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I. INTRODUCTION
The introduction of this research consists of background of study, formulation of the problems, the objectives of the research, the uses of research, last the scope of the research. The background of study is presented in this chapter. We can see the potential problems in this research, the objective of this research in educational field, the uses and the scope of the research.
1.1 Background of the Problem
As we know nowadays worldwide communication and information transformation is spreading rapidly among people and countries are possible by having, international language as means of communication. English used by most people in the world appears to be a means of establishing successful communication among the members of global society. As it is known, English continues to be the world standard language, and up to now there is no major threat to the language or to its global popularity. English plays a crucial role for future development of science, technology, and art.
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Elementary School. As an elective subject the main aim of this program is to develop students' interest in English. This idea is implemented by giving one of the most important language components, namely vocabulary.
Based on the guidelines of 2004 curriculum of English local content for elementary school, the target of English vocabulary that should be reached by the fourth grade of elementary school students is 200 - 250 words, and one of the objectives of teaching English at elementary school is that the students should master a number of vocabularies in order to be able to understand and makes simple sentences in English. Besides, the students are expected to be able to communicate at least in very simple sentences.
In line with the policy, this program consequently needs appropriate teaching method to reach the goal stated. The students' condition as their psychological aspect must be considered besides other aspects such as environment and equipment. Thus, the teaching-learning activity must be planned in such a way that it will become an interesting thing for the students.
In learning a language students will automatically learn vocabulary. It means that by understanding a language, students automatically require the master of its vocabulary. Rivers (1970:46) states that it is impossible to learn a language without mastering vocabulary. The statement means that learning English cannot be separated from learning Its vocabulary.
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weaknesses in using English is they lack of vocabulary. In other words, students will find difficulties to communicate if they lack of vocabulary. As a result, they feel frustrated when they cannot find the appropriate words to express their thought and ideas. This affect the students' motivation in learning language especially elementary students.
Marla, Tricth (1981: 221) says the students can understand the meaning of vocabulary and they can respond it appropriately when they hear or see it.
Accordingly, this research tries to search for the most prospect methods to be used for teaching vocabulary. The proposed methods, then, should have the characteristics to minimize the problems as listed by Wallace above.
The characteristics that the proposed method should have are:
1. The method should give enough chance for the students to use the target vocabulary in contextual situation.
2. The method should have sufficient theoretical and logical bases to ensure their applicability in the teaching and learning process.
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independent, autonomous, and responsible. It means that the teachers have to make the students rely on themselves. The students can produce any sound and the teacher will never ask anybody else to do it for them. So, the students are hoped to be responsible for the vocabulary that they select or produce based on acceptable forms. Furthermore, in Silent Way the teacher functions as a guide, an organizer, a resource, and as an evaluator.
Based on the explanation above, the researcher wants to do a research to see which of the two methods is more effective for teaching vocabulary at elementary school.
The researcher focuses the research on student's vocabulary achievement because English at elementary school is still limited on introduction of vocabulary and simple communication expression appropriate with the students' development. The researcher choose SDN 1 Pisang, Penengahan, Lampung Selatan at the fourth grade students because he thinks that those two method are considered as the most appropriate method to master vocabulary.
1.2 Formulation of Problem
Based on the background above, the researcher formulates the problem of the research as follow:
1. Is there any significant difference of vocabulary achievement between the students who are taught through direct method and those who are taught through silent way?
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1.3 Objectives of the Research The objective of this research is:
1. To see whether there is significant difference between the students are taught through direct method and those who are taught through silent way.
2. To see which methods proposes better vocabulary achievement.
1.4 Uses of the Research The uses of this research are: 1. Theoretically
The result of this research is expected to confirm and clarify the previous theories about direct method and silent way.
2. Practically
The result of this research can be used as information for the English teachers to select one of the two techniques that is more effective for the teaching vocabulary for elementary level.
1.5 Scope of the Research
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1.6 Definition of Terms
Some terms are defined in order to give basic understanding of the related variables and concepts. These are stated below:
1. Vocabulary is a set of words known to a person or entity, or that are part of a specific language which will make the language meaningful.
2. Direct Method is a way of teaching a foreign language insists that only the target language should be used in the class and meaning should be
communicated directly by associating speech forms with realia, picture, and pantomime.
3. Vocabulary achievement is a number of words that have already been achieved by students as their basic knowledge, and those that will be achieved by the students.
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II. FRAME OF THEORIES
This chapter discusses about the concept of vocabulary, the concept of teaching vocabulary, the concept of method, the concept of Direct Method, procedure of teaching English vocabulary through direct method, concept of Silent Way method, the principle of teaching vocabulary through Silent Way, theoretical assumption, and hypothesis.
2.1 Concept of Vocabulary
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Vocabulary is important for learning a language, if students cannot master a sufficient amount of vocabulary, the students will fail to use the language satisfactory both in oral and in written form.
Hornby (1984: 959) states that vocabulary is the total number of words, with rules for combining them which makes up language. In other words, language is built up by vocabulary. 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. This supported by Byrne (1976: 10) states that in order to communicate effectively, the learners need an adequate mastery of vocabulary.
