Improving Students’ English Vocabulary Through Cluster Technique ( A Classroom Action Research At The Second Grade Of Smp Al-Kautsar Bkui Jakarta)

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IMPROVING STUDENTS’ ENGLISH VOCABULARY

THROUGH CLUSTER TECHNIQUE

( A Classroom Action Research at the Second Grade of SMP Al-Kautsar BKUI Jakarta)

By

DIAN SURYA 107014003325

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYA AND

TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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i ABSTRACT

IMPROVING STUDENTS’ ENGLISH VOCABULARY THROUGH CLUSTERING TECHNIQUE (A Classroom Action Research at the Second

Grade Students’ of SMP Al-Kautsar BKUI, Jakarta). Skripsi of English Education at the Faculty of Tarbiya and Teachers Training of Islamic University Syarif Hidayatullah Jakarta, 2014.

This Study was aimed to know the Empirical evidence about the

improvement of the students’ English vocabulary through Clustering Technique at the Second Grade Students of SMP Al-Kautsar BKUI. The problem of the study was how to improve student’s English vocabulary through Clustering Technique. The research method is classroom action research that follows the design pattern of Kurt Lewins. The research was conducted in two cycles. Subject in this study were second grade students of SMP Al-Kautsar BKUI. Techniques of data collection were interviews, observation and test. The result of this study was that the implementation of learning English vocabulary trough Clustering Technique has increased. The results showed that 81.8% of the students can reach values >70 and has achieved the minimum passing criterion (KKM). In addition, the results of observations showed that students appear more motivated in learning English, especially for English vocabulary mastery. Based on the result above, it can be concluded that using Clustering Technique on the second grade students of SMP Al-Kautsar BKUI can improve students English vocabulary mastery.

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In the name of Allah the Beneficent and Merciful

All praise and gratitude to Allah, because of His Blessing and Grace to thanks to his beloved brothers and sisters Andi Wijaya, Rina Rosita, Riani, Budi Mulya, Himawan Putra and Tedy Rachmat. And Nova Silviana for her supports and helps.

His appreciation and thanks are also to: 1. Dr. Alek, M.Pd., the writer‘s advisor.

2. All Lecture in English Department for teaching precious knowledge, sharing philosophy of life and giving wonderful study experience.

3. Drs. Syauki, M.Pd., as the Head of English Education Department. 4. Zaharil Anasy, M.Hum., Secretary of English Education Department.

5. Prof. Dra. Nurlena Rifa‘I, M.A, Ph.D., as the Dean Tarbiya and Teachers Training Syarif Hidayatullah State Islamic University Jakarta.

6. Nur Azizah, S.E.Ak as the Principal of SMP Al-Kautsar BKUI Jakarta.

7. Ahmad Fahrul Roji, S.Pd., as the English Teacher of SMP Al-Kautsar BKUI and the 8th Grade of Students of SMP Al-Kautsar BKUI Jakarta.

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The writer realizes that this ―skripsi‖ is still far from perfect. In this ―Skripsi‖ there are still shortcomings and hopefully the presence of this ―Skripsi‖ can be a positive contribution to all parties and may be useful to readers.

Jakarta, 7 March 2014

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Language as a tool of communication plays an important roles in society. People use language to communicate among people whether in their society or in this world. As Elaine Chaika said every social instruction in this world is using languages to communicate each other: law, religion, education, and family all of them interacted by using language.1 And the language which is frequently used in international communication is English language.

There are many students with learning difference; problems and disabilities have weak language skills that directly impact their vocabulary development. Most individuals who can read and have least vocabulary in a school education would consider their vocabulary adequate. Adequate meaning that the person can understand oral communication, express one‘s thoughts in speech and is able to comprehend common reading material. But many individual with learning differences have weak vocabularies.

Mastering vocabulary can help to get easier to use a language as Norbert Schmitt says ―large vocabulary can help to express ideas precisely in communication. Vocabulary knowledge enables language use; language enables the increased of it, and knowledge of the world enables the increase of it and language use and so on‖.2

The teaching of vocabulary has an important role for the students, especially at the second grade of junior high school. According to the curriculum that progresses now, which is called the ―Kurrikulum Tingkat Satuan Pendidikan (KTSP) or issued in 2006 Curriculum of KTSP. In English Curriculum of KTSP, each skill has competency standard (Standar Kompetensi) for the next term competency Standard (Standar Kompetensi) is used and Basic Competency (Kompetensi Dasar). Based on curriculum of 2006 especially in second grade of

1

Elaine Chaika, Language the Social Mirror, (Massachusetts: Newbury House Publisher, 1982), p. 3.

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Junior High School, that has 1 competency standard (Standar Kompetensi) and 2 Basic Competency (Kompetensi Dasar). Competency Standard (Standar Kompetensi) of writing of English subject involves:

―SK. 12.Mengungkapkan makna dalm teks tulis fungsional dan esei pendek sederhana berbentuk recount, narrative dan descriptive untuk berinteraksi dengan lingkungan sekitar.

KD. 12.1Mengungkapkan makna dalam bentuk teks fungsional pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar. KD. 12.2 Mengungkapkan makna dan langkah retorika essay pendek sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar berbentuk recount, narrative dan descriptive.‖

According to the explanations of English curriculum above, writing skill in second grade of Junior high school has 1 SK and 2 KD‘s that need to be achieved. It means that the students need to master a large number of vocabularies to deliver their opinions or interact with the environment around them.

Naturally, learning vocabulary is complex. It is because a lot of cases where the learners have to understand certain elements, such as, spelling, word classes, such as, noun, verb, adverb, adjective, conjunction, article, etc. This also shows that learning vocabulary is very difficult to master especially in SMP Al-Kautsar, according to the observation before implementing Classroom Action

Research (CAR). Many students faced difficulties in gaining vocabulary, some is because they feel bored in classroom and also the way the teacher taught. Appropriately, learning vocabulary requires a lot of time, efforts and the like.

