Increasing the Second Year Students’ Vocabulary Mastery by Learning Word Classification at MTs Madani - Repositori UIN Alauddin Makassar

(1)

A Thesis

Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan (S.Pd) in English Education Department of

Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University

By

NUR HAMZAH Reg. No. 20401107156

ENGLISH EDUCATION DEPARTMENT TARBIYAH AND TEACHING SCIENCE FACULTY ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR

(2)

praise and thankfulness to Allah SWT for blessing, love, mercy, guidance and most of all, to finish this thesis. Shalawat and Salam are addressed to beloved chosen messenger Muhammad SAW.

Many problems and difficulties had been encountered in finishing this thesis. Those would not have been solved without help, motivation, support, critic, and advice from many people. It would be an honor to express his greatest appreciation and deepest thanks to all of them as follows:

1. To his beloved parents Machmud and Basse, for their love, sacrifices, affections, advices and prays during his study. And also to his brother and sister.

2. Prof. Dr. H. Abd Qadir Gassing, HT, MS, The Rector of State Islamic University of Alauddin Makassar for his advice during his study at the university.

3. Dr. H. Salehuddin, M.Ag, The Dean and all of the staff of Tarbiyah and Teaching Science Faculty of the State Islamic University of Alauddin Makassar.

4. Dra. Hj. Djuwairiah Ahmad, M.Pd, M.TESOL, and Dra. Kamsinah, M.Pd.I as the Head and the Secretary of English Department of Tarbiyah and Teaching Science Faculty and all of her staff.

(3)

7. The researcher’s especially indebted goes to his best lectures, Andi Musyafir Rusyaidi as the researcher’s inspirations to learn about social life, and to the English Teacher of MTs Madani Pao-Pao, Rugayyah S.Pd who had given him opportunity to conduct this research in MTs Madani Pao-Pao Gowa.

8. Special gratitude to his beloved Mantawaty, Nurhamim, Indra, Fauziah, Damar, from their love and support, you would never forgotten and would be pleasant memories till the end.

9. The Headmaster, the teacher and all the students of MTs Pao-Pao Gowa specially the second year students for their participation during the research.

10. All people who helps and those whom the researcher cannot mention one by one.

Finally, the researcher realize that this thesis still have not been prefect yet and still need more some suggestion and critics, thus more improvements for this thesis are strongly needed.

May the almighty Allah SWT always best to us with blessing, Amin. Wabillahi Taufiq Wal Hidayah

(4)

(5)

(6)

viii

HALAMAN PERSETUJUAN PEMBIMBING ... iii

PENGESAHAN SKRIPSI ... iv

ACKNOWLEDGEMENT ... v

LIST OF CONTENTS ... viii

LIST OF TABLES ... x

ABSTRACT ... xi

CHAPTER I INTRODUCTION A. Background ... 1

B. Problem Statement ... 3

C. Objective of the Research ... 3

D. Significance of the Research ... 3

E. Scope of the Research ... 3

F. Operational Definition of Terms...4

CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Findings ... 4

B. Some Pertinent Ideas ... 5

1. The Concept of vocabulary ... 5

a. Definition of Vocabulary ... 6

b. Kinds of Vocabulary ... 7

c. Function of vocabulary...9

d. The Principle of Teaching and Learning Vocabulary ... 9

2. Knowing Word ... 13

3. The Concept of Word Classification ... 15

a. The Classification of Words ... 15

b. The Identification Part of Speech ... 16

C. Theoretical Framework ... 18

D. Hypothesis ... 19

(7)

ix CHAPTER IV FINDING AND DISCUSSION

A. Findings ... 26 B. Discussion ... 35 CHAPTER V CONCLUSSION AND SUGGESTION

A. Conclusion ... 36 B. Suggestion ... 36 BIBLIOGRAPHY

APPENDICES

(8)

x

Table 1 the rate percentage of score experimental group in pre-test ... 26

Table 2 the rate percentage of score experimental group in post-test ... 27

Table 3 the rate percentage of score controlled group in pre-test ... 28

Table 4 the rate percentage of score controlled group in post-test... 29

Table 5 the mean score of experimental group and controlled group ... 32

(9)

(10)

Name : Nur Hamzah Reg. Number : 20401107156

Title : Increasing the Second Year Students’ Vocabulary

Mastery by Learning Word Classification at MTs vocabulary by learning word classification at MTs Madani Pao-Pao Gowa.

The problem statement of the research was; to what extent does the learning of word classifications increase the students’ vocabulary at MTs Madani Pao-Pao Gowa?

The method used in this research was true-experimental design which was applied with two groups namely experimental group and controlled group by using pre-test and post design. The population of this research was the second year students of MTs Madani Pao-Pao Gowa in 2011-2012 academic years. The sample of this research consisted of 27 students taken by applying purposive sampling technique. The researcher took class A as control class and class B as experimental class where each class consisted of 27 students. The research variables were Word Classifications as independent variable and the students’ vocabulary as dependent variable.

(11)

1 CHAPTER I

INTRODUCTION

A. Background

Vocabulary is very important in all language teaching. Moreover,

vocabulary is a part or language itself. One who is poor on the vocabulary of a

language is impossible to master the language. With regarding to the

importance of vocabulary, many linguists try to find out how to build up

students‟ vocabulary mastery easily, as Allan (1977:149) states that “vocabulary is an important factor in all language teachings, students must be

continually be learning words as they learn structure and as they practice the

sound system”.

There are many strategies presented to build up the students‟

vocabulary. One of them is to memorize a certain number of words regularly,

but the students still disappointed because most of the words memorize in the

first week will be forgotten in the following week. The researcher tries to find

one technique to make the students master the vocabulary item, classify and

understand the differentiation in kinds of words that are recommended. In this

case word classification is one of them.

The students‟ lack of vocabulary may come from both the students as

the learners and the teacher as the instructor. There are some causes of

students lack of vocabulary, they are; the students‟ laziness in memorizing a

number of words required, the student lack of motivation in learning

vocabulary, the student competence in learning vocabulary.

