IMPROVING THE VOCABULARY MASTERY
OF THE FIFTH GRADE STUDENTS OF SD 2 KEDUNGDOWO KUDUS IN THE ACADEMIC YEAR 2011/2012
BY USING OSTENSIVE TEACHING
By
AHMAD SHODIQIN NIM 200832103
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS
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IMPROVING THE VOCABULARY MASTERY
OF THE FIFTH GRADE STUDENTS OF SD 2 KEDUNGDOWO KUDUS IN THE ACADEMIC YEAR 2011/2012
BY USING OSTENSIVE TEACHING
SKRIPSI
Presented to the University of Muria Kudus in Partial Fulfillment for Completing the Sarjana Progam
in English Education
By
AHMAD SHODIQIN NIM 200832103
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS
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ADVISOR APPROVAL
This is that to certify that the sarjanaskripsi of Ahmad Shodiqin (2008-32-103) has been approved by the skripsi advisor for further approval by the Examining Committee.
Kudus, June 2012 Advisor I
Dra. Sri Endang Kusmaryati, M.Pd NIS. 0610701000001009
Advisor II
Fajar Kartika, SS, M.Hum NIS. 0610701000001191
Acknowledged by
The Faculty of Teacher Training and Education Dean,
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APPROVAL OF EXAMINERS COMMITTEE
This is to certify that the Skripsi of Ahmad Shodiqin (2008-32-103) has been approved by the examining Committee as a requirement for the Sarjana Degree in Teaching English as a Foreign Language.
Day : Wednesday Date : July 18th 2012 Examining Committee
Dra. Sri Endang Kusmaryati, M.Pd Chairperson NIS. 0610701000001009
Fajar Kartika, SS, M.Hum Member
NIS. 0610701000001191
Ahdi Riyono, SS, M.Hum Member
NIS. 0610701000001160
Atik Rokhayani, S.Pd, M.Pd Member
NIS. 0610701000001207
Acknowledged by
The Faculty of Teacher Training and Education Dean,
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MOTTO AND DEDICATION
MOTTO
Vini, Vidi, Vici.
Do everything with the best. Don’t be sad, Allah with us.
DEDICATION
This Skripsi dedicated to:
His beloved parents are in heaven; my pray and my pride are always for them. Thanks for your advice and your love is my spirit.
His family who always give their support. His beloved “Nyai” who always be there when
need her.
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ACKNOWLEDGEMENT
His special thanks must first and foremost go to Allah SWT the almighty and the merciful for blessing, health, miracle and inspiration given to his leading to the completion of this Skripsi.
Praise and invocation are also given to our prophet, Muhammad SAW, who is always his intercession in the end of the world. Therefore, the writer would express his appreciation to those who have helped him, namely:
1. Drs. Susilo Raharjo M.Pd. as the Dean of Teacher Training and Education Faculty of Muria University.
2. Fitri Budi Suryani, SS, M.Pd. as the Head of English Education Department. 3. Dra. Sri Endang Kusmayarti, M.Pd. as the First Advisor for her best
suggestion, guidance, and motivation in finishing this Skripsi.
4. Fajar Kartika, SS, M.Hum. as the Second Advisor for his valuable help, guidance, correction and suggestion for the completion of this Skripsi.
5. Mrs. Puji Hartati, S.Pd. as the Headmaster of SD 2 Kedungdowo, who permits and facilitates him to conduct the research in her school.
6. The English Teacher of SD 2 Kedungdowo Mrs. Naili Nor Rokhmawati, S. Pd, thanks for her help, and all of the students of SD 2 Kedungdowo for helping him in collecting the data.
7. His beloved “Nyai” who always give support, motivation and moral encouragement to finish her study.
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9. His sister and brothers, thank for support and affection. 10. His lovely friends thank for your help, support and affection.
Kudus, June 2012
ix ABSTRACT
Shodiqin, Ahmad. 2012. Improving the Vocabulary Mastery of the Fifth Grade Students of SD 2 Kedungdowo Kudus in the Academic Year 2011/2012 by
Using Ostensive Teaching. Skripsi. English Education Department,
Teacher Training and Education Faculty. Advisor: (i) Dra. Sri Endang Kusmaryati, M.Pd (ii) Fajar Kartika, SS, M.Hum.