It is indeed very necessary to help our learners to acquire sufficient vocabulary for communication in the second language. The use of creative methods in teaching vocabulary can improve students‘ word knowledge and continue to acquire more words outside classroom.

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amount of vocabulary, anyone will get trouble in their language skills.3 It means that vocabulary is the main point of the students in beginning of process in English language learning. According to Graves (1986) ideal vocabulary that must be owned by the novice learner is between 2,500 to 5,000 words to support language learning. 4 However this is not owned by ESL students in our country.

In Indonesia, certainly, English language has affects many aspects in Indonesia especially in education. However, students entering college or school are expected to know enough word knowledge and proficiency in English to overcome with the demands arising from having to handle it. Sometimes, it is because the learner needs to go to another state or to other parts of the country for educational or occupational purposes. A student is usually required to take an examination, for entry into a specialist field of study or a job or face interviews that use English language. In such cases, the learner has to master English words to communicate and overcome the demands of the present day society.

Based on the explanation above the researcher interested to improve students‘ vocabulary and try to apply Clustering Technique as a strategy in teaching vocabulary. Because this technique will be easier for the students to figure the meaning of the target word, to memorize it, and to use it when they find the right situation based on the context clues they have known. It is also fun so that the students will find that learning language is enjoyable. Thus, this technique can effectively be used in teaching vocabulary. In this case, the researcher will do an action research entitled “Improving Students’English vocabulary through Clustering Technique (A Classroom action Research at the second grade of SMP Al-Kautsar BKUI, Jakarta)”.

3

Jim Scrivener, Learning Teaching: A Guide for English Language Teachers. (England: Heinemann ELT, 1994), p. 73.

4

Baker, Scott K., Vocabulary Acquisition: Synthesis of the Research accessed on 28 June 2013.

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B. Formulation of the Problem

Based on the background of the problem, the research formulated as follows: How were the students‘ English vocabulary improved through Clustering Technique at the Second Grade of SMP AL-Kautsar BKUI Jakarta?

C. The Objective of the Study

Based on formulated above, the objective of this research was to know the empirical evidence about the improvement of the students‘ vocabulary through Clustering Technique at the Second Grade of SMP Al-Kautsar BKUI Jakarta.

D. Significance of the Research

The result of this research expected to give significant effects not only theoretical but also practical:

Students: it is expected to make process of learning more enjoyable and communicative so that it will increase not only their motivation and interest but also their vocabularies in learning English. The researcher hopes that this research will give significant advantages in reinforcing vocabulary on students.

Teacher: it is expected to able to enrich the teachers‘ knowledge in term of the teaching English through Clustering Technique at the second grade of SMP AL-Kautsar BKUI, Jakarta.

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CHAPTER II

THEORETICAL STUDY

A.Vocabulary

1. The Definition of Vocabulary

Mastering vocabulary is very important for the students who learn English as a foreign language. That is why everybody who learns English or a certain language should know the words. The mastery of vocabulary can support them in speaking when they communicate to people and able to write and translate the meaning of words when they definite English language. If they do not know the meaning of the words, they will not be able to speak, write and translate anything in English. The students can be said gaining progress in English, if they mastery vocabulary.

When someone talks about vocabulary, the first come to one‘s mind: vocabulary deals with words; they come from, how they change, how they relate to each other and how we use them to communicate.1 Words are instrument for saying what a person want to say in our thought, feeling, ideas, desires, dislikes, hopes, and fears. As the instrument, the number of words we have can help us fulfill our needs. We can say what we need in language.

Vocabulary is very important thing because it can arrange the words and that used in some enterprise, a language user‘s knowledge of words and system of technique or symbol serving as a means of expression.

There are many definitions of vocabulary which are defined by expert. Moreover, so many definitions of vocabulary can be found and it is impossible to discuss all of them.

According to Nunan: Vocabulary is more than list of target language words. As part of the language system, vocabulary is intimately interrelated with grammar. In fact, it is possible to divide the lexical system of most languages into

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grammatical words, such as prepositions, articles, adverbs, and so on, and content words‖.2

According to Penny Ur, ―Vocabulary is one of the most important aspects in language teaching, besides grammar and pronunciation. As a stock of words used by a person, it can be defined, roughly as the words we teach in the foreign language‖.3

In Oxford Advance Learner‘s Dictionary, vocabulary defines as follow:― a. All words that a person knows or uses.

b. All words in a particular language.

c. The words that people use when they are talking about a particular subject. d. A list of words with their meanings, especially in a book for learning a foreign language‖.4

Meanwhile, Finnochiaro states that ―Vocabulary is a set of words known to person or either entity, or that are part of specific language. the vocabulary of person is defined either as the set of all the words that are understood by the person or the set of all words likely to be used by that constructing new sentences. The richness person‘s is populary through though to be reflection or intellegence or level education.5

Thus, from the definition above, it shows vocabulary is a list of words known by person, it is a words of a language and the sum of words used by, understood by, or at the command of a particular person or group or specially vocabulary in English words that are related to the meaning of the words and the way to use them in communication.

2

David Nunan, Second Language Teaching and Learning, (Boston, Massachussetts: New House Teacher Development, 1999), p. 101.

3

Penny Ur; A Course in Language Teaching: Practice and Theory (New York: Cambridge University Press, 1996), p. 60.

4

A.S. Hornby, Oxford Advance Learner’s Dictionary, (Oxford: Oxford university Press, 2000), p. 1506.

