of SMPN 178 Jakarta)
By:
Mayristanti
1112014000029
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLLAH STATE ISLAMIC UNIVERSITY
JAKARTA
i
be to Allah, Lord of the World, who has bestowed His love upon the writer in
completing the last assignment in her study or “skripsi” which the title is “The Effect of Using Flashcards on Students’ Vocabulary Achievement”. Peace and blessing be upon to the Prophet Muhammad shalallahu ‘alaihiwassalam, to his family, his companion, and his adherent.
In this occasion, the writer would like express her deepest gratitude to her beloved parents, Maskur and Sunarti for giving the writer their love, motivation, advice, support and pray all the time. She also would like to thank her sisters, Puji
Astuti and Fitri Wahyuni, for love, motivation and pray to finish this “skripsi”. Moreover, the writer would like to give her gratitude and honor to her advisors, Dr. Farida Hamid, M.Pd. and Ertin, M.A.TESOL., for their kindness, advice, help, suggestions and patience in correcting and helping her during
completing this ”skripsi”. Then, the writer also would like to give her gratitude and appreciation to:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of the Faculty of Educational
Sciences
2. Dr. Alek, M.Pd., as the Head of Department of English Education.
3. Mr. Zaharil Anasy, M.Hum., as the secretary of Department of English
Education.
4. All lecturers and staffs of Department of English Education who have taught
and educated the writer during her study.
5. Neneng Sunengsih, M.Pd., as the academic advisor.
6. Drs. Susmulyadi, M.Pd., as the Headmaster of SMPN 178 Jakarta, Drs.
Yahya, as English teacher and also all the teachers and staffs of SMPN 178 Jakarta who gave their kindness by giving the writer permission to conduct the research.
7. Students in academic year 2016/2017 of SMPN 178 Jakarta, especially class
ii
The words are not enough to say any appreciation for their contribution
and help in this “skripsi”. May Allah, the Almighty, bless them all. Furthermore, the writer realizes that this “skripsi” is far from being perfect. Therefore, it is
pleasure for her to get suggestion and comment to make this “skripsi” better.
Jakarta, November 2016
iii
Vocabulary Achievement (A Quasi-experimental Study at the Seventh Grade Students of SMPN 178 Jakarta), Skripsi, Department of English Education, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University Jakarta.
Keywords: Effect, Flashcards, Vocabulary, Noun, Adjective
This study was aimed to obtain the empirical evidence of the use of flashcards in teaching vocabulary. Specifically, the objective of this study was to investigate whether or not flashcards was effective on students’ vocabulary achievement of noun words and adjective words at the seventh grade of SMPN 178 Jakarta. The research method used in this study was a quasi-experimental research. The samples were class 7.1 as experimental class and class 7.4 as controlled class taken from the seventh grade students of SMPN 178 Jakarta by using purposive sampling techniques. The experimental class was taught by using flashcards while the controlled class was taught without using flashcards. Both classes were given pre-test and post-test. Pre-test and post-test consisted of 30 multiple-choice questions. The collected data in this research were analyzed by using t-test. The result of data analysis showed, the t-value was 2,036 with degree of freedom 63 in the significant level 5% and the t-table was 1,998. It meant that
t-value was higher than t-table. Therefore, the null hypothesis (Hₒ) was rejected
and alternative hypothesis (Hₐ) was accepted. There was significant difference
iv
Prestasi Kosakata Siswa (Penelitian Kuasi-eksperimen pada Siswa Kelas 7 SMPN 178 Jakarta), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Kata Kunci: Pengaruh, Flashcards, Kosakata, Kata Benda, Kata Sifat
Penelitian ini bertujuan mendapatkan bukti empiris tentang flashcards dalam proses belajar dan mengajar kosakata. Secara khusus, tujuan penelitian ini adalah untuk mengetahui apakah flashcards efektif pada prestasi kosakata (kata benda dan kata sifat) siswa kelas 7 SMPN 178 Jakarta. Metode penelitian yang digunakan pada penelitian ini adalah kuasi eksperimen. Subjek penelitian ini adalah siswa kelas 7.1 sebagai kelas eksperimen dan siswa kelas 7.4 sebagai kelas kontrol diambil dari siswa kelas 7 SMPN 178 Jakarta dengan menggunakan teknik sampling bertujuan. Pada kelas eksperimen diajarkan menggunakan
flashcards sedangkan kelas control diajarkan tidak menggunakan flashcards.
Kedua kelas tersebut diberikan tes awal dan tes akhir. Tes-tes tersebut terdiri dari 30 soal pilihan ganda. Data yang terkumpul dalam penelitian ini dianalisis dengan menggunakan uji-t. Hasil analisis data menunjukkan nilai t hitung sebesar 2,036 dengan derajat kebebasan 63 pada taraf signifikansi 5% dan nilai t tabel sebesar 1,998. Itu artinya, nilai t hitung lebih besar daripada nilai t tabel. Oleh karena itu, hipotesis nol (Hₒ) ditolak dan hipotesis alternatif (Hₐ) diterima. Ada perbedaan yang signifikan antara prestasi kosakata siswa antara yang menggunakan
flashcards dengan yang tidak. Degan begitu, dapat disimpulkan bahwa pengajaran
v
ABSTRACT ... iii
ABSTRAK ... iv
TABLE OF CONTENTS ... v
LIST OF TABLES ... viii
LIST OF FIGURES ... ix
LIST OF APPENDICES ... x
CHAPTER I. INTRODUCTION ... 1
A. Background of the Study ... 1
B. Problem Identification ... 3
C. Problem Limitation of the Problem ... 4
D. Formulation of the Problem ... 4
E. Objective of the Study ... 4
F. Significance of the Study ... 4
CHAPTER II. LITERATURE REVIEW ... 5
A. Vocabulary ... 5
1. Definition of Vocabulary ... 5
2. Techniques in Teaching Vocabulary ... 6
B. Flashcards ... 7
1. Definition of Flashcards ... 7
2. How to Get a Good Flashcards ... 8
3. Advantages and Disadvantages of Flashcards ... 9
C. Noun and Adjective ... 9
1. Noun ... 9
a. Definition of Noun ... 9
b. Types of Noun ... 10
c. Function of Noun ... 11
vi
D. Teaching Vocabulary by Using Flashcards ... 14
E. Thinking Framework ... 16
F. Previous Study ... 16
G. Research Hypothesis ... 17
CHAPTER III. RESEARCH METHODOLOGY ... 18
A. Place and Time of the Study ... 18
B. Research Method ... 18
C. Population and Sample ... 18
D. Instrument of the Research ... 19
1. Conceptual Definition ... 19
2. Operational Definition ... 19
E. Technique of Data Collection ... 20
F. Technique of Data Analysis ... 20
1. Normality Test ... 20
2. Homogeneity Test ... 21
3. Hypothesis Test ... 21
G. Statistical Hypothesis ... 23
CHAPTER IV. RESEARCH FINDING AND INTERPRETATION ... 24
A. Research Finding ... 24
1. The Description of the Data ... 24
a. Experimental Class ... 24
b. Controlled Class ... 28
B. The Analysis of the Data ... 33
1. Normality Test ... 33
2. Homogeneity Test ... 34
vii
A. Conclusion ... 38
B. Suggestion ... 38
REFERENCES ... 39
viii
Table 4.2 Frequency Distribution of Pre-test Score in Experimental Class ... 26
Table 4.3 Frequency Distribution of Post-test Score in Experimental Class ... 27
Table 4.4 Pre-test and Post-test Score of Controlled Class ... 28
Table 4.5 Frequency Distribution of Pre-test Score in Controlled Class ... 30