(12)

2

Allen (1981:6) points out eight factors which may cause the students‟ lack of

vocabulary that come from the teacher, namely:

1. The teacher doesn‟t know which English word the students need or must

learn.

2. The teacher cannot decide whether or not those words are important to

the students.

3. The teacher does not know which aids are available in teaching

vocabulary.

4. The teacher cannot plan the short time to teach many needed words.

5. The teacher doesn‟t know how to encourage the students to take

responsibility for their own vocabulary learning.

6. The teacher cannot device some good ways to know much vocabulary

the students have actually learned.

7. The teacher does not know how to identify which words are easier than

others to learn.

8. The teacher doesn‟t know what she/he should do if a few members of

the class already know words that they often need to learn.

Related to the statement above, it is clear that learning vocabulary is very

important and it is a fundamental requirement that influences the students‟

achievement in learning English.

Based on the issue above, the researcher would like to apply one strategy the

good mastery of vocabulary, and conduct a researcher under the title “Increasing The Second Year Students’ Vocabulary Mastery by Learning Word Classifications at

(13)

3 B. Problem Statement

Regarded to the background above, the researcher formulates the main

research question as follow: To what extent does the learning of word

classifications increase the students’ vocabulary mastery at MTs Madani

Pao-Pao Gowa?

C. Objective of The Research

From the question above, the objective of the research is to find out

whether or not the use of learning word classifications increase students‟

vocabulary. Especially: noun, verb, adjective, and adverb.

D. Significance of The Research

The result of the research will give useful information for the teaching

process in increasing students‟ vocabulary by learning word classifications.

Besides, this research also provides preliminary data for other reseachers who

want to explore related areas of vocabulary. In practise, the findings can be

applied as a technique in teaching vocabulary to students who have problems

in this area.

E. Scope of The Research

The scope of this research is the researcher focused on enriching the

increase of the students‟ vocabulary by learning word classifications. Then

with activity, the researcher gives vocabulary materils based on some themes

that would be given to the students. The researcher decided to choose noun,

(14)

4 F. Operational Definition of Terms

a. Vocabulary

Webster in stated that vocabulary is:

a. A list of word and sometimes phrases, usually arranged in alphabetical

order and defined dictionary, glossary or lexicon.

b. All the word of language.

c. All the word uses by particular person, class, profession, etc. sometimes,

all the words recognize and understood by a particular person, although not

necessary used by him (in full, passive vocabulary ).

b. The Classification Of Words

The classification of words applied here is not the traditional

classification which, based mainly on meaning, classifies all English words

commonly into eight parts of speech: Noun, verb, adjective, adverb,

preposition, conjunction, and interjection. It is based on the new

classification which classifies all English words into two main divisions,

(15)

5 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with some previous research findings, some

pertinent idea, vocabulary and the concept of learning word classification.

A. Previous Related Research Findings

The researcher present some findings, which are related and relevant to

the research as follows:

1. Merdarwati (1997) suggest that in teaching English, the students must be

given more activities in learning vocabulary, in order that they have time to

receive and prprocess of the word.

2. Nur Najmi (2004) stated that, one way to learn vocabulary is know the

derivational process of word, because derivation has two kinds those are

prefixes and suffixes. Therefore, by learning derivation affixes the students

are going to know kind of vocabulary, such as nouns, verbs, adjectives and

adverbs.

Based on the research above, the researcher can conclude that teacher

can helps students to master vocabulary by learning word classification, and

(16)

6 B. Some pertinent Ideas

1. The Concept of Vocabulary

Talking about language, vocabulary apperas as one of the

central attention because in the implementation of learning, it is a

fundamental requirement to communicate ideas, emition, and desires.

However, we must distinguist betweeen word and vocabulary. It is true that

vocabulary is equivalent to words but terminologically they are different.

Words is any letter sequences which convey the meaning or particular

person, list or correlation of words of a language. The words must be

shorted into different part of speech or some similar group, which separate

the of type of words with large reserve vocabulary from those with

smallreserve.

a. Definition of Vocabulary

There are many definitions of vocabulary. Some of them are quoted in

the following : Hornby in Nurahmah Novianti Ibnu (2007: 6) defines

vocabulary as follows:

a. Vocabulary is the total number of words that make up a language.

b. Vocabulary is the body of words known to a person or used in

particular book, subject, etc.

c. Vocabulary is the list of words with their meaning, especially on

which accompanies a textbook in a foreign language.

Ur stated that vocabulary can defined, roughly, as the words we teach is

the foreign language. However, a new item of vocabulary may be more than a

(17)

7

There are also multiword idioms where the meaning of the phrase cannot be

defined from an analysis of the component word.

Webster in Nurahmah Novianti Ibnu (2007: 7) stated that vocabulary is:

a. A list of word and sometimes phrases, usually arranged in alphabetical

order and defined dictionary, glossary or lexicon.

b. All the word of language.

c. All the word uses by particular person, class, profession, etc.

sometimes, all the words recognize and understood by a particular person,

although not necessary used by him (in full, passive vocabulary ).

Charles in Nurahmah Novianti Ibnu (2007: 8) described the

importance of the vocabulary in language learning process. He says that

learning and language particularly always means primarily learning the

“ word „‟ of the language.

Allen in Nurahmah Novianti Ibnu (2007: 8) states that vocabulary

is very important in a language when we learn in language, including

English it always mean that we learn the world of the language.

b. Kinds of Vocabulary

Vocabulary is necessary to give students something to hang on to when

learning in kind of subject. Vocabulary also has many classifications as

suggested by some experts, namely : Harmer (1991: 157) divides into two

types, they are:

(18)

8

Is refers to vocabulary that has been learned by the students and can

be used in speaking and writing. They are expected to be able to use it.

b. Passive Vocabulary

Is refers to words which students will recognize when they met them,

but they will probably not be able to produce.

