PEMBELAJARAN GITAR KLASIK GRADE SATU
PADA ANAK USIA 12-15 TAHUN
di PURWACARAKA MUSIC STUDIO SUMBERSARI BANDUNG
SKRIPSI
Diajukan Untuk Memenuhi Sebagian dari Syarat Memperoleh Gelar Sarjana Pendidikan
Jurusan Pendidikan Seni Musik
Oleh
Dian Budiman 1002057
DEPARTEMEN PENDIDIKAN SENI MUSIK
FAKULTAS PENDIDIKAN SENI DAN DESAIN
PERNYATAAN KEASLIAN SKRIPSI
Yang bertandatangan dibawah ini :
Nama : Dian Budiman NIM : 1002057
Menyatakan bahwa skripsi dengan judul :
PEMBELAJARAN GITAR KLASIK GRADE SATU PADA ANAK USIA 12-15 TAHUN DI PURWACARAKA MUSIC STUDIO SUMBERSARI BANDUNG
Dengan ini saya menyatakan dengan sesungguhnya bahwa dalam skripsi ini
tidak terdapat keseluruhan atau sebagian tulisan orang lain yang diambil dengan
cara menyalin atau meniru dalam bentuk rangkaian kalimat atau simbol yang
menunjukkan gagasan atau pendapat atau pemikiran dari penulis lain, yang saya
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terhadap keaslian karya saya ini.
Bandung, 16 Februari 2015 Yang Menyatakan
LEMBAR PENGESAHAN
Dian Budiman 1002057
PEMBELAJARAN GITAR KLASIK GRADE SATU PADA ANAK USIA 12-15 TAHUN
di PURWACARAKA MUSIC STUDIO SUMBERSARI BANDUNG
DISETUJUI DAN DISAHKAN OLEH:
Pembimbing I
Dr. Phil. Yudi Sukmayadi, M.Pd. NIP.197303262000031003
Pembimbing II
Dody M Kholid, S.Pd, M.Sn. NIP.197405012001121003
Mengetahui
Ketua Jurusan Pendidikan Seni Musik
TABLE OF CONTENTS
APPROVAL PAGE………..……. i
DECLARATION………..………. ii
PREFACE ………. iii
ACKNOWLEDGMENT ……… iv
ABSTRACT……….. v
TABLE OF CONTENTS……….. vi
LIST OF TABLES ………... x
LIST OF FIGURE………. xi
LIST OF APPENDICES……… xii
CHAPTER I: INTRODUCTION ……….……… 1
1.1 BACKGROUND OF THE STUDY……… 1
1.2 THE RESEARCH QUESTIONS….……… 4
1.3 THE PURPOSES OF THE STUDY……… 4
1.4 THE SCOPE OF THE STUDY……….. 5
1.5 THE SIGNIFICANCE OF THE STUDY……… 5
1.6 TERMINOLOGY……… 6
1.6.1 PICTO-TEXTUAL GLOSSES………... 6
1.6.2 VOCABULARY………. 6
1.6.3 READING MOTIVATION……… 6
1.6.4 YOUNG LEARNERS……… 6
1.7 ORGANIZATION OF THE STUDY……….. 7
CHAPTER II: LITERATURE REVIEW……….……….. 8
2.2 VOCABULARY LEARNING……….. 8
2.2.1 THE CONCEPT OF VOCABULARY.….……… 8
2.2.2 TEACHING VOCABULARY……….……. 11
2.2.3 VOCABULARY MASTERY.………..………. 15
2.2.4 VOCABULARY MASTERY IMPROVEMENT………. 17
2.3 PICTO-TEXTUAL GLOSSES IN VOCABULARY LEARNING……… 19
2.3.1ROLE OF PICTURE IN VOCABULARY LEARNING……….. 19
2.3.2 PICTO-TEXTUAL GLOSSES IN READING TEXT……..……… 20
2.4 MOTIVATION IN EFL READING……… 24
2.5 YOUNG LEARNERS………. 26
2.5.1 DEFINITIONS OF YOUNG LEARNERS……….. 26
2.5.2 CHARACTERISTICS OF YOUNG LEARNERS………. 27
2.6 PREVIOUS RELATED STUDIES………. 29
2.7 CONCLUDING REMARK……….……… 32
CHAPTER III: METHODOLOGY……… 33
3.1 RESEARCH QUESTIONS……….. 33
3.2 RESEARCH METHOD………..…… 33
3.3 RESEARCH SETTING, POPULATION AND SAMPLE………. 35
3.3.1 RESEARCH SETTING………. 35
3.3.2 POPULATION………. 35
3.3.3 SAMPLE……….. 36
3.4 TEACHING PROCEDURES……….……….…….…… 36
3.4.1 PRE ACTIVITIES……….……. 36
3.4.2 WHILST ACTIVITIES……….. 37
3.5 DATA COLLECTION………..….. 41
3.5.1 DATA COLLECTION TECHNIQUES……..……….……… 41
3.5.1.1 TESTS………..……….. 41
3.5.1.2 QUESTIONNAIRE……… 42
3.5.1.3 INTERVIEW……….. 43
3.5.1.4 OBSERVATION……… 45
3.5.1.5 DOCUMENT REVIEW………. 47
3.5.2 DATA ANALYSIS TECHNIQUES………. 48
3.5.2.1 TESTS (PRETEST AND POSTTEST) ………..………. 49
3.5.2.2 QUESTIONNAIRE……… 50
3.5.2.3 INTERVIEW………...……….. 52
3.5.2.4 OBSERVATION……… 52
3.5.2.5 DOCUMENT REVIEW………. 54
3.6 CONCLUDING REMARK………..………. 54
CHAPTER IV: FINDINGS AND INTERPRETATIONS………..……… 55
4.1 THE EFFECTIVENESS OF PICTO-TEXTUAL GLOSSES IMPLEMENTATION FOR STUDENTS’ VOCABULARY MASTERY IMPROVEMENT………... 55
4.1.1 THE DATA FROM THE VOCABULARY TEST RESULT……….…………..………….. 55
4.1.2 STATISTICAL ANALYSIS OF THE VOCABULARY TEST …………..……….. 57
4.1.3 THE PAIRED T-TEST ANALYSIS OF THE VOCABULARY TEST………. 58
4.1.4 THE DATA FROM DOCUMENT REVIEW………. 59
4.1.5 THE DATA FROM THE OBSERVATION………... 61
4.2 THE INFLUENCE OF PICTO-TEXTUAL GLOSSES IMPLEMENTATION ON STUDENTS’ READING MOTIVATION………. 64
4.2.2 THE STATISTICAL ANALYSIS OF READING MOTIVATION QUESTIONNAIRE.… 66
4.2.3 THE PAIRED T-TEST ANALYSIS OF STUDENTS’ READING MOTIVATION……… 67
4.2.4 THE DATA FROM THE INTERVIEWS………... 68
CHAPTER V: CONCLUSION AND SUGGESTION………... 79
5.1 INTRODUCTION……… 79
5.2 CONCLUSIONS……….. 79
5.3 LIMITATION OF THE STUDY………. 81
5.4 RECOMMENDATIONS AND SUGGESTIONS FOR FURTHER STUDY……….. 82
REFERENCES……… 84
List of Tables
Table 1
Table 2
Table 3
Table 4
Table 5
Table 6
Table 7
Table 8
Table 9
The Population of the Study……….