Table 4.6 Frequency Distribution of Post-test Score in Controlled Class ... 31
Table 4.7 Normality Test of Pre-test and Post-Test between Experimental Class and Controlled Class ... 33
Table 4.8 Homogeneity Test of Pre-test and Post-Test between Experimental Class and Controlled Class ... 34
Table 4.9 Group Statistic of Post-test Score between Experimental Class and Controlled Class ... 35
ix
Experimental Class ... 27 Figure 4.2 Diagram of Frequency Distribution of Post-test Score in
Experimental Class ... 28 Figure 4.3 Diagram of Frequency Distribution of Pre-test Score in
Controlled Class ... 31
Figure 4.4 Diagram of Frequency Distribution of Post-test Score in
Controlled Class ... 32 Figure 4.5 Diagram of the Average of Pre-test and Post-test Score between
x
Appendix 2. Kisi-Kisi Soal Pre-test ... 42
Appendix 3. Kisi-Kisi Soal Post-test ... 43
Appendix 4. Question for Validity Test ... 44
Appendix 5. The Result of Validity Test (ANATES) ... 50
Appendix 6. Research Instrument—Pre-test ... 63
Appendix 7. Research Instrument—Post-test ... 68
Appendix 8. Lesson Plan of Experimental Class ... 72
Appendix 9. Lesson Plan of Controlled Class ... 79
Appendix 10. Surat Bimbingan Skripsi ... 85
Appendix 11. Surat Permohonan Izin Penelitian ... 87
1
This chapter presents about introduction in this study. It serves background of the study, problem identification, problem limitation of the problem, formulation of the problem, objective of the study, and significance of the study.
A. Background of the Study
English is an international language. It can be seen English is used among countries in the world. In Indonesia, English is considered as a foreign language. English is taught in elementary school to college level, and even in kindergarten and pre-school. English is also one of subjects which be examined in National Examination (UN).
Indonesian students learn English to improve their four language skills: listening, speaking, reading and writing. To master those four skills, students have to learn language elements like structure, sounds and vocabulary. According to Palmer, as cited in Richards, vocabulary is one of the most essential components of foreign language learning.1 Moreover, language students need to learn about vocabulary of the language. It means that they need to know about its form, meaning and its use.2
Furthermore, on 2013 Curriculum (Kurikulum 2013) teaching vocabulary for seventh grade junior high school is mostly implicitly taught which based on taught material. Students are expected to be able to express meaningful ideas and contextual in term of functional text and simple short essay. The work of vocabulary is presented in the form of some text types.3
Regarding to vocabulary mastery, some researchers have dealt with
students’ vocabulary problems. They have shown that vocabulary problems
1 Jack Richards, Approaches and Methods in Language Teaching, (America: Cambridge
University Press, 2001), p. 37.
2 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1991), p. 23.
3 Kementerian Pendidikan dan Kebudayaan, Buku Guru Bahasa Inggris untuk
interfere with students’ communication. In other words, students would have problem in speaking, listening, reading and writing when they do not know or use the right words.4 As well as, Aslan stated that insufficient vocabulary knowledge will effect in lack of meaningful communication.5
In this research, the writer focuses on vocabulary especially for noun and adjective words. According to basic competences of 2013 Curriculum, “KD 3.5: students need to understand social functions, structure texts and language features, from oral text and written text to mention name and number of animals, things
and public places which around students’ daily life, and KD 3.7: students need to understand social functions, structure texts and language features, from oral text and written text to mention characteristics of people, animals and things.”6
To achieve the basic competences, students need to understand about noun and adjective words. Noun is word that used to name a person, thing, place or event. Noun has certain function in sentence structure which is as a subject or object. Whereas, adjective is word that describe a noun or pronoun.
However, students often face problems in mastering vocabulary. It is based
on the writer’s observation while she did PPKT (Praktik Profesi Keguruan
Terpadu) at SMPN 178 Jakarta. The problems may be caused by some reason.
Firstly, most students are lack of English vocabulary. Due to the fact, English is as foreign language, most of students have not known with many English words. Secondly, students are passive in teaching and learning process. It happens because they think that the teacher would punish them if they make mistake and/or other students would tease them instead, and also if they find difficult word or vocabulary which they do not know the meaning, they just skip that word without looking up its meaning. Additionally, teachers teach vocabulary using conventional ways. For examples, teachers ask students to read a text, and write
4
Maryam E Komachali and Mohommadreza Khodareza, ‘The Effect of Using Vocabulary Flash Card on Iranian Pre-University Students’ Vocabulary Knowledge’ International Education Studies, 2012, Vol. 5, No. 3, p. 134.
5 Yasin Aslan, ‘Teaching Vocabulary Effectively through Flashcards’, International
Journal of Arts and Sciences, 2011, Vol. 4, No. 11, p. 348.
6 Kementerian Pendidikan dan Kebudayaan, Buku Guru Bahasa Inggris untuk
down difficult words then teacher would translate the words, and/or teachers give students vocabulary list and ask them to memorize the words. Lastly, students may have low motivation in learning English vocabulary because they feel bored when remembering vocabulary by using vocabulary list only.
In this case, teachers need to use appropriate teaching strategy which could help students to acquire vocabulary. In addition, the teaching process needs to have good materials and well preparation by the teacher. Regarding to this, teacher can give students materials accompanied by visual. The media which can
be used is using flashcards in teaching and learning process.
Flashcards is a tool that can be used in teaching and learning process. The use of flashcards might be more effective than word list.7 Flashcard could be fun, colorful, and creative way to aid in memory and retention of vocabulary words. Flashcards also could boost students’ motivation in learning process. Moreover, flashcards might be useful in teaching and learning process, and it might provide stimulus to students in mastering vocabulary.
Based on the background explanation, the writer wants to conduct a quasi-experimental study in SMPN 178 Jakarta. The writer chooses SMPN 178 Jakarta as a place for doing the research because the writer did teaching training or PPKT
(Praktik Profesi Keguruan Terpadu) in that school. Therefore, it will be good for
the writer to find out whether or not flashcards effects students’ vocabulary achievement at the seventh grade of SMPN 178 Jakarta. Therefore the study will
be entitled: “The Effect of Using Flashcards on Students’ Vocabulary Achievement”.