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2. Kinds of Vocabulary

There are many classifications made by experts about kinds of vocabulary based on many aspects. Jo Ann Aeborsold and Mary Lee distinguishes vocabulary into active vocabulary and passive vocabulary:

a. Active vocabulary; is also called as productive vocabulary. Students must know how to pronounce the vocabulary well, they must know and be able how to use grammar of the target language, they also must be familiar with collocation vocabulary. General vocabulary is all of the words that are used in general; there is no limit of field or users, general in meaning and use. Special vocabulary is all of the words that are used in a certain field or job, profession or special science, for example: politicians, journalists, and lawyers. All these have specialized vocabulary arising from particular circumstances of their lives and work.7

From the explanation above, we know that every expert in every book is differentiated in classifying vocabulary, because every person has different ways in showing and telling their opinions and ideas.

Some of the expert emphasizes vocabulary into the items which the learners can use appropiately in speaking and writing, and to the language items that can be recognized and understood in the context of reading and listening, little or empty words, content words and cluster of words. Some other experts classify vocabulary into general and special.

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Jo Ann Aeborsold and Marry Lee Field, From Reader to Reading Teacher, (New York: Cambridge University Press, 1997), p. 139.

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3. Problems in Teaching Vocabulary

Vocabulary is the first and foremost important step in language acquisition. In a classroom where students are not finding themselves comfortable with second language, language learning can be made interactive and interesting with the introduction of appropriate vocabulary exercises and teaching vocabulary methods.

In teaching and learning vocabulary, many problems found, from understanding difficult words until applying the words. Even though students realize the importance of vocabulary when learning English, most Indonesian students learn vocabulary passively due to several factors. First, they consider the teacher's explanation for meaning or definition, pronunciation, spelling and grammatical functions boring. In this case, language learners have nothing to do in a vocabulary learning section but to listen to their teacher. Second, students only think of vocabulary learning as knowing the primary meaning of new words. Therefore, they ignore all other functions of the words. Third, students usually only acquire new vocabulary through new words in their textbooks or when given by teachers during classroom lessons. For example, learners find many new words in a text and then ask the teacher to explain the meanings and usages. Forth, many Indonesian learners do not want to take risks in applying what they have learnt. Students may recognize a word in a written or spoken form and think that they already "know the word", but they may not be able to use that word properly in different contexts or pronounce it correctly.

Meanwhile, Michael J. Wallace mentioned three categories about problems in teaching vocabulary, they are: 1) Pronunciation and spelling, 2) Stress, 3) Cognates and ‗false friend‘.8

From the definitions above, it shows problem that students face in learning English. The student faced difficulty in achieving vocabulary especially how the teacher presents vocabulary to students. Language learning can be made interactive and interesting with the introduction of appropriate vocabulary exercises and teaching vocabulary methods.

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4. Techniques in Presenting Vocabulary

There are many ways in presenting vocabulary, those are:‖ a. Say the word clearly and write it on the board

The teacher gives the example firstly how to pronounce this word correctly, and say it clearly, then teacher asks to students follow and repeat it, after that write it on the board.

b. Get the class to repeat the word in chorus

Teacher tries to repeat word, so that students can practice more, and they understand it.

c. Translate the word into the students‟ own language

Teacher gives the word on the text that has prepared, and also asks them to translate it into students‟ own language.

d. Ask students to translate the word

Commonly, the teacher gives the text, read it correctly, after that he or she asks students to translate the word.

e. Draw a picture to show what the word means

One technique of presenting new word is drawing a picture to show and explain the word means.

f. Give an English example to show how the word is used

The teacher gives an English example firstly, and students follow and repeat it, it hopes can show how the word is used.

g. Ask questions using the new word

After the teacher gives an English example, follow, and repeat it correctly. Then the teacher asks questions using the new word to measure whether students can understand or not. Here, it can be argued that this way is very good for all of teachers to use this way, because many things can be gotten, they are: students can know, pronounce, use, and understand new word means. Besides that, teacher has to choose one of ways based on the students‟ level, students‟ ability, and conditions of vocabulary‖.9

As Jeremy harmer stated that: there are many occasions when some form of presentations and explanations are the best way to bring new words into the classroom, those are:10

a. Realia

One way of presenting words is to bring the things they represent into the classroom – by bringing ―realia‖ into the room. Words like ―postcard‖, ―ruler‖, ―pen‖, ―ball‖, etc. can obviously be presented in this way. The

See9_{Adrian Doff,}_{Teach English a Training Course for Teachers,}_{(Australia: Cambridge}

University Press (1988), p. 1.

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teacher holds up the object (or points it). Says the word and then gets students to repeat it.

b. Pictures

Pictures can be used to explain the meaning of vocabulary items; teachers can draw things on the board or bring in pictures. They can illustrate concepts such as above and opposite just as easily as hats, coats, walking, sticks, cars, smiles, frowns, etc. words

c. Mime, action and gesture

It is often impossible to explain the meaning of words and grammar either through the use of realia or in pictures. Actions, in particular, are probably better explained by mime. Concepts like smoking or running are easy to present in this way; those are ways of walking, expressions, prepositions (―to‖, ―toward‖, etc). And times (a hand jerked back over the shoulder to represent the past, for example).

d. Contrast

Teachers saw how words exist because of their sense relations and it can be used to teach meaning. We can present the meaning of ―empty‖ by contrasting it with ―full‖, ―cold‖, by contrasting it with ―hot‖, ―big‖ by contrasting it with ―small‖. We may present these concepts with pictures or mime, and by drawing attention to the contrasts in meaning we ensure our students‟ understanding.

e. Enumeration

Other sense relation is that of general and specific words. We can use this to present meaning. We can say ―clothes‖ and explain this by enumerating or listing various items. The same is true of ‗vegetable‖ or ―furniture‖, for example.

f. Explanation

Explaining the meaning of vocabulary items can be very difficult, especially at beginner and elementary levels. But with more intermediate students such a technique can be used. It is worth remembering that explaining the meaning of a word must include explaining any facts of word use which are relevant. If we are explaining the meaning of ―mate‖ (friend) we have to point out that it is a colloquial word use in informal context and that it is more often used for males than for females.

g. Translation

Translation is quick and easy way to present the meaning of words but it is not without problems. In the first place it is not always easy to translate words, and in the second place, even where translation is possible, it may make it a bit too easy for students by discouraging them from interacting with the words.

