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by Using Vocabulary Drill Strategy at the Eighth Grade of SMP Negeri 1 Hilimegai. Thesis’ advisors (1) Yasminar Amaerita Telaumbanua, M.Pd. and (2) Dra. Nursayani Maru’ao, M.Pd.
Key word : Vocabulary, Vocabulary Drill.
Vocabulary is a core component of learning language for the students for how well to listen, speak, read, and write. In other words, vocabulary is very important of language learning and it is a basic knowledge used by the students when trying to use speak, listen, read, and write. Vocabulary mastery is the ability of the students to use words in conducting communication and understandable the meaning of the words in English.
The purpose of the research is to increase the Students’ Ability in Vocabulary Mastery by Using Vocabulary Drill Strategy at the Eighth Grade of SMP Negeri 1 Hilimegai which the total numbers of the students was 26 persons. The research was conducted by using CAR method. It was applied into two cycles. Each cycle consisted of planning, action, observation, and reflection. The instruments used by the researcher to collect the data were observation sheet, evaluation sheet and field note. In the students’ observation sheet the researcher searched about the students’ activities during teaching-learning process while in the observation sheet for the researcher noted by the teacher during teaching vocabulary by using Vocabulary Drill Strategy and in the evaluation sheet the researcher evaluated about the students’
While the students’ ability in vocabulary mastery in Cycle II was category “Good” level. It shows that there were fourteen students (53.84%) in “very good” level. There were sixth students (23,07%) in “very good” level. There were sixth students (23.07%) in “good” level. There were fourteen students (53.84%) in “enough” level.average of the students value was 76.92.Hence, based on the average for the students mark in the two cycles, it can be categorized in very good level. Hence, in teaching vocabulary by using Vocabulary Drill Strategy the students’ ability increases.
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to finish the thesis. The research is made as the requirement for S-1 program at
English Education Study Program in Institute of Teachers Training and Education of
Gunungsitoli. Based on the requirement, the researcher made a research entitled:
“Increasing the Students’ Ability in Vocabulary Mastery by using Vocabulary Drill
Strategy at the Eighth Grade of SMP Negeri 1 Hilimegai in 2015/2016”.
The researcher has been supported by many people to finish the research. It is
the first time for the researcher to make a thesis and it became so hard at the
beginning until finished it successfully. Because of their support, the researcher
appreciates and is thankful to the helpful figures in the following.
1. Mr. Drs. Bezisokhi Laoli, M.M, as the Rector for the motivations, supports all the
students of IKIP Gunungsioli.
2. Mr. Drs. Ellyanus, M.Pd, as the Vice Rector two of IKIP Gunungsitoli and as the
education examiner in the thesis to the researcher.
3. Mr. Adieli Laoli, S.Pd., M.Pd, as the dean of faculty of education of languages and
arts and as the examiner of research method in the thesis to the researcher.
4. Miss Yasminar Amaerita Telaumbanua, M.Pd, as his first advisor and also as chair
of English Education Study Program, never felt bored to advice the researcher
iii
researcher to accomplish the thesis until finished it well.
6. Mr. Afore Tahir Harefa, S.Pd., M.Hum, as the secretary of English Education
Study Program who is always friendly to serve and kind to the researcher to
consult many things if the researcher needs letters of English Education Program
and as the examiner of study in the thesis to the researcher.
7. The entire lecturers of English Education Program for giving lectures and sharing
their knowledge to the researcher until finish the thesis on time.
8. The headmaster of SMP Negeri 1 Hilimegai for the occasion given in conducting
the research and also the English teacher who helps the researcher in finishing the
research.
9. His beloved parents A/I. Modes, Benaso Ndruru (father) and Asaria Halawa
(mother), who always pray and support him in financial and motivate him during
studying in the English Education Study Program of IKIP Gunungsitoli.
10.His beloved Brother: (Apolinaris Ndruru, S.Pd, Dominikus Ndruru, S.Kom,
Bonifasius Ndruru, S.Ag, Hipolitus Ndruru, S.Kom), who always pray and
support the researcher to finish the thesis.
11.His close friends (Epikat Halawa, S.Pd, Petrus Ndruru, S.Pd, Nota Syukur Gea,
S.Pd, Kharisman Zebua, Elisabar Hia, S.Pd), and all of his friends in English
Education Program academic year 2008 who always gave him the big spirits and
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Finally, the researcher realized the thesis is far from being perfect. So he
expects such as suggestion and criticism to make the thesis better and hopefully the
thesis is useful for the readers. Thanks for everything and may God bless you.