B. Problem Identification
Based on the background above, there are problem which related with this
research. The problem can be identified as follows:
1. Most students at the seventh grade of SMPN 178 Jakarta are lack of English
vocabulary.
7 Maryam E Komachali and Mohommadreza Khodareza, ‘The Effect of Using
2. Students are passive in teaching and learning process. 3. Teachers teach vocabulary using conventional ways.
4. Students may have low motivation in learning English vocabulary.
C. Problem Limitation of the Problem
In this study, the writer would like to focus on examining the effect of flashcards in teaching vocabulary on the seventh grade students of SMPN 178 Jakarta. Then, this study is focused on vocabulary achievement of noun words and
adjective words.
D. Formulation of the Problem
The formulation of the problem is “Was there any effect of using flashcards on students’ achievement of noun and adjective at seventh grade of SMPN 178 Jakarta?”
E. Objective of the Study
The objective of this study is to find out whether or not flashcards is effective on students’ vocabulary achievement of noun words and adjective words at seventh grade of SMPN 178 Jakarta.
F. Significance of the Study
By the results of this study, the writer hopes, firstly it can help the writer and all of English teachers to teach in interesting way, and it also makes teachers to be more creative in improving students’ vocabulary achievement. Second, it can help students to improve their vocabulary and they can acquire the vocabulary by recalling the picture. Third, for SMPN 178 Jakarta, it is hoped that this school
5
This chapter discusses about literature review. It talks about vocabulary, flashcards, advantages and disadvantages of flashcards, noun and adjective, teaching vocabulary by using flashcards, thinking framework, previous study, and research hypothesis.
A. Vocabulary
1. Definition of Vocabulary
In learning a foreign language, students are required to master four language skills; listening, speaking, reading, and writing. To master those four language skills cannot be separated from vocabulary. Richards defines that vocabulary is one of the most tangible parts of language and one of the first things to take attention.1 In addition, vocabulary is principal to successful language acquisition.2 Vocabulary is a basic unit in building up skills and knowledge.3
Language teaching experts generally agree that vocabulary is one of the most important aspects for foreign language students to acquire since it is significant in conveying the meaning of a message. In brief, vocabulary represents a set of words of a language and vocabulary have its own meaning to express speaker’s mind or feeling in meaningful way.
Moreover, some experts explain the importance of vocabulary learning. Firstly, according to David Wilkins, as cited in Thornbury, vocabulary learning is important than grammar learning because “without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” Furthermore, someone who learns grammar can say very little with grammar and someone who learns
1
Jack Richards, Curriculum Development in Language Teaching, (America: Cambridge University Press, 2001), p. 4.
2 David Nunan, Teaching English to Speakers of other Languages, (New York:
Routledge, 2015), p. 105.
3 Lynne Cameron, Teaching Languages to Young Learners, (UK: Cambridge University
words and expression can say almost anything with words.4 Secondly, McCarthy stated “no matter how well and successfully the student learns grammar and the sounds of second language are mastered, without words communication cannot happen in meaningful way.”5
In conclusion, vocabulary is one of the most essential part of language and vocabulary has important role in meaningful communication.
2. Techniques in Teaching Vocabulary
Teaching technique is essential in teaching and learning process. Teaching techniques should be chosen appropriately. It is teachers’ task to use vocabulary teaching technique appropriately. Nation, as cited in Cameron, lists basic techniques in explaining the meanings of new words:
a. By demonstration or pictures: use an object, use a cut-out figure, use gesture,
perform an action, use photographs, use drawings or diagrams on the board, and use pictures from books.
b. By verbal explanation: analytical definition, put the new words in a defining
context, and translate into another language.6
Furthermore, Harmer listed seven techniques in presenting and/or explaining new words into the classroom: realia, pictures, mime, action and gesture, contrast, enumeration, explanation and translation. There are also some ways of presenting the sounds of the words: through modelling, through visual representation, and through phonetic symbols.7
Teacher can also consider to choose visual techniques or visual aids. Visuals can be used for various activities of lesson such as presenting new vocabulary or introducing new topic, as practicing tools, and reviewing material which has been presented. Besides, showing visuals can be used to keep students’
4 Scott Thornbury, How to Teach Vocabulary, (Malaysia: Pearson Education Limited,
2002), p. 13.
5 Michael McCarthy, Language Teaching: A Scheme for Teacher Education;
Vocabulary, (New York: Oxford University Press 1990), p. viii. 6
Lynne Cameron, Teaching Languages to Young Learners, (UK: Cambridge University Press, 2001), p. 85.
7 Jeremy Harmer, The Practice of English Language Teaching, (America: Longman,
attention and make the class more interesting, more real and joyful.8 Visual techniques also can be used to help the learner to discover the meaning of word.
Good visual aids can be used more than once or again and again, and it can be used by different teachers. Doff mentions five visual aids that can be used: the teachers themselves, the blackboard, real objects, flashcards and pictures and charts.9 Similar to Doff, Linda Kunz, as cited in Ilyin and Tragardh, lists some
type of visual material for teaching oral language: realia, pictures, flashcards, flannelboard, puppets and telephones, and communication activities.10
In short, teaching technique is one of important part in teaching and learning process. It helps teachers in presenting or explaining and practicing learning material in the class. Based on explanation technique in teaching vocabulary above, there are so many ways that teachers can apply in the class, so teachers can use various techniques to support teaching vocabulary successfully. Although, there are certainly some other factors in supporting teaching and learning process such as teachers’ teaching ability, class management, optimal learning process management and appropriate media.
B. Flashcards
1. Definition of Flashcards
Regarding to visual techniques, flashcards can be used as one of visual aids to illustrate meaning of words and it can also be used to practice words.11 Flashcards are teaching aid for pictures which teachers can show them to the all students in class.12 According to Haycraft, flashcards are cards with words and/or
pictures on them. Flashcards should be big enough to be seen clearly by the whole
8 Adrian Doff, Teach English: A Training Course for Teachers, (UK: Cambridge
university Press, 1992), p. 82.
9 Doff, op. cit., pp. 82—83.
10 Donna Ilyin and Thomas Tragardh, Classroom Practices in Adult ESL, (Washington,
D.C.: TESOL, 1980), p. 53.
11 Scott Thornbury, How to Teach Vocabulary, (Malaysia: Pearson Education Limited,
2002), pp. 78—80.