The Detail Schedule of the Interview………...………
The Vocabulary Score Distribution of Experimental Group………
Statistical Analysis of the Vocabulary Test……….
Paired Sample Test of Experimental Group Vocabulary Test………….
Extremes Experimental Group Students Score Comparison………
The Result of Students’ Reading Motivation Questionnaire……….
Paired Sample Statistics of Students’ Reading Motivation Questionnaire...
Paired Sample Test of Students’ Reading Motivation Questionnaire…..
35
45
56
57
58
60
65
66
List of Figures
Figure 1
Figure 2
Figure 3
Figure 4
Figure 5
Figure 6
Figure 7
Figure 8
The Relationship of Vocabulary through Language Skills ………….
One-group Pretest-Posttest Design……….
Example of Picto-Textual Glosses Text for the Treatment…………..
Example of Vocabulary Checked Exercise………
Example of Vocabulary Exercise………
MRP Reading Survey Scoring Sheet……….
The Amidon/Flanders Scheme for Coding Categories of Interaction
in the Classroom………
The Percentage of Pretest and Posttest of Experimental Group
10
34
38
39
40
51
53
List of Appendices
Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Appendix 6 Appendix 7 Appendix 8 Appendix 9 Appendix 10 Appendix 11 Appendix 12 Appendix 13 Appendix 14 Appendix 15
Pre Vocabulary Test
Pre Vocabulary Test Answer Keys Post Vocabulary Test
Post Vocabulary Test Answer Keys
Motivations to Read Profile Reading (MRP) Survey MRP Survey Scoring Sheet
The Result of Students’ Pre and Post Vocabulary Test
The Result of Students’ Pre and Post Reading Motivation Survey The Result of Students’ Daily Worksheet
Interview Transcripts and Coding Observation Sheets (Field Notes)
Picto-textual glosses texts (Experimental Group) Lesson Plan for Experimental Group
SPSS Result for Vocabulary Test
CHAPTER I
INTRODUCTION
This chapter describes the general idea of the present study. The
information covers the background of the study, the research questions, the
purposes of the study, the scope of the study and the significance of the study.
The clarification of the terms used and the outline for the organization of this
thesis are also underlined in this chapter.
1.1Background of the Study
Language is important to communicate with each other. By means of
language, people express their ideas and feelings. Hornby (2000, p.752) further
explained that language is system of communication in speech and writing, and it
is used by people of particular country. In order to communicate among people
from another country, people need global languages, and one of the languages
that can be used is English (Crystal, 2003; Nga, 2008).
As a global language, English is used and learned by many people around
the world. Therefore, it can be assumed that learning this language may give
benefits. Nevertheless, learning a language is important, also in Indonesia.
Nowadays in Indonesia, English is a primary foreign language which is
taught since 7th grade. It is actually important to learn English from early age. It
has long been hypothesized that children learn a second language better than
adults (Cameron, 2001, p.13). As proposed in critical period hypothesis, children
are able to acquire a second language effectively before puberty (Krashen, 1975;
Snow & Hoefnagel-Hohle, 1978; Scovel, 1999). Some experts in language
acquisition also claimed that the sooner a child starts learning a second language
the better they acquire that language (Scovel, 1999).Hence, it is assumed that
students will acquire English better if they start learning it since in the early age.
In learning a language, vocabulary is considered as an important learning
aspect. People cannot communicate well if they lack vocabulary to convey their
grammar very little can be conveyed, without vocabulary nothing can be
conveyed” (as cited in Thornbury, 2002, p.12). Vocabulary is a total number of words that has rules which make up a language (Hornby, 2000). Vocabulary is
involved in every language skills, so it is clear that vocabulary is the core
component of language that must be mastered by language learners. In general, no
language acquisition is possible without understanding the vocabulary, either in
the first or the second language (Kweldju, 2005). By comprehending vocabulary,
students will be able to learn many things from many sources.
For young learners, vocabulary is considered as the salient issue in
English teaching and learning process. Children‟s ability to comprehend their reading is developed along with their vocabulary. As their comprehending skills
are developed, their abilities to learn new words from context are also developed
(Rupley, Logan & Nichols cited in Hippner-Page, 2000, p. 9). Hence, it is
necessary for young learners to acquire vocabularies in order to develop their
reading.
Young learners can acquire new vocabulary from many learning sources.
As explained by Prastowo (2011, p. 34), learning sources can be divided into 5
categories which are environments, electronic media (television, radio), people
(teachers, parents), books, and events. It means that teacher is not the only source
for learning vocabulary since students may learn vocabulary from many sources.