In the same sense, the linguistic legget, et.al (1982: 148-149) points

out that everyone has two types of vocabulary. They are passive or

recognition vocabulary and active vocabulary.

Active vocabulary is a vocabulary that consists of working words that

are used in daily writing and speaking. While, a passive vocabulary is a

vocabulary that is recognized in the context or reading materials but are

not really used by anyone.

Good (2004: 6) divides vocabulary into four kinds, they are:

a. Oral Vocabulary

The oral vocabulary is refers to word that a person employs

them in expressing ideas orally and actively. It is consisting of word

actively used in speech used that comes readily to tongue of the one‟s

conversation.

b. Writing Vocabulary

The writing vocabulary is refers to words commonly used in

writing, it is stock of words that come readily to one‟s finger

(19)

9 c. Listening Vocabulary

The listening vocabulary is refers to a person can understand

when they are heard.

d. Reading Vocabulary

The reading vocabulary is refers to someone can recognize

them when he finds them in written form.

c. Function of Vocabulary

vocabulary as stated in the definitions is a stock of language, it

has a great function language. People use vocabulary words to

contact language.

Vocabulary is like the bone of or body, without bone our body

will not as able to be as perfect as possible. Without words

(vocabulary), we can not construct ideas written or orally. No body

can express his/her feeling to others. As a teacher, we will be confuse

to explain the lesson to the students. Of course, the vocabulary is a

supposed as the very crucial part of language because without

vocabulary the language can not be principle develop.

d. The Principle of Teaching and Learning Vocabulary

Wellace (1989:2-3) indicates the main principles of learning and

teaching vocabulary as follows:

a. Aims

(20)

10 b. Quantity

The number of words which students should possess and learn must

be clear.

c. Need

In most cases, the choice of vocabulary taught to student, the teacher

uses course books or syllabus. In any cases, the teacher in choosing the

vocabulary those are going to be taught, will relate to the aim of course and

the adjective s of individual lessons. It is also possible for the teachers, in a

sense, to put the responsibility of choosing the vocabulary to be thought to

the students. In other words, the students are put in the situation where that

have to communicate the words they need, as they need them, using the

words as information.

d. Frequent Expose and Repetition

In teaching and learning vocabulary words, there has to be a certain

amount of repetition until there is evidence that the students have learnt the

target words. The simplest way of checking that the learning has been done

is by seeing whether the students can recognize the target words and

identify their meaning. If the words have to be a part of the students‟

productive vocabulary, they must be given an opportunity to use them, as

often as necessary for them to recall the words at all, with the correct

(21)

11 e. Meaningful Presentation

In presenting the vocabulary lesson, the students must have a clear

specific understanding of what words denotes or refers to. This requires

that the words presented in such a way their denotation and references are

perfect and unambiguous.

f. Situation Presentation

The words presented are appropriate to the student situation. With

favorable condition enough time, consuming and convenient method,

students will automatically succeed in learning vocabulary.

g. Presenting in Context

Words very seldom occur in isolation, so is important for the

students to know the usual collocation that words occur in. so, the from the

very beginning the words must appear in its natural environment as it were

among the words naturally collocates with. Collocation is words which are

commonly associated.

h. Learning Vocabulary in The Mother Tongue and In The Target

(22)

12

Wallace comment on nine steps to learn or to achieve vocabulary in

the mother tongue and in the target language as follows :

1. There is a felt need.

2. The mother tongue learner mostly controls his own of learning.

3. The mother tongue is exposed to an enormous quantity of his own

language and has tremendous scope of repetition of what he learns.

4. The language is nearly always encountered in appropriate situation and

in the appropriate context.

5. Since of words are learned as they arise out of a felt in a particular

situation, the usually have a clear denotation.

i. Inference (Guessing) Procedures in Vocabulary Learning

Inference is also one of strategies in learning vocabulary in which

the learners are heard on a practice by using a definite knowledge to have a

clear understanding the words they learn. The students infer the meaning of

words by listening or reading them used in certain context and certain

situation. Usually, it is clear in situation what particular thing someone is

referring t; in certain written context o bit more detective work may be

called for. A new vocabulary should not co-occur with difficult structure

and a certain amount of vagueness in guessing the meaning of word must

(23)

13

stated that the teacher should not expect students to come up with exact

meanings while guessing in this manner.

2. Knowing Word

Language students, in particular English need to know the lexis of the

language. They need to learn what words mean and how they are used. Harmer

(1991: 156) clearly describes what the students need to know or he called it

“knowing a word” as follow:

a. Meaning

The first thing to realize about vocabulary items is that they frequently

have more than are meaning. When we come across a word, any try to

decipher its meaning we will have look at the context in which it is used. Or

it can be said students need to understand the importance of meaning in

context.

In addition, words sometimes have meaning in relation to other words.

The relationship between words may be in the forms of:

1. Synonyms, word with the some meanings as other. e.g. bad and evil.

2. Antonyms, word with opposite meanings, e.g. good and bad.

So, it can be concluded that the students need to know about

(24)

14 b. Word Used.

What a words main can be changed, stretched or limited by how it is

used. It is frequently stretched through the use of metaphor, the use of word

or phrase to indicate something different from literal meaning, and idiom, a

phrase or a sentence which has a special meaning of its own.

Example:

Word “hiss” describes the noise that snakes make, its meaning can be

stretched to describe the way people talk to each other. e.g. “don‟t move or

you‟re‟ she hissed, metaphorical language use.

c. Word Formation

Words can change their shapes and their grammatical values, too.

Students need to know fact about word formation and how to twist words to

fit grammatical context.

Students need to know how suffixes and prefixes work and how words

are spelt and they sound. Indeed the way words are stressed is vital if

students are t be able to understand and use words in speech. Part of learning

a word is learning its written and spoken form.

Word formation, then, means knowing how words are written and

(25)

15 d. Word Grammar

Just as a words change according to their grammatical meaning, so the

use of certain words can trigger the use of certain grammatical patterns.