12 Jim Scrivener, Learning Teaching: The Essential Guide to English Language
class. They can be used for joining vocabulary, practicing structure and word order or for kinds of games.13
Additionally, flashcards are cards with pictures which teachers hold them up in the class. Flashcards have various benefits as teaching tools, they can be used for presenting and practicing new words and structures and for revision.14
Flashcards are useful for teaching aid and can be used as part of various activities. According to Scrivener, flashcards have few typical uses which teachers can do: a. to show the meaning of a vocabulary item
b. to give visual image or presentations of language
c. to tell a story, by providing particular images to help students’ understanding d. to remind students of a specific grammar point
e. as tools storytelling activities
f. as tools for variety of games, and etc.15
In summary, pictures have been used for long time to help students in learning various aspects of foreign language. Pictures can motivate students in learning process, make the subject clearer, and illustrate general idea of language.16 Flashcards are pictures cards, therefore they could help students to understand the material which especially in this study vocabulary achievement in interesting way for junior high school. Moreover, it is also helpful for teachers in presenting vocabulary with flashcards/pictures rather than bringing the real object in class for instance.
2. How to Get a Good Flashcards
Teachers can get flashcards by buying them in store. On the other hand, teachers can get flashcards easily by making them. Teachers can draw or stick a picture on the cards. Good and appropriate pictures can be found from magazine,
13 John Haycraft, An Introduction to English Language Teaching, (Singapore: Longman
Group, 1986), p. 102.
14 Adrian Doff, Teach English: A Training Course for Teachers, (UK: Cambridge
University Press, 1992), p. 82.
15 Jim Scrivener, Learning Teaching: The Essential Guide to English Language
Teaching, (Macmillan), p. 349.
16 Andrew Wright, Pictures for Language Learning, (New York: Cambridge University
advertising leaflet, internet and etc. Generally, pictures on the flashcards should be large and clear which would be clearly to be seen to entire class. After having a number of flashcards, teachers should organize them, for instance sorted the flashcards by topic.17 After flashcards have been used it can be kept and teachers can use them again in other time or place. Also, flashcards can be shared or used by different teachers.
3. Advantages and Disadvantages of Flashcards
a. Advantages of flashcards are:
1. Flashcards are easy to get by buying in the store or making by drawing or
sticking pictures on them. 18
2. Flashcards can be used as part of various activities. 3. They can be used more than once or again and again. b. Disadvantages of flashcards are:
1. A number of flashcards need to be organized by topic.19 2. Flashcards need careful thought and preparation in advance
3. In making flashcards, it is difficult to find pictures in the right size but
simple enough.20
C. Noun and Adjective 1. Noun
a. Definition of Noun
Noun is one of part of speech. There are some opinions from experts about the definition of noun. Firstly, Curme states that noun is the name of animate thing or inanimate thing (Jane, Harry, rabbit, sheep, cat, shirt, house, tree, Paris, Mecca, music).21 Secondly, based on Huddleston, noun is one of grammatical
17 Scrivener, loc. cit.
18 John Haycraft, An Introduction to English Language Teaching, (Singapore: Longman
Group, 1986), p. 102.
19 Scrivener, loc. cit.
20 Adrian Doff, Teach English: A Training Course for Teachers, (UK: Cambridge
University Press, 1992), p. 82.
category of words which denotes all kinds of living creatures, such as person, animals and lifeless objects.22
Furthermore, Frank claims that noun is one of the most important part of speech. In a sentence arrangement, noun has important role to make sentence complete which is together with verb. Additionally, noun may function as the main word in many structure of modification such as the subject of the clause, the object of a verb, and etc.23
From several definition above, it can be said that noun is a word or group
of words to name or identify a person, animal, thing, place or event which has function as subject or object of a verb in a sentence.
b. Types of Noun
Fernald classifies two main classes of noun: common nouns and proper
nouns, which as well as Curme classifies:
1. Common noun is the name of an object or group of objects. Common noun
never begins with a capital letter except it is the first word in a sentence.24 A common noun may not only be definite number form of a thing, but it may also be indefinite number form of a thing, such as a formless mass, a material (coffee, sand, water, silver), a collection of things or collective noun (nation, team, class), a quality, action, general idea or abstract noun (kindness, friendship, art).25
2. Proper noun is the specific or the particular name of an object or a group of
objects. A proper noun always begins with a capital letter (George, Jakarta, Pasific)26.
Different with Fernald and Curme, Frank divides seven types of noun;
22 Rodney Huddleston, and Geoffrey K. Pullum, A Student’s Introduction to English
Grammar, (New York: Cambridge University Press, 2007), p. 83.
23 Marcella Frank, Modern English, (New Jersey: Prentice-Hall, Inc., 1972), p. 6. 24 James C. Fernald, English Grammar Simplified, (New York: Barnes & Noble Inc.,
1979), p. 3.
25 George O. Curme, English Grammar, (New York: Barnes & Noble Inc., 1966), pp.
11—12.
1. Proper and common, proper noun includes; personal names (Mr. Jack Irwin),
names of geographic units (England, London), names of nationalities and religions (an American, Moslem), names of holidays (Christmas Eve), names of time units (Saturday, December), personification word (Nature, Liberty). The opposite of proper noun is called common noun which includes all other nouns.
2. Concrete and abstract nouns, a concrete noun is a word used for real object or
actual object that can be perceived by the senses—it can be seen, touched,
tasted, heard and smelled (orange, boy). An abstract noun is a word for concept, idea, emotion—it is an idea that exists in our minds and heart (beauty, justice, success, love, kindness).
3. Countable and uncountable nouns, a countable refers to a thing which can be
counted. Countable noun can be made plural by the addition of –s (one girl, two girls, apples). As opposed to countable noun, uncountable noun cannot be counted (water, cheese). An uncountable noun is not used in the plural.
4. Collective nouns refers to a group of people, animals, or objects considered as
a single unit (audience, committee, class).
5. Compound noun are words or group of words made up of two or more words
that functions as a single part of speech (toothpaste, swimming pool, bus stop). 6. Adjective forms used as nouns which can be used with article the (The rich
help the poor)
7. Verb forms uses as nouns, it is called gerunds (swimming)27
c. Function of Noun
Nouns have various functions. The functions are; firstly, noun can be as the subject, object, or complement of verb. Secondly, noun can be as the object of
a preposition. Thirdly, noun can be as a modifier or an appositive which after and/or before a noun. Then, noun can be as a modifier of before and/or after
another noun, an adjective, or a verb. Lastly, noun in the possessive form can be as determiner introducing another noun.28
Moreover Frank divides function of noun as; 1) subject of verb, 2) complement of verb, 3) subjective complement (predicate noun), 4) objective complement, 5) object of preposition, 6) noun in apposition (appositive), 7) noun in direct address (vocative), 8) noun adjunct.29
2. Adjective
a. Definition of Adjective
Adjective is also one of part of speech. Curme defines that adjective is word that is used to identify, or indicate a noun or pronoun.30 According to Frank, adjective is a modifier that has the grammatical role of comparison. It is identified by special derivational endings or by special adverbial modifiers that begin it. Adjective usually is positioned before the noun or pronoun that it modifies, but it fills other position as well after a link verb for instance.31
In brief, adjective is word that describe or modify other words, noun and pronoun, which has role to quantify and/or qualify noun or noun phrase. Adjective gives more information about the object which pointed out. Some sentences may contain multiple adjectives.
b. Types of Adjective
There are some types of adjective. They are qualitative adjectives,
classifying adjectives, color adjectives, emphasizing adjectives, determiner, and
post determiners.32 In contrast, Fernald divides adjectives into two classes;
descriptive adjectives and limiting adjectives. Descriptive adjectives are used to
state some quality of noun or pronoun. Descriptive adjectives are subdivided into
participial adjectives and proper adjectives. Limiting adjectives are used to restrict
28 Vincent F. Hopper. et al., Essential of English, (Canada: Baron’s Educational Series,
Inc., 2000), p. 5.