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B. Technique

1. Definition of Technique

When we talk about technique, there are three elements that must be differentiated because these elements use in teaching and learning activity and people often confuse with these elements. They are approach, method, and technique.

In line with the statements above, the American applied linguistic, Edward Anthony in 1963 identified three levels of conceptualization and organization, which he termed approach, method and technique. The arrangement is hierarchical. The organization key is that technique carry out a method which is consistent with an approach. An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught. While method is overall plan for the orderly presentation of language material, no part of which contradicted and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within an approach, there can be many methods.

From the idea previously, it can be concluded that a technique is implementation-that which actually takes place in a classroom. It is particular trick, stratagem, or contrivance used to accomplish and immediate objective. Technique must be consistent with method, and therefore in harmony with an approach, there can be many methods.11

Based on the idea above, clustering is a technique that can be taught in teaching vocabulary because it is a teacher‘s strategy which implemented in classroom.

2. Clustering Technique

Since the ―Kurrikulum Tingkat Satuan Pendidikan (KTSP) curriculum pays a lot of attention on the ability of students to use English contextually so it is

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interested to choose clustering technique to be researched in this research. Clustering technique is good way to turn a broad subject into a limited and more manageable way in teaching especially in teaching vocabulary, it is also called mapping, webbing, looping, or diagramming. It is another effective way to gather information for an essay in writing skill and also in teaching vocabulary. Clustering uses free association. To cluster ideas, begin with blank sheet of paper. In the center, write and circle the word or phrase that expresses the broad subject you want to write about.12

Another expert said that clustering is a technique that tries to develop an outline in the beginning of topic from the most general ideas and moving to most specific one.13 It is beneficial to see the relationship between details, in organizing information in an orderly fashion, and developing specific support for the main ideas.

Relationships between words can be illustrated through word maps. Create word maps by writing the focus word in a central circle and then asking the students to brainstorm related words. Link these brainstormed words to the focus word as in an elementary mind map. The word maps could be:

a. Words with similar meanings to that of the focus word; b. Words from the same word family

c. Cords that relate to the same topic or theme;

d. Different meanings of the focus word - introduce another meaning of a word only when the most frequently used meaning is well understood by students, otherwise they will get confused.

Word maps help students to make connections between their prior knowledge and the new words. They show conceptual relationships between words. By showing these relationships students can modify their existing framework of knowledge (schema) and more effectively construct meaning when they meet the words in the text.

See 12 Santi V. Buscemi, A reader for developing writers, (new York: McGraw Hill Company, 2002), p. 14.

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3. Application of Clustering Technique in Teaching

From the concept stated above, it can be known that clustering is strategy that can be used to generate material for a paper. This method is helpful for people who like to their thinking in a visual way. In clustering, you use lines, boxes, arrows, and circles to show relationships among the ideas and details that occur. The steps to make clustering are:

1. Begin by stating your subject in a few words in the centre of blank sheet of paper. The, ideas and details come to you; put them in boxes or circles, and uses connecting lines to show how they relate as well.

2. Keep in mind that there is no right or wrong way clustering or diagramming. It is a way to think on paper about how various ideas and details relate to another.14

Furthermore, the application of clustering in teaching begins with a key words of central idea placed in the center of a page (or on the blackboard) around with the students (or teacher using students-generated suggestions) jots down in few minute all of free association triggered by the subject matter-using simply words or short phrase. Unlike listing, the words or phrases generated are put on the page or board in a pattern which takes shape from the connections the writer sees as each new thought emerges. Completed clusters can look like spokes on a wheel or any other patterns or any other pattern of connected lines, depending on how the individual associations are drawn to relate each other. By having students share their cluster patterns with other students in the class, teachers allow students to be exposed to a wide variety of approaches to the subject matter, which might further generate material for writing.15 We use this method as a way to cluster vocabulary.

Axelrod and Cooper have the similar ideas of clustering application in teaching. They said that clustering is an invention activity which reveals possible relation among facts and ideas. Unlike listing, clustering requires a brief period of

14

John Langan, College Writing Skills, (USA: McGraw Hill Higher Education, 2003), p. 29.

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initial planning. You must come up with a tentative division of the topic into subparts or main ideas. Clustering works as follows:

―1. In a word or phrase, write the center of a piece of paper. Circle it. 2. Also in a word or phrase, write down the main ideas of your topic in the center.

3. The next step is to generated facts, details, examples, or ideas related in any way to these main parts‖.16

In line with the experts‘ idea above, clustering, devised by Gabriele Rico, is combination of uncensored brainstorming with doodling. This technique produce an overview of a subject, suggests specific topics, and yields related details. First; take a fresh sheet of paper and write a general subject in the center. Then circle the word. Jot it near the word then prompted it. Circle the new word. Third; draw a line between the two. Repeat the procedure. The sample cluster (figure 2.1) began with the main topic. That central idea branched out, leading to the key words related to the topic.17

Figure 2.1

The Application of Clustering Technique

One key word or target word must be has relation to other problem or situation. It can be seen that the word badminton has relation to words smash and serve because smash and serve are activities in badminton. While the word badminton has relation to words interesting and popular because badminton is kind of sport which is very interesting and popular. Whereas, the word badminton

See16 Rise B. Axelrod and Charles R. Copper, The St. Martin’s Guided Writing, (New

York: ST. Martin‘s press, 1985), p. 461.

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has relation to words racket and court because racket is one of equipment which is used to play badminton, and court is the place to play badminton.

By giving a certain key word or target word to the students and ask them to make clustering based on it, we made the students to increase their connected vocabularies. It‘s also able to trigger their background knowledge and help them in memorizing of new vocabulary. Even though clustering is actually a technique, which is usually used in pre-writing paragraph but the researcher assumes that the technique is also applicable in increasing the vocabulary of the students.

