THE EFFECT OF TEACHING METHODS WITH MEDIA
AND MOTIVATION ON STUDENTS’ VOCABULARY
ACHIEVEMENT
A THESIS
FIRDAYANTI FIRDAUS
Registration Number: 072188330011Submitted to the English Applied Linguistics Study Program
in Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
i ABSTRACT
FIRDAYANTI FIRDAUS. Registration Number: 072188330011. The Effect of Teaching Methods with Media and Motivation on Students’ Vocabulary Achievement. A Thesis. English Applied Linguistics Study Program. Postgraduate School. State University of Medan. 2012.
The objectives of this research were: (1) to investigate whether the
students’ vocabulary achievement taught by using Teams-Games-Tournaments with Magnetic Board (TGTMB) is higher than that of taught by using Student Teams-Achievement Divisions with Magnetic Board (STADMB), (2) to ascertain whether the students’ vocabulary achievement between the students with high motivation is higher than that of with low motivation, and (3) to examine the interaction between the teaching methods with media and motivation on students’ vocabulary achievement.
The population of this research was all students of Grades IV-VI State Elementary School Number 106811 Bandar Setia consisting of eight classes (251 students). By using cluster random sampling technique, Grade IV consisting of three parallel classes (90 students) was chosen as sample. Because of all samples have the same characteristics, the treatment class was chosen by using purposive sampling technique. The Grade IVA was chosen as the experiment class taught by
using TGTMB, Grade IVB was chosen as the experiment class taught by using
STADMB, and Grade IV-C was chosen as the control class taught by using Magnetic Board.
The method of this research was a quasi experimental with 2 by 2 factorial design. Before conducting the treatment, the sample was given the questionnaire to distinguish their motivation level. Achievement test used to test the research hypothesis was tried out previously to know the difficulty, validity, and reliability of the test. The techniques of data analyses used were descriptive statistics and inferential statistics. The research hypothesis was tested by using two ways ANOVA (Analysis of Variance) that had been tried out previously, i.e normality and Homogeneity.
The result of hypothesis testing indicated that: (1) the students’ vocabulary achievement taught by using TGTMB (X = 22.20) is higher than that of taught by using STADMB (X = 21.10), with Fobserved > Ftable (12.54 > 4.02), (2) the students’
vocabulary achievement with high motivation (X= 23.87) is higher than that of students with low motivation (X = 18.41), with Fobserved > Ftable (31.09 > 4.02),
(3) there is an interaction between the teaching methods with media and motivation on students’ vocabulary achievement, with Fobserved > Ftable (14.9 >
ii ABSTRAK
FIRDAYANTI FIRDAUS. Nomor Registrasi: 072188330011. Pengaruh Metode Pembelajaran dengan Media dan Motivasi terhadap Hasil Belajar Kosa kata Siswa. Tesis. Program Studi Linguistik Terapan Bahasa Inggris. Sekolah Pascasarjana. Universitas Negeri Medan. 2012.
Tujuan penelitian ini adalah untuk: (1) menyelidiki apakah hasil belajar kosa kata siswa yang diajarkan dengan menggunakan Teams-Games-Tournaments with Magnetic Board (TGTMB) lebih tinggi daripada hasil belajar kosa kata siswa yang diajarkan dengan menggunakan Student Teams-Achievement Divisions with Magnetic Board (STADMB), (2) menemukan apakah hasil belajar kosa kata siswa yang memiliki motivasi tinggi lebih tinggi daripada hasil belajar kosa kata siswa yang memiliki motivasi rendah, dan (3) menguji interaksi antara metode pembelajaran dengan media dan motivasi terhadap hasil belajar kosa kata siswa.
Populasi penelitian ini adalah seluruh siswa kelas IV-VI Sekolah Dasar Negeri Nomor 106811 Bandar Setia yang terdiri dari delapan kelas (251 siswa). Dengan menggunakan tekhnik Cluster Random Sampling, kelas IV (90 siswa / 3 kelas) terpilih sebagai sample. Oleh karena semua sampel memiliki karakteristik yang sama, kelas perlakuan dipilih dengan menggunakan tekhnik purposive
sampling. Kelas IVA dipilih sebagai kelas eksperimen yang diajarkan dengan
menggunakan TGTMB, kelas IVB dipilih sebagai kelas eksperimen yang
diajarkan dengan menggunakan STADMB, dan kelas IVC dipilih sebagai kelas
kontrol yang diajarkan dengan menggunakan media papan magnet.