It is obvious that without of mastery vocabulary, one can convey nothing. Even though one masters the grammar of a certain language but without having knowledge on its vocabulary, he/she will not be able to communicate or to express our idea using that language. Wilkin (1983: 3) says that without grammar little
thing can be conveyed, without vocabulary nothing can be conveyed. One can still understand the language even if we know nothing about grammar. On the other hand, the language will tell us nothing, if we do not know anything about vocabulary. Thus, vocabulary is an essential part of language which makes the
language meaningful.
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the knowledge of a word not only implies a definition, but also implies how that word fits into the world." Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through direct exposure to words and intentionally through explicit instruction in specific words and word-learning strategies.
In other words, it is clear that learning vocabulary plays an important contribution in learning language which must be considered by the teacher in order to choose the suitable strategy in teaching vocabulary and must be careful in selecting the vocabulary that will be taught.
The 2004 curriculum for English education in our country states that English would be taught earlier as an elective subject, starting from the fourth year of elementary School following the Nine Years Primary Education Program. The target Vocabularies in year – 4 are 200-250 words. The English lesson in Elementary school still focuses on the introduction of vocabulary and simple communication: good mourning, goodbye, or here you are (The Guidelines of English for Elementary School – Local content Curriculum Lampung).
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2.2 Concept of Teaching English for Young Learners
Young Learners between the ages of four eleven are believed to be better at learning second language more easily. This belief seems to come from the critical period hypothesis: the claim that human beings are only capable of learning language between the age of two and the early of teens (Cook in Setiadi, 2003: 162).
Teaching can be defined as giving instruction to learners by using method, technique, and media to achieve the goal. Anthony (1963:30) in Saptorini (2006:9): A technique is the implementation, which actually take place in a classroom is particular trict strategy or contrivance use to accomplish an immediate objective. In the process of teaching and learning English in the class, the teacher has the important role in developing the students’ achievement in order that the students can absorb the information in English.
According to Corder (1973) in Saptorini (2006) we should answer two important questions, what to teach and how to teach. Teaching involves the materials and the methods or techniques. Related to teaching vocabulary for young learners, it necessary for the teacher to select appropriate method.
1.5 Concept of Teaching Vocabulary
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relevant vocabulary in their reading, listening, writing, and speaking. Diamond and Gutthlon (2006:4) states teaching vocabulary should provide students with opportunities to encounter words repeatedly and in more than one context.
However, the teaching process of vocabulary needs a good technique in order to help the students to get the meaning and to use the words. As stated by Allen and Vallete (1983:116-117) in Gnainoska (1998:12), teaching vocabulary can be meaningful if the teacher can conduct the teaching process by combining the available techniques of teaching. It is hoped that a good technique will be more enjoyable, interesting and motivating so that the students will not be bored in process of learning. It means that the teacher has to be aware with the kinds of teaching techniques that he/she will use to achieve the goal of teaching learning process. Beside the technique that should be considered, the teacher also should consider the vocabulary that will be taught. The teacher must select the vocabulary based on the curriculum.
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Nation (1990:18) states that when a teacher teaches a word, she or he has to teach three things, they are; the teacher should:
a. Teach the shape, or form of the word. b. Teach the meaning of the word.
c. Teach the form and the meaning of the word together.
As stated by Nation (1990:51) that the meaning of words can be communicated or taught in many different ways such as by using picture or demonstration. Nation also stated that some people criticize translation in mother tongue as way of communicating or teaching meaning of word. Their objections are:
a. There is usually no exact correspondence between one language and another. b. The use of the mother tongue takes time could better be spent in using English.
All of the criticisms are true. But they can also be applied to the use of pictures, drawings, demonstration, and the use of real object.
In direct method, the form of the words and the meaning of the words are able to be given to learners by demonstration, picture . The teacher should demonstrate, it is desirable that students make a direct association between the target language and the meaning.
2.4 Concept of Method
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While Anthony (1986:16) said that a method is an overall plan for the orderly presentation of a language material, no part of which contradicts and all of which is based upon the selected approach. An approach is axiomatic while a method is procedural.
The definition above are supported by Rogers (1986:16) who said that a method is theoretically related to approach which is organizationally determined by a design and is practically realized in procedures.
The two definition above mean that the approach and method are treated at the level of design, that level contain objectives, syllabus and content are determine on the role of teacher, learners and instructional material are specified, so design itself consist of steps and procedures of the teacher who should carry out in teaching in order to achieve the goal.
2.5 Concept of Direct Method
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students` native language. The method relies on a step-by-step progression based on question-and-answer sessions. It provides a motivating start as the learner begins using a foreign language almost immediately.
Since, no translation is allowed in direct method, objects (such as, real, picture etc) presented in the immediate classroom environment should be used to help students understand the meaning (Larsen-freeman, 1986:22).
Like other methods, direct method also has assumptions about language learning. Basic assumption about language learning of the direct method. They are:
Meanings are made clear by presenting realia, picture, and pantomime. Translation may be an easy way to make meaning clear but it will not make the students learn the target language directly.
Self-correction is more emphasized than teacher correction. This will make the students think in the target language, not do parroting. This can be done by asking them to make a choice between what they said and an alternative answer provided by the teacher. Self correction also can be done by repeating what they said in a questioning voice to signal to the students that there is something wrong.
Vocabulary is learn more effectively if they use it in full sentences rather than memorize it. The teacher can repeat new words by asking them to the students several times in different contexts.
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functioning as a partner, the teacher also a facilitator; he/she can show the students what errors they have made and how they correct the error.