Children acquire new vocabulary by reading, hearing, or watching one of
the learning sources, but they cannot directly understand the words‟ meaning. The researcher found that the children who are being exposed to the target language
through some learning sources more frequently will acquire it better. For
example, the children with educated parents that often use English words in their
daily conversation will acquire the words better than the children that live in a
family environment where the parents never or seldom use English words in their
daily conversation. Hart & Risley (1995) stated that the children from advantaged
homes knew five times more words than the children from the homes with the
lowest incomes. The children from family that uses English more acquire the
and the gap widens over time (cited by Knight, 2006). Unfortunately, students of
one junior high school in Desa Sukaraja Baru, Palembang mostly come from
family where English is never or rarely used in daily conversation.
Based on observation in the school mentioned above, unfamiliar
vocabularies in a reading passage often demotivate them to read and learn. This
problem happens probably because teachers employ an inappropriate teaching
technique which makes students difficult to digest new vocabularies. In that
school, vocabulary is taught conventionally where the teacher mentions the
vocabulary and at the same time gives the meaning. Then, they are asked to
memorize them, and over the time they will likely to forget those words. In
solving this problem, it is necessary for teachers to apply techniques that can
improve students‟ vocabulary.
Once in a while, teachers can put down their conventional way and try to
find other activities to vary their teaching. As Harmer (1988, p. 58) explained that
one of the most important roles of teachers is to provide various learning activities
for students. The teachers should apply something interesting, so learning
vocabulary will not burden the students. One of the ways to vary teaching and
learning activities is by using glosses.
The term “gloss” refers to an explanation or a definition of words written
onmargins in reading passages that helps learners readily work out the meanings
of the words (Shiki, 2008). Gloss can be said as a vocabulary annotation aid
which is provided in the reading text. Yanguas (2009) mentioned that there were
three different types of glosses namely textual, pictorial, and textual + pictorial
(picto-textual).
Studies about glosses had been conducted by researchers from time to
time. Lomicka (1998) investigated the effects of multimedia reading software on
reading comprehension. Specifically, Lomicka‟s study aimed to explore how multimedia annotations influence the level of reading comprehension. The
experiment showed that computerized reading with full glossing led to a deeper
understanding of the reading passage.Shalmani and Sabet (2010) did a similar
types of multimedia glosses on the reading comprehension of learners in an EFL
context. The result of their study showed that the use of the picto-textual gloss as
the most effective type of vocabulary annotation aiding in reading
comprehension. The conclusion of both articles is glosses are very effective for
learning English, especially in vocabulary learning.
Based on the theories and previous related studies above, it is indicated
that the study of glosses, especially picto-textual glosses text, has not been done
at the level of education for young learner in EFL context in Indonesia. So the
writer wants to find out whether the implementation of picto-textual glosses in
reading texts also effective in improving young learners‟ vocabulary mastery, and whether it influences their reading motivation or not. The writer applied
picto-textual glosses in order to develop the students‟ vocabulary mastery and reading motivation. The writer used picto-textual glosses text as an media in teaching
vocabularies. The writer provided the English lesson, especially vocabulary
learning with interesting picture and text that hopefully helped the students in
understanding the words easier.
1.2The Research Questions
Based on the research backgrounds, the problem of this study is
formulated in the following research questions:
(1) Is the implementation of picto-textual glosses text at a junior high school in
Desa Sukaraja Baru, Palembang effective in improving students‟ vocabulary
achievement?
(2) Does the implementation of picto-textual glosses text at a junior high school in
Desa Sukaraja Baru, Palembang influence students‟ reading motivation?
1.3The Purposes of the Study
Dealing with the problem of this study that formulated in the research
questions, then, the purposes of the study were drawn up as possible answers to
1. To find out the effectiveness of picto-textual glosses implementation in
improving students‟ vocabulary.
2. To find out whether the picto-textual glosses implementation influence
students‟ reading motivation.
1.4The Scope of the Study
The use of glosses has been investigated in many studies focusing on
several spectrums such as the use of multimedia and traditional (printed) glossing
in reading (Chun & Plass, 1996; You, 2011; Shakroni, 2009). There are three
types of glosses commonly used in reading and vocabulary teaching, namely
pictorial, textual, and picto-textual glosses (Yanguas, 2009). Other previous
related studies conducted studies of glosses in various types of glosses and used
some kinds of material (multimedia or traditional glossing). This current study is
focused only on the picto-textual glosses type, which was the combination of
pictorial and textual gloss. This study is also limited only to the use of printed
material in implementing the picto-textual glosses in the class because of the
limited facilities and infrastructures in the school. The printed material also used
in consideration to students‟ text exposure. Access to printed material has been shown to be an important factor influencing students‟ reading behavior by
inducing students to read more (Krashen, 2004; McQuillan, 2006). It also found
that exposure to print contributes to several aspects of both first and second
language acquisition (Nagy, Herman & Anderson, 1983; Elley, 1991).
1.5The Significance of the Study
Hopefully, the result of the study theoretically is not only to encourage the
teachers of English at one junior high school in Desa Sukaraja Baru, Palembang in
giving more interesting way in teaching vocabulary, but also to help the students
at junior high school in Desa Sukaraja Baru, Palembang to understand the words
This study may also practically facilitate the students in improving the
vocabulary mastery and improving the students‟ interest in reading. The writer also hopes this study can be useful as reference for the next studies.
1.6Terminology
There are four key terms used in this study; picto-textual glosses,
vocabulary, reading motivation and young learner which will be briefly defined
below.
1.6.1 Picto-textual Glosses
„Picto-textual glosses,‟ which is one kind of glosses provided in text(s).
Nation (2002) defined gloss as „a brief definition or synonym of unknown words provided in text in L1 or L2‟. As the name stated, picto-textual glosses means the combination of pictorial and textual glosses that provided in the text(s) as a brief
definition or synonym of the words to help readers understanding the words
given.