Metode penelitian ini adalah kuasi eksperimen dengan design faktorial 2 x 2. Sebelum perlakuan diberikan, sampel diberikan kuesioner untuk membedakan tingkat motivasi siswa. Tes hasil belajar yang digunakan untuk menguji hipotesis penelitian terlebih dahulu diujicobakan untuk mengetahui tingkat kesukaran, validitas, dan reliabilitas tes. Teknik analisis data yang digunakan dalam penelitian ini adalah statistik deskriptif dan statistik inferensial. Hipotesis penelitian diuji dengan menggunakan ANAVA (Analisis Varians) 2 jalur.
Hasil pengujian hipotesis menunjukkan bahwa: (1) hasil belajar kosa kata siswa yang diajarkan dengan menggunakan TGTMB (X = 22.20) lebih tinggi dari hasil belajar kosa kata siswa yang diajarkan dengan menggunakan STADMB (X = 21.10), dengan Fhitung > Ftabel (12.54 > 4.02), (2) hasil belajar kosa kata siswa
yang memiliki motivasi tinggi ( X = 23.87) lebih tinggi daripada hasil belajar siswa yang memiliki motivasi rendah ( X = 18.41), dengan Fhitung > Ftabel (31.09 >
4.02), (3) ada interaksi antara metode pemebelajaran dengan media dan motivasi terhadap hasil belajar kosa kata siswa, dengan Fhitung > Ftabel (14.9 > 4.02). Dapat
ACKNOWLEDGEMENTS
Alhamdulillah, praise be to Allah SWT, Who gives her the blessing,
knowledge, health, chance, and power in finishing this thesis. Moreover, blessing
and peace be upon her prophet Muhammad SAW who has brought human beings
from the dark era to the bright era.
In the process of writing this thesis, the writer faced a lot of difficulties
and problems. Without the help from some people, it was impossible for her to
bring this thesis into existence.
On this occasion, she would like to express her sincere appreciation and
love to her beloved parents M. Firdaus and Eniwati Chaniago, for their prayer,
motivation, and support both moral and material.
Her enormous gratitude are expressed to Prof. Dr. Busmin Gurning,
M.Pd., her First Adviser, and Prof. Tina Mariany Arifin, M.A., Ph.D., her Second
Adviser, for their excellent comment, advice, correction, and suggestion.
She would like to thank her whole-hearted gratitude to reviewers and
examiners, Prof. Amrin Saragih, M.A., Ph.D., Prof. Dr. Lince Sihombing, M.Pd.,
& Dr. Didik Santoso, M.Pd., for their valuable inputs for the completion of this
thesis. She also wishes to express thanks to all lecturers who have given her the
valuable knowledge during her study at the English Applied Linguistics Study
Then, She also deeply grateful to her beloved sisters (Eka Novianti Firdaus
and Afrina Fadhillah Firdaus), brother (Firman Fadli Firdaus), uncle (Drs. H.
Ahmad Salim), and aunts (Dra. Hj. Aidar Sumarni and Fazrina) for their support.
Furthermore, She would like to thank to her best friends (Kak Ozi, Kak
Zur, Hilda, Happy, Inda, Susan, Kak Masdelina, Okpiriani, Bang Mahyuddin) and
all classmates for their sharing idea, help and support. She also thanks to Farid as
the admistration staff who has given her full assistance.
Finally, She thanks to the headmaster of SDN 106811 Bandar Setia,
(Hamzah, S.Pd.), who permit her to conduct the research at the school. Next, she
thanks to all teachers and students of the State Elementary School Number
106811 Bandar Setia for their support, cooperative attitude and work during the
research.
It is hoped that this thesis will serve as valuable information for teachers,
and those who are interested in research at Elementary School.