2.5.1 Principles of the Direct method
Larsen freeman (1986:22) states some principles of “Direct Method” are:
1. Reading in the target language should be taught from the beginning of the language instruction.
2. Object (e. g, realia or pictures) presented in the immediate classroom environment should not be used to help students understand the meaning. 3. The native language should not be used in the classroom.
4. The teacher should demonstrate not explain or translate. It is desirable that students make a direct association between the target and the meaning. 5. The students should learn to think the target as soon as possible. Vocabulary
is acquired more naturally if the students use it in full sentences, rather than memorizing word lists.
6. The purpose of language learning is communication (therefore students need to learn how to ask question as well as answer them).
7. Pronunciation should be worked on the right form the beginning of the language instruction.
8. Self correction facilitates language learning.
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10. Grammar should be taught inductively there may never be explicit grammar rule given.
11. Writing is an important skill, to be developed from the beginning of the language instruction.
12. The syllabus is based on situations on topics, not usually on linguistic structures.
13. Learning another language also involves learning how speakers of that language live.
Based on Freeman`s principles of direct method the writer has proposed some sequences of the principles of Direct Method in teaching vocabulary in the classroom. They are:
1. Object (e. g, realia or pictures) presented in the immediate classroom environment should not be used to help students understand the meaning. 2. The native language should not be used in the classroom.
3. The teacher should demonstrate through the use of realia or picture. It is desirable that students make a direct association between the target and the meaning.
4. The students should learn to think the target as soon as possible. Vocabulary is acquired more naturally if the students use it in full sentences, rather than memorizing word list.
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6. The syllabus is based on situations on topics, not usually on linguistic structures.
2.5.2 Procedure of Teaching English Vocabulary through Direct Method
Teaching English vocabulary through Direct Method can be done by having the following procedures (Larsen Freeman, 1986:18):
1. Choose a particular situation (situation as at the school) or particular interesting topic (such as at the market) and write a short passage or a dialogue on the theme we have chosen.
2. Brings the students to real conditions if it is possible. If it is possible we can bring some objects or pictures to the classroom.
3. Introduce the method we are going to use (the rule) and tell what they are going to learn (vocabulary).
4. Ask the students to prepare their notebook, pen, etc.
5. Demonstrate the parts (the meaning) of the words through the use of realia, picture, or pantomime when we are teaching the students. Don’t translate the meaning into the student’s native language.
6. Repeat the process of demonstration the parts (the meaning) of the words through the use of realia, picture, or pantomime several times.
7. Ask the students if they have question. Try to create questions and answers sessions.
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Based on Freeman`s procedure the writer has proposed some sequences of the implementation of Direct Method in the classroom. They are:
1. The teacher selects a certain topic such as “occupation”. The teacher prepares the media. In this case, the teacher uses pictures of occupation.
2. Tell what they are going to learn (vocabulary).
3. Start the research activity (teaching English vocabulary about occupation. First, the teacher shows the picture; in these steps the teacher puts the pictures on the white board). Finally, to know whether the students understand the lesson or not, the teacher ask about occupation.
4. Repeat process of describing and demonstrating several times. 5. Ask if the students have any questions.
6. Carry out question answer session several times.
To know the result of the students` acquisition of the lesson, the teacher asks the students to do the test based on the material.
2.6 Concept of Silent Way
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make associations since the association process build upon the learning process by adding new segment of language to the previous one.
In Silent Way, it is also believed that learning take place more effectively under certain conditions. Based on the conditions of the language learning, Silent Way has some assumption (Richards and Rogers, 1986: 99). It means that in teaching learning process, the learners should develop independent and responsibility. At the same time, learners in classroom must cooperate with each other in the process of solving language problem.
2.6.1 Principle of Teaching Vocabulary through Silent Way
Richards and Rogers (1986: 99) states some principles of “Silent Way” are: 1. The teacher should star with something the students already know and build
from that to the unknown. Language share a number of features, sound being the most basic.
2. Language learners are intelligent and bring with the experience of already learning a language. The teacher should give only what help is necessary. 3. Language is not repeating after model. Students need to develop their own
inner criteria for correctness to trust and to be responsible for their own production in the target language.
4. The teacher makes use of what students already know. The more the teacher does for the students what they can do for themselves, the less they will do for themselves.
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6. Reading is work on form the beginning but follows from what students have learned to say.
7. Silence is tool. It helps to foster autonomy, or the exercise of initiative. It also removes the teacher from the centre of attention so he/she can listen to and work with students.
8. Meaning is made clear by focusing students’ perceptions.
9. Students can learn from one another. The teacher’s silence encourages group corporations.
10. If the teacher praises (or criticizes) students, they will be less self-reliant. The teacher’s actions can interfere with students’ developing their own criteria.
11. Errors are important and necessary to learning. They show the teacher when things are unclear.
12. If students are simply given answers, rather than being allowed to self-correct, they will not retain them.
13. Students need to listen to themselves.
14. At beginning, the researcher needs to look for progress, not perfections. Learning takes place in time. Students learn at different rate.
15. A teachers’ silence frees the teacher closely observe the students’ behavior. 16. Students must give their attention to the teacher in order not to miss what he
says. Students’ attention is a key to learning.
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18. Students gain autonomy in the language by exploring it and by making choices.