4. Relevant of the Study

The research about clustering technique has been done by Mela Eka

Faransari that was ―Increasing Students’ Vocabulary Achievement through

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17 located Jl. Jembatan Selatan no. 06, Petogogan, Kebayoran Baru. The writer holds

CAR in this school. The writer thinks that it is important to improve students’ vocabulary mastery and the student’s achievement in English.

B.Research Method and Design

The research method which is used is classroom action research (CAR). CAR is viewed as a device to improve the quality of teaching learning ability in the physical classroom. Beside of solving diagnosed problems in conditional classroom activity, CAR also helps the teacher through any new methods, skills, and strategies through pair-teaching between the researcher and the teacher as collaborative study.1 It means that this method can help quality of teaching learning ability and solve real problems in the classroom through new methods, skills, and strategies through collaborative between researcher and teacher.

Creswell said that CAR is the practical design which explores a problem with an aim toward developing a solution to a problem, and also action research designs are systematical procedure done by the teachers (or other individual in an educational setting) to improve their teaching, and their students learning.2 It means that teachers have an aim at improving the practice of education by studying issues or problems they face, and teachers reflect about these problems, collect and analysis data, and also implement changes based on their findings. Meanwhile Wallace stated that CAR is a type of classroom research that the teacher found the problem in order to solve problems or to find answers toward

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Suharsimi Arikunto, et al., Peneltian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 106—108.

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context-specific issues.3 It means that to begin the CAR, the researcher or the teacher needs to identify any real problems which are found in the classroom

concerning students’ condition in teaching-learning process.

In this Classroom Action Research, the writer used Kurt Lewin’s design. Kurt Lewin’s design for Classroom Action Research consists of four phases

within one cycle. Those are planning, acting, observing, and reflecting.4 Teacher might probably find a new problem or the previous unfinished problem yet after implementing first cycle. If it happens, it is necessary to continue to the second cycle in line with the same concept of the first cycle.

Cycle 1

Cycle 2

Figure 3.1

The Kurt Lewin’s Research Design

(Adapted from Suharsimi ArikuntoPenelitian Tindakan Kelas: Bumi Aksara 2009)

3

Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 2006), p. 15.

4

Arikunto, op. cit., p.16.

Planning Acting

Observing Reflecting

Acting Planning

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Based on the design above, the researcher uses two cycles and every cycle has 4 steps as follow:

1. Planning

The writer planned some actions based on the research goal. The writer prepares learning scenario and the instrument for research, such as teaching aid, observation form and evaluating test.

2. Acting

The second step of the cycles is acting which is implementation of the planning. The writer and the teacher collaborated to overcome the solution finding. The teacher becomes an observer in learning activities when the writer uses the determined strategy.

3. Observing

The third step is observing students’ activities and observing general condition of class in teaching learning process in order to gather relevant data. The writer who assisted the teacher to note all the things occurring teaching-learning process which covers the implementation of the classroom condition, and

students’ responses during teaching-learning activities.

4. Reflecting

In this step, the results of collecting data and analyzing data by the researcher, whether the next cycle need to be continued or not. Meanwhile the research will be stopped if require these criterions.

C.The Subject of the Research

The subject of this research is the second grade students of SMP Al-Kautsar BKUI Jakarta, which comprises of 33 students/ one class.

D.The Writer’s Role on the Research

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role, the writer observed the teacher who taught English vocabulary. Meanwhile, in the second role the writer took a role as the teacher who implemented the action. Out of those roles, the writer also needs to collect and to analyze data

taken from students’ pre-test and post-test, interview, and observation. And then,

report the result of the study.

E.The Classroom Action Research (CAR) Procedures

The Classroom Action Research using Kurt Lewin’s design consists of

four phases within one cycle. Those are planning, acting, observing, and reflecting. After accomplishing the first cycle, it will be probably found a new problem or the previous unfinished problems yet. Therefore, it is necessary to continued to the second cycle in line with the same concept of the first cycle. Based on the experiences in the first cycle, the writer and the teacher will follow the same phases because the best cycle normally occurs for two cycles.

Here are the explanations of what happen in every phase: 1. Planning Phase

In this phase, the writer made the lesson plan, and chosen the topics and

teaching aids in teaching learning process then, the writer used students’ work

book, list of vocabularies, and draw material and other things in implementing

clustering. The writer also made the evaluation form to know about students’

achievement at the end of this cycle. 2. Acting Phase

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3. Observing Phase

When observing, the observer had to look all the activities in the physical

classroom. It may be about the teacher’s performance, condition of class, students’ response, how to the teacher teaches vocabulary, and sometimes the observer asked some students’ opinion about the process of teaching and learning

vocabulary. Besides that, the observer also collected the data derived from evaluation or post-test.

4. Reflecting Phase

After collecting the data, both teacher and observer analyzed the data that had been collected. Then, they would reflect completely by seeing observation result, and it was necessary to hold evaluation for completing the next cycle. Thus, the reflection was able to be determined after implementing the action and observation outcome. If there was still might have found problems, so it needed to move to the next cycle concerning re-planning, re-acting, and re-observing. Therefore, the unfinished problems yet could be solved.

F. Data and Data Sources

In this study, the data sources took at the second grade students of SMP Al-Kautsar BKUI, Jakarta. The researcher just took one class of VIII A.

The research used Qualitative and Quantitative Data. The qualitative data consists of observation within the physical activity in the classroom and interview to be presented for the teacher and students. On the other side, the quantitative data used is pre-test and post-test.

G.Instrument of Research

There are three instruments to get the data in this Classroom Action Research. They are Observation Sheet, interview guideline and test. To obtain qualitative data, the writer uses observation and interview. On the otherside, the writer uses test to obtain qualitative data. Those three research instruments are explained more details follow:

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Observational sheet that used to get the data during the observational in

the class. It is used to monitor and record the data of the teachers’ and students’

performance during the teaching and learning process. The information obtained from the observation is used as a basis to determine the planning for the following cycle.

