grammar very little can be conveyed, without vocabulary nothing can be conveyed” (Wilkins, 1972: 111). Vocabulary becomes one of critical component in learning a language that should be mastered because by mastering vocabulary we will be able to communicate although other components are still needed. We can still understand the language even if we know nothing about grammar. On the other hand, the language will tell us nothing if we know nothing about vocabulary. It shows that vocabulary contains more information than carried out by grammar.
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their ideas and we can still understand the language even if we know nothing about grammar.
2.2. Types of Vocabulary
There are 4 types of vocabulary: Listening Vocabulary, Speaking Vocabulary, Reading Vocabulay, and Writing Vocabulary. The first two constitute spoken vocabulary and the last two, written vocabulary. Children begin to acquire listening and speaking vocabularies many years before they start to build reading and writing vocabularies. Spoken language forms the basis for written language. Each type has a different purpose and, luckily, vocabulary development in one type facilitates growth in another.
a. Listening Vocabulary
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b. Speaking Vocabulary
The words we use when we speak. Our speaking vocabulary is relatively limited: Most adults use a mere 5,000 to 10,000 words for all their conversations and instructions.
This number is much less than our listening vocabulary most likely due to ease of use.
c. Reading Vocabulary
The words we understand when we read text. We can read and understand many words that we do not use in our speaking vocabulary.
This is the 2nd largest vocabulary IF you are a reader. If you are not a reader, you can not “grow” your vocabulary.
d. Writing Vocabulary
The words we can retrieve when we write to express ourselves. We generally find it easier to explain ourselves orally, using facial expression and intonation to help get our ideas across, then to find just the right words to communicate the same ideas in writing. Our writing vocabulary is strongly influenced by the words we can spell.
When reading, a child with hearing will say all the phonemes related to a word to sound
it out. They will then guess a word they know. This is dependent upon their lexicon
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Therefore, students who are deaf typically use a reduced variety of words in writing
while they are learning.
2.3. Teaching of Vocabulary
Learning new words is important part of learning a new language. It will be impossible to make sentences when speaking a language without knowing words vocabularies. Learning some words and phrases in a new language allows people to start communicating at once. Rivers (1970:462) says that it would be impossible to learn a language without learning its vocabulary. It suggests that vocabulary has very important role in learning a language. Therefore, in order to help students master a new language, they have to master an adequate number of vocabularies in other words, we can say that the quality of the language performance of the student may depend on the quality and the quantity of the vocabulary that the student have. Learning and remembering a set of words are prerequisite in order to learn a particular language (Nation, 1978:2). The more and better vocabulary they gain, the more skillful the language they can perform.
Mastering vocabularies means mastering the meaning and the ways to use them in context. Nation (1986:18) states the teaching of vocabulary is the most teachers take for granted today that the meaning of the words must be taught in the context from a list of unrelated words.
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while grammar gives the methods and rules for combining those words into sentences. Ideas are communicated when both grammar and vocabulary work in tandem. All words in vocabulary can be divided into verbs, nouns, pronouns, adverbs, adjectives, prepositions, conjunctions, and interjections, collectively known as the eight parts of speech. Grammar and vocabulary unite to combine words, the vocabulary, into the right arrangement, the grammar, according to these parts of speech. The placement of a word in a sentence can change its function.
In order to be successful in teaching student’s vocabulary, the material shall be prepared and selected appropriately. There are several criteria in selecting vocabularies to be taught to the student, i.e.:
1. Frequency of occurrence
Vocabulary taught should not only be chosen from a high frequency of occurrence but also from a low frequency of occurrence. It means that the teacher should not only teach the vocabularies, which often appear but also vocabularies which rarely appear, e.g. resemble, examine.
2. Simplicity
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3. Relevancy
Vocabulary that was presented by the teacher should be relevant to daily life phenomenon, e.g. eat, drink, see, sleep, etc. Such vocabulary, at least have great interest for the students to learn English.
4. Quantity
Presenting a large number of vocabularies should be avoided in order that one student do not get confused. It is based on the consideration that the process of mastering vocabularies will be successful if it is done step by step. Moreover, vocabularies learned in small numbers will stay longer in students mind.
The essential area of language learning is the lexicon or vocabulary of the language (Finnochiaro, 1964:68). It can be concluded that vocabulary must be learned correctly when someone learns language, if not he learns nothing. It needs some possible techniques in the process of learning vocabulary
Wallace (1988:82) adds that there are four techniques which can be considered in teaching vocabulary, i.e.:
1. To explain the meaning of the difficult words, that is by giving translation or explanation in simpler English.
14 teaching vocabulary can be meaningful and useful if teacher chooses and uses better ways of application. The English teacher shall recognize what vocabulary will be presented to the teaching process. Most of the techniques and methods developments seem to have similar purpose that is to motivate and to increase students’ vocabulary achievement. In this view by using suitable media in teaching vocabulary, it enables student to learn well.