19. Language is for self-expression.
20. The teacher can gain valuable information from students’ feedback.
21. Some learning take place naturally as we sleep. Students will naturally work on the day’s lesson.
22. The syllabus is composed of linguistic structures.
23. The structure of the syllabus are not arrange in linear fashion, but rather are constantly being recycled.
24. The skills of speaking, reading, and writing reinforce one other.
In the teaching learning process the students should be active and listen carefully what the teacher says.
2.7 Theoretical Assumption
Vocabulary is one of the language component that has an important role for the students who learn a language because if the students have limited number of vocabularies, they will be failed to communicate by using the language satisfactory both in oral and written form.
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process to obtain the goal. The use of an interesting aid is necessary to motivate the student to learn.
Based on the theoretical framework above, the researcher assumes that teaching vocabulary through Direct Method and Silent Way has different result in teaching learning process.
In Direct Method, the student give respond if the teacher gives some questions, and the correct pronunciation and grammar are directly emphasized by the teacher. On other hand, In Silent way, the student are hoped to learn based on themselves. Therefore, the students must pay attention to what the teacher instructions. Thus, the writer can say that Direct Method gives the students more chance to master the vocabulary being studied.
2.8 Hypothesis
Referring to the theories and the theoretical assumption above, the writer stated hypothesis that was computed by using independent t-test :
1. Three is significant difference between the students who are taught through direct method and those who are taught through silent way.
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III. METHODOLOGY
This chapter consists of research design, population and sample of the research,
data collecting technique, procedures of collecting data, instrument of the
research, criteria of good test, validity, reliability, level of difficulty, discrimination power, scoring system, and data analysis. Each of these points is
described in detail as follows.
3.1 Research Design
This research was a quantitative research. The objective of this research was to
find out whether there is significant difference between the students who are
taught through direct method and those who are taught through silent way. In this
research the researcher used true experimental design that is pretest and posttest
two group experimental design. The experimental class 1 was taught using direct
method, while the experimental class 2 was taught using silent way. The two
classes were compared to find out the difference on the students' score of
vocabulary. The research design is described as follows:
G1 = T1 X1 T2
G2 = T1 X2 T2
G1 : The experimental class 1 (Direct Method)
G2 : The experimental class 2 (Silent Way)
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T2 : Post-test
X1 : Treatment by using direct method
X2 : Treatment by using silent way
(Hatch and Farhady, 1982:20)
This design used pretest to find out students' achievement on vocabulary (concrete
noun) before the treatments. Afterward, the researcher had given three treatments
by using picture and translation. Eventually, the researcher administered a posttest
to find out the students' vocabulary achievement after being taught by using
picture and translation.
Before the test was used to collect the data of students' vocabulary achievement
(concrete noun), the researcher firstly tried it out to the students. The try out test
was held before all the test and the treatments were given to the students. The aim
of the try out test was to find out the equality of the items of the test that were
used in the research.
3.2 Population and Sample of the Research
The population of this research was all the fourth grade students of SDN 1 Pisang,
Penengahan, Lampung Selatan. There were two classes, IVa as experimental
class 2 and IVb as the experimental class 1. Each of them consisted of 20
students. The researcher selected the population research by using simple
probability sampling. In simple probability sampling the class was selected
randomly by using lottery, it was used based on the consideration that every class
had the same opportunity to be selected and in order to avoid the subjectivity in
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3.3 Data Collecting Technique
The data of this research was the students' vocabulary achievement related to
concrete nouns (things in the classroom, my body, and my house) before and after
the treatment. The researcher used tests as the instrument. There were pretest and
post test.
1. Pre-test
The pretest had been administered before the treatments. It was done to
investigate the students' vocabulary achievement before they were given the
treatment. The test used by the researcher was an objective test in form of
multiple choices. The number of items was 40 with four alternative answers
for each. One was the correct answer and the rest were the distracters. The
pretest was conducted in 60 minutes.
2. Post-test
The post test had been administered to the students after they were getting the
treatments. It was done to investigate the students' vocabulary achievement
after being taught by using direct method and silent way. Similar to the pre
test, the researcher used an objective test in form of multiple choices. The
number of items was 40 with four alternatives answers for each. One was the
correct answer and the rest were the distracters. The post test was conducted in
60 minutes.
3.4 Procedures of Collecting Data
In collecting the data, this research used the following procedures:
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The population of the research was the fourth grade students of SD Negeri 1
Pisang, Penengahan, Lampung Selatan. The sample was chosen by using
simple random probability through lottery drawing. The researcher took 2
classes, class IV b consists of 20 students as experimental class 1, class IVa
as experimental class 2.
2. Selecting Materials Instrument
In this research. the researcher chose concrete nouns because:
a. All of them were the things that the pupils find in their daily life, so it was
very important for them to know the English of those things.
b. The students in the fourth grade of elementary school are the children who
are eight or nine years old.
In those ages the children more understand about concrete things than abstract
ones. It is easier for them to learn about something that they can really see or
touch than the abstract thing. The first material was about things in the
classroom, the second material that was taught in this research was my body,
and third material was my house. The material were selected from the English
hand book for the fourth grade of elementary school.
3. Administering Try out Test
The try out test items were carried out after choosing the subjects. This was
multiple choices test. The number of the test items was 50 with four
alternative answers for each (A, B, C, D), one as the correct answer and the
rest were the distracters. The try out test was conducted in 60 minutes. The
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validity, reliability, level of difficulty, and discrimination power of the test
which was used as the instrument of the research. After conducting the try out
test, 10 items were dropped and the rests were used in the pretest and posttest.