29 Frank, op.cit., pp. 9—11.
30 George O. Curme, English Grammar, (New York: Barnes & Noble Inc., 1966), p. 18. 31 Frank, op.cit., p. 109.
the meaning of noun or pronoun within some special limit. Limiting adjectives are subdivided into adjectives of quantity and articles.33
Furthermore, Frank also classifies adjectives in two types; determiners and
descriptive adjective. Kinds of determiners are; articles, demonstrative adjectives,
possessive adjectives, numeral adjectives, adjectives of, indefinite quantity, and relative and interrogative adjectives. Descriptive adjective usually appoint a characteristic quality (beautiful, intelligent), or a physical state such as age, size, color. Kinds of descriptive adjective are; proper adjectives, participle adjectives,
adjective compounds. 34
c. Function of Adjective
Adjective has functions as modifiers of nouns or pronoun and as complements of link verb such as be, seem, and feel.35 Adjective modifies a noun or a pronoun. There are some words that generally function as adjective and sometimes used as other parts of speech:
1. As noun
Objects of prepositions, in idioms (by far, in general, for long) 2. As adverbs. These modify:
a. Verbs (hold tight, break loose) b. Adverbs (far ahead, close by)
c. Other adjectives (boiling hot, dead drunk)
d. Prepositional phrases (deep in her heart, early in the year)36
33 James C. Fernald, English Grammar Simplified, (New York: Barnes & Noble Inc.,
1979), pp. 62—63.
34 Marcella Frank, Modern English, (New Jersey: Prentice-Hall, Inc., 1972), pp. 109—
110.
35 Vincent F. Hopper. et al., Essential of English, (Canada: Baron’s Educational Series,
Inc., 2000), p. 24.
D. Teaching Vocabulary by Using Flashcards
There are some activities in teaching vocabulary with flashcards which can be applied in the classroom. Read mentions ten ideas or activities for using flashcards. They are:
1. Flash, this activity is used in introducing and revising new words by showing
the one flashcard very fast, then the students will identify what the word of the flashcard is.
2. Slowly-slowly, cover flashcards and gradually reveal the flashcards, students
will identify the picture as soon as they recognize it.
3. What’s missing?, stick some flashcards on the board, and ask the students to
repeat the words, then ask students to close their eyes and teacher removes one flashcards, then students open their eyes and teacher ask them “What is missing?” so students will remember answer which flashcards is missing.
4. Magic eyes, stick six or some flashcards on the board in a row, and ask
students to repeat the word in rhythmic way, then remove the first flashcards and continue in the same rhythmic way, then remove the second flashcards and do the same until the last flashcards. This activity helps to train students’ memory through representation picture of the word.
5. Lip reading, stick some flashcards on the board, then mention one of the
flashcards without sound, then students will guess the word by recognize teacher’s lip.
6. Flashcards riddles, stick some flashcards on the board, and mention some
characteristic of a picture the students will guess what the teacher means
7. Flashcards groups, divide students in small groups and name the groups
based on flashcards, then give them instruction by mention their name group so students will keep their attention or listening what the teacher’s instruction
is.
8. Hands on heads, divide the class in two groups and assign them three or more
9. Flashcards chain, ask students to sit in a circle then pass a flashcard to the first student and ask relevant question about flashcards, after that move the flashcards to the next students and ask relevant question in the same way, after a flashcard pass three students then introduce to another flashcards and do the same way until the all flashcards are complete.
10. Kim’s game, stick 12 to 15 flashcards with different topics on the board and
ask students to remember flashcards in a minute, after that remove all flashcards and ask students to write down what flashcards they remember and
categorized the topics of flashcards.37
From those ten activities of using flashcards, the writer applies two activities, What’s missing? and Flashcards Riddles and also the writer combines with other activities.
1. The writer sticks a set of flashcards on the board, point the flashcards and
drill the words to the students. After that, the students are asked to close their eyes and the writer remove one or some of flashcards then the writer asks the students “What is/are missing?” so students should remember which flashcards are missing.
2. The writer sticks a set of flashcards on the board, then the writer mentions
some characteristics of one of flashcards then the students answer what the flashcard that the writer means.
3. The writer shows the flashcards one by one which the words are covered, then the writer asks the students “What is this?” by pointing the picture, and the students answer the words based on the picture, then the writer shows the words of the picture.
4. The writer pronounces the words then the students repeat the word until they
pronounce the words correctly.
For more details, it can be seen in lesson plan in appendices.
37 Carol Read, Ideas for Using Flashcards, Macmillan ELT Spain, 2016,
E. Thinking Framework
Vocabulary is important component of a language. It means that vocabulary learning is also essential in learning foreign language. By mastering vocabulary, students are expected to be able to express their ideas or feelings and to understand what others’ ideas or feelings. Meanwhile, learning vocabulary is not easy, it is caused that English is as a foreign language which has different with their mother tongue. Therefore, teachers need to use an appropriate and enjoyable media.
One of media that can be used is flashcards. Flashcards are cards on which pictures and words are printed or drawn. Flashcards can be used for presenting and practicing vocabulary, and for a variety of games. The use of flashcards can help students in learning vocabulary in interesting way.
From explanation above, the writer believes that the use of flashcards could improve students’ vocabulary achievement.