Medan, July 2012 The writer
v
2.1.4.2 Student Teams-Achievement Divisions (STAD)………. . 21
a. The Procedures of STAD ……. . 21
2.1.5 Media………..…..……….….. . 22
2.1.5.1 Magnetic Board ………. . 24
vi
2.2 Conceptual Framework………...……… . 28
2.2.1 The Different effect of TGTMB and STADMB on students’ vocabulary achievement... . 28
2.2.2 The Different Effect of High and Low Motivation on Students’ Vocabulary Achievement ……….. . 30
2.2.3. The Interaction between TGTMB, STADMB and Motivation on Students’ Vocabulary Achievement………. 32
3.6 Procedures and Implementations of the Research.. . 40
vii
IV. DATA ANALYSIS, RESEARCH FINDINGS, AND DISCUSSIONS 4.1 Data Analysis……….………. . 52
4.1.1 The Students’ Vocabulary Achievement Taught by Using TGTMB………... . 52
4.1.2 The Students’ Vocabulary Achievement Taught by Using STADMB……… . 53
4.1.3 The Students’ Vocabulary Achievement With High Motivation………. . 54
4.1.4 The Students’ Vocabulary Achievement With Low Motivation………. . 55
4.1.5 The Students’ Vocabulary Achievement Taught by Using TGTMB with High Motivation………... . 57
4.1.6 The Students’ Vocabulary Achievement Taught by Using TGTMB with Low Motivation………... . 58 4.1.7 The Students’ Vocabulary Achievement
viii
Motivation………... . 59
4.1.8 The Students’ Vocabulary Achievement Taught by Using STADMB with Low Motivation………... . 60
4.2 The Test Requirements of Analysis of Variance… . 61 4.2.1 Normality Test ……….. . 63
4.2.2 Homogeneity Test ………. . 64
4.3 Hypothesis Testing ………..……….... 66
4.4 Research Findings………….……….. . 71
4.5 Discussions………. . 71
4.5.1 The Students’ Vocabulary Achievement Taught by Using TGTMB is Higher than the Students’ Vocabulary Achievement Taught by Using STADMB………... . 71
4.5.2 The Differences between the Students’ Vocabulary Achievement with High and Low Motivation………. . 74
4.5.3 The Interaction between the Teaching Methods with media and Motivation on Students’ Vocabulary Achievement ………... 76
4.6 Research Limitation ………….……….. . 78
V. CONCLUSIONS, SUGGESTIONS, AND IMPLICATIONS 5.1 Conclusions .………... . 80
5.2 Suggestions ………... . 80
5.2 Implications ………... . 81
REFERENCES…………...……….. 83
ix
4.1 The Distribution of Frequency on Students’ Vocabulary Achievement Taught by Using TGTMB……… 52
4.2 The Distribution of Frequency on Students’ Vocabulary Achievement Taught by Using STADMB………. 53
4.3 The Distribution of Frequency on Students’ vocabulary Achievement with High Motivation………... . 54
4.4 The Distribution of Frequency on Students’ Vocabulary Achievement with Low Motivation………... 56
4.5 The Distribution of Frequency on Students’ Vocabulary Achievement Taught by Using TGTMB with High Motivation……… 57
4.6 The Distribution of Frequency on Students’ Vocabulary Achievement Taught by Using TGTMB with Low Motivation………. 58
4.7 The Distribution of Frequency on Students’ Vocabulary Achievement Taught by Using STADMB with High Motivation………. 59
4.8 The Distribution of Frequency on Students’ Vocabulary Achievement Taught by Using STADMB with Low Motivation………. 61
4.9 The Results of Normality test on Students’ Vocabulary Achievement Taught by Using TGTMB and STADMB………. . 62
4.10 Test Results of Normality for Students with High and Low Motivation 63
x (TGTMB with High Motivation, TGTMB with Low Motivation,
STADMB with High Motivation, and STADMB with Low
Motivation)... . 63
4.12 The Calculation results Variance Homogeneity of TGTMB and
STADMB……….. . 65
4.13 The Calculation results Variance Homogeneity of High and Low
Motivation……….. . 65
4.14 Test Results Summary of Results of Vocabulary homogeneity score 66
4.15 Research Summary Data……… . 67
4.16 Summary of Variance Results………... . 67
xi LIST OF HISTOGRAMS
Histogram Page 4.1 The Students’ Vocabulary Achievement Taught by Using TGTMB... 53
4.2 The Students’ Vocabulary Achievement Taught by Using STADMB 54
4.3 The Students’ Vocabulary Achievement with High Motivation…... 55
4.4 The Students’ Vocabulary Achievement with Low Motivation... 56
4.5 The Students’ Vocabulary Achievement Taught by Using TGTMB
with High Motivation...… 58
4.6 The Students’ Vocabulary Achievement Taught by Using TGTMB
with Low Motivation………... 59
4.7 The Students’ Vocabulary Achievement Taught by Using STADMB
with High Motivation………... 60
4.8 The Students’ Vocabulary Achievement Taught by Using STADMB
xii LIST OF FIGURE
Figure Page 4.1 The Interaction between Teaching Methods with Media and Motivation
xiii LIST OF APPENDICES