1.6.2 Vocabulary
„Vocabulary‟ is the knowledge of words and word meanings (Diamond and Gutlohn, 2006). Vocabulary is also means as all the words that a person
knows or uses (Oxford Advanced Learner‟s Dictionary of Current English, 2000)
1.6.3 Reading Motivation
Motivation is enthusiasm for doing something. Motivation also can be
explained as the need or reason for doing something (Cambridge Advanced
Learner‟s Dictionary, 2008). It means that reading motivation is enthusiasm or reason for reading.
1.6.4 Young Learners
„Young‟ is having lived or existed for only a short time and not old
person who is still learning something (Cambridge Advanced Learners‟
Dictionary, 2008, p. 815).
This „young learner‟ term covers a wide age range which can be anybody from the age of five to the age of fifteen (Rixon, 1999). For the purpose of this
study, young learners are defined as children between the ages of about 12 years
old to 13 years old that are in the first grade of junior high school.
1.7Organization of the Study
This thesis is organized in five chapters. The first chapter gives a general
description of the introduction to the topic of the research. It includes the research
questions, the research objectives, and significance of the study. The second
chapter describes literature review of the study that covering the theories and
references for this study. The third chapter deals with the methodology used in
conducting the research. It presents the research design, research setting, sample
and population, and the procedure of data collection and analysis. The fourth
chapter describes research finding and discussion. This chapter elaborates
findings and interpretation which shows the data from the test, questionnaire,
worksheets, observation, and interview. The last chapter presents the conclusion
CHAPTER III METHODOLOGY
I. Method and Procedures
In this chapter, there is a brief explanation of the method used in
conducting the study, which concerning the implementation of picto-textual
glosses in teaching vocabulary to students of one junior high school in Desa
Sukaraja Baru, Palembang. This chapter consists of five major sections: (1) section
3.1 restates the research questions as has been mentioned in chapter one; (2) in
section 3.2 concern with the research method of the study; (3) section 3.3 tells
about the population and sample that taken for this study; (4) section 3.4 tells
about the data collection techniques, including the instruments used in collecting
the data for this study; (5) section 3.5 provides the data analysis techniques.
3.1Reseach Questions
As stated before in chapter one, there are two research questions that were
formulated in this study:
(1) Is the implementation of picto-textual glosses text at a junior high school
in Desa Sukaraja Baru, Palembang effective in improving students‟
vocabulary achievement?
(2) Does the implementation of picto-textual glosses text at a junior high
school in Desa Sukaraja Baru, Palembang influence students‟ reading
motivation?
3.2 Research Method
In this study, the researcher used one design of the experimental studies,
namely one group pretest-posttest design. The one-group pretest-posttest design is
a research design where one group of participants is pretested on the dependent
variable and then post tested after the treatment condition has been administered.
There is no comparison group in this design (Hatch & Farhady, 1982; Kirk, 1995;
Figure 2: one-group pretest-posttest design, adapted from Research Design and Statistics (Hatch & Farhady, 1982)
Where,
XI = the treatment (in this study, the implementation of Picto-textual glosses)
O1 = Pretest assessment
O2 = Posttest assessment
The researcher chose one-group pretest-posttest design in this study
considering the availability of the population and sample of this study. The
one-group pretest-posttest design is a research design where there is only one one-group of
participants (there is no comparison group) is pretested and then post tested after
the treatment condition has been administered (Hatch & Farhady, 1982; Kirk,
1995). The population of this study is the seventh grade students in one junior
high school. They were divided into 5 classes. There were two English teachers
for these 5 classes. One teacher teaches three classes and the second teacher
teaches the other two classes. Previously, the researcher chose the two classes
taught by the second teacher to be the sample of this study; divided them into
control and experimental group; and gave them pretest. Based on the pretest
conducted to those two classes, the researcher found that those two classes were
not equal since the students‟ pretest mean scores has significant difference and
could not be compared (Hatch & Farhady, 1982; Kirk, 1995). Then, the researcher
chose one-group pretest-posttest design in reporting this study. Only the results of
the students‟ in experimental group were analyzed and the results of the students‟
3.3 Research Setting, Population and Sample 3.3.1 Research Setting
This study was undertaken in a junior high school in Desa Sukaraja Baru,
Palembang, South Sumatera Province. The school was chosen due to some
reasons. First, the researcher had good access to the school. Since the researcher
known the teachers in the school, especially English teacher, the researcher can
get much information about the students in the school. Malley & Hawkins (2003)
recommended researchers have a personal connection with their site for few
reasons. One of the reasons is the researcher can get broad access to the
information needed, such as the students‟ problem, background, and also previous
achievement. Second, it was located in the same town as the researcher. It made
the researcher can easily manage the time in conducting the study. As stated by
McMillan and Schumacher (2001), the site should make the study become more
feasible and suitable in terms of time, mobility and skills.
3.3.2 Population
The population of this research is the seventh grade students of one junior
high school in Desa Sukaraja Baru, Palembang in academic year 2014/2015.
Seventh grade students that consisted of students in range age from 12-15 years
old were considered as young learners (Amri, Ayadi, & Abidi, 2006; Ersoz, 2007)
that become the participants of this study. There will be 127 students as the
population. The distribution of the whole population can be seen in table below:
Table 1
3.3.3 Sample
There is one class of the seventh grade students of one junior high school
in Desa Sukaraja Baru, Palembang that being selected as the sample of this study;
class of 7.4. This class is placed on one group: experimental group. The total
number of students in this sample class is 21 students. There are 10 male students
and 11 female students.
3.4 Teaching Procedures
In this study, the researcher gave treatments to the experimental group
for nine meetings. The treatments were conducted in the classroom of participants
twice a week in the schedule of English subject. They were scheduled twice a
week, each of which 80 minutes long. All the meetings were consisted of pre,
whilst and post activities.