Some examples will show what this means.

We make a distinction between countable and uncountable nouns.

1. The former can be both plural and singular.

2. Verb complementation, phrasal verbs, etc.

3. Adjectives and adverb position, etc.

3. The Concept of Word Classifications

a. The Classification Of Words

The classification of words applied here is not the traditional

classification which, based mainly on meaning, classifies all English words

commonly into eight parts of speech: Noun, verb, adjective, adverb,

preposition, conjunction, and interjection. It is based on the new

classification which classifies all English words into two main divisions,

namely, class words and function words. This classification is consistently

based on form. The class words can be further subdivided into: (1) class 1

words (noun), (2) class 2 words (verbs), (3) class 3 words which are called

the parts of speech (Abdul Muis Baddulu : 15). The majority of English

words belong to these four parts of speech. The other words which do not

(26)

16

words which do not have lexical meanings. These function words always

occur with the parts of speech to form phrases.

b. The Identification Part of Speech

1. Noun

The noun is one of the most important parts of speech. Its

arrangement with the verb helps to form the sentence core which

essential to every complete sentence. In addition, it may function the

chief or “head” word in many structures of modification.

2. Pronoun

Pronouns make up a small class a word of very high frequency.

The traditional definition of a pronoun as “a word that takes the place of noun” is applicable to some types of pronoun but not to others. Those

pronouns that are actual substitutes may refer not only to a preceding

noun-its antecedent-but to a larger part of a discourse that precedes.

Those pronouns that are not substitutes may simply have indefinite

reference or express indefinite quantity.

3. Verbs

The verb is the most complex part of speech. Its varying

arrangements with nouns determine the different kinds of

sentences-statements, questions, commands, exclamations. Like the noun, the verb

(27)

17

require with the subject. But the verb also has several other grammatical

properties that are shared with no other part of speech. These properties

are: tense, voice, mood, aspect.

4. Adjectives

The adjective is a modifier that has the grammatical properties of

comparison. It is often identified by special derivational ending or by

special adverbial modifiers that precede it. Its most usual position is

before the noun it modifies. But it fills other position as well.

5. Adverb

It has been customary to include the most disparate elements

among the adverb, frequently those that cannot be put into any other part

of speech classifications. Adverb range in meaning from words having a

strong lexical content (those that describe the action of the verb, or those

that indicate such meanings as time and place) to those that are used

merely for emphasis.

6. Conjunctions

Most conjunctions are historically derived from other part of

speech, particularly from prepositions. Like prepositions, the

conjunctions are members of a small class that have no characteristic

form. They functions chiefly as no movable structure words that join

(28)

18 7. Prepositions

The preposition is classified as a part of speech in traditional

grammar. However, prepositions as well as conjunctions differ from

other parts of speech in that (1) each is composed of a small class of

words that have no formal characteristic endings; (2) each signals

syntactic structures that functions as one of the other part of speech. For

these reasons modern linguists prefer to classify prepositions as

structure words rather than as a part of speech.

8. Interjection

An interjection is used to show surprise or emotion. They are

usually short phrases such as “oh no!” or “Good Lord!”

C. Theoretical Framework

The theoretical framework of this researcher is illustrated as below:

a. INPUT : The material about the word classification. How the words drive

from one class to another class. For example, noun to adjective,

noun to verb, verb to adjective, verb to noun.

b. PROCESS :Refers to the teaching vocabulary matrial by learning word

classification, the process of decoding, repetion, identifying letter,

word, and then sentence in order to get the meaning. Then, the

other teaching and learning process are intended to help students

(29)

19

c. OUT PUT : Refers to the students vocabulary in learning through word

classification, after the teaching and learning process is influence

in increase the students‟ vocabulary.

D. Hypothesis

In this research, the research applies the hypothesis as follow:

a. Null Hypothesis (Ho); learning word classification is not effective in increasing

students‟ vocabulary.

b. Alternative Hypothesis (H1); is the use of learning word classification

(30)

20 CHAPTER III

RESEARCH METHOD

This research present research design, population and sample, research

variables and operational definition, instrument of the research, procedure of

collecting data and techniques of data analysis.

A. Research Design

The method used experimental research where the write used

experimental class to design. The treatment applied. The experimental method

involved pre-test and post-test design.

The design of the experiment will be presented as follow:

01 x 02

Where:

01 : Pretest

X : Treatment

02 : Posttest

(Gay, 1981)

B. Population and Sample

a. Population

The population of this research was the second years students of MTs

Madani Pao-Pao Gowa 2010-2011. The number of population were 27

(31)

21 b. Sample

The researcher used the purposive sampling technique. So the researcher

took class B as th experimental class and class A as the control class.

There were 27 students as samples.

C. Research Variables

This research consist of two variables, they were:

a. Independent variable

The independent variable of this research is word classifications in

learning vocabulary.

b. Dependent variable

Dependent variable of this research is increasing vocabulary of the

students.

D. Instrument of the Research

In collecting data, the writers employed vocabulary test as pre-test and

in Post-test was intended to see the prior knowledge of the students to

increase vocabulary before giving treatment, which the post test was

(32)

22 E. Procedure of Collecting Data

The procedures of collecting data are presented as follow:

a. Pre-Test

The Pre-Test was administrated before giving the treatment to know

student previous knowledge in vocabulary.

b. The Treatment

The researcher carried out the treatment for eight times with different

topics for each meeting.

1. The first meeting the researcher explains the whole of part of speech

(definition, kinds, and form).

2. The second meeting the researcher explains about noun. Then. The

students are taught are to identify noun.

3. The thirty meeting the researcher explains about adjective.

4. The next meeting the researcher explains about verb.

5. The fifth meeting the researcher explains bout adverb.

6. The following meeting the researcher explains the derivation from noun

and verb.

7. The seventh meeting the researcher explains about the derivation of

(33)

23

8. The researcher give a test as to give protest the preparation posttest.

c. Post-Test

The Post-Test was administrated after the treatment was conducted. The

researcher employed pre-test and post-test. It aimed at finding out the

students‟ vocabulary achievement.