Keywords: Vocabulary, Ostensive
Vocabulary is one of the elements of language that should be learnt and taught with accurate to understanding. In vocabulary there is continued development beyond the childhood years, with adults constantly adding new words to their vocabulary through reading, occupation, and other activities. In elementary level the material of English are introducing and translating words and things around. One of the famous techniques that use to children is called Ostensive.
Ostensive Teaching is showing the real things in the classroom with pointing or showing. It means that in teaching English vocabulary, teacher can hold up things or point of the objects in the classroom as a vocabulary mediator to remembered. And much of the vocabulary of children’s learning will consist of concrete nouns. Introducing a new word by showing the real object often helps pupils memorize the words through visualization. Instead of using real pictures, a word or the contents of a passage may be visualized. This is more effective than repetition.
The researcher conducted classroom action research to solve the research problem. The research was conducted in SD 2 Kedungdowo-Kudus in the academic year 2011/2012, especially in fifth grade of SD 2 Kedungdowo. The total of the fifth grade students are 28, that are consist of 13 male and 15 female. This research consists of three cycles and each of cycles has the instrument, they are: observation, test, and questionnaire. Besides that, the researcher also applied the research design in every cycle as follow: planning, observation, analysis and reflection.
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In every cycle, there is an improvement of students’ activity in teaching English by using Ostensive Teaching. In cycle I, there are many students who are not active enough yet in teaching learning process. There are a few students who give response to the teacher when the teacher speak, give question, and give command. In cycle II the number of students who are active when the teacher asks students to look for the meaning from dictionary and write in the blackboard is increase although there are still some students who are chat with their friend. In cycle III, all of the students can be active in the class activity although there are some students who still less of respond when the teacher teaching English to them.
Moreover, there are some problems faced by the teacher because most of the students are silent and chat with their friends during class activity in cycle I. The researcher suggests to the teacher, that the teacher must have control over the class during the teaching learning process to overcome that problem. In cycle II, the problem faced by the teacher is lower than cycle I because only a few the students who are silent and chat with their friends during class activity. The researcher suggests to the teacher, that the teacher must have a great motivation to make students more active. In cycle III, the teaching learning process can be run well and there is no problem faced by the teacher in this cycle.
xi ABSTRAKSI
Shodiqin, Ahmad. 2012. Meningkatkan Penguasaan Kosakata Siswa Kelas dari Kelima SD 2 Kudus Kedungdowo pada Tahun Akademik 2011/2012
dengan Menggunakan Ostensive Teaching. Skripsi. Progam Studi
Pendidikan Bahasa Inggris Fakutas Keguruan dan Ilmu Pendidikan Universitas Muria Kudus. Pembimbing: (i) Dra. Sri Endang Kusmaryati, M.Pd (ii) Fajar Kartika, SS, M.Hum.
Kata kunci: Kosakata, Ostensive
Kosakata adalah salah satu elemen dari bahasa yang harus dipelajari dan diajarkan dengan akurat agar dapat memahaminya. Pegembangan kosakata adalah melanjutkan perkembangan kosakata mulai dari masa kanak-kanak hingga dewasa untuk terus menambahkan kata-kata baru pada kosa kata mereka melalui membaca, pekerjaan, dan kegiatan lainnya. Pada tingkat dasar materi bahasa Inggris hanya memperkenalkan dan menerjemahkan kata-kata dan benda yang ada di sekitar. Salah satu teknik terkenal yang digunakan untuk mengajar kepada anak-anak disebut Ostensive.
Ostensive Teaching adalah menunjukkan hal-hal nyata di dalam kelas
dengan menunjuk atau menunjukkan. Ini berarti bahwa dalam mengajar kosakata bahasa Inggris, guru dapat menunjukkan atau sekedar menunjuk dari objek di dalam kelas sebagai mediator kosakata untuk diingat. Banyak kosakata yang dipelajari anak-anak terdiri dari kata benda nyata. Memperkenalkan kata baru dengan menunjukkan benda nyata lebih membantu siswa menghafal kata-kata tersebut secara visualisasi. Tehnik ini juga dapat menggunakan gambar nyata, kata atau isi dari sebuah bagian yang dapat divisualisasikan. Cara ini lebih efektif dibandingkan dengan cara pengulangan.