3.4.1 Pre-activities
Pre activities are intended to construct students‟ background knowledge
before the lesson was given (Medina, 2008). In this study, the vocabulary teaching
and learning are done trough reading text. Medina stated that pre reading activity
stimulates students‟ prior knowledge about a topic and involves students in the
vocabulary of a text before they start to read the text. In this study, pre activities
consisted of the opening of the class session. The teacher started the class with
greeting the students and asking their condition. After that, the teacher checked
the students‟ attendance to check whether all the students joined the class or not. Then, the teacher began the presentation of the lesson. The teacher asked about
the prior knowledge of the vocabulary that the students already have before. Prior
knowledge as things the students already known become important single factor
influencing learning (Ausubel, 1968, as cited in Meyer, 2004). The teacher gave
some random questions about the topic that will be given in the class session.
Further, the teacher informed students about the topic/material that will be learned
3.4.2 Whilst activities
In whilst activities, the teacher presented the lesson: vocabulary learning.
The vocabulary learning was given trough reading. Teacher took the learners
through the reading and they interact in the text with some tasks while reading
(Nunan, 1989; Celce-Murcia, 1991).
First, the teacher showed the vocabularies that will be learned in that
meeting. The teacher provided the students with one big picto-textual glosses
poster text which stick on the whiteboard in front of the class. The picto-textual
glosses text provides the combination of picture and text that explain the word
with the meaning (Chun & Plass, 1996: Yanguas, 2009). The pictures and texts
glosses were put in the margin of the text in order to make the students easier to
find it (Yanguas, 2009). The teacher also distributed picto-textual glosses
handouts text to the students. The picto-textual glosses handouts text was exactly
same with the poster in the whiteboard. Example of picto-textual glosses text
given in the experimental class can be seen in figure 3.
After distributing the handouts, the teacher asked the students whether
they had already known about the unfamiliar words given in the texts or not (the
unfamiliar words in the text were printed bold that differentiate them from other
words in the text). It is done to re-check the students‟ prior knowledge of the
vocabularies presented in the text (Medina, 2008). Further, the teacher asked the
students to read the text. Then, the teacher asked the students to spell the
underlined vocabularies and asked them the meaning of the words. The teacher
gave some questions about the unfamiliar words‟ meaning to check the students‟
3.4.3 Post Activities
In the end of the session, the teacher asked the students to do the
vocabulary exercises. The vocabulary exercises were given in each meeting of the
treatment. The vocabulary exercises were consisted of vocabulary check exercise
and vocabulary multiple choice exercise. The exercises were conducted to assess
the students‟ vocabulary knowledge. In vocabulary check exercise, the students were given the vocabularies and were asked to write down the meaning. The
vocabulary checked aimed to ensure the how well the students understand the
vocabularies breadth. As explained by Milton (2009, pp.13-14) that vocabulary
breadth might involve the passive recognition of word forms quite separate from
meaning; the kind of recognition where you know a word is a word in a foreign
language. Vocabulary breadth can be measured by a translation test where the
students provide a translation equivalent or some kind of explanation. Example of
the vocabulary checked exercise can be seen in figure 4.
After distributing the vocabulary checked exercise, the teacher gave the
multiple choice exercise to the students. Spencer (2000) stated that of various
measures available in assessing vocabulary, a multiple-choice assessment was the
general standardized test format to measure the depth of learners‟ word
knowledge. Example of the vocabulary multiple choice exercises can be seen in
figure 5.
Figure 4: Vocabulary Checked Exercise
Exercise:
Choose the right words for each pictures!
1. __________
3.5 Data Collection
In this section, the techniques for collecting and analyzing the data of this
study were presented.
3.5.1 Data Collection Techniques
In this study, the data were collected by using some techniques of
qualitative and quantitative data collection. This section discusses data collection
methods including tests; pretest and post-test, questionnaire, interview,
observation, and document review. The quantitative data of this study will be
collected by using two instruments: test and questionnaire. And the qualitative
data of this study will be collected by using interview, observation, and document
review (the students‟ daily worksheet). The descriptions of the instruments used in this study are as below:
3.5.1.1 Tests
Test is series of questions or exercise or other means to measure skill,
knowledge, intelligence, and capacities of an individual or a group (Arikunto
2002, p. 127). Vocabulary test was given in form of pre-test and post-test before
and after treatment. Pre-test is intended to know the students‟ prior knowledge of
the vocabulary mastery and posttest is done to measure the students‟ vocabulary
improvement after getting the treatment. The pretest (see appendix 1 for the items)
is aimed to see and compare the existing ability of the students in groups involved
in the study. Then, after doing the treatments, the posttest (see appendix 3) is
conducted to see the effect of the treatment on students‟ reading comprehension
performance. The result of the pre-test and posttest was calculated to find the
mean scores. Then the mean score of pretest was compared to the posttest mean
score to find the differences.
The form of the tests chosen is multiple-choice items with several
considerations. Based on Brown (2005, p. 47) multiple-choice items are suitable
for testing vocabulary. It also can be administered and scored easily. It can be
administered and scored in shorter time than the other formats of tests and it can
choice items scoring system is more reliable and more accurate (sagepub.com, p.
140). In the term of analyzing the validity and reliability of test items, analyzing
the validity and reliability of them is simple and easy (Brown, 2001 p. 386).
In constructing the items of the test, the researcher considers some
points in order to fulfill the criteria of good instrument. The quality of instruments
used in research is very important. A good instrument should be valid and reliable
(Fraenkel, Wallen & Hyun. 1990, p. 147). They stated that validity refers to the
appropriateness, meaningfulness, correctness, and usefulness of the inferences a
researcher makes, while reliability refers to the consistency of scores or answers
from one administration of an instrument to another, and from one set of items to
another).
Content validity and face validity of this test are used in maintaining the
validity of the test. In maintaining content validity (Hatch and Farhady, 1982, p.