4. Administering the Pre-test
Pretest was conducted to measure the students' mastery of vocabulary being
taught through direct method and silent way. The test was in form of multiple
choices test with 40 items and four alternative answers for each (A, B, C, D).
One was the correct answer and the rest were distracters. The pretest was
conducted in 60 minutes.
5. Conducting the Treatment
After hiving pretest to students, the students were given two treatments by
using direct method and silent way based on the lesson plan which had been
prepared. The treatments were conducted in 60 minutes.
6. Administering Post-test
Posttest was conducted to measure the students' mastery of vocabulary after
being, taught through direct method and silent way. The test was in form of
multiple choices test with 40 items and 4 alternative answers for each (a, b, c,
d). One was the correct answer and the rest were the distracters. The posttest
was conducted in 60 minutes.
7. Analyzing the Data
The researcher analyzed the data in order to find out whether there was a
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through direct method and those were taught through silent way. The
researcher analyzed the data by using reckoning.
3.5 Instrument of the Research
The research instrument is vocabulary test in the form of objective test. In this
research, the researcher administers tests. Try out test is given to know how the
quality of the test which is used as the instrument of the research. The pre-test is
given in order to know the students vocabulary before the treatments. The items
number of pre-test is 40 in multiple choice question (a.b,c,d). The post-test is
given in order to know the students vocabulary achievement after the treatments.
The test was in the form of multiple choice test. The items number of post-test is
40, the questions are the same with pre-test but different position in number. The
test evaluated the meaning of vocabulary, and the vocabularies that were included
in the test were related to concrete nouns (things in the classroom, my body, and
my house). The validity if the test concerned with the content and constructs
validity.
3.6 Try Out of the Instrument
In this research, to prove whether the test has good quality, it must be tried out
first. The test can be said to have good quality if it has a good validity, reliability,
level of difficulty, and discrimination power.
3.6.1 Validity
According to Heaton (1991: 159), the validity of the test is the extent to which it
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content validity, construct validity, and face validity. This research used two kinds
of validity, those are content validity and construct validity.
a. Construct Validity
Construct validity focuses on the kind of test that is used to measure the ability.
According to (Setiyadi, 2002: 26) if the instrument just measures one aspect, for
example vocabulary, the construct validity can be measured by evaluating items
in the test. If all items have measured vocabulary mastery, this instrument has
fulfilled construct validity. In this research, the researcher has already used
vocabulary test as the instrument, moreover all the items in the test measures
vocabulary mastery, so it has fulfilled construct validity.
b. Content Validity
This kind of validity depends on a careful analysis of the language being
tested and of the particular course objectives. The test should be constructed as
to contain a representative sample of the course (Heaton, 1991: 160). It means
that the test should represent the materials that have been taught to the
students. This research applied there materials for the treatments. That
material is concrete nouns (thing in the classroom, my body, and my house). It
means that to get a good content validity, the test should represent those
materials.
3.6.2 Reliability
Reliability of a test can be defined as the extend to which a test produces
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1982; 243). To know the reliability of the test, the research used Product Moment
Correlation. The formula as follows:
rxy :
x x
y
y
yx xy n
n
n
2 2 2 Notes:
rxy : Coefficient of reliability between odd and even groups
x : total numbers of odd group
y : total numbers of even group
x2 : square of x
y2 : square of y
(Arikunto, 2002: 157)
To know the whole reliability of the test, the researcher used Spearman Brown
Method. The formula is:
r11 :
22 1122 11 1 2 r r Notes:r11 : The coefficient or reliability of the whole.
(Spearman-Brown Formula)
r : Coefficient of reliability of the half test.
The criterions are:
Coefficient of correlation will always be between 0.00 up to + 1.00
0.00 up to 0.19 : very low
0.20 up to 0.39 : low
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0.60 up to 0.79 : high
0.80 up to 1.00 : very high
In this research, the result of the reliability is 0.95 (Appendix 1), it can be
concluded that the test has a high reliability in which the criteria for high
reliability is in the range 0.80 - 1.00. It indicates that the instrument would
produce consistent result when administered under similar condition to the same
participant and in the different time (Hatch and Farhady, 1982: 286). Therefore, it
could be stated that the test had fulfilled the criteria of reliability. In order words,
the test was reliable.
3.6.3 Level of Difficulty
The level of difficulty is generally expressed as the fraction (or percentage) of the
students who answered the items correctly. The difficulty level of an item simply
shows how easy or difficult the particular item proved in the test.
It is calculated by the following formula:
FV = x100
N
R
Note:
FV : Level of Difficulty.
R : The number of students who answer correctly.
N : The number of students who take the test vocabulary achievement
(Arikunto, 2002:156)
The criterions are:
0.0 up to 0.30 : difficult.
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0.70 up to 1.00 : easy.
(Sudjana, 1996: 374)
Based on the try out test related to those criteria, there were 4 easy items (7, 30,
41, 43), 36 middle items (1., 2., 3., 4., 5., 6., 8., 10., 11., 12., 13., 15., 17., 18., 19.,
21., 22., 23., 25., 26., 27., 28., 29., 31., 33., 34., 35.,37., 38., 39., 40., 44., 45., 47.,
48., 49.), and 12 difficult items (9., 14., 16., 20., 24., 32., 36., 42., 46., 50.).