2. Interview Guideline

Besides observation sheet, interview guideline used to complete the data needed. The interview was conducted to the English teacher and students of SMP Al-Kautsar BKUI Jakarta. It was applied before and after Classroom Action Research.

3. Test

Pre-action test and post-test conducted before and after the implementation of visual scaffolding technique in teaching vocabulary. The aim

of giving the test is to measure students’ vocabulary mastery.

H.The Technique of Data Collection

There were three techniques of collecting data applied in this study; they are observation, test, and interview. In this research used qualitative data and quantitative data. The qualitative data consists of observation within the physical activity in the classroom and interview to be presented for the teacher and students. On the other side, the quantitative data used is pre-test and post-test.5 The completely explanation as follows:

1. Observation

Observation technique is the main technique in collecting the data about

the teacher’s performance, condition of class, students’ response concerning the

use Clustering Technique. It deals with the activities of the English teacher in presenting English materials to the students. The observation conducted to observe teaching-learning vocabulary in the real classroom activities at second grade students of SMP Al-Kautsar BKUI Jakarta in 2013/2014 academic years. It

5

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used to know about the implementation of Clustering technique. Thus, in vocabulary material, the writer observed their vocabulary aspect, such as: words (meaning, spelling, pronunciation, level of usage).

2. Interview

One of the ways to get deep information in the classroom is by interviewing the English teacher and the students. The unstructured and structured interview is conducted by the writer for this research. The structured interview conducted by using interview guide and it was conducted before and after implementing the classroom action research. The interview was about the English teaching learning process at SMP Al-Kautsar BKUI Jakarta. Primarily, about English teaching learning process, especially in vocabulary mastery.

3. Test

The test was used to find out the result of students’ achievement in learning vocabulary by using Clustering technique and it is as main Technique in collecting the data. The test was used to compare students’ English vocabulary mastery before conducting the research and after conducting the research.

I. The Technique of Data Analysis

The writer took the average of students’ vocabulary score to analysis the

quantitative data in one cycle. It is used to measure how well students’ ability on

vocabulary. It uses the formula as below:6

X : mean

x : individual score

n : number of students

6

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Next, the writer tried to get the class percentage which pass the minimal mastery level criterion (KKM) considering English subject gains score 70 (seventy). The formula is:7

P : the class percentage

f : total percentage score

N : number of students

After getting mean of students’ score per actions, the writer analyzed

whether there are any improvement of students’ vocabulary score from pre-test up

to students’ average score in cycle 1 and cycle 2 or not. In analyzing that, the

writer used the formula:

P : percentage of students’ improvement

y : pre-test result

y1 : post-test 1

P : percentage of students’ improvement

y : pre-test result

y2 : post-test 2

7

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To know how extend do the improving students’ English vocabulary mastery by using visual Clustering, the writer used the percentage scale as the table below.

Table 3.1

Score Conversion Table

Score Qualification

75—100 Very Good

65—74 Good

55—64 Fairly

45—54 Poor

35—44 Failed

J. Criteria of the Action Success

Classroom action research (CAR) is able to be called successful if it can fulfill the criteria which have been determined, and fail if it cannot fulfill the criteria which have been determined.

Based on The criterion of minimum completeness (KKM), when there is 75% of students achieve any improvement; gaining score 70 (seventy) of vocabulary test started from the pre-test until the second post-test in cycle two, it means that this research could be called success. Then the next action would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.

K. The Trustworthiness of Study

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In analyzed the test item, the researcher uses to ways to know the trustworthiness of the data follow:

1. Discrimination Power

The analysis of discriminating power test items is to know the performance of the test through distinguishing students who have high achievement and low achievement. Discriminating power provides more detailed analysis of the test items than the item difficulty, because it shows how the top score and lower score performed on each item.8 The computing of discriminating power uses the formula following:9 Next, the discriminating power scale uses:

Table 3.2

Kathleen M. Bailey, Learning about Language Assessment: Dillemas, Decissions, and Direction (London:Heinle & Heinle Publisher, 1998), p. 135.

9

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2. Difficulty Items

The researcher analyzes the students’ test. It categorized into high,

medium, and low. In this study the researcher compares the difficulty items analysis by comparing students who answer correctly with all of students who follow the data. The formula which is used is:

Table 3.3

The Classification of Difficulty Level

DL REMARK

0-0.30 High

0.30-0.79 Medium

0.80-1.00 Low

L. Validity of the Test

“Validity is a measurement instrument which shown whether the

instrument valid or not”.10

It means that validity is one of the crucial conditions in implementing a research including Classroom Action Research (CAR). By using the validity, there should be no irrelevant point of misleading in reflecting the data. The researcher uses the Anates to get the validity of the instruments before implementing the test.

The test result of pre test instrument shows that the mean was 20.52, the correlation was 0.53 and the reliability of the test was 0.70. The test result of post test 1 instrument shows that the mean was 19.61, the correlation was 0.55 and the reliability of the test was 0.71. The test results of post test 2 instrument shows that the mean was 23.61, the correlation was 0.57 and the reliability test was 0.72.

10

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CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATION

This chapter presents the finding of research. In this case the way to

develop students’ vocabulary through clustering technique. At VIII class of SMP

Al-Kautsar BKUI Jakarta. Academic year 20013/2014. Related to the discussion of the finding, it is divided into three parts. Those are before applying the action, the implementation of the action and discussion of the data after implementation the action.

A. Before Implementing the Action

There are three parts related to the fact-finding before implementing the action. Those are pre interview, pre observation, and pretest. Those explanations as following:

1. The Result of Pre Interviewed

Pre-interview conduct in this study was unstructured interview. The writer asked the question divided into three categories of questions, involving the general condition in English class, especially in vocabulary learning, the strategy in teaching vocabulary used by the teacher, and the difficulties faced by the students in vocabulary learning and asking about clustering strategy. It was held on January 20th 2014 stated at 10:00 A.M and finished at 11:00 A.M.