Appendix Page A. Lesson Plan for Teams-Games-Tournament Method with
Magnetic Board Media………... .. . 86
B. Lesson Plan for Student Team Achievement Division with Magnetic Board Media………... .. . 90
C. Research Instrument of Vocabulary Test……….……... . 93
D. Questionnaire………. . 96
E. The Analysis of Research Instrument……… . 100
F. Research Data……… . 112
G. The Calculation of Basic Statistics……… . 124
H. Normality of the Data ………... . 154
I. Homogeneity of the Data ……….. . 164
J. Calculation of Two Way ANOVA (Analysis of Variance)…………. 169
K. Scheffe Test ……….. . 176
L. The List of F table for Product Moment ………... . 178
1 CHAPTER I INTRODUCTION
1.1The Background of the Study
In this twenty first century, people face the globalization era, which has
resulted the global competition for all people of all nations around the world.
Global life, democratic society, free trade and regional cooperation are the actual
issues, which demand the existence of high quality manpower with the ability to
compete. Only the nation, that possesses the excellent quality of human capitals,
will be the winner in the competition.
Education holds the key position in providing qualified human capitals.
The fundamental task of education is as an instrument to equip the necessary
knowledge and skills for the whole community in order to enable them to compete
with others and improve their quality of life. Elementary school is the first six
years of formal education that occurs during childhood. As the first level of
education, it should be able to give the strong base to the next level. Therefore,
elementary school should give the knowledge, ability and skill early.
Language is a central aspect in developing students’ intellectual, social,
and emotional. It is a decisive factor of the student’s success in learning all
subjects. Psychologically, it has a great role in human thinking process. It has
been a main thinking device. All ideas, concepts, thoughts, and feelings are
expressed in language. The more someone master his language, the more
2
One of the languages often used as a means of communication is English.
English as the first foreign language is taught to secondary and tertiary levels of
education, but since the beginning of 1990s it is taught earlier due to the needs
and development of the century. It has been a great demand to master English well
in spoken as well as written forms.
In the eras of globalization and information, English is used as a global
language. The Indonesian government in this case the Department of Education
(now known as Department of Education and Culture) realizes the important role
of English and Human Resources who have the mastery in communication in
English. As a policy with future orientation i.e. for the future leaders, the
government has issued a Law Number 2 Year 1989 about the System of Education
followed by the Government Regulation Number 28 Year 1990 that mentions
about the development of human resources. Later, this policy is followed by the
Letter of Degree of the Minister of Education and Culture Number 060/U/1993 on
25 February 1993 about the possibility of introducing English at an early age as a
subject “Local Contents” and it can be started at Grade IV. Of the education
institution at the provincial, regency or sub regency levels, it is left to the decision
of the provincial government, education specialists, cultures, teachers, and others.
This policy is positively supported by the society especially the Elementary
School personnels.
The teaching of English at the Elementary level (State or Private) starts it
from Grade I. In this case, the introduction of English can be regarded as the
3
Piaget (1963), Vygotsky (1998), and Bruner (1990) regarding Childs
Development. The introduction of EYL is based on children at the ages of 6-12
years old which can be divided into two group Younger Group (6-12 years old)
and Older Group (9-12 years old) and can be classified as Lower Classes (Grades
I-III) and Upper Classes (Grades IV-VI) with the assumption that the materials
taught should expose the needs of the Young Learners.
In the Educational Unit Level Curriculum (Kurikulum Tingkat Satuan
Pendidikan: KTSP) 2006, the young learners are demanded to be able to develop
communicative competence in school context and possess the awareness of the
importance of English to increase national capability to compete in global society.