Peneliti melakukan penelitian tindakan kelas untuk memecahkan masalah penelitian. Penelitian dilakukan di SD 2 Kedungdowo-Kudus pada tahun akademik 2011/2012, khususnya di kelas lima SD 2 Kedungdowo. Jumlah siswa kelas lima adalah 28, yang terdiri dari 13 laki-laki dan 15 perempuan. Penelitian ini terdiri dari tiga siklus dan setiap siklusnya memiliki instrumen, yaitu: observasi, tes, dan kuesioner. Disamping itu, peneliti juga menerapkan desain penelitian dalam setiap siklus sebagai berikut: perencanaan, observasi, analisis dan refleksi.
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antara siklus I dan III. Oleh karena itu, ada peningkatan penguasaan kosakata siswa dalam pengajaran dengan menggunakan Ostensive Teaching dalam setiap siklus.
Dalam setiap siklus, terdapat peningkatan aktivitas siswa dalam pengajaran bahasa Inggris dengan menggunakan Ostensive Teaching. Pada siklus I, terdapat banyak siswa yang tidak cukup aktif dalam proses belajar mengajar. Hanya ada beberapa siswa yang memberikan respon kepada guru ketika guru berbicara, memberikan pertanyaan, dan memberikan perintah. Pada siklus II terdapat peningkatan jumlah siswa yang aktif ketika guru meminta siswa untuk mencari arti dari kamus dan menuliskanya di papan tulis meskipun masih ada beberapa siswa yang mengobrol dengan teman mereka. Pada siklus III, semua siswa aktif dalam kegiatan kelas meskipun ada beberapa siswa yang masih kurang merespon ketika pengajaran bahasa Inggris.
Selain itu, terdapat beberapa masalah yang dihadapi oleh guru karena sebagian besar siswa hanya diam dan mengobrol dengan teman-teman mereka selama aktivitas di dalam kelas pada siklus I. Untuk mengatasi masalah tersebut, peneliti menyarankan kepada guru agar memiliki kontrol atas kelas selama proses belajar mengajar berlangsung. Pada siklus II, masalah yang dihadapi oleh guru lebih rendah dari siklus I karena hanya beberapa siswa yang diam dan mengobrol dengan teman-teman mereka selama kegiatan pembelajaran di kelas. Peneliti menyarankan kepada guru, bahwa guru harus dapat memberikan motivasi untuk membuat siswa lebih aktif. Pada siklus III, proses belajar mengajar dapat berjalan dengan baik dan tidak ada masalah yang dihadapi oleh guru pada siklus ini.
Ostensive Teaching dapat meningkatkan kemampuan berbahasa siswa,
sehingga disarankan agar guru bahasa Inggris menggunakan Ostensive Teaching
sebagai teknik pengajaran alternatif untuk mengajar bahasa Inggris bagi para siswa untuk meningkatkan kosakata mereka. Dalam penerapan Ostensive
Teaching tersebut menuntut siswa untuk aktif dalam kegiatan kelas, sehingga
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TABLE OF CONTENT
COVER ... i
LOGO ... ii
TITLE ... iii
APPROVAL OF ADVISOR ... vi
APPROVAL OF COMMITTEE ... v
1.4. Significance of the Research ... 4
1.5. Limitation of the Research ... 5
1.6. Operational Definition ... 5
CHAPTER II REVIEW OF RELATED LITERATURE AND ACTION 2.1. Teaching English in SD 2 Kedungdowo ... 7
2.1.1. Purpose of Teaching English in SD 2 Kedungdowo ... 8
2.1.2. Material of Teaching English in the Fifth Grade of SD 2 Kedungdowo ... 9
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2.2. Vocabulary ... 11
2.2.1. Vocabulary Mastery ... 12
2.2.2. Kinds of Vocabulary ... 12
2.2.3. The Importance of Vocabulary Mastery ... 13
2.2.4. Techniques for Improving Vocabulary Mastery ... 14
2.3. Ostensive Teaching ... 15