So The researcher used easy items and middle items.
3.6.4 Discrimination Power
Discrimination power is used to indicate the discrimination of the fail and the
success of the students. To find out the discrimination power used the following
formula:
n I U D
2 1
Notes:
D : Discrimination Power
U : The number of upper group who answer correctly
L : The number of lower group who answer correctly
n : The total number of students.
The criterions for discrimination power are:
1. If the value is positive, it has positive discrimination because large number
or more knowledgeable students then poor students get the item correct. If
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2. If the value is negative; it has negative discrimination because lower and
higher levels of students get the item correct.
3. In general, the higher discrimination index is better. In the classroom
situation, most items should be higher than 0.20 index.
(Shohamy, 1985: 81).
Based on the try out test related to those criteria, there were 4 easy items (7, 30,
41, 43), 34 middle items (1., 2., 3, 4., 8., 10., 11., 12., 13., 15., 17., 18., 19., 21.,
22., 23., 25., 26., 27., 28., 29., 31., 33., 34., 35., 37., 38., 39., 40., 44., 45., 47., 48.,
49.), and 12 difficult items (5., 6., 9., 14., 16., 20., 24., 32., 36., 41., 46., 50.).
3.7 Scoring System
In scoring the pupils result of the test, this research used Arikunto's formula. The
ideal higher score was 100. The scores of pre tests and post tests were calculated
by using formula as follow:
S = 100
N R
Notes:
S = the score of the test
R = the total of the right answers
N = the total items
(Arikunto, 1997: 212)
3.8 Data Analysis
The researcher analyzed the data in order to find out whether direct method is
more effective in teaching vocabulary than silent way. The steps of analyzing the
34
3.8.1 Administering Test of normal Distribution
This test is to know whether the data are normally distributed or not. The
researcher used the chi square (χ2) test.
The test criterions are:
Ho : χ2 - ratio is lower than χ2 - table.
(The data is normal)
Ha : χ2 - ratio is higher than χ2 -table.
(The data is not normal)
3.8.2 Testing the Homogeneity of Variance
This test is to determine the data in the experimental class 1 and in the
experimental class? are equal or not.
In this case, the researcher will use F-test:
F :
variance smaller the S variance bigger the S 2 2
The test criterions are:
Ho = F-ratio is lower than F-table.
(The variance of the data is homogeneous)
Ha = F-ratio is higher than F-table.
(Sudjana. 1984:-1-50)
3.8.3 Hypothesis Test
According to Subana (2000: 177) the hypothesis test is used to prove whether the
hypothesis proposed by the whiter is accepted or not. The hypothesis is tested by
35
t =
2 1 2 1 1/n 1/n s X X
S2 =
2 n n S 1 n S 1 n 2 1 2 2 2 2 1 1 1
X = Mean of the control class.
2
X = Mean of the experimental class.
S = Standard deviation.
n1 = The number of students in the experimental class.
N2 = The number of students in the control class.
The criterion are:
The null hypothesis (Ho) is accepted if t-ratio is < t-table.
The null hypothesis (Hi) is rejected if t-ration is > t-table.
Ho = There is no significant difference achievement between the students who are
taught through Direct Method and those who are taught through Silent Way.
Hi = There is significant difference achievement between the students who are
taught through Direct Method and those who are taught through Silent Way.
49
V. CONCLUSION AND SUGGESTION
In this chapter, the writer comes to the conclusion and suggestions of this
research. In the conclusion, the writer divides two points of view, while for
suggestion the writer gives there points of view.
5.1 Conclusion
Based on the result of analysis and computation of the data and also the discussion
of the findings, the researcher concluded as follow:
1. There is no significant difference of the students’ vocabulary achievement
between the students who are taught through direct method and those who are
taught trough silent way. It means that the second hypothesis proposed by
writer is proved. It is because teaching vocabulary through direct method
gives more chances for the students to be involved much in teaching learning
process, so that the students understand more about material taught and thus
they can get better achievement.
2. Teaching vocabulary (concrete noun) through direct method is effective than
through silent way, because direct method can capture the students’
motivation and interest. In contrast, teaching vocabulary through silent way
50
score of the post test. It implies that the second hypothesis proposed by the
writer is accepted.
5.2 Suggestion
After conducting the research, the researcher proposes some suggestion refer to
the application of the two techniques in teaching vocabulary (concrete noun) at
elementary school. They are:
1. Considering that vocabulary is very important for learners in learning a
language (English), it is suggested to English teacher to used direct method in
teaching vocabulary, because can attract the students’ motivation to learn. It
also suggest that English teacher use silent way when they face a brief
materials.
2. English teacher at elementary school should be careful in selecting the
materials. It means that the teacher should select and teach the materials to the
students begin with the things or objects close to them and they can see in
daily life.