F. Previous Study
To support this research, the writer refers to the previous research. The first is an experimental study which was conducted by Komachali and Khodareza at a public school in Astaneh, Iran in 2012. The aim of the study was to investigate the effect of using vocabulary flashcards on Iranian pre-university students’ vocabulary knowledge. The participants were 50 female students. They were randomly assigned into groups which consisting of 25 students each of group. The control group was given traditional treatment while the experimental group was given flashcard treatment. The researchers started and ended the research by gave pretest and posttest to the participants. The results in the posttest showed significant differences between two groups. It showed the use of flashcard significantly helped students’ vocabulary growth.38
Another study was a quasi-experimental study in the seventh grade of MTs N 13 Jakarta conducted by Neneng Suhaimi in 2014. The researcher examined the
38 Maryam E Komachali and Mohommadreza Khodareza, ‘The Effect of Using
use of flashcards in improving students’ vocabulary. This study was conducted through quasi-experimental study. The participants were 62 first grade students of MTs N 13 Jakarta. Both experimental class and control class consisted of 31 students. The researcher gave the pretest and posttest in the beginning and at the end of the study in both class. The average score of the posttest in experimental class showed higher than control class. It meant that the use of flashcards is effective in improving students’ vocabulary.39
The last study was an experiment study in Primary School in Konya,
Turkey conducted by Yasin Aslan in 2011. This study aimed to explain the use of flashcards effectively in learning English vocabulary. This study was conducted through an experiment research. The participants of the study were 11 male students and 9 female students. They were randomly chosen from students of the sixth class in Mahide Koşukçu Primary School in Konya, Turkey. After completing the procedure or teaching the materials the researchers gave the students exercise or test to check students’ comprehension of the material. The results of the study showed that the use of flashcards can be very useful for students in teaching vocabulary effectively and students’ attention indicated that they enjoyed and were enthusiastic in vocabulary learning process with flashcards.40
G. Research Hypothesis
Research hypothesis of this study is: students’ vocabulary achievement, noun and adjective, which taught with flashcards is higher than students’ vocabulary achievement which taught without flashcards.
39 Neneng Suhaimi, “The Effectiveness of using Flash Card in Teaching Vocabulary”,
Thesis on UIN Syarif Hidayatullah Jakarta, Jakarta, 2014, not published.
40 Yasin Aslan, ‘Teaching Vocabulary Effectively through Flashcards’, International
18
This chapter talks about research methodology that is used in this study. It presents place and time of the study, research method, population and sample, instrument of the study, technique of data collection, technique of data analysis, and statistical hypothesis.
A. Place and Time of the Study
This research was conducted in SMPN 178 Jakarta which is located on Jl. Mawar No. 64 Bintaro Pesanggrahan, South Jakarta. The focus was on seventh grade in SMPN 178 Jakarta, academic year 2016/2017. It was conducted for two weeks, started from November 7th 2016 and ended on November 18th 2016.
B. Research Method
This research was conducted quantitatively through quasi-experimental design. According to Bowling, as cited in Blaxter et al, in the experiment research there are experimental group which is exposed to the treatment and controlled group which is not exposed.1 In other word, the experimental class was taught by using flash card, while the controlled class was taught without using flashcards or from textbook only. Quasi-experimental design focused on treatment and outcome, hence the data was taken from pre-test and post-test in order to know the effect of using flashcard on students’ vocabulary achievement.
C. Population and Sample
The population of this study was the seventh grade students of SMPN 178
Jakarta in the academic year 2016/2017. The total class of seventh grade was eight classes. Then the sample that was used in this study were two classes of seventh grade of SMPN 178 Jakarta. They were assigned into one experimental group and
1 Loraine Blaxter, et al., How to Research; 3rd Ed, (New York: Open University Press,
one controlled group. Purposive sampling technique was used to determine two possible classes that would be used in this research. The writer discussed with the English teacher in that school and looked at students’ midterm test score of this semester to determine the two appropriate classes that would be the sample in this study.
In this research the two classes that were chosen were 7.1 as the experimental class and 7.4 as the controlled class. The total students of each class were 35 students. Due to some students were sick or did not attend while the
treatment or research process, so there were 33 students from the 7.4 (experimental class) and 32 students from the 7.4 (controlled class).
D. Instrument of the Study
Instrument of this research was vocabulary test. The writer gave multiple-choice questions test pre-test and post-test. Each of pre-test and post-test consisted of 30 multiple-choice questions. Before the pre-test and post-test were given, the writer conducted pilot study at the class 7.2 in SMPN 178 Jakarta. Pilot study is aimed to check validity and reliability of the test. ANATES was used to measure the validity and reliability of the test. The total number questions from the result of validity and reliability test were 30 from 50 questions. In other words, 20 questions were not valid and reliable. For the analysis result detail, it can be seen on appendices.
1. Conceptual Definition
Vocabulary represents a set of words of a language and vocabulary has its
own meaning to express speaker’s mind or feeling in meaningful way. Noun is the
name of living creatures, such as person, animals, and lifeless objects. Adjective is word that describes or modifies noun or pronoun, which has role to quantify
and/or qualify.
2. Operational Definition
public places, and (5) determining synonym and antonym words. The test was designed with multiple-choice question with four options (A, B, C, or D). The total number of test were 30 multiple-choice question. For each correct answer got
1 score, and for incorrect answer got 0. Students’ total correct answer would be
divided by 3 and multiplied by 10 in order to get a hundred score. For the blue print of the instrument could be seen on appendix.
E. Technique of Data Collection
The writer did a test to obtain the data of students’ vocabulary achievement. There were two kinds of test that was used in this research; pre-test and post-test. Both of the test was arranged into 30 multiple-choice questions about vocabulary which taken from students’ English books. The tests were given to both the experimental and control class to identify the effect of using flashcards in teaching vocabulary. The pre-test was given before the treatment was conducted. Then the post-test was given after the treatment was finished.
F. Technique of Data Analysis
Before analyzing the data with t-test, the writer measured normality and homogeneity of the data. It was aimed to see whether the data was normally distributed and homogenous or not. Normality and homogeneity test were done by using IBM SPSS v.20 for Windows.
1. Normality Test
The normality test was aimed to show whether or not the data came from normal distribution. The normality test in this research used Kolmogorov-Smirnov method in IBM SPSS v.20 for Windows. The normality test was done in both pre-test and post-pre-test from experimental class and controlled class. It can be seen on
Chapter IV. The criteria to measure normality of the data were; if the significance > 0,05 it meant that the data was normally distributed, and if the significance < 0,05 it meant that the data was not normally distributed.2
2 Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT Refika
2. Homogeneity Test
The homogeneity test was aimed to know the homogeneity or similarity of the data between population experimental class and control class.3 The homogeneity test in this research also used IBM SPSS v.20 for Windows. The homogeneity test was done in both pre-test and post-test from experimental class and controlled class. It can be seen on Chapter IV.
3. Hypothesis Test
After the data were normally distributed and homogenous then the writer
did further calculation. The gathered data were used to find out the differences of
students’ achievement in experimental class and controlled class. Statistical analysis technique through t-test formula was used to analyze the data. The writer used Independent Samples t-test in IBM SPSS v.20 for Windows to measure the data. Then the result would show whether flashcard is effective or not in improving vocabulary achievement. The data from two classes were compared, the experimental class was x and the controlled class was y.
The formula of the t-test is expressed as follow:4
Before doing the calculation of t-test there are several steps to be taken, the steps are:
a. Determining mean of variable of x
b. Determining mean of variable of y
c. Determining standard of deviation score of variable x
3Ibid., p. 160.
4 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Grafindo Persada, 2014),
d. Determining standard of deviation score of variable y
e. Determining standard error mean of variable x
f. Determining standard error mean of variable y
g. Determining standard error of different mean of variable x and mean of
variable y
h. Determining tₒ
i. Determining degree of freedom
Explanation:
Mx : Mean of variable x My :Mean of variable y
: Standard Error variable x :Standard Error variable y ∑x : Total of variable x score
∑y : Total of variable y score
G. Statistical Hypothesis
Statistical hypothesis are expressed as follow:
If t-value < t-table, Hₒ is accepted and Hₐ is rejected.
If t-value > t-table, Hₐ is accepted and Hₒ is rejected.
a. Null Hypothesis (Hₒ)
There is no significant difference between students’ vocabulary achievement with flashcards and without flashcards.
b. Alternative Hypothesis (Hₐ)
24
This chapter discusses about research finding and interpretation. It talks about research finding, and interpretation.
A. Research Finding
1. The Description of Data
After conducting the research at SMPN 178 Jakarta, the writer got the data
by taking students’ pre-test and post-test score in both class, experimental class and controlled class. The pre-test was given before the treatment began and the post-test was given after the treatment was done. Table 4.1 shows the result of the
students’ pre-test and post-test score in experimental class. a. Experimental Class
Table 4.1
Pre-test and Post-test Score of Experimental Class Student Pre-Test Post-Test
1 70 83
2 77 93
3 80 97
4 80 100
5 63 63
6 90 100
7 60 73
8 77 87
9 70 100
10 77 87
11 67 80
Student Pre-Test Post-Test
13 67 80
14 47 63
15 73 80
16 77 100
17 73 80
18 67 77
19 67 87
20 70 90
21 83 93
22 80 77
23 77 80
24 73 97
25 63 83
26 67 83
27 73 90
28 67 93
29 67 93
30 67 90
31 60 77
32 57 87
33 60 83
Average 70 85,7
pre-test score was 70 and the average of post-pre-test score was 85,7 in experimental class.
Moreover, the following table and chart described the frequency distribution score and the percentage of frequency from the result of the students’ pre-test and post-test score in experimental class.
Table 4.2
Frequency Distribution of Pre-test Score in Experimental Class
Score Frequency Percent Valid Percent Cumulative Percent
Valid
47 1 3,0 3,0 3,0
57 1 3,0 3,0 6,1
60 3 9,1 9,1 15,2
63 2 6,1 6,1 21,2
67 9 27,3 27,3 48,5
70 3 9,1 9,1 57,6
73 4 12,1 12,1 69,7
77 5 15,2 15,2 84,8
80 3 9,1 9,1 93,9
83 1 3,0 3,0 97,0
90 1 3,0 3,0 100,0
Figure 4.1
Diagram of Frequency Distribution of Pre-test Score in Experimental Class
Table 4.3
Frequency Distribution of Post-test Score in Experimental Class
Frequency Percent Valid Percent Cumulative
Percent
Valid
63 2 6,1 6,1 6,1
73 1 3,0 3,0 9,1
77 3 9,1 9,1 18,2
80 5 15,2 15,2 33,3
83 5 15,2 15,2 48,5
87 4 12,1 12,1 60,6
90 3 9,1 9,1 69,7
93 4 12,1 12,1 81,8
97 2 6,1 6,1 87,9
100 4 12,1 12,1 100,0
Figure 4.2
Diagram of Frequency Distribution of Post-test Score in Experimental Class
b. Controlled Class
Table 4.2 showed the result of the students’ pre-test and post-test score in controlled class.
Table 4.4
Pre-test and Post-test Score of Controlled Class Student Pre-Test Post-Test
1 90 100
2 87 90
3 70 83
4 77 83
5 77 87
6 73 73
Student Pre-Test Post-Test
8 63 67
9 70 63
10 57 80
11 80 87
12 70 80
13 77 83
14 87 97
15 67 57
16 60 63
17 60 87
18 80 90
19 70 83
20 70 63
21 80 87
22 77 80
23 63 67
24 73 70
25 63 77
26 93 93
27 43 83
28 53 80
29 97 93
30 73 87
31 70 87
32 77 77
Average 72,7 80,6
and the highest score was 97. The lowest score of the post-test was 57 and the highest score was 100. In addition, the average of pre-test score in controlled class was 72,7 and the average of post-test score was 80,6.
Moreover, the following table and chart described the frequency
distribution score and the percentage of frequency from the result of the students’
pre-test and post-test score in controlled class.
Table 4.5
Frequency Distribution of Pre-test Score in Controlled Class
Frequency Percent Valid Percent Cumulative
Percent
Valid
43 1 3,1 3,1 3,1
53 1 3,1 3,1 6,3
57 1 3,1 3,1 9,4
60 2 6,3 6,3 15,6
63 3 9,4 9,4 25,0
67 1 3,1 3,1 28,1
70 6 18,8 18,8 46,9
73 3 9,4 9,4 56,3
77 5 15,6 15,6 71,9
80 4 12,5 12,5 84,4
87 2 6,3 6,3 90,6
90 1 3,1 3,1 93,8
93 1 3,1 3,1 96,9
97 1 3,1 3,1 100,0
Total 32 100,0 100,0
Figure 4.3
Diagram of Frequency Distribution of Pre-test Score in Controlled Class
Table 4.6
Frequency Distribution of Post-test Score in Controlled Class
Frequency Percent Valid Percent Cumulative Percent
Valid
57 1 3,1 3,1 3,1
63 3 9,4 9,4 12,5
67 2 6,3 6,3 18,8
70 1 3,1 3,1 21,9
73 1 3,1 3,1 25,0
77 2 6,3 6,3 31,3
80 4 12,5 12,5 43,8
83 6 18,8 18,8 62,5
87 6 18,8 18,8 81,3
90 2 6,3 6,3 87,5
93 2 6,3 6,3 93,8
Frequency Percent Valid Percent Cumulative Percent
100 1 3,1 3,1 100,0
Total 32 100,0 100,0
Figure 4.4
Diagram of Frequency Distribution of Post-test Score in Controlled Class
From the result of the research, the comparison between the average score of pre-test and post-test in experimental and controlled class could be described
0 10 20 30 40 50 60 70 80 90
Experimental Controlled
Pre-test
Post-test
Figure 4.5
Diagram of the Average of Pre-test and Post-test Score between Experimental Class and Controlled Class
2. The Analysis of the Data 1. Normality Test
The normality test in this research used Kolmogorov-Smirnov method in IBM SPSS v.20 for Windows with criteria ρ > 0,05. The result of normality test of the data were presented as follows:
Table 4.7
Normality Test of Pre-test and Post-Test between Experimental Class and Controlled Class
Tests of Normality
CLASS Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Pre EXPERIMENTAL ,137 33 ,122 ,970 33 ,486
CONTROL ,127 32 ,200* ,981 32 ,827
Post EXPERIMENTAL ,096 33 ,200
* ,947 33 ,107
CONTROL ,164 32 ,069 ,950 32 ,140
*. This is a lower bound of the true significance.
From Table 4.7, it could be seen that the significance of pre-test score in experimental class was 0,122. It could be concluded that the data were normally distributed because 0,122 was higher than 0,05. Meanwhile, the significance of pre-test score in control class was 0,200. The data were also normally distributed because 0,200 was higher than 0,05.
Furthermore, the significance of post-test score in experimental class was 0,200. It meant that the data were normally distributed because 0,200 was higher than 0,05. Whereas, the significance of post-test score in controlled class was
0,069. The data of post-test score in controlled class was also normally distributed. In short, the both data of pre-test and post-test from experimental class and control class were normally distributed.
2. Homogeneity Test
The homogeneity test was done also by using IBM SPSS v.20 for Windows with criteria ρ > 0,05. The result of homogeneity test of the data were presented as follows:
Table 4.8
Homogeneity Test of Pre-test and Post-Test between Experimental Class and Controlled Class
Test of Homogeneity of Variance
Levene
Statistic
df1 df2 Sig.
Pre
Based on Mean 1,903 1 63 ,173
Based on Median 1,864 1 63 ,177
Based on Median and
with adjusted df 1,864 1 56,712 ,178
Based on trimmed mean 1,854 1 63 ,178
Post
Based on Mean ,138 1 63 ,711
Based on Median ,034 1 63 ,854
Based on Median and
with adjusted df ,034 1 60,307 ,854
Based on Table 4.8, it could be seen that the significance of pre-test score between experimental class and controlled class was 0,173. Therefore, it could be concluded that 0,173 was higher than 0,05 so the two classes, experimental class and control class, were homogeneous or same. Additionally, the significance of post-test score between experimental class and controlled class was 0,711. It meant that both experimental class and control class were also homogeneous or same, because 0,711 was higher than 0,05.
3. Hypothesis Test
After the data was normally distributed and homogeneous, then hypothesis test was conducted. Hypothesis test was aimed to answer the problem formulation
of this research whether there is significant difference between students’
vocabulary achievement with using flashcards and students’ vocabulary achievement without using flashcards. Moreover, this research used IBM SPPS
v.20 to analyze the data. The writer compared students’ post-test score between experimental class and controlled class.
Table 4.9
Group Statistic of Post-test Score between Experimental Class and Control Class
Group Statistics
CLASS N Mean Std. Deviation Std. Error Mean
SCORE Experimental 33 85,73 9,628 1,676
Control 32 80,63 10,570 1,869
The table showed that the average of experimental class was 85,7 from 33 students. Meanwhile, the average of control class was 80,6 from 32 students. The criteria for hypothesis test are:
If t-value < t-table, Hₒ is accepted and Hₐ is rejected.
Table 4.10
Std. Error Difference 2,506 2,510
95% Confidence Interval of
the Difference
Lower ,094 ,085
Upper 10,111 10,120
Table 4.10 showed the result of t-test. It could be seen that the t-value was 2,036. The table showed the degree of freedom (df) was 63 (N1 + N2 - 2 = 33 + 32 - 2 = 63). The value of t-table was 1,998 with df 63 in the significant level 5%. It could be concluded that t-value > t-table (2,036 > 1,998).
Based on the calculation above, it could be concluded that the null hypothesis (Hₒ) was rejected and alternative hypothesis (Hₐ) was accepted. There was significant difference between the two groups. Therefore, there was
significant difference between students’ vocabulary achievement by using flashcards and without flashcards.
B. The Interpretation
score in experimental class was 85,7. Meanwhile, the average of pre-test score in controlled class was 72,7, and the average of post-test score in controlled class was 80,6.
Based on calculation, it also showed the result of hypothesis test. It could be concluded that the alternative hypothesis (Hₐ) was accepted while the null hypothesis (Hₒ) was rejected. In summary, teaching vocabulary by using flashcards was more effective on students’ vocabulary achievement (noun and adjective) than without using flashcards, especially the students of SMPN 178
38
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research conducted on seventh grade at SMPN 178 Jakarta in academic year 2016/2017, it could be concluded that there was effect of using flashcards in teaching vocabulary (noun and adjective). It was proved by the
students’ average or mean of post-test score in the experimental class was higher after given the treatment than the controlled class. The average of post-test score in experimental class was 85,7 and in controlled class was 80,6.
Based on the data of research finding, the collected data was analyzed by t-test to find out whether there was effect of using flashcards in teaching vocabulary (noun and adjective) or not. The writer obtained that t-value 2,036 was higher than
t-table 1,998 in the significant level 5%. It indicated that the alternative
hypothesis (Hₐ) was accepted and the null hypothesis (Hₒ) was rejected. In other word, this research has proved that the use of flashcards had effect in teaching vocabulary.
B. Suggestion
After conducting this study, the writer would like to give suggestions. There were some suggestions for English teachers and students. The suggestion were: 1. English teachers should be more creative in teaching and learning process in
order to increase students’ motivation in learning English.
2. Teachers could use various teaching techniques and teaching media,
flashcards for instance, which are interesting, enjoyable and meaningful by
considering various aspects such as size of class, time allocation, students’
character and etc.
3. Students should be more active or have high motivation in teaching and
39
Blaxter, Loraine et al., How to Research; 3rd Ed. New York: Open University Press, 2006.
Cameron, Lynne. Teaching Languages to Young Learners. UK: Cambridge University Press, 2001.
Cobuild, Collins. English Grammar. London: HarperCollins Publishers, 1992. Curme, George O. English Grammar. New York: Barnes & Noble Inc., 1966. Doff, Adrian. Teach English: A Training Course for Teachers. UK: Cambridge
University Press, 1992.
Fernald, James C. English Grammar Simplified. New York: Barnes & Noble Inc., 1979.
Frank, Marcella. Modern English. New Jersey: Prentice-Hall, Inc., 1972.
Gairns, Ruth., and Stuart, Redman. Working with Words. United Kingdom: Cambridge University Press, 1986.
Harmer, Jeremy. The Practice of English Language Teaching. New York: Longman, 1991.
Haycraft, John. An Introduction to English Language Teaching. Singapore: Longman Group Limited, 1986.
Hopper. Vincent F. et al., Essential of English. Canada: Baron’s Educational Series, Inc., 2000.
Huddleston, Rodney., and Pullum, Geoffrey K. A Student’s Introduction to
English Grammar. New York: Cambridge University Press, 2007.
Hung, Hsiu-Ting. ‘Intentional Vocabulary Learning Using Digital Flashcards’,
English Language Teaching. Vol. 8. No. 10. 2015.
Ilyin, Donna., and Tragardh, Thomas. Classroom Practices in Adult ESL. Washington, D.C.: TESOL, 1980.