F. Techniques of Data Analysis

In the analysis the data collected through the pre-test, the researcher

would use t-test, the procedure as following:

a. Scoring the students` answer

b. Classifying the students` vocabulary mastery by used the following

rating

1. 9.6 to 10 classified as excellent

2. 8.6 to 9.5 classified as very good

3. 7.6 to 8.5 classified as good

4. 6.6 to 7.5 classified as fairly good

5. 5.6 to 6 .5 classified as fair

6. 3.6 to 5.5 classified as poor

(34)

24

c. Calculating the mean score by applied the formula:

𝑋= 𝑋

d. Calculating the post-test result and consulting their difference for

hypothesis testing, the formula:

(35)

25

e. Computing the frequency and the percentage of he students‟ scores

P =

Where : P = Percentage

F = Frequency

(36)

26 CHAPTER IV

FINDING AND DISCUSSION

This chapter consists of two sections, the finding of the research and

discussion of the research. Based on the data analysis, it was found that as follows:

A. Finding

As explained before that one of the way to collect data was by administering

test. The test was done twice, namely pre-test and post-test. Pre test, which had

given before the treatment and the post-test, had given after treatment.

1. The Classification of Students’ Pre-test and Post-test Scores in Experimental Group

Table 1

The rate percentage of score experimental group in pre-test No Classification score Frequnecy Percentage

1 excellent 9.6-1.0 0 0%

2 very good 8.6-9.5 0 0%

3 good 7.6-8.5 0 0%

4 fairly good 6.6-7.5 4 14.80%

5 fair 5.6-6.5 6 22.20%

6 poor 3.6-5.5 14 51.90%

7 very poor 0.0-3.5 3 11.10%

(37)

27

Table 1 above shows the rate percentage and frequency of score of

experimental group in pre-test from 27 students, no one of the student got

excellent, very good, and good score. There were 4 (14.8%) students got fairly

good, 6 (22.2%) students got fair score, 14 (51.9%) students got poor score and

3 (11.1%) students acquired very poor score.

Table 2

The rate percentage of score experimental group in post-test No Classification score Frequnecy Percentage

1 excellent 9.6-10 2 7.4%

2 very good 8.6-9.5 14 51.9%

3 good 7.6-8.5 11 407

4 fairly good 6.6-7.5 0 0%

5 fair 5.6-6.5 0 0%

6 poor 3.6-5.5 0 0%

7 very poor 0.0-3.5 0 0%

TOTAL 27 100%

While, the rate percentage of score of experimental group in post-test

from 27 students as table 2 above shows that 2 (7.4%) students got excellent

score, 14 (51.9%) students got very good, 11 (40.7%) students acquired good

score. And no one of the students acquired fairly good, fair, poor, and very poor

(38)

28

Based on the result above, it can be conclude that the rate percentage in

post-test was higher than the rate percentage in pre-test.

2. The Classification of Students’ Pre-test and Post-test Scores in Controlled Group

Table 3

The rate percentage of score controlled group in pre-test

No Classification score Frequnecy Percentage

1 excellent 9.6-10 0 0%

2 very good 8.6-9.5 0 0%

3 good 7.6-8.5 0 0%

4 fairly good 6.6-7.5 9 33.3%

5 fair 5.6-6.5 10 37.0%

6 poor 3.6-5.5 7 26%

7 very poor 0.0-3.5 1 3.7%

TOTAL 27 100%

Table 3 shows the rate percentage of score of controlled group in

pre-test from 27 students, none of the students got excellent, very good, and good

score. There were 9 (33.3%) students got fairly good score, 10 (37.0%) students

got fair score, 7 (26%) students got poor, and 1 (3.7%) students acquired very

(39)

29 Table 4

The rate percentage of score controlled group in post-test

No Classification Score Frequnecy Percentage

1 excellent 9.6-10 0 0%

2 very good 8.6-9.5 0 0%

3 good 7.6-8.5 6 22.2%

4 fairly good 6.6-7.5 8 29.6%

5 fair 5.6-6.5 6 22.2%

6 poor 3.6-5.5 7 26%

7 very poor 0.0-3.5 0 0%

TOTAL 27 100%

While, the rate percentage of score of controlled group in post-test from

27 students as table 4 above shows, no one of the students go excellent and

very good score. There were 6 (22.2%) students got good score, 8 (29.6%)

students got fairly good score, 6 (22.2%) students got fair score, 7 (26%)

(40)

30

3. The Mean Score of Experimental Group and Controlled Group

PRE TEST AND POST-TEST DATA ANALYZING

Mean Scores (Experiment group)

Experiment Group (X1)

𝑋1

= 𝑥1 𝑁

𝑋1

=133 27

= 4,92

l

𝑋2

= 𝑥2 𝑁

𝑋2

= 242 27

𝑋2

(41)

31 Control Group (X1)

𝑋1

= 𝑥1 𝑁

𝑋1

=165 27

𝑋1

=6,11

Control Group (X2)

𝑋2

= 𝑥2 𝑁

𝑋2

= 181,5 27

𝑋2

(42)

32 Table 5

The mean score of experimental group and controlled group

Group Mean Score Standard Deviation

Experimental 4.92 _8.96

Controlled 6.11 _6.72

The table above shows that, the mean score of experimental group in

pre-test was 4.92 and post-pre-test was 8.96, while the mean score of controlled group in

pre-test was 6.11 and post-test was 6.72.

The significant score between experimental and controlled group can be

known by using t-test. The result of t-test can be seen in table 6 as follows:

(43)

(44)

34

Distribution the value of t-test and t-table

Variable t-test value t-table value

Posttest 5.78 2.00

The table above that t-test value was higher than t-table. The result of the

test shows there was significant difference between t-table and t-test (2.00<5.78),

its means that, t-table was smaller than t-test.