Based on the Educational Unit Level Curriculum, Educational Unit Graduate
Competence Standard (Standar Kompetensi Lulusan Satuan Pendidikan: SKLSP)
is developed in order to the students have the ability to: (1) listen; the students are
able to understand the instruction, information, and very simple story given orally
in the environment, school and class context, (2) speak; the students are able to
express meaning orally in very simple interpersonal and transactional discourse in
the form of instruction and information in the environment, school and class
context, (3) read; the students are able to read loudly and understand the meaning
in instruction, information, short functional text, and very simple illustrated
descriptive text given in written in the environment, school and class context, and
(4) write; the students are able to write the words, expression, and very simple
4
In language learning, vocabulary is one of important elements that link the
four language skills of listening, speaking, reading, and writing together. It is a
basis of a language. It is very important to be mastered first. Therefore, a person
who wants to be able to communicate in a certain language has to master the
vocabulary of that language for the first time. An English young learner, in this
case, has to master English Vocabulary of about 500 words a year. This means
that they need to master 10-13 words a week.
But, the fact shows that the mastery of vocabulary can not be reached
optimally. The students face some difficulties in memorizing and mastering
English vocabulary successfully. It can be seen in the student examination result
(see Table 1.1).
Source: Document at the State Elementary School 106811 Bandar Setia
Table 1.1 shows that the student’s result in learning English is categorized
low, and even it was improved from 2007-2008 until 2009-2010, but it still under
5
In connection with the result of learning English, learning will be effective
when an individual is ready to learn, that is when someone wants to know
something. In elementary level, the students do not realize yet that English is very
important. The importance of learning English is still handled by the teacher of
English subject at school, so they have to motivate their students in learning
English. On the other hand, teaching English vocabulary to children is not easy
because it is not their mother tongue and it is a new thing for them. The interest of
students in learning English is needed as the key to make them easier in mastering
English itself.
Moreover, elementary students have many special characteristics in
learning. According to Suyanto (2010), the characteristics of Grade IV students
are: (1) they are in the process of change from egosentric to be reciprocity. Their
attention is no longer centered on him, but they have started to pay attention to
someone else. The relationship or communication became more open to others,
(2) they have been able to distinguish between fact and fiction. They can also
understand the abstract, (3) they tend to be imaginative and active. They like to
learn through games, stories and songs, (4) they feel bored easily. They have a
short concentration and attention. To overcome their boredom, learning activities
should be varied and need to be change every 10-15 minutes, (5) their life is
colorful and fun. The activities and tasks that are accompanied by the attractive
and colorful pictures will make them happier. The various media with cheerful
colors will help the process of learning English, (6) they have been able to work
6
(7) they already have enough language awareness and preparedness, (8) they like
doing the conversation to interact and talk about what they have, and (9) they are
active learners who are thinkers. They love to learn something, as well as learning
the language by way of doing things (learning by doing).
Therefore, the methods and media should be fitted to the Young Learners
age. The teachers should have a good and an interesting method and media to
teach English for them, so that the young learners will be interested and motivated
to learn English. Begin with the learning problems of this study, this research
focused on the use of method and media in learning. One of the learning methods
available is Cooperative Learning. Cooperative learning can increase the
achievement (Slavin, 1995). Meanwhile, one of the media is magnetic board. The
use of magnetic board motivates students’ attention, encourages students’
creativity, and involves students to be active mentally and physically.
In view of the importance of teaching English for Young Learners and
effort to improve students’ achievement, the writer is much interested to conduct a
study on the use of Teams-Games-Tournaments method with Magnetic Board
media (TGTMB) and Student Team Achievement Division method with Magnetic
Board media (STADMB). Then, find out which of the two methods and students’
7
1.2 The Problems of the Study
With reference to the background of the study, the research problems are
formulated as follows:
1) Is the students’ vocabulary achievement taught by using
Teams-Games-Tournaments method with Magnetic Board media (TGTMB) is higher than
that of the students taught by using Student Teams-Achievement Divisions
method with Magnetic Board media (STADMB)?
2) Is the students’ vocabulary achievement between the students with high
motivation significantly higher than that of the students with low
motivation?