2.3.1. Technique for Teaching Vocabulary
Harmer (1991: 154) states “one of the problems of vocabulary teaching is how to select what word to teach”. Furthermore, Harmer (2001: 159) states “some which the language teacher can use to encourage the students to really learn a word, i.e. (1) active and passive, (2) interaction which word and (3) discovery techniques”.
1. Active and Passive Vocabulary
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vocabulary, which student can learn most of the early words will be constantly practiced and so can presumably be considered as active.
2. Interaction with Words
Experiment on vocabulary seems to suggest that students remember when they have done something with the words they are learning. However there is a define advantage in getting students to do more than just repeating them. Task such as changing them to means theirs opposites, making a noun, an adjective, putting word together etc. help to fix the word in the learner’s minds.
Then it seems that we should get students to interact with words. We should get them to “adopt” word that they like and want to use. We should get them to do thing with word so that they become properly acquainted with them.
3. Discovery Techniques
Discovery techniques use with vocabulary material allows students to activate previous knowledge and to share what they know (if they are working others). They also provoked the kinds of interaction with words which we have said desirable.
2.4. English Language Teaching Learning at Kindergarten Students
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In teaching, teacher must be aware of the age because students of different ages have different needs, competence and cognitive skills. The ages of the student are major communication. Teaching vocabulary plays an important role in language acquisition because the mastery of vocabulary will help the students in mastering the language skill. A rich vocabulary also makes language skills easier to perform.
2.4.1. The Differences between Children and Adult as Language Learner
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Thus, the children have longer social interaction with their friends in practicing English language than the adult. Third, the children acquire grammatical rule inductively and the adults acquire grammatical rule deductively. When learning grammatical rule, the children can understand it through some examples. If they are given the patterns of grammatical rule first they will be difficult to understand it.
2.5. Silent Way
The Silent Way is a language-teaching method created by Caleb Gattegno that makes extensive use of silence as a teaching technique. It is not usually considered a mainstream method in language education. The Silent Way was conceived as a special case of Gattegno's broader educational principles, rather than a method specifically aimed at teaching languages. Gattegno (1963) developed these ideas to solve general problems in learning, and he also applied them to his work in the teaching of mathematics and the mother tongue. Broadly, these principles are:
1. Teachers should concentrate on how students learn, not on how to teach
2. Imitation and drill are not the primary means by which students learn
3. Learning consists of trial and error, deliberate experimentation, suspending judgment, and revising conclusions
4. In learning, learners draw on everything that they already know, especially their native language
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These principles situate the Silent Way in the tradition of discovery learning, that sees learning as a creative problem-solving activity. (Setiyadi: 2006)
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without vocalizing, and by using certain hand gestures. When teachers do speak, they tend to say things only once so that students learn to focus their attention on them.
A Silent Way classroom also makes extensive use of peer correction. Students are encouraged to help their classmates when they have trouble with any particular feature of the language. This help should be made in a cooperative fashion, not a competitive one. One of the teacher's tasks is to monitor these interactions, so that they are helpful and do not interfere with students' learning. Self-directed learners are autonomous learners who are able to assuming responsibility for their own learning and gradually achieving confidence, commitment and proficiency (Oxford, 1990). The Silent Way was only used by a small number of teachers. However, the ideas behind the Silent Way continue to be influential, particularly in the area of teaching pronunciation.
2.5.1. Teaching Vocabulary through Silent Way
The Silent Way has techniques for using pictures and Cuisenaire-rod stories to help foreign-language student master large numbers of vocabulary items while having fun. There are some media that can use in teaching vocabulary by using Silent Way Technique:
1. The Silent Way Wall Pictures and Worksheets 2. Telling Stories Using Rods
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5. Writing a Story
Vocabulary is introduced through the wall pictures and worksheets is put to use in stories told with the help of rods, practiced and combined through restriction games and eventually written in a composition. Many of these Silent-Way techniques can easily be applied in any classroom and will result in a richer experience for teacher and students
2.5.1.1. Silent Way through Pictures
The purpose of using picture for the student is to give the student opportunity to practice language in real context or in situation which they can use it to communicate with their idea. By using picture, it can guide them to express their feeling about the picture marked. Picture can encourage, motivate the students for learning English because it is interesting, and clarifying the words that the students have not understood yet.