The result of the t-test statistical analysis shows that there was significant

difference between the experimental group who got treatment by learning Word

Classification with controlled group. The statement was proved by the t-test value

(5,78) which higher than t-table value (2.00), at the level of significance 0,05 and

the degree of freedom

(45)

35

Based on the data analysis in the previous section shows that the students‟

post-test of experimental group from 27 students, that 2 (7.4%) students got excellent

score, 14 (51.9%) students got very good, 11 (40.7%) students acquired good score.

And no one of the students acquired fairly good, fair, poor, and very poor score.

While the data analysis from the students‟ post-test of controlled group from

27 students, no one of the students got excellent and very good score. There were 6

(22.2%) students got good score, 8 (29.6%) students got fairly good score, 6 (22.2%)

students got fair score, 7 (26%) students got poor score, no one of the students

acquired very poor score.

The mean score of the students‟ post-test of experimental group was higher (8.96) than the students‟ of controlled group (6.72). Its means that the alternative

hypothesis was accepted and the null hypothesis was rejected.

Based on the result above, it can be concluded that, use of learning Word

Classification increasing the students‟ vocabulary at the second year students‟ of MTs

(46)

36 A. Conclusion

Based on the finding of the research and the discussion in chapter IV, the

researcher concluded the summary, the second year students of MTs Madani

Pao-Pao Gowa could increase their vocabulary after giving treatment learning word

classification. It was provided by the score that they got in pre-test was 4.92 and in

post-test was 8.96, while the mean score of controlled group in pre-test was 6.11 and

in post-test was 6.72. It meant that there was a progress score after the students got

treatment learning word classification and also got higher than those who got

treatment without learning word classification. It was provided by the t-test value

was 5.78 which was greater than the t-table (2.00). Thus, this method was effective

to increase the students‟ vocabulary mastery.

B. Suggestion

Considering the result of this research, the researcher offers some suggestion as

follow:

1. Teacher should be more creative to choose method or strategies to teach

vocabulary.

2. Teacher should teach students about word classsification in order to increase the

students‟ vocabulary mastery.

3. Teacher should know how to encourage the students to take responsibility for

their own vocabulary learning.

4. The teacher should know which aids are available in teaching vocabulary and

(47)

(48)

(49)

1 Gitamedia Press.

Azar Betty Schrampfer. 2003. Fundamentals of English Grammar. Longman. Arsyad azhar, 1996, Improve your English Structure. P.T. Al-qushwa Jakarta. Arsyad Azhar. 2003. STEP by STEP. Pustaka Pelajar.

Arsyad Azhar. 2007. Dasar-Dasar Penguasaan Bahasa Inggris. Pustaka Pelajar. Baehaqi Imam. 2005. Practical English Grammar. Pustaka Pelajar.

Bowen J Donald, Madsen Harold. 1985. TESOL TECHNIQUES AND PROCEDURES. NEWBURY HOUSE PUBLISHERS.

Dahriani. 2004. The Effectiveness of Pictures Story In Teaching Vocabulary to The first Years Students of SLTPN 2 Bantimurung. A. Thesis FBS UNM.

Damasius Sonda. 2010. Improving Vocab of The second Years Students of SLTP Hasanuddin Gowa Through Interactive technique. STIKIP YPUP Makassar.

Drs. H. Nur Asik, M.Hum. 2004. Standard English Vocabulary and Nex X-y Theory. Yayasan Fatiya.

Drs. LA PASSA, M.Pd, Drs. Muhammad Amin Rasyid, DIP, TESL, M.A. 1988. Morphology to Syntax. Fakultas Pendidikan Bahasa Seni (FPBS IKIP ) Ujung Pandang.

Gay, L. R. 1981. Education Research: Competencies for analysis and Application. Second Addition. A. Bell & Howel Company: London.

Good. 1959. Dictionary of Education. New York. Mc. Grow hill Book Company. Harmer Jeremy. 1991. The Practice of English Language. New Edition London.

Oxford university Press.

Hidayat, Rachmat Taufiq. 1996. Kosa Kata Bahasa Inggris. Pustaka Pelajar Yogyakarta.

(50)

2

Najmi Nur. 2004. The Ability of the Second Year Students of SMA PGRI 2 Makassar in Using Noun. Thesis of FPBS IKIP Ujung Pandang.

Nurahmah, Novianti Ibnu. 2007. Improving the Vocabulary Mastery of The First Year Students of SMA NEGERI 5 Makassar Through Community language learning (CCL) Method. Unpublished A. Thesis FBS.

Marcella Frank. MODERN ENGLISH a practical reference guide. New York University.

Pora Yusran. 2002. Develop Your Vocabulary Grammar and Idiom. Pustaka Pelajar.

Orion, Gertrude. 1998. Pronouncing American English. Heinle and Heinle Publisher.

Thomson. J, Martinet.V. 1995. A Practical English Grammar. Oxford University Press.

(51)

(52)

(53)

Increasing the Second Year Students vocabulary by Learning Word Classification at MTs Madani Pao-Pao Gowa

APPENDIX I

The Classification of Students’ Pre Test (experiment Group)

RESPONDENT SCORE CLASSIFICATION

1 4 Poor

2 6 Fair

3 7 Fairly good

4 5 Poor

5 5 Poor

6 2,5 Very poor

7 5 Poor

8 6,5 Fair

9 4 Poor

10 4,5 Poor

11 4 Poor

12 6 Fair

13 6,5 Fair

14 3,5 Very poor

15 4,5 Poor

16 6,5 Fair

(54)

18 4 Poor

19 7 Fairly good

20 3 Very poor

21 5,5 Poor

22 4 Poor

23 7,5 Fairly good

24 6 Fair

25 5,5 Poor

26 7 Fairly good

(55)

APPENDIX II

The Classification of Students’ Post Test (Experiment group)