250), the construction of the test items is referred to the vocabulary mastery
improvement that can be seen from the word knowledge that being categorized
into three in this study. To support the face validity, the items are constructed in
the same number of options, similar length of options and similar organization
(Hughes, 2003, p. 33; Brown, 2004, p. 27). In order to check the reliability and
difficulty levels of the test, the test items are tried out and subsequently modified
(Hatch and Fahardy, 1982, p. 253). The items were tried out to several students
who are not involved in this study. This try out is aimed to see bad items or
distracters and to gain the ideal levels of difficulty. There are 80 items on the
try-out but only 40 items are selected for each test. The selection is based on
difficulty and comprehension levels.
3.5.1.2 Questionnaire
The second instrument is questionnaire. Hornby (2000, p. 962) states that a
questionnaire is a list of questions given to a number of people called respondent
in order to get information about their opinion about something. The questionnaire
conducted to know the students‟ motivation and their response, perception, and
view toward the using ofPicto-Textual Glosses that they have been exposed. The
researcher wants to know the students‟ reading motivation differences before and after the treatment was given.
The researcher wants to see whether the implementation of picto-textual
text influence the students‟ reading motivation or not. The researcher used
ready-made questionnaires taken from e-journal. The questionnaire were designed to
find out whether the students motivated to read or not. It adopted from MRP
reading survey (Pitcher, Albright, Delaney, Walker, et.al, 2007). It was taken from
journal with title „Journal of Adolescent & Adult Literacy’ 50:5, 2007. With the
journal article title was „Assessing Adolescents’ motivation to read’ pp. 381-382.
The MRP reading survey consisted of 20 questions deals with “Selfconcept as a reader” and “Value of reading”.
3.5.1.3 Interview
Fraenkel and Wallen (1991, pp. 450-451) said that interview is an
important way for researcher to do the data verification. It was also said that the
purpose of interviewing people is to find out what is on their minds. In collecting
qualitative data, the interview commonly used can be divided into three types:
informal (unstructured), semi-structured, and formal (highly structured or
standardized) interview (Fraenkel & Wallen, 2012). The interview is classified by
the amount of structure involved. Informal interview does not have predetermined
questions topics. Questions came forward from the immediate context and were
asked in the natural conversation. It allows the researcher to be responsive to
individual differences of respondents and to enhance the salience and relevance of
questions. Semi-structured interview is verbal questionnaire. It consists of a series
of questions which designed to elicit specific answers from respondents.
Semi-structured interview has the questionnaire framework that starts with more general
questions or topics. Semi-structured interview can be characterized as a relatively
(highly structured) interview is also verbal questionnaire. It also consists of a
series of questions where detailed questions are prepared in advance. This type
of interview is less flexibility than the semi-structured interview.
Interview has some strength and challenges in its implementation in a
study. Goldman, Baldasare, & Meyers (2012) summarized the strengths and
challenges of interview in their article (see: http://www.studentaffairs.
arizona.edu/assessment/documents/AlternativeMethods_of_DataCollection.pdf
). The strengths of interview stated by Goldman, Baldasare, and Meyers are (1)
interview have comfortable conversational format; (2) rapport with interviewer
can yield better data; (3) interview is good for sensitive subject matter; (4) the
questions in interview can be repeated or clarified; (5) interview gives
opportunity to probe for more information; and (6) interview provides richly
contextual and believable results. While, in other side, interview also has some
challenges such as: (1) interview is time consuming; (1) interview is not
appropriate for large sample sizes (except with some structured interviews);
(3) in interview, chance of personal biases of researcher that can affect the data
may occurred.
In this study, the researcher applied the semi-structured interview.
Interview in this study is done to find out the experimental group students‟
opinions about the application of picto-textual glosses in their text. The
predetermined questions are constructed as guided questions for each group. The
set of questions had been prepared in advance, but they were open enough to
allow the interviewees to express their thoughts, feelings, or opinions freely
throughout the interview. There were each 5 predetermined questions for
experimental and control group. The guided questions for interviewing students in
experimental group are (1) do you like reading?; (2) do you like English lesson?;
(3) which kind of text do you like more, text with or without picto-textual
textual glosses?; (5) which text that help in understanding the vocabularies, text
with or without picto-textual glosses?. These questions were developed by the
interviewer when the interview was going on.
The interviews were conducted after the whole meeting was done. The
researcher interviewed some of students in experimental group to find out their
opinion about the implementation of the picto-textual glosses text in reading
activity. The language used in the interviews was Bahasa Indonesia. It appeared
that the use of native language in interviews has compensated the difficulties often
arouse by the interviewees to express themselves clearly. The time required for
the interviews ranged from 3 – 7 minutes. The schedules for the interviews can be
seen as follows.
Table 2
The Detail Schedule of the Interviews
No Student/Subject Date Duration
1. Student MM Wednesday, May 28th, 2014 3:34 minutes
2. Student SS Wednesday, May 28th, 2014 4:13 minutes
3. Student DY Wednesday, May 28th, 2014 4:27 minutes
Note: the interviews were given after the last meeting was finished.
Source: Researcher’s Data and Documentations.
Then, the interview data were interpreted to answer research problems and
compared to the theory underpinning the study (Emilia, 2009:197).
3.5.1.4 Observation
The researcher conducted observations during the treatment given to
experimental group in order to get additional data to support the data gained from
pretest and posttest. Observations were done to gather the data about students‟
learning experience and teacher‟s performance in reading activities with picto
first-hand information about social processes in a naturally occurring context, as
stated by Silverman (1993, p.11). It was also supported by Merriam (1998) who
stated that to observe things which may lead to understanding the context as one
of the reasons why an investigator collect data through observation.
Patton (1980) stated that observation has several advantages in such a task
(as cited in Alwasilah, 2002). The advantages of observation are (1) make a better
understanding of the context, within which students react and cope with their
language anxiety; (2) allow for inductive approach, thereby making it less
dependent on prior conceptualization; (3) offer an opportunity to gain information
on sensitive topics, such as interpersonal competition among certain students, that
they may not be willing to talk about in an interview; (4) provide the resources
otherwise unattainable - observer‟s impression, feeling, reflection and
introspection. These can be part of meaningful data to allow for understanding
and interpreting the events and behaviors with a holistic perspective.