3. Teaching vocabulary at elementary school, the teacher should present the
materials according to its category. For example, at the first meeting teacher
only teaches vocabulary refer to things in the classroom, the second meeting
refer to things in the house and so on. It is aimed no to make the students
CONTENTS
Page
ABSTRACT...
i
ADVISOR APPROVAL...
iii
ADMISSION ...
iv
CURRICULUM VITAE ...
v
DEDICATION ...
vi
MOTTO ...
vii
ACKNOWLEDGEMENTS ...
ix
TABLE OF CONTENTS...
x
LIST OF TABLES ...
xi
1. INTRODUCTION ...
1
1.1. Background of the Problem ...
1
1.2. Formulation of the Problem ...
4
1.3. Objective of the Research ...
5
1.4. Uses of the Research ...
5
1.5. Scope of the Research ...
5
1.6. Definition of Terms...
6
2. FRAME OF THEORIES ...
7
2.1. Concept of Vocabulary ...
7
2.2. Concept of Teaching English for Young Learners ...
10
2.3. Concept of Teaching Vocabulary ...
10
2.4. Concept of Method...
12
2.5. Concept of Direct Method...
13
2.5.1. Principles of the Direct Method ...
15
2.5.2. Procedure of Teaching English Vocabulary through Direct
Method
...
17
2.6. Concept of Silent Way ...
18
2.6.1. Principle Teaching Vocabulary through Silent Way...
19
2.7. Theoretical Assumption ...
21
2.9. Hypothesis ...
22
3. RESEARCH METHODS ...
23
3.1. Research Design...
23
3.2. Population and Sample...
24
3.3. Data Collecting Technique...
25
3.4. Procedures of Collecting Data ...
25
3.5. Instrument of the Research ...
28
3.6.1. Validity...
28
3.6.2. Reliability...
29
3.6.3. Level of Difficulty ...
31
3.6.4. Discrimination Power ...
32
3.7. Scoring System ...
33
3.8. Data Analysis ...
33
3.8.1. Administering Test of Normal Distribution...
34
3.8.2. Testing the Homogeneity Variance...
34
3.8.3. Hypothesis Test...
34a
4. RESULTS AND DISCUSSION ...
36
4.1. Result of the Research...
36
4.1.1. Result of Try Out Test ...
37
4.1.2. Result of Pre-Test on Experimental Class 1 ...
38
4.1.3. Result of Post-Test on Experimental Class 1...
39
4.1.4. Result of Post-Test on Experimental Class 2...
39
4.1.5. Normality Test ...
40
4.2. Homogeneity Test of Variance ...
41
4.3. Hypotheses Testing ...
42
4.4. Discussion of Findings...
44
4.4.1. First Treatment...
45
4.4.2. Second Treatment ...
46
4.4.3. Third Treatment ...
47
5. CONCLUSION AND SUGGESTIONS ...
49
5.1. Conclusion ...
49
5.2. Suggestions ...
50
REFERENCES...
51
LIST OF TABLES
[image:40.612.100.512.201.403.2]Table
Pages
Table 4.1.1 Content Validity Percentage ... 38
Table 4.1.2 Frequency of Pre-Test Experimental Class 1 ... 38
Table 4.1.3 Frequency of Post-Test Experimental Class 1... 39
Table 4.1.4 Frequency of Post-Test Experimental Class 2... 40
Table 4.1.5 Normality of Pre-Test Class 1 ... 40
Table 4.1.5.1 Normality of Pre-test Class 2... 40
Table 4.1.5.2 Normality of Post-test Class 1 ... 41
Table 4.1.5.3 Normality of Post-test Class 2 ... 41
Table 4.2 Homogeneity Test of Pre-Test on Both Classes ... 42
APPENDICES
Appendix
Page
The coefficient of reliability ...
53
Distribution Frequency of Pre-Test in experimental class 1...
54
Distribution Frequency of Post-Test in experimental class 1 ...
55
Distribution Frequency of Pre-Test in experimental class 2...
56
Distribution Frequency of Post-Test in experimental class 2 ...
57
Data Processing of Pre-Test experimental class1 and class 2...
58
Data Processing of Post-Test experimental class1 and class 2 ...
59
Homogeneity Test of Variance ...
60
Independent T-Test ...
61
Reliability of Vocabulary Try Out Test ...
62
Result of Students score of pre test in experimental class 1 ...
63
Result of Students score of pre test in experimental class 2 ...
64
Result of Students score of post test in experimental class 1...
65
Result of Students score of post test in experimental class 2...
66
Distribution Frequency of post test score in experimental class 2 ...
67
Data normality of pre test experimental class 1 and class 2 ...
68
Data normality of post test experimental class 1 and class 2 ...
69
Lesson Plan I...
70
Lesson Plan II ...
74
Lesson Plan III ...
78
Lesson Plan IV ...
82
Lesson Plan V ...
87
Lesson Plan VI ...
92
Pre-Test ...
96
ACHIEVE
THROUGH DIRECT METHOD AND THOSE WHO ARE TAUGHT
THROUGH SILENT WAY AT THE FOURTH YEAR OF SDN 1 PISANG
PENENGAHAN LAMPUNG SELATAN
(A Script)
By
Ahmad Sahlan
0643042003
TEACHER TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
THROUGH DIRECT METHOD AND THOSE WHO ARE TAUGHT
THROUGH SILENT WAY AT THE FOURTH YEAR OF SDN 1 PISANG
PENENGAHAN LAMPUNG SELATAN
By
Ahmad Sahlan
A Script
Submitted in a Partial Fulfillment of
The Requirements for S-1 Degree
in
The Language and Arts Department of
Teacher Training and Education Faculty
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
Research Title
:
VOCABULARY ACHIEVEMENT BETWEEN THE
DIRECT METHOD AND THOSE WHO ARE
TAUGHT THROUGH SILENT WAY AT THE
FOURTH YEAR OF SDN 1 PISANG
PENENGAHAN LAMPUNG SELATAN
:
Ahmad Sahlan
: 0643042003
Department
: Language and Arts Department
Program
: English Education Program
Faculty
: Teacher Training and Education
APPROVED BY
ADVISORY COMMITTEE
Co-Advisor
Advisor
Drs. Hery Yufrizal, M.A., Ph.D.