1 8 Good

2 8,5 Good

3 9,5 Very good

4 9 Very good

5 9,5 Very good

6 9,5 Very good

7 8,5 Good

8 8,5 Good

9 8 Good

10 9 Very good

11 8 Good

12 9,5 Very good

13 8 Good

14 9,5 Very good

15 8,5 Good

(56)

17 9,5 Very good

18 8 Good

19 9 Good

20 8,5 Good

21 9 Very good

22 9,5 Very good

23 9,5 Very good

24 9 Very good

25 9 Very good

26 9,5 Very good

(57)

APPENDIX III

The Classification of Students’ Pre Test (Control Group)

1 7 Fairly good

2 6,5 Fair

3 7,5 Fairly good

4 7 Fairly good

5 7 Fairly good

6 6,5 Fair

7 4 Poor

8 7,5 Fairly good

9 4,5 Poor

10 6,5 Fair

11 5,5 Poor

12 3,5 Very poor

13 7,5 Fairly good

14 6 Fair

15 7 Fairly good

(58)

17 7 Fairly good

18 7,5 Fairly good

19 6,5 Fair

20 4,5 Poor

21 6,5 Fair

22 6 Fair

23 6 Fair

24 5 Poor

25 6,5 Fair

26 5 Poor

(59)

APPENDIX IV

The Classification of Students’ Post Test (Control Group)

1 7,5 Fairly good

2 8 Good

3 7 Fairly good

4 8,5 Good

5 5 Poor

6 8,5 Good

7 7,5 Fairly good

8 7 Fairly good

9 5 Poor

10 6,5 Fair

11 4,5 Poor

12 7 Fairly good

13 8 Good

14 7,5 Fairly good

15 7,5 Fairly good

(60)

17 8,5 Good

18 7,5 Fairly good

19 5,5 Poor

20 5,5 Poor

21 5,5 Poor

22 6 Fair

23 5 Poor

24 6 Fair

25 6,5 Fair

26 6 Fair

(61)

APPENDIX V

(62)

21 5.5 30,25 9 81 3,5 12,25

22 4 16 9,5 90,25 5,5 30,25

23 7,5 56,25 9,5 90,25 2 4

24 6 36 9 81 3 9

25 5,5 30,25 9 81 3,5 12,25

26 7 49 9,5 90,25 2,5 6,25

27 4 16 10 100 6 36

(63)

APPENDIX VI

The Raw Score and Square of Control Group

(64)

20 4,5 20,25 5,5 30,25 1 1

21 6,5 42,25 5,5 30,25 -1 1

22 6 36 6 36 0 0

23 6 36 5 25 -1 1

24 5 25 6 36 1 1

25 6,5 42,25 6,5 42,25 0 0

26 5 25 6 36 1 1

27 5,5 30,25 8 64 2,5 6,25

(65)

APPENDIX VII

PRE TEST AND POST-TEST DATA ANALYZING Mean Scores

𝑋1

= 𝑥1 𝑁

𝑋1

=133

27

𝑋1

=4,92

𝑋2

= 𝑥2 𝑁

𝑋2

= 242

27

𝑋2

(66)

Increasing the Second Year Students vocabulary by Learning Word Classification at MTs Madani Pao-Pao Gowa

Mean Scores

𝑋1

= 𝑥1 𝑁

𝑋1

=165

27

𝑋1

=6,11

𝑋2

= 𝑥2 𝑁

𝑋2

= 181,5

27

𝑋2

(67)

(68)

(69)

Df

Level of Significance for two-tailed test

0,5 0,2 0,1 0,05 0,02 0,01

Level of Significance for one-tailed test

(70)

Pre-test and Post-test

Circle the suitable in the bracket with the bold word!

My family (1. noun, adjective, verb, adverb) lives in Ujung Pandang (2. noun, adjective, verb, adverb), South Sulawesi. There are six members of my family. My mother and my father lives in small (3. noun, adjective, verb, adverb) house. The house is very comfortable (4. noun, adjective, verb, adverb). My unmarried brother lives (5. noun, adjective, verb, adverb) with them. My married brother and sister live in different house (6. noun, adjective, verb, adverb).

My father works (7. noun, adjective, verb, adverb) diligently (8. noun, adjective, verb, adverb) in an office. He is government (9. noun, adjective, verb, adverb) employee. My mother works at home. She takes (10. noun, adjective, verb, adverb) care of the house. My sister, Farida, is a teacher (11. noun, adjective, verb, adverb). She teaches (12. noun, adjective, verb, adverb) in a senior high school. Her husband (13. noun, adjective, verb, adverb) is a teacher, too. Farida and her husband have two children. My brother, Hasan is a doctor. His wife is a secretary. She works in large (14. noun, adjective, verb, adverb) office downtown (15. noun, adjective, verb, adverb). My brother, Ahmad is a student (16. noun, adjective, verb, adverb). He studies (17. noun, adjective, verb, adverb) religion (18. noun, adjective, verb, adverb). He is not married (19. noun, adjective, verb, adverb), but he doesn’t everything happily (20. noun, adjective, verb, adverb).

Score Name :

Reg. Number :

(71)

1. Identity:

Subject : English

Skill : Vocabulary

Class : VIII. B (Experiment Class) Treatment Duration : 2 x 60 minutes (the first meeting) 2. General Instructional Object:

The students will be able to understand about Part of Speech (definition, kinds, and form).

3. Special Instructional Object:

Through this activity, the students are expected to be able to: The students are able to know part of speech.

4. Teaching Material

The researcher explains about part of speech. 5. Teaching Procedure:

a. First Activity

 Greeting/recognizing.

 The teacher/researcher takes attendance list and read the students name.  The teacher/researcher gives motivation.

 Recognizing about the material. b. Initial Activity

 The teacher/researcher explains about Part of Speech.  The researcher explains about definition, kinds and form.