The observation in this study was conducted three times. The observations
were done in the first, fifth, and ninth meeting of the study (the study were held in
nine meeting). In this study, the researcher took a role as a participant observer.
Fraenkel and Wallen (1932, p. 446) said that participant observation is an
observation where the researcher actually participate in the situation they are
observing. In conducting the observation, the researcher used field notes. Field
notes here, as Fraenkel & Wallen (2012) stated, are as the detailed notes observers
take in the educational setting (classroom or school) about what is going on, what
they hear, see, experience, and think in the course of collecting and reflecting on
their data. The researcher also used videotaping to help the researcher in
observing the class.
Videotaping was taken for every session of teaching and learning process
that being observed. Videotaping was used to capture both teacher and students‟
performance and interaction that took place in the classroom. Videotaping can
allows an observer to replay an observation, to manipulate time and space, to
make minute examination of events, and to examine actions and behavior by
several people after the fact. (Wilkinson & Brady, 1982)
The researcher asked the class teacher to be the co-observer while the
researcher took the role as the teacher to give the treatment to the class. It was
done as an effort to minimize the subjectivity that might be encountered by the
researcher. The co-observer was invited to play a passive participation and had a
job to take notes on what happened in the teaching and learning process. As
Cohen, Manion and Morrison (2000, p. 187) stated that the presence of another
observer was intended to take notes at the scene while a situation was going on in
order to avoid missing important event. By having other observer in the class, the
researchers have opportunities to have someone else opinion and perspective, and
also to have input (suggestions or ideas) from a colleague.
3.5.1.5 Document Review
In order to gain some additional data to be collaborated with other findings
in this study, the teacher did the document review from the existing documents to
collect the data. There are many types of existing documents can be analyzed as
assessment data (Goldman, Baldasare, & Meyers, 2012). They are (1) Public
records – the official, ongoing records of a population‟s (can be class,
organization, etc) activities; (2) personal documents – first-person accounts of an
individual‟s actions, experiences, and beliefs; (3) physical evidence – physical objects found within the study setting (often called artifacts).
Document review also has strengths and challenges. Goldman, et.al (2012)
proposed some strengths and challenges in applying document review collecting
data method in research. The strengths of document review are (1) the data of
document review are usually readily available; (2) it has unobtrusive data
collection; (3) it mostly spends low cost; (4) it has stable form of data; (5) the
documents are viewed as precise; (6) it can be quickly done; (7) it does not
document review namely (1) it may be restricted or protected documents; (2) it
may be also usually incomplete or inaccurate documents; (3) the documents can
be context, culture, and/or language specific; (4) it may be limited/ no ability to
follow up for more info; and (5) it may by lack of objectivity in some documents.
Goldman, et.al (2012) also explained the common use of document
review. They classified the use of document review into three: Primary data
source, secondary data source, and exploratory. Primary data source provides
direct information about student life, activities, and institutional processes.
Secondary data source is used to supplement interviews, observations, and
quantitative analysis. And exploratory is used to generate questions for interviews,
surveys or identify events to be observed.
In collecting the data through document review, the researcher used the
students‟ daily worksheets. The students‟ worksheets were used in this study in order to find out students‟ vocabulary achievement in every meeting. The researcher conducted nine meetings in this study. In every meeting, the researcher
gave a vocabulary checked test to measure the students‟ vocabulary. The results
of the vocabulary checked test become the documentations that will be compared
and synchronized with the findings from other instrument of this study.
Finally, by analyzing the qualitative and quantitative data, the researcher
can make conclusion whether or not the use of picto-textual glosses text can
improve the students‟ vocabulary and influence the students‟ reading motivation. If almost all of the students in experimental group give positive responses to the
teaching learning process and their post-test score is higher than pre-test score, the
technique is successful. On the contrary, if the students give negative responses to
the teaching learning process and their post-test score is lower than pre-test score,
the technique is not successful.
3.5.2 Data Analysis Techniques
In this study, the analysis of the data were collected by using some
experimental group, and percentage formula to analyze the quantitative data. The
researcher also analyzed the qualitative data from the result of interview,
observation, and documents. The stages in analyzing the qualitative data are as
follows: assembling the data, coding the data, comparing the data, building
interpretations, and reporting the outcomes (McKernan, cited in Burns 1999, pp.
156-160)
3.5.2.1 Tests (pretest and posttest)
In analyzing the data from pretest and post-test, the researcher used
ANATES V.4 and t-test formula. ANATES V.4 (Karnoto and Wibisono, 2003)
could automatically analyze the reliability, the level of difficulty, discrimination
index, and distracters‟ quality of the items. It helps the researcher to identify the
quality of the test items appropriately and quickly. Then, the data from the test
will be analyzed by using a standard formula of t-test. According Popham and
Sirotnik (1973, p. 125), t-test is used to determine how great the difference
between two means must be for it to be judged significant, that is a significance
departure from differences. In this study, the writer will use paired samples t-test.
The writer use Paired Samples t-test to find out whether there are significant
difference in scores between the result of the pre-test and post-test in the
experimental group. To run out these statistical analyses, the writer used SPSS
v.20 system.
The procedures of analyzing the data from tests are as follows.
1) Data Entry and the Analysis via ANATES software
Firstly, the names of participant are coded. Then, the key answers and
students‟ answers are inserted into ANATES V.4. Then, the correct answers
will be scored and one correct answer will get one score. The sum of correct
answers is divided by the number of the items to have percentage point.
Finally, the reliability, the level of difficulty, discrimination index and
2) T-test analysis via SPSS V.20
The total scores obtained from ANATES V.4 were analyzed through the SPSS
v.20 software. This analysis was intended to see the effect picto-textual
glosses implementation in students‟ vocabulary mastery. It compared the
mean scores of total scores of both tests. Since there are two tests, paired
sample t-test is chosen (Hatch and Fahardy, 1982, p. 111, Cohen, Manion and
Morrison, 2000, p. 505).