First category discussed about the general condition in English class especially in vocabulary learning. The teacher said that most of the students who did not like English class gained low competence in English. Besides, they still faced problem in following the English lesson. They thought that English is complicated subject to be learned.

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The third category is the difficulty faced by the students focus on vocabulary. The teacher said that vocabulary was not the difficult English sub-skills to be learned but the vocabulary were the main things of language, then we have to give special attention on this one of the elements of language without knowledge of vocabulary the students will find many problems in learning language especially English. The students must achieve the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) then they have to master from the essential things of language in this case of vocabulary.

The result of the interview in term of students’ difficulties in gaining vocabulary were the students’ of SMP Al-Kautsar second grade still have difficulties in gaining vocabulary.

2. The Result of Pre-observation

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3. The Result of Pre-test

The pre test had been done before the classroom Action Research (CAR). It was conducted on Monday, January 24th 2014. It started at 08:30 A.M. and Finished at 09:50 A.M. Students should answer 30 questions in multiple choice.

Table 4.1

Students’ Vocabulary Score in Pre-test No. Students’ Name Post-Test Score

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31 *Students who passed the KKM the score are processed from students’

answer sheets.

To get the result of pre-test, firstly, the researcher calculated the mean score.

__ = ∑ X n

__ = 1958 X 33

__ = 59.3 X

Then the percentage of students’ who passed the KKM score, the

researcher used the following formula:

P = F x 100% N

P = 5x100% 33

P = 15.1%

Based on the result of pre test, the data showed that the mean score of pretest is 59.3. There were only five students or 15.1% of the students who gained the score above the Minimum Mastery Criterion (KKM) meanwhile the other 28 students were below that criterion. The lowest achievement gained score 40. From that analyzing, it could be seen that

almost the XIII students’ score in gaining vocabulary is still very low.

B. The implementation of Classroom Action Research (CAR). 1. Cycle 1

a. Planning

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research based upon the problems faced by students about vocabulary. In this case the writer determined the selected material and exercises into a lesson plan. Based on syllabus, there are some kinds of text on this term, as follows: narrative, descriptive and procedure. Narration text was chosen as the text to be delivered for students. That was only discussing some vocabulary about Zoo. In the lesson plan there were some texts to identify the relation of each word.

Besides planned the lesson plan, the researcher also prepared observation sheet to observe the students and the researcher’s activities in teaching learning process whether it was in line with the lesson plan that has been made before or not. And the researcher also prepared the post test 1 to collect data; to know there are some students’ improvement scores from pre -test to post--test.

Next, the researcher and collaborator determined the criteria of

success. The criteria of success were 75% of students’ vocabulary score

achieved the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) of English (70.0) or above and 75% of students participated in English vocabulary class. Beside, the researcher prepared the instruments for the research such as; post-test I, observation checklist, and camera to take pictures of the action. And here the summary of the researcher steps in planning phase:

1. Making lesson plan with the collaborator. 2. Preparing model of vocabulary cluster

3. Preparing material (taken from English book and internet) 4. Prepare student worksheet.

5. Preparing the instrument (post-test I and observational note).

6. Determining the criteria of success with collaborator (75% of 33 students or 23 students achieve the Minimum Mastery Criterion – Kriteria Ketuntasan Minimum (KKM) of English 70 or above).

b. Acting

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lesson plan had been made. In the first meeting, before involving students in vocabulary cluster technique, the researcher act as teacher and he done based on the lesson plan before, the researcher gave the hand out to students and asked them to listen to what the teacher read, next the researcher asked the students to read the material, then asked them to do the task on their hand out, showed them how to make a vocabulary cluster based on the text given,

First Meeting (Wednesday 29th 2014 07:30 am– 08:50 am)

1. Implemented the teaching learning process based on the lesson plan. 2. Though to student about the text and how to cluster the vocabulary based

on the text.

3. Introduced the students how to make vocabulary cluster. 4. Asked the students about the main idea of the text.

5. Asked the students to make vocabulary cluster based on the word related to the text.

Second Meeting (Friday 31st 2014 08:30 am – 09:50 am)

1. Implemented the teaching and learning process based on the lesson plan. 2. Asked their understanding about last lesson.

3. Give a text to the students about Zoo

4. Asked the student to make their own cluster.

5. Asked the students to make sentences from the vocabulary given. 6. Give the students homework as a feedback.

7. Asked the students to remember their vocabulary by keep their memory through vocabulary cluster.

Third Meeting (Wednesday 5th 2014 at 07:30 am – 08:50) 1. Review the material and student’s home work. 2. Give a text to the students about Zoo

3. Asked the students to mention the vocabulary and teacher write them on the white board.

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7. Asked the students to remember their vocabulary by keep their memory c. Observing

In this phase, the researcher observed the students’ participation in the

process of vocabulary teaching learning process on pre, and post vocabulary through observation.

In the first meeting, the researcher watched the students interested in the lesson given through vocabulary cluster. But there were students still had problem in making vocabulary cluster. The students couldn’t concrete on the explanation given by the teacher about vocabulary cluster.

In the second meeting, the observer watched the better classroom condition; they already known how to develop vocabulary and students do not a lot of noise in the class. The students were interested to follow the teacher instruction to cluster the vocabulary. Students were enthusiasm to share their opinions about vocabulary cluster. Many students responded to the teacher’s instructions, they enjoyed to follow English lesson and the class become interactive.

In the third meeting, the observer watched the class was in good condition but, there still had a problem because there are two students did not bring their vocabulary cluster. But outside of the problem the class could understand the activity given.