 The researcher allows students to ask what they done understand about the topic. c. Final Activity

(72)

Rudi Hariyono. 7. Evaluation:

(73)

Subject : English

Skill : Vocabulary

Class : VIII. B (Experiment Class) Treatment Duration : 2 x 60 minutes (the second meeting) 2. General Instructional Object:

The students will be able to understand about Noun (function, and types of nouns) 3. Special Instructional Object:

Through this activity, the students are expected to be able to:  The students are able to understand function of noun.  The students are able to understand types of noun. 4. Teaching Material

 What is noun

 Function, types of nouns. Types of noun:

5. Teaching Procedure: a. First Activity

 The teacher/researcher explains about noun.

 The researcher explains about function and types of noun.

(74)

Rudy Hariyono.

7. Evaluation:

(75)

Subject : English

Skill : Vocabulary

Class : VIII. B (Experiment Class) Treatment Duration : 2 x 60 minutes (the third meeting) 2. General Instructional Object:

The students will be able to understand about Adjective (function and types of adjective).

3. Special Instructional Object:

Through this activity, the students are expected to be able to: The students are able to identify adjective in sentences. 4. Teaching Material

 What is adjective

 Function of adjective.

 Types of adjective. 5. Teaching Procedure:

a. First Activity

 The teacher/researcher explains about Adjective.

(76)

Drs. Rud Hariyono. 7. Evaluation:

(77)

Subject : English

Skill : Vocabulary

Class : VIII. B (Experiment Class) Treatment Duration : 2 x 60 minutes (the forth meeting) 2. General Instructional Object:

The students will be able to understand about Verb (types of verbs). 3. Special Instructional Object:

Through this activity, the students are expected to be able to:  The students are able to identify verb in sentences.  The students are able to understand types of verbs. 4. Teaching Material

 What is verb

 Types of verb

Reguler Verbs

Infinitive Past Tense Past Participle meaning

Accept accepted accepted Menerima

Advised advised advised menasehati

Irregular Verbs

Infinitive Past Tense Past Pariciple Meaning

See saw seen melihat

Eat ate eaten makan

(78)

 The teacher/researcher explains about Verb.  The researcher explains about types of verbs.

 Asking the students’ difficulty.  Conclude the material.

6. Instrument

Instrument : - ABC Plus English Grammar written by Andrew Mc. Carthy and Drs. Rudi Hariyono.

- Dasar-Dasar Penguasaan Bahasa Inggris by Azhar Arsyad.

7. Evaluation:

(79)

Subject : English

Skill : Vocabulary

Class : VIII. B (Experiment Class) Treatment Duration : 2 x 60 minutes (the fifth meeting) 2. General Instructional Object:

The students will be able to understand about Adverb (types of adverb). 3. Special Instructional Object:

Through this activity, the students are expected to be able to: The students are able to understand types of adverb.

 What is adverb

 Types of adverb

A. Adverb of manner: carefully, slowly, bravely B. Adverb of place: here, in Jakarta, on the table C. Adverb of time: today, every year, last night. 5. Teaching Procedure:

a. First Activity

 The teacher/researcher explains about Adverb.  The researcher explains about types of adverb.

(80)

Instrument : ABC Plus English Grammar written by Andrew Mc. Carthy and Drs. Rudi Hariyono.

7. Evaluation:

(81)

Subject : English

Skill : Vocabulary

Class : VIII. B (Experiment Class) Treatment Duration : 2 x 60 minutes (the sixth meeting) 2. General Instructional Object:

The students will be able to understand about the derivation from Noun and Verb. 3. Special Instructional Object:

Through this activity, the students are expected to be able to:  The students are able to understand the derivation of noun.  The students are able to understand the derivation of verb. 4. Teaching Material

Noun to Adjective Suffixes

Friend Friendly -ly

Danger Dangerous -ous

Universe Universal -al

Noun to Verb Suffixes

Organ Organize -ize

Moral Moralize -ize

Verb to Adjective Suffixes

Create Creative -ive

Read Readable -able

(82)

Write Writing -ing

Act Action -ion

 The teacher/researcher explains about the derivation from noun and verb.  The researcher explains about the derivation of noun.

 The researcher explains about the derivation of verb.

6. Instrument

Instrument: - Morphology to syntax b Drs. LA Passa, M.Pd

- Standard English Vocabulary by Drs. H. Nur Asik, M. Hum 7. Evaluation:

(83)

Subject : English

Skill : Vocabulary

Class : VIII. B (Experiment Class) Treatment Duration : 2 x 60 minutes (the seventh meeting) 2. General Instructional Object:

The students will be able to understand about the derivation of Adjective and Adverb. 3. Special Instructional Object:

Through this activity, the students are expected to be able to:

 The students are able to understand the derivation of adjective.  The students are able to understand the derivation of adverb. 4. Teaching Material

Adjective to Noun Suffixes

Active Activity -ity

Kind Kindness -ness

Happy happiness -ness

Adjective to Verb Suffixes

Sharp Sharpen -en

Just Justify -ify

Adjective to Adverb Suffixes

Happy Happily -ly

(84)

 The teacher/researcher explains about the derivation of adjective and adverb.  The researcher explains about the derivation of adjective.

 The researcher explains about the derivation of adverb.

5. Instrument

Instrument : - Morphology to syntax by Drs. LA Passa, M.Pd

- Develop Your Vocabulary Grammar and Idiom by Yusran Pora 6. Evaluation:

(85)

1. Identity:

Subject : English

Skill : Vocabulary

Class : VIII. B (Experiment Class) Treatment Duration : 2 x 60 minutes (the eight meeting) 2. General Instructional Object:

The students will be able to understand about topic. 3. Special Instructional Object:

Through this activity, the students are expected to be able to: The students are able to identify part of speech.

The researcher give a test as to give protest the preparation posttest. 5. Teaching Procedure:

a. First Activity

b. Initial Activity

 The researcher give a test as to give protest the preparation posttest. c. Final Activity

(86)

Instrument: - ABC Plus English Grammar written by Andrew Mc. Carthy and Drs. Rudi Hariyono.

- Morphology to syntax b Drs. LA Passa, M.Pd 7. Evaluation: