IMPROVING THE STUDENTS’ VOCABULARY ACHIEVEMENT THROUGH INTENSIVE READING AT THE FIRST YEAR STUDENTS
OF SMA NEGERI 1 PAGELARAN
By
Eva Mayang Sari
A Script
Submitted in a Partial Fulfillment of The Requirement for S-1 Degree
in
The Language and Arts Department of Teacher Training and Education Faculty
TEACHER TRAINING AND EDUCATION FACULTY LAMPUNG UNIVERSITY
ii ABSTRACT
IMPROVING THE STUDENTS’ VOCABULARY ACHIEVEMENT
THROUGH INTENSIVE READING By
Eva Mayang Sari
Vocabulary is the main content of language. People use vocabulary to construct a sentence to express the idea. By having a lot of vocabularies, people can express more ideas. The mastery of vocabulary is essential in order to construct sentences that contains some messages for social interaction. It is an impossible to learn language without vocabulary. Therefore, English teachers should be able to provide the best method that can improve the students’ vocabulary achievement. The researcher tried to propose intensive reading as a method to improve the students’ vocabulary achievement.
The aim of this research was to find out whether there was a significant improvement of the students’ vocabulary achievement after they were taught by using intensive reading. This research was quantitative research which used one group pretest posttest design. The population of this research was the first year of the students of SMA N 1 Pagelaran. The sample of this research was X 3 class which consists of 24 students.
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The writer’s name is Eva Mayang Sari. She was born in Gumukmas, Pringsewu
on October 29th, 1993. She is the first child of Bastari and Kasminah, S. Pd. She has one brother, her brother name is Ricky Fernando.
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DEDICATION
This paper is proudly dedicated to:
My beloved parents (Ayah and Ibu) with full of love, support, pray, and never ending sincerity
My brother
My family
My beloved friends
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“ A miracle is another name of an effort”
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Praise is merely for Alloh SWT (The Almighty God) for blessing me to finish this script. The script which is entitled Improving the Students’ Vocabulary Achievement through Intensive Reading at the First Year Students of SMA Negeri 1 Pagelaran is submitted as one of the
requirements for getting the award of S-1 Degree at the Language and Arts Education Department, Teacher Training and Education Faculty, Lampung University.
Gratitude and honor are addressed to all persons who have supported the writer in completing this research. This script will never have come into its existence without any supports and encouragement from several individuals and institutions. Therefore, the writer would like to express her respect and best gratitude to:
1. Drs. Ujang Suparman, M. A., Ph. D., as the first supervisor, for this willingness to give his assistance, kindness, criticism, advices, ideas, motivation, and encouragement during the accomplishment of this script.
2. Drs. Huzairin, M. Pd., as the second supervisor, for his suggestion, motivation, ideas, criticism, and guidance to complete this script.
3. Drs. Mahpul, M. A., Ph. D., as the examiner, for this kindness, suggestion, guidances, and ideas.
4. Dr. Ari Nurweni, M. A., as the Chief of English Education Study Program and all lecturers of English Education Study Program who have contributed their guidance to accomplish this script.
5. Tri Wahyuni, S. Pd., the headmaster of SMA N 1 Pagelaran for giving the permission to the writer to conduct this research.
6. Listiana, M. Pd., the English teacher of SMA N 1 Pagelaran for cooperation during the research.
7. My beloved parents (Bastari and Kasminah, S. Pd.) I will always be grateful for their loves, spirits, prays, supports, and never ending sincerity.
8. My beloved brother (Ricky Fernando), thanks for the kindness, support and pray.
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10.My best friends in English Department: Lia Anggraini Sari, Erlin Arisca, Reininta Kusuma Redante, Irine Sonia Pratiwi, Tri Widioko, Barry Afriando, Erni Wijayanti, Anggreini Khandari, Yuni Apriani, David Melsan, M. Azmi, and all of my friends that can not be mentioned one by one thanks very much for their loves, happines, sadness, also supports.
11.My best friends KKN: Suci Mardianti, Ucep Saifuloh, Ramadhani Ardi Pratiwi, Rara Novita, Juanda Hadi Saputra, Selvin Nurza, Winny, Lisa Malesa, Vita Fauzia Ulfa, thanks for their supports, loves, happiness, sadness and understands.
The writer realizes that this script is still far from perfection. There may be weaknesses and mistakes. Thus, the writer would be grateful to accept any comments and suggestions. The writer hopes that this research would give positive contribution to educational development, the readers, and those who want to accomplish further research.
Bandar Lampung, 12 Oktober 2015 The writer
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1.2 Identification of the Problems 3
1.3 Limitation of the Problems 4
1.4 Formulation of Reseach Questions 4
1.5 Objectives 4
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3.9 Hypothesis Testing 45
IV. RESULTS AND DISCUSSION 46
4.1 Results of the Research 46
4.1.1 Results of Pre-test 46
4.1.2 Results of Post-test 48
4.1.3 Improvement of Students’ Vocabulary Achievement from the Results of Pre-test and Post-test
49 4.1.4 Improvement of Students’ Vocabulary Achievement from
each Aspects of Vocabulary
50
4.1.5 Hypothesis Testing 55
4.2 Discussion 56
V. CONCLUSIONS AND SUGGESTIONS 62
5.1 Conclusions 62
5.2 Suggestions 63
REFERENCES 65
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LIST OF TABLES
Tabel 1. Specification of the Vocabulary Test 39 Tabel 2. Distribution Frequency of the Student’s Score of Pre-test 47 Tabel 3. Distribution Frequency of the Student’s Score of Post-test 48 Tabel 4. Mean Scores of Pre-test and Post-test 49 Tabel 5. Result of Students’ Vocabulary Achievement 50
Tabel 6. Improvement of Noun 51
Tabel 7. Improvement of Verb 52
Tabel 8. Improvement of Adjective 53
Tabel 9. Improvement of Adverb 54
Tabel 10. Hypothesis Testing 56
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LIST OF APPENDICES
Appendix 1. Research Schedule 69
Appendix 2. Lesson Plan 70
Appendix 3. Result of Try Out Students’ Vocabulary Pre-test 90 Appendix 4. Computation of Reliability of Try Out Vocabulary
Pre-test
91 Appendix 5. The Reliability Analysis of Try Out Pre-test 92 Appendix 6. Upper Group of Try Out Pre-test Tabulation 93 Appendix 7. Lower Group of Try Out Pre-test Tabulation 94 Appendix 8. Analysis of the Difficulty Level and Discrimination
Power of Try Out Pre-test
95 Appendix 9. Result of Try Out Students’ Vocabulary Post-test 97 Appendix 10 Computation of Reliability of Try Out Vocabulary
Post-test
98 Appendix 11. Reliability Analysis of Try Out Vocabulary Post-test 99 Appendix 12. Upper Group of Try Out Post-test Tabulation 100 Appendix 13. Lower Group of Try Out Post-test Tabulation 101 Appendix 14. Analysis of the Difficulty Level and Discrimination
Power of Try Out Post-test
102 Appendix 15. Distribution Frequency of Pre-test 104 Appendix 16. Distribution Frequency of Post-test 105 Appendix 17. The Distribution of Students’ Score of Pretest and
Posttest
106
Appendix 18. Hypothesis Testing 107
Appendix 19. Table of the Improvement of Students’ Achievement from each Aspects of Vocabulary
108 Appendix 20. Vocabulary Test ( Try Out Pre-test) 110 Appendix 21. Vocabulary Test ( Try Out Post-test) 120 Appendix 22. Answer Keys of Try Out Pre-test and Post-test 129 Appendix 23. Vocabulary Test (Pre-test) 130 Appendix 24. Vocabulary Test (Post-test) 139 Appendix 25. Answer Keys of Pre-test and Post-test 149
CHAPTER I INTRODUCTION
This chapter deals with the reason for conducting the research, such as: background of the problems, identification of the problems, limitation of the problems, formulation of research questions, objectives, uses, scope, and definition of terms.
1.1 Background
English is taught as compulsory subject for students in Indonesia hoping that the students are able to use it for international communication. Language skills like listening, speaking, reading, and writing as well as language elements such as vocabulary and grammar must be taught to the students in all levels. Vocabulary is the essential of language learning that contains the types of vocabulary that is content words in the form of noun, verb, adjective and adverb which will make language meaningful. Vocabulary acquisition is crucial to support the students’ mastery of language.
aquisition. Without grammar little things can be conveyed, without vocabularies nothing can be conveyed. The mastery of vocabulary is essential in order to construct sentences that contains some messages for social interaction. However, most students of SMA Negeri 1 Pagelaran faced problems in understanding the meaning of the words.
During the interview with the teacher, it was found that most of students of SMAN 1 Pagelaran at first grade lack vocabulary. The students find difficulties in expressing their idea. The students’ performance are far from the expectation of
the curriculum. It can also be seen that their English score is low. From the researcher’s experience, it was found that most of students could not answer the teacher’s question, they could not answer the question in English. They asked the
teacher to translate the question into Indonesian Language. Beside that, the other reason that cause the problem was that the teacher did not use the appropriate technique in learning vocabulary. The teacher just asked the students to read the material and to find the meaning from the dictionary. It made the students feel bored in learning English vocabulary.
Considering the fact above, the teacher should provide the interesting technique in order to develop the students’ activity in learning vocabulary. One important way
states that IR is a type of reading instruction program that has been used in English Second Language (ESL) or English Foreign Language (EFL) settings, as an effective means of developing reading fluency, comprehension, and vocabulary development.
In line with the idea above, Day and Bamford (2004) argue strongly for including intensive reading in the L2/FL curriculum. There is a new piece of evidence that intensive reading can have a significant impact on learners' L2/FL development. Not only can intensive reading improve reading ability, it can also enhance learners' overall language proficiency (e.g., spelling, grammar, vocabulary, and writing). In addition, intensive reading within language is in line with current principles for second and foreign language pedagogy.
In this research, the research focused on the investigating whether there is improvement of the students’ vocabulary achievement after being taught through
intensive reading. The researcher used intensive reading as a technique in teaching vocabulary. It is hoped that intensive reading can be improve the students’ vocabulary achievement. Therefore, the researcher entitles her scripts Improving the Students’ Vocabulary Achievement through Intensive Reading at the First Year Students of SMA Negeri 1 Pagelaran.
1.2 Identification of the Problems
a. Most of students find difficulties in expressing idea. b. The students’ vocabulary is still low.
c. The students find difficulties to understand the meaning of the words. d. Lack of appropiate teaching technique.
e. The teacher can not choose the appropiate technique or media that can be used in teaching learning process.
1.3 Limitation of the Problems
Considering the identification of the problems, the research will be limited on investigating the following problems:
a. The students’ vocabulary is still low.
b. The students find difficulties to understand the meaning of the words.
1.4 Formulation of Research Questions
Based on limitation of the problems above, the researcher formulates the research questions as follows:
1. Is there any significant improvement of students’ vocabulary achievement after being taught through intensive reading?
1.5 Objectives
Based on the formulation of research question, the objectives of this research are: 1. To find out whether there is significant improvement of students’
vocabulary achievement after being taught through intensive reading. 2. To find out which of the four contents word that gain the highest score.
1.6 Uses
The findings of the research may be beneficial not only theoretically but also practically:
1. Theoretically, the results of the research are expected to be beneficial as the information which can be used to verify the previous theories dealing with the second language acquisition.
2. Practically, the findings of this research are expected to can be used by English teachers as a new information in order to select a suitable technique or method in improving the students’ vocabulary achievement.
1.7 Scope
and one class as the try out class. The treatment was given in three times in which the experimental class followed the teaching learning process through intensive reading. To measure the improvement of students’ vocabulary achievement, the
researcher used one group pre-test post-test design.
1.8Definition of Terms
Some terms are difined in order to give basic understanding of the related variables and concepts. There are stated below:
a) Vocabulary
Vocabulary is a set of lexeme, including single words, compound words, and idioms (Richards and Schmidt (2002: 580)).
b) Content Words
Content words represent the name of subject or things that is concrete nouns, action done by or with the things that is verbs, and the qualities of these things that is adjective (Fries (1975:45)).
c) Intensive Reading
Intensive reading is usually “a classroom-oriented activity in which
CHAPTER II
THEORETICALLY BACKGROUND
This chapter is divided into two major sections: review of previous research and review of related literature, as elaborate in the following section.
2.1 Review of Previous Researchers
In relation to this research, there are some previous researchers which had been conducted by some researchers, such as:
Pazhakh (2010) conducted a research on students of English Language Department, Islamic Azad University, Iran. He investigated the effect of intensive reading on vocabulary development in EFL learners in Dehdasht Language Institute. The purpose of the research was to find out the effect of intensive reading to improve students’ vocabulary achievement. The result of the research
Shang (2013) conducted a research on students of I-Shou University. He investigated the effects of intensive reading strategies on EFL students. The purpose of the research was to find out the effects of intensive reading strategies on EFL students. The result of the research showed that intensive reading can promote students’ motivation in learning English, and intensive reading can
enhance students’ vocabulary acquisition.
Nwabudike (2013) conducted a research on students of federal university, Nigeria. He investigated the effects of intensive reading on some ESL learners’ vocabulary development. The results of this research the students who engaged in intensive reading actually proved to have higher stock of vocabulary than those who did not engage in it.
Based on the previous research done by Pazhakh (2010), Shang (2013), and Nwabudike (2013) the result showed that there is same of students’ vocabulary achievement after the implementation by using intensive reading. From the result of this research, it’s also found that there is an improvement of students’
vocabulary achievement after being taught through intensive reading. It can be seen from the result of the pre-test and post-test score in this research.
2.2 Review of Related Literature
2.2.1 Concept of Vocabulary
Vocabulary is one of the language components that can affect macro skills. Some definitions of vocabulary are proposed by some experts. According to Krakowian (1984) and Mackey (1964) in Wirdati (2008), vocabulary is needed for the learners as a foreign language, and the learners should comprehend a lot of vocabulary before they are able to form the grammatical sentence of English. Moreover, in the process of the language learning itself, a good vocabulary is important in order can make easier for the learner to comprehend their mastery smoothly.
the total number of the words (with their meaning and with rules for combining them) making up the language. Burns and Broman (1975: 295) define that vocabulary is the stock of words used by a person, class or professional, all having much in common, yet each distinctly different. The primary thing in learning a language is the acquisition of a vocabulary. Therefore, success in learning English requires vocabulary acquisition. A large vocabulary can not guarantee the learner’s competence in learning English but in adequacy of vocabulary will
obstruct their chances to make success in learning English.
Rivers in Nunan (1998: p. 117), argues that the acquisition of an adequate vocabulary is essential for successful second language use because without an extensive vocabulary, one will be unable to use the structures and functions one may have learned for comprehensible communication. The importance of mastering vocabulary in learning is also stated by Nunan. Nunan (1998: p. 118) says that, the developmentof a rich vocabulary is an important element in the acquisition of a second language.
addition, Schmitt and McCharty (1997: 326) state “Receptive and Productive
knowledge may prove the only realistic way to measure depth of vocabulary knowledge”. Receptive knowledge is words that the learners recognize and
understand when they occur in a context. While productive knowledge relates to words which the learners understand, able to pronounce correctly and use constructively in speaking and writing.
Further, Madsen (1983:12) states the purpose of vocabulary test is to measure the comprehension and production of words used in speaking or writing. It can be said that vocabulary mastery is a complete skill to understand the stock of words and their meanings of a particular language.
According to Richards (2002:255), vocabulary is the core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. Nunan (1999: 101) states that vocabulary is a list of target language words. Furthermore, Jackson and Amvela (2000: 11) say that the terms vocabulary, lexis, and lexicon are synonymous. In addition, Richards and Schmidt (2002: 580) state that vocabulary is a set of lexeme, including single words, compound words, and idioms.
learners should learn in order to master English well besides the other English components and skills.
In language learning, vocabulary takes place in building the language proficiency. The objective of the vocabulary mastery is to make the students have a good language proficiency in the language skills. It depends on the quality and quantity of the vocabulary that they have mastered. The richer the vocabulary that can be mastered by the students, they will get the better skill that can be reached in using language. Learning vocabulary is not only learning about the words or new vocabulary, but also about how to use the vocabulary into correct usage. What is meant by the meaning of a word, is determined by the context where it is formed and also determined by its relation to other words.
From the definition above, it can be concluded that vocabulary is the knowledge of words and words meaning. It is about the words in language which is used to express meaning. Therefore, learning vocabulary is a crucial matter in developing students English.
2.2.1.1 Types of Vocabulary
application, the receptive vocabulary is considered as the basic vocabulary. Later, expressive vocabulary is defined as the words used when the learner speaks and writes. Harmer (1998: 159) adds that active vocabulary refers to vocabulary that students have been tought or learnt and which the students will recognize when they meet then but which they will probably not be able to produce.
Haycraft quoted by Hatch & Brown (1995) divides two kinds of vocabulary, namely receptive and productive vocabulary.
a. Receptive Vocabulary
b. Productive Vocabulary
Productive Vocabulary is the words, which the learners understand, can pronounce correctly, and use constructively in speaking and writing. It involves what is needed for receptive vocabulary plus the ability to speak or write the appropriate time. Therefore, productive vocabulary can be addressed as an active process, because the learners can produce the words to express their thought to others.
As stated by fries (1975:45), vocabulary can be classified into some types, namely:
1. Content Words represent the name of subject or things, that is: noun teacher, farmer and football, action done by those things, that is: verbs
teach, plant and kick, and the qualities of those things, that is: adjectives
handsome, careful, and strong.
Example:
- I kick the
- They beautiful flowers.
2. Function words are those words used as a means of expressing relation of grammar/ structure, such as conjuction and, however, but, article a, an, the, and auxiliaries do, did, does.
Example:
- Tamzil
Ika are at home, they
3. Substitute words, those represent not to the individual things or specific action , but function as substitutes for whole form classes of words. In this group, there are personal pronoun me and you, infinitive somebody, everybody and anybody, negative expression nobody and nothing, and
quantity of number each and both. Example:
- Give it to me!
- Somebody should give me advice.
4. Distributed words, those are distributed in use according to grammatical matter as the presence of a negative. Such as: any and either.
Example:
- John does not drink milk either.
In this research, vocabulary has some types based on the purpose. For this study, the researcher focused on content words concerning noun, verb, adjective and adverb. The kind of material vocabulary is narrative text. Narrative text is choosen for this study because narrative text is kind of text which is included in Sunior high school curriculum. Narrative text is also interesting for the students because in Sunior high school ages, the students got new vocabulary and new information.
2.2.1.2 Categories of Content Words
or states of being. The verb or compound verb is the critical element of the predicate of a sentence. Verb fall into three categories: transitive verbs, intransitive verbs, and linking verbs. Transitive verbs are verbs, which need direct objects, e.g. police caught the man the man is the direct object of the verb caught. For example: answer, but, continue, borrow, call, meet and bring. Meanwhile, an intransive verb is a verb which does not have direct object. For example: arrive, come, go, stay and cry. While, linking verb, e. g. my elder brother become an engineer. Some of verbs do not show an action, for example:
be (am, is, are, was, and were), become and seem.
The next category is a noun. Macfadyen says that a noun is a word used to name a person, animal, place, thing, and abstract idea. Noun fall into five categories: proper nouns e.g. Indonesia, Monday, and Soekarno, common nouns e.g. boy, chair and description, material nouns e.g. fish, stone and send, collective nouns
e.g. people, family and couple, abstract nouns e.g. beauty, honestly and kindness. Beside that noun has other category: count and noun-count nouns. A count noun is one that can be counted, book –one book, two books, person – one person, two people. Meanwhile a non-count is one that cannot be counted, e. g. milk- you cannot say: one- milk or two milks. It is possible, however, to count some
non-count nouns if the substance is placed in a non-countable container, e.g. glass of milk, and two glasses of milk.
For example:
- We painted the window blue and the door red. (Countable)
The next category is adjectives. Adjective fall into two categories: descriptive and limiting. Descriptive adjective are those, which describe the colour, size, or quality of person or thing (noun or pronoun). For example: beautiful, large, red, interesring, important and colorfil. It means that an adjective modifies a noun or a
pronoun by describing, identifying, or quantifying words. An adjective usually precedes the noun or pronoun, which it modifies. Limiting adjectives place restriction on these and those are plural form, for example: cardinal numbers one and two, ordinal numbers first and second, possessives my, your and his, demostratives this, that, these and those, quantity few, many, and much, articles a, an and the. All others remain the same whether the noun is singular or plural.
For example:
- Nopri is a handsome boy.
- Lisa is the most beautiful girl in this class.
The last category is adverb. Heather and Macfadyen says that an adverb can modify a verb, an adjective, another adverb, a phrase, or a clause. An adverb indicates manner, time, place, cause, or degree and answers questions such as how, when, where and how much. Many descriptive adjective can be changed to
adverbs by adding-ly suffix to the adjective base. Unlike an adjective, an adverb can be found in various places within the sentence.
For example:
- She walks
.
- He was driving
In this research, the material of teaching English vocabulary is taken from the content words (noun, verb, and adjective). It is appropriate for first year of Senior High School since content words consist of words that can be well associated. Moreover, other types of words such as function word, substitute word, and distribute word can not be well associated since they are limited in meaning. The researcher used three topics, there are Occupations (Noun), Activities (V), Describing Condition (Adjective) since the researcher assume that those three topics are appropiate with Senior High School students.
2.2.2 Importance of Learning Vocabulary
Vocabulary is one element of the language that should be learnt and taught. It will be hard to master the language without mastering or understanding a certain number of vocabularies. Vocabulary is the first step to be taught before teaching other aspects of language. Zimmerman in Coady and Huckin (1997: 5) states that vocabulary is central to language and critical importance to the typical language learner. McCharty (1990: Viii) states that the importance of vocabulary in language learning is as follows: “no matter how successfully sounds of L2 are
Wilkins (1982: 111) says that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. It has to be realized that the student’s ability to read, to write, to listen, and to speak is conditioned by their
vocabulary. In reading ability, vocabulary helps learners in comprehending the text. In writing, it helps them to expand their ideas based on the topic sentence that they want. In listening, they comprehend and understand what other person speaks. In speaking ability, vocabulary facilitates the learners to explain their ideas orally. In addition, Coady and Huckin (1997: 5) argue that vocabulary is central and critical importance to typical language learner. It makes vocabulary becomes the basic element to master the four language skills, namely listening, speaking, reading and writing. Without having adequate vocabulary, a language learner will not be able to master the language skills. The meaning shows that vocabulary mastery has important roles in communication.
2.2.3 Concept of Teaching Vocabulary
Learning a foreign language especially English is very important because language can increase the capability of communication. Teaching vocabulary should be integrated to the language skills. The integrated teaching means to support the students’ ability in developing language skills. Moreover,
In order to increase students’ vocabulary achievement the teacher should use
appropriate technique, teaching method, and teaching aid. By using them, it will be easy for the students into the real active and motivated learning process, which can be hope as the way to explore their interest and progress in addition it can be use to overcome the monotonous teaching and leaning process.
In teaching learning process, it is better that students are actively engaged in deep learning of new word and applying vocabulary strategies as stated in contextual teaching and learning (CTL). Students interact with each vocabulary word. They have been immersed in the targeted words and practiced important vocabulary development strategies, so students become independent learner as they work. In this case students can work through them with easy. Since they learn and practice applying vocabulary strategies, they can monitor and adjust their own learning.
in time, which words should be chosen for teaching and which one should be left out. In teaching vocabulary the teacher should be careful in selecting the words. According to Harmer (1991:145) a general principle of vocabulary selection has been that of frequency. Teacher can decide which word they should teach of how frequently the words that are used by speakers of the language.
In order to get an enjoyable atmosphere in the classroom, teacher should be creative in choosing techniques in teaching vocabulary. So in this research, the researcher will use intensive reading technique to teach vocabulary.
2.2.4 Concept of Reading
Reading is an interactive process in which readers shift between sources of information (what they know and what the text says), elaborate meaning and strategies, check their interpretation (revising when appropriate), and use the setting to focus their interpretation. Walker (1992:4) defines reading as an active, problem solving process that involves predicting or guessing what the author says, based on expectations about story events. He claims that reading involves recalling an individual’s life experience and trying to understand what is written.
Hill and Holden (1990: 91) support this idea stating that reading is the most useful skill for students to develop the understanding of a text, and it is very important since the learner gets immediate feedback about the text. Papalia (cited in Rivers, 1987: 70) agrees with Hill and Holden, and considers that reading is a problem solving behavior that involves the reader in the process of acquiring meaning. He also claims that the reader comprehends contextual information containing syntactic, semantic, and discourse constraints that affect interpretation.
Williams (1984: 2) also defines reading as a process where one looks at and understands what has been written in the text. He strongly emphasizes that the key word is “understands” and reading without understanding does not count as reading. He also claims that this definition of reading does not mean that a foreign learner needs to understand everything in a text, and from that he follows understanding is not an “all or nothing” process, and the reader does not
necessarily need to look at everything in the text. According to him, the reader is not simply a passive object who is fed with words and sentences, but one who is working on the text and trying to understand it without looking at every word.
into the very nature of language” to explain the paradox between what is in the
mind of the learner and what is in the text. They claim that reading starts by seeking meaning and getting contextual framework in the mind of the learner. It consists of constructing an interpretation of the text; therefore, reading is more than simply the sum of component parts or skills. This idea is also supported by schemata theory, which is “structured frameworks of knowledge” about the world
and the language (McCarthy, 1990: 108). McCarthy explains that schema theory means words which are integrated in different stores of knowledge that allow readers to make sense. He also claims that it is a perception of the world and the language, and lack of schema in perception may lead to communication breakdown.
Cairney (1990: 86) also defines this theory as "structures for organizing information held in memory", and he adds that readers develop a set of expectations about different texts before reading. According to him, these expectations are their prior experiences which enable them to understand the text easily. However, McCarthy (1990: 109) claims that it has to match into the knowledge store since schemata may differ from culture to culture as it differs from person to person
different schemata with different stories. Bartlett (cited in Carroll,1986: 231) asserts that schema is generally associated with recall of what is written. He also attempted to show that remembering is not a reproductive process, but it was a process in which readers retain the gist of an event and reconstruct the details from this impression. In his experiments, he found that when subjects were given unusual stories inconsistent with their schemata, recall was usually distorted in the schema.
According to Carroll (1986: 231), readers already have a series of values that might fit within activity in their memory. He also concludes that the properties of schemata specify the sequence of events in a story, and they are general knowledge structures, providing expectations about structure and content (see Carroll, 1986 for details). As expressed above, schemata help readers expect what happens in the text by recalling related experiences and guessing words from the content. Carroll also adds that many studies have shown that readers' recognition of words is influenced positively with an appropriate sentence context. There are also some indications that readers might use context for word recognition to a great extent. The process of recognition may be regarded as the integration of bottom-up and top-down processes.
Carroll claims that bottom-up processes are specific reading skills that are involved in identifying letters and words in print. Conversely, top-down processing occurs when a reader uses the context about the nature of words and sentences. In other words, topdown processes go from semantic levels to sensory knowledge; thus, the general organization of the input enables the reader to predict some of the features to follow in the context. This model tends to dominate when the analysis of the context enables readers to make "strong expectations" about what will come next. Carroll (1986: 367) also cites that the importance of top-down and bottom-up processes has been investigated by other theorists.
Some of the theorists emphasize the use of these two processes helps reading and makes it more meaningful, and they conclude that both forms are needed for fluent reading which plays an important role.
2.2.5 Reading Styles
2.2.5.1. Scanning and Skimming
Williams (1984: 100) defines scanning as going through a text very quickly to find a specific piece of information. He explains that the purpose of scanning is to find the answers to particular questions. Ekmek‡i (1994: 46) states that readers
apply this strategy as they look up a name in a directory or a date in an encyclopedia. She also emphasizes that readers want to find only specific information rather than reading the whole text in detail.
According to Williams (1984: 96), skimming means glancing rapidly through a text by merely dipping into it and sampling it at various points to comprehend its general content. He also emphasizes that the purpose of skimming is to briefly summarize what the text is about. He believes that one of the reasons for practising skimming is that it helps the learner to acquire a study technique, to organize his thoughts and also to specify what information he can get from a book. However, he claims that skimming is not an appropriate technique for learners at beginning levels, as they both lack the language knowledge and confidence. He also suggests it should be practiced at the intermediate levels.
2.2.5.2. Intensive Reading and Extensive Reading
whole text. Hedge (1985: vi) explains that students are trained in the various skills and strategies to progress in reading through intensive reading activities in the classroom. She follows her idea stating that these activities are designed to help students in the detailed comprehension of shorter texts. Muni (cited in Hedge, 1985: Vii) also defines this kind of reading activity as "skill training". In other words, the learners' attention is drawn to nearly every grammatical structure, word or cultural fact contained in it. Williams (1984: 11) also follows this idea saying that the ultimate aim is to be able to use language appropriately.
Krashen also draws attention to the importance of "free voluntary reading" stating that there would be some programs both in and out of the school such as In-school free voluntary reading, which students are encouraged to read whatever they want, but no book report, or teacher follow up, and Out-of-school reading programs, which students read for pleasure in "print-rich environments" and they report what they have read to the teacher.
Krashen concluded that when students participated in these programs for a certain time, they make better progress in reading comprehension and vocabulary development than students who take only "traditional" instruction which means only following their course books and no more. These researchers draw attention to the extensive reading and explain that the aim of extensive reading is to give learners the opportunity to practice skills by reading long texts and developing the ability to read quickly in a foreign language. The main goal is to read materials fluently for pleasure or information outside the classroom.
2.2.6 Concept of Intensive Reading
Intensive reading is reading for a high degree of comprehension and retention over a long period of time. It is basically a study technique for organizing readings that will have to be understood and remembered. One may have good comprehension while reading line-by-line, but remembering is what counts. Intensive reading is not a careful, single reading, but is a method based on a variety of techniques like scanning, the surveying technique of planning your purpose, and others.
According to Richards and Schmidt (2002), Intensive Reading is related to further progress in language learning under the teacher's guidance. It provides a basis for explaining difficulties of structure and for extending knowledge of vocabulary and idioms. According to Grabe (2002), the integration of IR reinforces vocabulary learning and development and that ESL/EFL learners can benefit from IR in order to improve their vocabulary knowledge. According to Waring (2004) argues that intensive reading is very useful for learning vocabulary and understanding how text is organized.
Paran (2003) emphasizes that teachers need intensive reading to maximize learning the three phases of pre-, during and post-reading for better language preparation, retention and activation strategies. He indicates that extensive reading alone is not enough for developing reading skills and intensive reading approach involving explicit instruction is also needed.
In Intensive Reading is true that dictionary have an important place in reading activity, but as stated by Bell (1998) that the students will focus only on the language if they always consult the dictionary every time they find an unfamiliar word. They will not pay attention to the message conveyed. Bell also said that this habit will cause inefficient reading and destroy the pleasure that reading is intended to provide.
From all the theories that have been mentioned above, it can be stated that intensive reading could improve students’ vocabulary achievement. Intensive
reading is used to extending students’ vocabulary knowledge.
2.2.7 Theoritical Assumption
Considering the discussion of the thoeretically background, the researcher would like to find out whether intensive reading can improve students’ vocabulary achievement. The researcher considers that the vocabulary on intensive reading text is useful for getting new word and their meaning. It means that intensive reading can be very helpful in improving students’ vocabulary and effective in a
review of words that have been learned. Based on the frame theories above, intensive reading is a technique that can be used to teach vocabulary.
Therefore, the researcher hopefully that through intensive reading the students will get better in their vocabulary, because this is an interesting technique which motivated them to read a lot.
2.2.8 Hypothesis
The hypothesis of this research can be formulated as follow; there is significant improvement of students’ vocabulary achievement after being taught through
CHAPTER III
RESEARCH METHOD
This chapter focuses on the methods of the research which covers setting of the research, research design, variables, population and sample, data collection techniques, steps in collecting data, criteria of good test, data analysis, and hypothesis testing will be explained further.
3.1 Setting of the Research
The researcher chose SMA Negeri 1 Pagelaran as the research place because this is one of developing schools in Pringsewu district that can be reached easily by the researcher. She conducted test and observation at the first grade of the second semester. And for the time of research, she conducted seven meeting to give two times to tryout, pre-test, three times to treatment, and post-test.
3.2 Research Design
The researcher used quantitative research in order to identify the improvement of
research. According to Dimitrov (2003), pretest-posttest design are a measurement of the learning received during the class as a result comparing what the students knew before in a pre-test and after the class experience in a post-test. The tests indicate how the students are learning the course. The data will target students requiring extra help and will identify teaching and learning methods that need to charged or developed. The researcher used one class as the experimental class and one class as the control class. This research was conducted to see
whether there is an improvement students’ vocabulary achievement after being
taught through intensive reading. The treatment were given in three times. The researcher conducts pretest, treatment, and posttest. Here is the illustration of the one group pretest posttest design.
T1 x T2
Where:
T1 : Pretest
X : Treatment
T2 : Posttest
(Hatch and Farhady, 1982: 20)
to get good data from it. Thus, one group pretest- posttest design was chose. The first activity that has been done by the researcher was to administer a try out to make the instrument more valid. The researcher administered pre-test to the experimental class to measure the input of the students before they get the treatment. Then the researcher conducted the treatment by using intensive reading
to stimulate and improve the students’ vocabulary achievement. The next step is
adminestering post-test to experimental calss to know the result of the treatment.
3.3 Variables
In this research, the independent variable is known as the treatment variable. The writer will propose two variables in his research, as follows:
1. Vocabulary as independent variable (X) because this variable is major and will be investigated.
2. Intensive Reading as dependent variable (Y) because this variable
measures to determine the effect of students’ vocabulary achievement.
3.4 Population and Sample
1. Population
that population is the group of researcher’s interest, the group to which she or he would like the results of the study to be generalized.
2. Sample
The sample of the research was selected by using random sampling technique, which is using lottery. The sample of this reasearch was choose randomly from two classes, class X3 and X4 because the participant have similiar chace to be chosen. There was one class as the experimental class, that is X3. Gay (1987: 101) says that sampling is the process of selecting individuals for study. The researcher select one class as the sample of the research by using random sampling technique which is using lottery.
3.5 Data Collection Techniques
In collecting data, the researcher used the following procedures:
1. Pretest
2. Posttest
The posttest was conducted after the researcher conducted the treatments. It is used to determine how far the students have mastered the English vocabulary after being taught by intensive reading. Similar to the pretest, the researcher used texts test in the form of multiple choices. The questions was the same level of difficulties as pre-test. The posttest consists of 35 items with four options. One was the correct answer and the rest were the distracter.
3.6 Steps in Collecting Data
The steps of data collection in this research are as follows: 1. Determining the sample of the research
The sample of the research was selected by using random sampling technique, which was using lottery. The researcher was taken one of eight classes of the first year students at SMAN 1 Pagelaran as the research sample. The sample class consists 24 students. The sample of the research followed pre-test treatment and post-test.
2. Designing research instrument
3. Conducting try out of research instrument
The try out was conducted in the different class of the experiment class in first class of SMAN 1 Pagelaran. Try out was conducted in the control class. Try out was conducted to measure the reliability of the tests. It was administered for 40 items in 90 minutes. The aim of try out was to determine the quality of the test which will be used as the instrument of the research, and determined which item should be revised for the pre-test and post-test.
4. Conducting the pre-test
Pretest was conducted for 35 item in 60 minutes. It was held to measure student’s basic ability in experimental class.
5. Conducting the treatment
After giving pretest was administered after the application of intensive reading based on the lesson plan which had been prepared. Each treatment was held for 90 minutes.
6. Administering post test
The post test was administered after the aplication of intensive reading. It was conducted for 35 items in 60 minutes and the aim was to find out the
students’ vocabulary achievement after the implementation of intensive
reading.
7. Analyzing the test result
After conducting pretest and posttest, the researcher analyzed the data. The data was analyzed by using T- test. It was used to know whether intensive
significantly. The data was computed through the Statistical Package for Social Sciences (SPSS).
8. Reporting the result
In reporting the data was arranged systematically based on the pre-test and post-test to see whether there is improvement students’ vocabulary achievement after being taught through intensive reading.
3.7 Criteria of Good test
In this research , to prove whether the test has good quality, it had to be try out first. The test can be said has good quality if it had a good validity, reliability, level difficulty, discrimination power, and scoring system.
1. Validity
The test can be said if the test measures the object to be measured and it is suitable with the criteria (Hatch and Farhady, 1982:250). To measure whether the test has a good validity, this research used content and construct validity.
a. Content Validity
on the material that will be given, which is vocabulary, and the researcher makes instrument related to vocabulary which is content words (noun, verb, and adjective). If the instrument has represented all the ideas that connected with the material that will be measured, that measuring instrument has fulfilled the aspects of content validity. In this case,that measuring instrument has fulfilled the aspect of content validity. Content validity also can be examined from the table of specification. If the table represents the material that the tester wants to test, it means that it is a valid test from the point of view (Shohamy, 1985:74). The content validity is constructed by including vocabulary material presented in training: they are noun, verb, adjective, and adverb. The researcher taken those four aspects since it was appropiate with intensive reading.
Table 1 Specification of the Vocabulary Test
No Aspect of Vocabulary
Item Number Total Percentage of Item 1 Noun 1, 2, 9, 10, 16, 21, 22, 28, 29 9 26 % 2 Verb 3, 4, 11, 12, 17, 23, 30, 31 8 23 % 3 Adjective 5, 6, 13, 18, 24, 25, 32, 33 8 23 % 4 Adverb 7, 8, 14, 15, 19, 20, 26, 27,
34, 35
10 28 %
b. Construct Validity
Construct validity is concerned with whether the test is true reflection of the theory of the trait- in our case language which is being measured (Hatch and Farhady, 1982). It means that the items should really
measure the students’ vocabulary achievement. In this study, the
researcher uses the vocabulary that is supposed to be comprehended by the X graders of Senior High School. The material is under topic of knowing new vocabulary which represent vocabulary material based on the curriculum used in Senior High School, 2006 Curriculum.
2. Reliability
Reliability of test can be defined as the extent to which a test produces consistent result when administrated under similar conditions (Hatch and Farhady, 1982:243). An important point to understand is that a measure can be perfect reliable and yet not be valid. To compute the reliability of test, split half method is used. It is done through dividing the test into two parts, odd and even number.
To measure the coefficient of the reliability, the researcher uses the Person Product Moment Formula below:
r1= ∑ √ ∑ ∑
where:
y: total number of even numbers items
n : numbers of students who take part in the test x2 : square of x
y2 : square of y
∑ : total score of odd number items
∑ : total score of even number items
The criteria of reliability are: 0.80 - 1.00 : very high 0.60 – 0.79 : high 0.40 – 0.59 : average 0.20 – 0.39 : low 0.00 – 0.19 :very low
Then, to compete the coefficient correlation of the whole items, the researcher use Spearman Brown Prophecy Formula.
rk =
where:
rk : reliability of a full test rl : reliability of a half test
0.50 – 0.89 : moderate 0.00 – 0.49 : low
(Hatch and Farhady, 1982:246)
3. Level difficulty
Difficulty level related to how easy or difficult the item is from point of view of the students who take the test. This is important since test items, which are too easy. Tell us nothing about differences is discarded. To see the level of difficulty, this research use the following formula:
LD = Where:
LD : level of difficulty
R : the number of students who answer correctly N : the total number of students following the test
The criteria are:
<0.30 : difficult 0.30 – 0.70 : average >0.70 : easy
(Shohamy, 1985:79)
4. Discrimination power
according to this criterion is one which good students do well on and bad students fail.
To know the discrimination power of the test, the writer use the following formula:
DP =
Where:
DP : discrimination power
U : the proportion of upper group students L : the porportion of lower group students N : total number of students
The criteria are:
Dp : 0.00-0.19 = Poor
Dp : 0.20-0.39 = Satisfactory Dp : 0.40-0.69 = Good Dp : 0.70-1.00 =Excellent
Dp : - (Negative) = Bad items, should be omitted
(Heaton, 1975:182)
5. Scoring System
In scoring the students result of the test, this research use this formula. The ideal higher scores of pre tests and post tests are calculated by using formula as follows:
Where:
S : the score of the test
R : the total of the right answers N : the total items
3.8 Data Analysis
The researcher analyzes the data by comparing the average score (mean) of the pretest and posttest to determine whether there is an influence of students’ vocabulary through intensive reading strategies.
X = ∑
Where:
X : mean
∑ : total score
N : number of students
After conducting pretest and posttest, the researcher analyzed the data. It was used
to make sure whether there was any significant improvement of the students’
vocabulary achievement.
1. scoring the pretest and posttest
3. Then, summarizing the finding from the tabulated result of the pretest and posttest. The researcher uses statistical computerization i.e. repeated measures T- test of Statistical Package for Social Sciences (SPSS) for windows version 20.0 to test whether there is an influence or not.
3.9 Hypothesis Testing
The hypothesis testing is used to prove whether the hypothesis proposed in this research is accepted or not. The hypothesis is analyzed by using repeated measures T- test of Statistical Package for Social Sciences (SPSS) windows version 20.0. The research uses the level of significance 0,05 in which the hypothesis is approved if sign < . It means that the probability of error in the
hypothesis is only 5%.
H0 : There is no significant improvement of students’ vocabulary achievement after being taught through intensive reading at the first year students of SMA Negeri 1 Pagelaran.
H1 : There is significant improvement of students’ vocabulary achievement after being taught through intensive reading at the first year students of SMA Negeri 1 Pagelaran.
The criteria of those hypothesis are:
CHAPTER V
CONCLUSION AND SUGGESTION
This final chapter presents the conclusion and suggestion for futher researchers who want to conduct similar research.
5.1 Conclusions
In line with the results of the data analysis and discussions, the following conclusions are drawn:
1. There is a significant improvement of students’ vocabulary achievement after they were taught through intensive reading. Intensive reading is applicable to encourage the students to improve their vocabulary mastery. It was proved by the increase of the students’ mean score in the post-test which higher than in
The students can discuss the text with their friends. So, if they find some difficulties to search the meaning in the text, they will ask their friends and discuss together. By practicing a lot, there will be an improvement of the students’ vocabulary mastery.
2. Based on the result of the improvement of the students’ achievement for each type of vocabulary, it was found that the types that has highest improvement was in adjective. The researcher assumed that it happened because the adjectives that is used in narrative text were easier to understand and common learned by students.
5.2 Suggestions
Based on the results of the data analysis and research findings on the previous chapter, the researcher would like to propose some suggestions were as follow:
1. Suggestions to the teaching
a. In teaching vocabulary, teacher need to pay attention on verb when they are teaching vocabulary through intensive reading. Based on the data analysis of this research, this was in accordance with research finding that the students.
but this is only how to teach intensive reading in classroom activity not to research which aimed to measure students vocabulary achievement.
2. For futher research
a. In this research, the researcher choose narrative text as the material in the research. If further research want to use same material. Further research need to use narrative text that is not familiar for students, in order to make the students get many new words.
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