3.5.2.2 Questionnaire
For assessing the Students‟ reading motivation, the writer used the
Reading Motivation Questionnaire adopted from MRP reading survey (Pitcher,
Albright, Delaney, Walker, et.al, 2007). It was taken from journal with title
„Journal of Adolescent & Adult Literacy’ 50:5, 2007. pp. 381-382. The writer calculated the data by using Scoring Guidelines from the journal of Delaney et al
(2007, pp. 385-386). See figure 6.
The data result was summarized into a table and diagram. Then the writer
analyzed the result of the questionnaire by using percentage and t-test analysis.
The result of the questionnaire was interpreted by using percentage formula as
follows:
Where: P = Percentage of the respondents‟ choice
F = The total of respondents‟ choices
N = The total number of the respondents.
Then, the researcher used t-test analysis from SPPS v.20 to compare the mean
scores of the reading motivation questionnaire conducted in the beginning and the
Figure 6: MRP Reading Survey Scoring Sheet
3.5.2.3 Interview
The interview was analyzed using content analysis as explained by
Fraenkel, Wallen & Hyun (2012) that content analysis is a technique that enables
researchers to study human behavior in an indirect way, through an analysis of
their communications. In content analysis, researcher develops appropriate
categories, ratings or scores that can be use by the researcher to organize large
amount of data. In addition, the content analysis, as Cohen, Manion & Morrison
(2000), involves “coding, categorizing, comparing and concluding from the text.” In this study, the data taken from interview were classified and categorized into
themes. One category to another was compared to reach a similar conclusion
which would then be selected as the final data in form of a condensed body of
information.
3.5.2.4 Observation
In this study, the researcher asked the class teacher to be a co-observer.
The observation sheet was filled by the co-observer. The researcher also
videotaped the teaching and learning. There were some points that are being
observed: (1) what the teacher says, (2) What the teacher does , (3) what the
students say , (4) what the students do. The observer was also asked to leave some
comments about what happen during the teaching and learning process in the
meeting. In analyzing the data gathered from the observation, the researcher used
codification using coding scheme. Coding schemes have been used to measure
interactions between two kinds of object, it can be parents and adolescent
children, doctor and patient, and also teacher and students (Fraenkel and Wallen .
2012, p. 449). The coding scheme used to measure the students-teacher interaction
in this study is the scheme that was developed by Amidon and Flanders (1967) as
cited by Fraenkel and Wallen in their book (2012, p. 450) (see figure below). The
Teacher Talk
Indirect Influence
1. Accepts feeling: accepts and clarifies the feeling tone of the students in a
nonthreatening manner. Feelings may be positive or negative. Predicting and recalling feelings are included.
2. Praises or encourages: praises or encourages student action or behavior. Jokes
that release tension, not at the expense of another individual, nodding head or
saying “uh huh?” or “go on are included.
3. Accepts or uses ideas of student: clarifying, building, or developing ideas or
suggestions by a student. As teacher brings more of his or her own ideas into play, shift to category five.
4. Ask questions: asking a question about content or procedure with the intent
that a student answers.
Direct Influence
5. Lectures: giving facts or opinions about content or procedure; expressing his
or her own ideas; asking rhetorical questions.
6. Gives directions: directions, commands, or orders with which a student is
expected to comply.
7. Criticizes or justifies authority: statements, intended to change student
behavior from non-acceptable to acceptable pattern; bawling someone out; stating why the teacher is doing what he or she is doing, extreme self-reference.
Student Talk
8. Student talk-response: talk by students in response to teacher. Teacher
initiates the contact or solicits student statement.
9. Student talk-initiation: talk by students, which they initiate. If “calling on”
student is only to indicate who may talk next, observer must decide whether student wanted to talk. If he or she did, use this category.
10. Silence or confusion: pauses, short periods of silence, and periods of
confusion in which communication cannot be understood by the observer.
Figure 7: The Amidon/Flanders Scheme for Coding Categories of Interaction in the Classroom
Source : Fraenkel & Wallen, Educational Research: A guide to the Process.
NewYork: Mgraw-Hill, Inc.
From the figure 7, we can see that what were observed in the
observations was focused on teacher‟s and students‟ talk. In teacher‟s talk, the
observer observed seven things that do by the teacher. They are (a) acceptance of
feelings, (b) appraisal or encouragement, (c) the acceptance of students‟ idea, (d)
questioning, (e) lecturing, (f) giving directions, (g) criticizing or justifying
authority. While in students‟ talk, the observer observed three things (students‟
3.5.2.5 Document Review
Goldman, Baldasare and Meyers (2012) stated that in analyzing the data
from document review, the documents used for assessment are subjected to
content analysis typically using one of two methods. The two methods are
thematic analysis and rubrics. Thematic Analysis is done by coding the content
into themes (emergent or pre-determined) and rubrics is done by grading or
scoring a document according to pre-determined criteria
In this study, the researcher uses the rubrics method. The students‟
worksheets are scored according some criteria. The students‟ worksheets were
given in form of small test, a vocabulary checked test. The students were given
some words that had already learnt in that meeting and were asked to write down
the meaning of the words. The score were given based on the sum of correct
answer of the students.
3.6 Concluding Remark
In summary, this chapter has focused on the research method used in this
study to find out whether the implementation of picto-textual glosses in young
learners students‟ reading text affect their vocabulary master and reading motivation or not. As previously stated, an experimental research method is used
in this study which supported by the data collected through some instruments like
test, questionnaire, interview, observation, and document review. The data in this
study were collected both quantitatively and qualitatively. The quantitative data
were collected through the result of test (pre and posttest) and the result of
questionnaire. The qualitative data were collected through the result of the
interview, observation, and document review. In brief, the research method in this
chapter is served as a vehicle in conducting this study. The next chapter will
present the findings of the data collection concerning the effect of picto-textual
glosses implementation in students‟ reading text to their vocabulary mastery and
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