Drs. Sudirman, M.Pd.
NIP 196000719 198511 1 001
NIP 19550712 198603 1 001
The Head of
Language and Arts Education Department
Drs. Imam Rejana, M.Si.
ADMITTED BY
1. Examination Committee
Chairperson
: Drs. Hery Yufrizal, M.A., Ph.D.
Examiner
: Prof. Dr. Cucu Sutarsyah, M.A.
Secretary
: Drs. Sudirman, M.Pd.
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si.
NIP 19600315 198503 1 003
CURRICULUM VITAE
The writer was born in Banjar Masin, Penengahan, South Lampung, on March
28
th, 1988. He is the third son of Moslem couple Buchori, S.Pd, and Bashiroh,
S.Pd. He went to a formal education institution for the first time at TK Dharma
Wanita Penegahan South Lampung in 1993 and graduated in 1994.
He had his study in primary school at SDN 3 Pasuruan South Lampung and
graduated in 2000. Then, he continued to secondary school at SMPN 1
Penengahan and accomplished it in 2003. After that, he joined a state senior high
school at SMA Negeri 1 Kalianda and graduated in 2006.
In the same year, August 2006, he was registered as student in S1 English
Education Study Program in the Teacher Training and Education Faculty,
University of Lampung. At the beginning of July, 2010, he performed field
practice program (PKL) at SMA Muhammadiyah 2 Bandar Lampung for three
months and finished at the end of Oktober, 2010. I have experienced when I teach
SMKN 4 Bandar Lampung for one year in 2010. I followed several organizations,
BEM FKIP 2011 2012 as Governor, The External Chairman of PMII (Indonesian
Muslim Students Movement) Bandar Lampung 2012 -2013, and The Chairman of
IPNU (Nahdlatul Ulama Students Association) South Lampung 2012 2014.
If they refuse, be sure that Allah is your Protector
the best to protect and the best to help.
ACKNOWLEDGMENTS
Praise is always to the Mighty Allah SWT for the gracious mercy and tremendous
blessing that always guides the writer along his life. He believes that by the
blessing and the grace of Allah SWT, he is able to accomplish this script, entitled
Who are Taught through Direct Method and those Who are Taught
Through Silent Way at The Fourth Year of SDN 1 Pisang Penengahan Lampung
Selatan
Department at Teacher Training and Education Faculty, University of Lampung.
His first appreciation goes to Prof. Dr. Cucu Sutarsyah, M.A., as my academic
advisor for his guidance and motivation to do what I should do in dealing my
study during in University of Lampung.
Furthermore, he owes the greatest debt to both of his advisors, Drs. Hery Yufrizal,
M.A. Ph.D., and Drs. Sudirman, M.Pd., who had full of patience and some
humors in guiding him to write this script. Although very busy with their routine
as the lecturer of Lampung University, they have been very generous with their
time, comments, suggestions and corrections on every draft of his script. Without
such guidance and assistance, he could not have finished his research and writing
up this script on time.
His gratitude is also extended to Prof. Dr. Cucu Sutarsyah, M.A., as the examiner
for patiently giving any suggestions, critics, input and advices to improve this
script.
He would also like to express his gratitude to the headmaster of SDN 1 Pisang,
Nurjanah, S.Pd., and the English Teacher, Mrs. Hardiana, S.Pd., for giving the
opportunity and time to conduct this research. Appreciation is also addressed to all
students of SDN 1 Pisang class IV for being good and sweet students.
Moreover, special indebtedness is dedicated to his beloved parents, his mother
Bashiroh, S.Pd., and his father Buchori, S.Pd., who always care, protect and
support the writer the whole of life. He gained mental and physical strength from
their prayers so that he could finish his S1 degree. His thankfulness is also
dedicated to his whole family, especially to all sisters, Eka Yulia Suryati, S.Pd.,
Ariza Hayati, A.Md., and Azni Fajrilia.
Last but not least, his thankfulness is also addressed to his best friends forever
Erlan Heryanto, S.Pd., and Eka Setiawan, S.Pd. They also assisted him in
clarifying important concepts and theories related to his research topic at the
beginning of his research work.
Bandar Lampung, April 2012
Ahmad Sahlan
DEDICATION
This script is dedicated to:
2.
My sisters (Eka Yulia Suryati, S.Pd., Ariza Hayati, A.Md.,
Azni Fajrilia)
3.
My uncle and aunt ( Juki Hs, S.Ag., and Khoirina, S.Pd.)
4.
My wife to be
5.
My best friend (Erlan Heryanto, S.Pd., Eka Setiawan, S.Pd.,
Jaka Dirgantara, Haris Tamzil, Achmad Yudi, Setio Agung
Wibowo, Benny Arbi Umran, Dian Irawan, M. Karisma,
Noprisyah Hariyanto, Adi Suratman, Ferry Yun Kurniawan,
Ariesta Pratiwi, Seftia Rosalina, Lilis Fauziah, Maulisa
Muhas, Fikri Sukron, and to all may classmates of English 06
6.
BEM FKIP 2011-2012