2.3.1 Ostensive Teaching as Technique of Instruction ... 16
2.4. Characteristic of Young Learner ... 18
2.5. Procedure of Improving Vocabulary Mastery Using Ostensive Means .. 19
2.6. Previous Research ... 20
2.7. Theoretical Framework ... 23
2.8. Hypothesis ... 24
CHAPTER III METHOD OF THE RESEARCH 3.1. Setting and Characteristic of Subject of the Research ... 25
3.2. Variable of the Research ... 26
3.3. Design of the Research ... 26
3.3.1 Pre-reflecting ... 29
3.3.2 Planning ... 30
3.3.3 Acting ... 30
3.3.4 Observation ... 31
3.3.5 Reflecting ... 31
3.4. Action Procedure ... 32
3.5. Technique of Analyzing Data ... 32
CHAPTER IV FINDING OF THE RESEARCH 4.1 Pre-reflection ... 36
4.2 The Result of Cycle I ... 36
4.3 The Result of Cycle II ... 52
xv CHAPTER V DISCUSSION
5.1 Discussion ... 82
CHAPTER VI CONCLUSION AND SUGGESTION 6.1 Conclusion ... 85
6.2 Suggestion ... 87
BIBLIOGRAPHY ... 88
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LIST OF TABLES
Table 3.1 Oral Proficiency Scoring Categories ... 33 Table 3.2 Teaching successful criterion ... 34 Table 4.1 The Observation Result of Teacher’s and Students’
Activities in Cycle I in Teaching English by Using Ostensive Teaching to Improve Vocabulary Mastery for the fifth grade Students of SD 2 Kedungdowo in the Academic
Year 2011/2012 Ostensive Teaching in Cycle I ... 39 Table 4.2 The Score of Achievement Test of Vocabulary Mastery by
Using Ostensive Teaching in Cycle I ... 47 Table 4.3 The Result of Questionnaire in Cycle I to Know the
Teacher’s Problem in Teaching English to Improve
Vocabulary Mastery by Using Ostensive Teaching ... 49 Table 4.4 The Observation Result of Teacher’s and Students’
Activities in Cycle II in Teaching English by Using Ostensive Teaching to Improve Vocabulary Mastery for the fifth grade Students of SD 2 Kedungdowo in the Academic
Year 2011/2012 ... 54 Table 4.5 The Score of Achievement Test of Vocabulary Mastery by
Using Ostensive Teaching in Cycle II ... 63 Table 4.6 The Result of Questionnaire in Cycle II to Know the
Teacher’s Problem in Teaching English to Improve
Vocabulary Mastery by Using Ostensive Teaching ... 65 Table 4.7 The Observation Result of Teacher’s and Students’
Activities in Cycle III in Teaching English by Using Ostensive Teaching to Improve Vocabulary Mastery for the fifth grade Students of SD 2 Kedungdowo in the Academic
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Table 4.8 The Score of Achievement Test of Vocabulary Mastery by
Using Ostensive Teaching in Cycle III ... 77 Table 4.9 The Result of Questionnaire in Cycle III to Know the
Teacher’s Problem in Teaching English to Improve
xviii Ostensive Teaching cycle I ... 98
Appendix 6 The Lay-Out Questionnaire to Know the Teacher’s Problem in Teaching English to Improve Vocabulary Mastery by Using Ostensive Teaching cycle I ... 100
Appendix 7 Lesson Plan Cycle II ... 101 Ostensive Teaching cycle II ... 109
Appendix 12 The Lay-Out Questionnaire to Know the Teacher’s Problem in Teaching English to Improve Vocabulary Mastery by Using Ostensive Teaching cycle II ... 111
Appendix 13 Lesson Plan Cycle III ... 112
Appendix 14 Material in Cycle III ... 115
Appendix 15 Test cycle III ... 116
Appendix 16 Student’s Works cycle III ... 117
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Appendix 18 The Lay-Out Questionnaire to Know the Teacher’s Problem in Teaching English to Improve Vocabulary Mastery by