According to Long and Rhicards (1987) in His Article that the picture had an irascible appeal for the children. They created suspense and surprises as well as interest, all of which are indispensable in teaching and learning a foreign language
2.5.1.2. The Types of Pictures
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been presented by pictures depend on the types of the pictures. There are two kinds of pictures that Szyke (1981) finds especially useful as
teaching aids, they are:
a. Pictures of individual persons or thing may be used mainly at the elementary level, to introduce or test vocabulary items, for example: a man, and a car. Portraits, pictures showing people in close details, are useful for intermediate and advance learners. The students can be asked question about the age and profession of the model
b. Pictures of situations in which person and object are .in action. Between objects and people can be perfect teaching aid for introducing or reviewing grammatical or structures.
2.5.1.1.1. Advantages and Disadvantages of Using Picture
a. The Advantages of Pictures Used
Following are some opinions concerning with the advantages of using pictures. According to Gerlach (1980) :
1. They are inexpensive and widely available.
2. They provide common experiences for an entire group.
3. The visual detail make it possible to study subject, which would turn back to be impossible.
4. They can help you to prevent and correct disconcertion.
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6. They help to focus attention and to develop critical judgment
7. They are easily manipulated.
b. The Disadvantages of Pictures Used
There are some disadvantages of pictures used in teaching and learning process, such as:
1. Students pay attention on the picture more than on learned material. 2. It takes time and costs much to provide attractive pictures.
3. Small and unclear pictures may arouse problems in the teaching learning process since the students may misunderstand about the pictures.
.2.5.2. Strength and Weakness the Silent Way
Each method has strength and weakness, likewise the silent way is.
a. The strengths of teaching-learning process using Silent Way are:
1. This method can save a lot of time.
2. The teacher can observe that students can keep the material presented much
longer in their mind.
3. The students become more active because the teacher gives more time to talk.
4. The students get more feeling of secure learning through the Silent Way
method.
5. This method can improve the student’s vocabulary.
6. The students can concentrate with the material.
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If the method has the strength, of course it also has the weakness.
b. The weaknesses of teaching-learning process of English using Silent Way are:
1. In providing the materials, the writer needs more work preparation of
Silent Way than others method.
2. This method sometimes makes both teacher and students are frustrated,
especially when the students fail to guess the cues provided by the teacher.
3. The students tend to rebel against this method.
4. Dealing with vocabulary only, so it lacks of grammar.
5. The students often make an error.
6. This method cannot be used to teach all aspects of language learning.
2.6. Theoretical Assumption
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2.7. Hypothesis
Based on the frame of theory and theoretical assumption mention above, the researcher formulates the hypothesis as follow:
1. Vocabulary that improves better when silent way is used in learning vocabulary is noun.
2. The students do not have any problems in learning vocabulary through silent way technique through pictures.
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3. METHOD
In order to understand about the methods of the research used in this study, this chapter discusses the design, subjects, and data collecting technique, research procedure, data analysis, and hypothesis test.
3.1. Design
The research is a phenomenological qualitative study. In this research, the researcher used one class as experimental. The probability sampling was applied to select the experimental class and the researcher used The One-Shot Case Study. Based on the design, the students were given material vocabulary and taught by using Silent Way tmethod, and then in the last meeting the students were given a test to measure the knowledge of the students vocabulary. The research design is as follow:
X T
Where:
X : Three times treatment (Silent Way)
T : Test (Campbell and Stanley 1963)
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3.2. Subjects of the Research
The subject of this research was the students B class of TK Kembang Ibu Bandar Lampung in second semester 2013/2014 as population. The samples were 15 students, 9 girls and 6 boys. Their age ranged from 5-6 years old. There are two class in the school, and the researcher took one class as the sample of the research.
3.3. Data Collecting Technique
In collecting data the researcher used observation and test.
1. Observation
Observation is the first data collecting technique, where the researcher conducted observation directly to the object of study for a close look at the activities carried out (Riduwan, 2004: 104). The observation used to measure the ability of the students that never learned English before. The researcher observed the process of learning before and when the treatment conducted to know the respond of the student and problem when the treatment conducted. The researcher was helped by the teacher for observation.
2. Test
In this research the researcher used an achievement test to measure the students’
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3.4. Research Procedures
In order to get the data, the researcher arranges the research procedure as follows:
1. Determining the population and sample
The subject of this research was the students of TK Kembang Ibu Bandar Lampung as population. The samples were 15 students, 9 girls and 6 boys. Their age ranged from 5-6 years old. They are multi-culture and different social economic status. There were two classes in the school, and the researcher took one class as the sample of the research.