3) Is there any interaction between the teaching methods with media and
motivation on students’ vocabulary achievement?
1.3 The Objectives of the Study
In line with the research problems, the objectives of the study are:
1) to investigate whether the students’ vocabulary achievement taught by
using Teams-Games-Tournaments with Magnetic Board (TGTMB) is
higher than that of the students taught by using Student
Teams-Achievement Divisions with Magnetic Board (STADMB).
2) to ascertain whether the students’ vocabulary achievement between the
students with high motivation significantly higher than that of the students
with have low motivation.
8
1.4 The Scope of the Study
There are many teaching methods and media that can be used by the
teacher in enhancing the students’ vocabulary achievement. But, this study is
limited on the use of Games-Tournaments (TGT) method, Student
Teams-Achievement Divisions (STAD) method, and Magnetic Board as media.
There are four skills that should be mastered in learning a language,
namely listening, speaking, reading and writing. The four skills are supported by
the learning of language elements. They are structure, vocabulary, pronunciation
and spelling. This study focuses on vocabulary.
Students’ characteristics affect their achievement; they are the students’
interest, motivation, learning style, thinking style, and creativity. This study is
limited on the students’ motivation.
1.5 The Significance of the Study
The findings of this study are expected to provide valuable information
both theoretically and practically. Theoretically, the findings are expected:
1) to provide and enrich the theory of teaching vocabulary by using TGT and
STAD methods and magnetic board media.
2) to be a reference for the English teachers especially in the elementary
schools in their attempt to improve the students’ vocabulary achievement.
3) to give theoretical contribution for other researchers who are interested in
9
Practically, the result of this research will:
1) assist the English teachers in improving the students’ vocabulary
achievement.
2) help the students to improve their vocabulary mastery and make their
English learning to be more fun.
80 CHAPTER V
CONCLUSIONS, SUGGESTIONS, AND IMPLICATIONS
5.1 Conclusions
After analyzing the data, some conclusions are drawn as the following.
1. The average score shows that the students’ vocabulary achievement taught by
using TGTMB is significantly higher than that of the students taught by using
STADMB. Therefore, TGTMB is better applied in teaching vocabulary.
2. The average score shows that the students’ vocabulary achievement with high
motivation is significantly higher than that of the students’ with low
motivation. Therefore the teacher should make an effort in order that the
students have high motivation in learning English vocabulary.
3. There is a significant interaction between the teaching methods with media
and motivation on students’ vocabulary achievement. It means that the
interaction of methods, media, and motivation significantly affect the
students’ vocabulary achievement. The students with high motivation to learn
will get better achievement if they are taught by using TGTMB. Otherwise,
the students with low motivation to learn will get better achievement if they
are taught by using STADMB.
5.2 Suggestions
Based on the conclusions, it is suggested that:
1. The English teachers of the Elementary School who want to improve their
81
of English vocabulary.
2. The teachers have to motivate their students in order that they have high
motivation in learning.
3. The teacher must concern to the students high or low motivation. If teachers
know their students’ motivation, it is easier to plan the appropriate method and
media. The students with high motivation tend to be better taught by using
TGTMB, otherwise the students with low motivation tend to be better taught
by using STADMB.
4. The school practitioner is hoped giving attention and equips both the teachers
and the students with the facilities needed especially the media and books.
5. Other researchers who are interested in this study do the further research in a
larger sample and a different variable.
5.3. Implications
One of the efforts to improve and increase the quality of language
teaching-learning is the use of varied learning activities and determination of an
appropriate teaching methods and media based on the students’ ability, condition,
needs, characteristics and age. The use of varying activities, teaching methods and
media is needed to help students achieve the maximum results, improve and
increase the effectiveness in learning. It is also used to stimulate their motivation
and interest to the lesson. In addition, it involves students to be active mentally
and physically. Thus, TGTMB and STADMB can be applied in improving the
82
In the elementary school, the young students are not realizing yet that
English is very important. The importance of English is still handled by the
English teachers at the school. So, it is hoped that English teacher needs to
motivate their students in learning English, because the learning process will less
success without any motivation. Besides, the teacher needs to be aware of their
students’ characteristics as the base to maximize the applying of TGTMB and
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