The next is collecting data or materials for the post test 1. The result of the post-test showed the mean score of the class increased to 68.9% in which there were 18 students who passed the Minimum Mastery Criterion or KKM 70. The detailed result of instruments used in the first cycle can be seen bellow.

1) The Result of Student’s Vocabulary Achievement (Cycle 1)

To know the result of students’ vocabulary achievement, first, the

researcher needs to calculate the mean score. The mean scorer derived from the following formula:

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__= 2276 X 33

__= 68.9 X

Then the researcher calculated the class percentage that’s passed the

Minimum Mastery Criterion, Using the following formula:

P = F x 100% N

P = 16x100% 33

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Table 4.2

The Students’ Vocabulary Score of Post-Test 1

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37 Based on the result of students’ vocabulary achievement in the cycle 1, there was an increase of students’ mean score from the students’ vocabulary achievement on the preliminary study to the students’ vocabulary achievement on the first cycle. It was from preliminary study mean score from the mean class 59.3 increased to 68.9 or from 5 students who passed the score above the Minimum Mastery Criterion to 16 students. It means that was 13.9% of mean score improvement. The improvement score derived from the formula:

P = y1 – y x100% y

P = 59.3 – 68.9 x 100% 68.9

P = 13.9%

d. Reflecting

In this phase is discussing the result of the action. The researcher and his collaborator talked about the result of the action. Based on the analysis of the

students’ vocabulary score in post-test 1 have not achieved the criteria of success that 75% of students must achieved the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM). It can be seen that only 48.4% of students who got

the score above the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM). So, the implementation of the Clustering Technique has not given

satisfactory result yet on the improvement of students’ vocabulary.

Therefore, it needs to revise the acting and planning before implement to the next cycle so that it could achieve the criteria of success of this study. The test result indicated that the action in the first cycle did not achieve the action success yet, it need 26.6% to achieve the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM) so thee teacher and the researcher had to move to the next cycle.

e. Revision of the First Cycle

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38 satisfactory result on the improvement of students’ vocabulary. Therefore, the

researcher and the collaborator concluded some revision before the implementation of the next cycle in order to achieve the criteria of success of this study.

First, the revision was focused on teaching narration. In the first cycle, the students were confused on making a vocabulary cluster.

Second revision was classroom rule. In this cycle especially in second and third meeting some students do not bring their last vocabulary cluster and it make the other students disturbed because her or his friend borrowed their vocabulary cluster for them. Because of this action this problem the teacher should remain the students to bring their vocabulary cluster example in every meeting.

The last the students had to bring dictionary, in order to help them to find out the meaning of the word as their learning sources except the teacher.

3. Finding of the Second Cycle a. Planning

The researcher collaborated with his collaborator planned the action dealing with preparing of vocabulary cluster technique, instructional material and media, and determining the criteria of success. In this phase, the researcher made a planning for the Action Research based upon the problem faced by the students about vocabulary. In this case, the teacher determined selected material and exercises into a lesson plan. Based on the syllabus, there are some kinds of text on this term, as follow: narrative, descriptive and procedures. Narrative text as the text to delivered to the students. That was only discussing some vocabulary that consists of some vocabulary.

Beside of making lesson plan, the researcher also prepared observation

sheet to observe the students and the researcher’s activities in teaching learning

process whether it was in line with the lesson plan had made before or not. And the researcher also prepared the post test 1 to collect the data; to know there are

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b. Acting

The action of the second cycle was done on February 12th, 14th, 19th 2014. The researcher implemented the teaching learning process based on the lesson plan had been made. In the first meeting, before involving students in vocabulary cluster technique, the researcher act as teacher and he done based on the lesson plan before, the researcher give the hand out to students and asked to listen to what the teacher read, next the researcher asked students to read the material, then asked to them to do the task on their handout, showed them how to make a vocabulary cluster technique by using the vocabulary in the text given, asked them to make a vocabulary cluster technique.

First meeting (Wednesday, 12th 2014 at 07:30 am – 8:50 am)

1. Implemented the teaching learning process based on the lesson plan. 2. Giving the students handout about Farming, and asked them to fill in the

blank according to fill the missing cluster.

3. Explained the students about farming from the text 4. Asked them to change their handout with their partner

5. Asked the students to make a vocabulary cluster based on the word related to the texts individually.

6. Asked the students to keep their vocabulary cluster and retain their vocabulary by keep their memory through vocabulary cluster.

Second Meeting (Friday, 14th 2014 at 08:30 am – 09:50 am)

1. Implemented the teaching learning process based on the lesson plan. 2. Brain storming by asking the last lesson Farming

3. Asked the student to mention some vocabulary related to Farming

4. Asked the students to make vocabulary cluster by using the word on the board.

5. Teacher made them a group of six and gives them a set of vocabulary cluster.

6. Giving the students home work as feedback.

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Third Meeting, Wednesday 19th 2014 at 07:30 – 08:50 am) 1. Review the material and student’s home work. 2. Give a text to the students about Farming

3. Asked the students to mention the vocabulary and teacher write them on the white board.

5. Asked the students to make sentences from the vocabulary given. 6. Asked the students to remember their vocabulary by keep their memory

c. Observing

The researcher and the teacher collaborative in observing the teaching learning process through observational notes. The condition of the class was very

well after implementing vocabulary cluster; there were fewer the students didn’t

follow the rule such as do not bring the last vocabulary cluster and dictionary, all of the students become actively to the activity given by the teacher so the atmosphere of class make the students interested to follow the lesson.

The next cycle, the researcher and the teacher collected the data for post-test 2. The result of post-post-test 2 showed that the average score of the class increased to 81.8% in which there 27 students who passed the Minimum Mastery Criterion or KKM 70.

The calculation of the mean of students’ score in vocabulary posttest 2 gained 75.1 it was derived from:

___ = ∑ xi

X n

___ = 2480

X 33

___ = 75.1 X

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P = F x 100% N P = 27 x 100% 33

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Table 4.3