2. Administering observation
The researcher did observation before, and when the technique was used in the class. In this classroom observation, the subjects of observation were teacher and students’ activities in English language teaching process. It focused on the
teaching methods, learning English materials, and assessment of students’ ability in acquiring English lesson, especially the vocabulary.
3. Conducting treatments
Before conducting the treatment, the researcher prepared the material and lesson plan. The material given to the students were some texts appropriate with the students’ curriculum and their level of competence. The students were given three
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4. Administering test
The researcher administered the test in order to evaluate the result of the research after the treatment and to measure the students’ progress in memorizing vocabulary. Students answered 15 items of the test that consisted of nouns, verbs, and adjectives.
5. Scoring the students’ work
The researcher scored the learner’s work to get the data.
=
� x 100%
S: Score of the test
R: Right answer
N: Number of the items
7. Analyzing the data
After scoring the students, then the researcher analyzed what vocabulary that improves better using Silent Way Method.
8. Concluding the result
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3.4.1. Validity
According to Heaton (1991:159), the validity of the test is the extent to which it measures what it is supposed to measure. There are four types of validity but the researcher wanted to explain only two types of validity, they are content validity and construct validity.
a. Content validity is intended to see whether the test is good reflection of what have been taught. Therefore the test will be based on school curriculum and it is about vocabulary knowledge of student. To know wheter the test is based on school curricullum or not, the reseearcher shared with the English teacher what test that compatible with the curricullum. The composition of the test items is presented in the table of specification below :
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a test, the researcher has been shared with the English teacher about the test. According to Setiyadi (2006:26), if the instrument just measure one aspect, for example vocabulary, the construct validity can be measure by evaluate all items in the test.
3.4.2. Reliability
Reliability refers to the extent to which the test is consistent in its scores, and it gives an indication of how accurate the scores. Reliability is a necessary characteristic of any good test: to be valid, a test first should be reliable as a measuring instrument (Heaton, 1988:162).
To ensure the reliability of the score and to avoid the subjectively of the researcher, inter rate reliabilities applied in this research. Inter rater reliability is used when score of the test is independently estimated by two raters. To achieve such reliability and to score the students’ response, the researcher:
1. The researcher involved second rater in using the profile to give judgment for each student’s response. The second rater was the English teacher who has known their
response in learning. It was done to provide the consistent and fair judgment.
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3.5. Data Analysis
In order to know the result of the research, the researcher analyzed by these following procedures:
a. Observation
Data from observation was analyzed by researcher systematically. The researcher saw the students’ expression, behavior, activities, problems and interaction in the class when they study vocabulary before and while silent way conducted.
b. Test
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5. CONCLUSION AND SUGGESTION
This chapter deals with conclusions of the results of the data analysis and suggestions.
5.1. Conclusion
1. There is a certain type of vocabulary that improve better when students never learnt English before and when Silent Way Method taught in learning vocabulary. The score was got from the test. The highest vocabulary that improve better when using Silent Way Method is noun, its mean Silent Way can be used to improve noun. From the result noun is better than verbs, it means verbs are more complex to be learned by the students than nouns. This statement is supported by Gentner (1981) in Gentner and Boroditsky (2001: 243) who states that verbs are harder to remember, both in recognition and in recall; more mutable in meaning under semantic strain; less prone to be borrowed in language contact; and less stable in translation between languages than nouns.
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active so they difficult to attention with the command, So it means that they could not analyze their own response while in Silent Way Method should be able to analyze their own response (Richard and Rodgers, 1986:100).
5.2. Suggestion
Considering the conclusions of the research above, the writer would like to propose some suggestions as follow:
For teacher :
1. The teacher should be a good facilititator and motivator when the teaching learning process begins in order that the teachers can create a good
atmosphere in the class. In conducting the research the researcher found some students who were afraid to share their utterances and got confused. It seems that they were afraid the teacher would get angry at them if they make a mistake and they got confused because the explanation was not cear or they did not understand about it. To over come those problems the
researcher suggest that the teacher should creative and active to find various method to teach the kindergarten students.
For researcher :
1. The researcher suggest for the next researcher who is interested in conducting the similar research to pay more attention to the students’ problems.
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Using Silent Way method was intended to assist the students in expressing their idea in leasrning vocabulary. The result showed that silent way supported the student to react not only toward teachers’ utterances but also toward other
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