Gunungsitoli, 2016 Researcher,
MODESTUS NDRURU
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ABSTRACT i
ACKNOWLEDGEMENTS ii
TABLE OF CONTENTS iv
LIST OF FRAMES viii
LIST OF TABLES ix
LIST OF GRAPHICS x
LIST OF APPENDICES ... xi
CHAPTER I : INTRODUCTION ... 1
A. The Background of the Problem ... 1
B. The Identification of the Problem ... 3
C. The Limitation of the Problem ... 4
D. The Formulation of the Problem ... 4
E. The Purpose of the Research ... 4
F. The Significance of the Research ... 5
G. The Assumptions of the Research ... 5
H. The Limitations of the Research ... 5
I. The Operational Definitions of the Research ... 6
CHAPTER II : REVIEW OF RELATED LITERATURE ... 7
A. Theoretical Framework ... 7
1. Vocabulary ... 7
a. Definition of Vocabulary ... 7
v
e. The Components of Vocabulary ... 11
f. The Evaluation of Vocabulary ... 12
g. The Syllabus of Reading at the Eighth Grade of SMP Negeri 1 Hilimegai ... 13
h. The Relationship between Vocabulary and Reading ... 16
2. Vocabulary Drill Strategy ... 17
a. The Definition of Vocabulary Drill Strategy ... 17
b. The Purpose of Vocabulary Drill Strategy ... 18
c. The Procedures of Applying Vocabulary Drill Strategy ... 18
d. The Advantages and Disadvantages of Vocabulary Drill Strategy ... 20
B. The Latest Related Research ... 21
C. Conceptual Framework ... 22
CHAPTER III : RESEARCH METHOD ... 24
A. The Object of the Action Research ... 24
B. The Setting and Subject of the Research ... 25
C. The Schedule of Implementing Action ... 26
D. The Procedures of Action Research ... 26
E. The Instruments of Collecting Data ... 38
vi
1. The Research Setting 44
2. The Explanation of the Research Findings
for Each Cycle 43
a. Cycle I 45
b. Cycle II 52
3. The Students’ Activities in All Cycles 63
4. The Researcher’ Activities in All Cycles 64
5. The Students’ Ability in Vocabulary Mastery
by Using Vocabulary Drill Strategy of All Cycles 65
B. Research Findings Discussions 66
1. The common response of the research
problem 66
2. The Analysis and Interpretation
of the Research Findings 67
3. The Research Findings versus
the Latest Related Research 70
4. The Research Findings versus Theory 72
5. Research Findings Implication 73
6. The Analysis of the Research
Findings Limitation 73
CHAPTER V : CONCLUSIONS AND SUGGESTIONS
A. Conclusions 74
viii
1. Conceptual of Research by Using Vocabulary Drill Strategy 23
2. The Procedure of Classroom of Action Research
ix
Tables Page
1. The Condition of the Students at the Eighth Grade
of SMP Negeri 1 Hilimegai 26
2. The Students’ Ability in Vocabulary Mastery
by Using Vocabulary Drill Strategy in Cycle I in the Second Meeting 50
3. The Students’ Ability in VocabularyMastery by Using Vocabulary Drill Strategy in Cycle II in the Second Meeting 60 4. The Students’ Activities of All Cycles 63
5. The Researcher’s Activities of All Cycles 64
6. The Students’ Ability in Mastering Vocabulary
x
Graphics Page
1. The Students’ Ability of Cycle I 52
xi 1. Appendix 1a. Syllabus
2. Appendix 2a. Lesson Plan (The First Meeting in Cycle I)
3. Appendix 2b. Lesson Plan (The Second Meeting in Cycle I)
4. Appendix 2c. Lesson Plan (The First Meeting in Cycle II)
5. Appendix 2d. Lesson Plan (The Second Meeting in Cycle II)
6. Appendix 3a. The Material (The Fly and the Bull)
7. Appendix 3b. The Material (The Princess and the Pea)
8. Appendix 4a. The Table of Specification (Cycle I)
9. Appendix 4b. The Table of Specification (Cycle II)
10.Appendix 5a. The Test Instruments Validity in Cycle I
11.Appendix 5b. The Test Instruments Validity in Cycle II
12.Appendix 6a. The Observation Sheet of the Students’ Activities in Cycle (Meeting I)
13. Appendix 6b. The Observation Sheet of the Students’ Activities in Cycle I (Meeting II)
14. Appendix 6c. The Observation Sheet of the Students’ Activities in Cycle II (Meeting I)
15.Appendix 6d. The Observation Sheet of the Students’ Activities in Cycle II (Meeting II)
16.Appendix 7a. The Observation Sheet of the Researcher’s Activities in Cycle I (Meeting I)
xii
19. Appendix 7d. The Observation Sheet of the Researchers’ Activities in Cycle II (Meeting II).
20.Appendix 8a. The Students’ Test sheet in Cycle I
21. Appendix 8b. The Students’ Test sheet in Cycle II
22.Appendix 9a. The Answers Key in Cycle I
23.Appendix 9b. The Answers Key in Cycle II
24.Appendix 10a. Field Notes
25.Appendix 10b. Field Notes
26. Appendix 11a. The Result of the Students’ Ability in Vocabulary Mastery by Using Vocabulary Drill Strategy in Cycle I
27. Appendix 11b. The Result of the Students’ Ability in Vocabulary Mastery by Using Vocabulary Drill Strategy in Cycle II
28.Appendix 12a. The Students’ Attendance List at the Eighth Grade of SMP Negeri 1 Hilimegai.
1
A. The Background of the Problem
Vocabulary is an important aspect in learning English, because it is basic to
be asked to learn English skills, such as listening, speaking, reading, and writing.
Therefore, when the students learn English they must know vocabulary first. The
students get difficulties to communicate well without having enough vocabulary.
However, it is difficult for the students to listen, speak, read, and write. Then, the
students cannot master the language actively. Consequently, it is difficult for them to
express their ideas.
According to Hiebert (2005:3), ”Vocabulary is the set of words for which an
individual can assign meanings when listening or reading”. Futhermore, Cruise
(2000:2) states,’’Vocabulary as a list of words that have meaning’’. In other words,
each word has certain meaningful communication with others and without
vocabulary the students cannot deliver about something through the words.
As written by Jones (2001:12) “Reading is the activity of looking at and
understanding written words”. The extent of students’ vocabulary knowledge relates
strongly to their reading skill. Conversely, by reading, the students’ vocabulary be
increased. To understand the reading text need to know many words and words can
Regarding to the previous explanation, the researcher draws conclusion
vocabulary and reading having close relationship. Because by having many
vocabularies the readers are able to understand what is being read.
In syllabus of the English subject in KTSP 2006, especially at the eighth
grade of SMP Negeri 1 Hilimegai, hopes the students to master four basic skills. The
competence standard especially in reading skill that should be mastered by the
students to comprehend the meaning of simple essay text in recount and narrative
forms to interact with the environment. Basic competence expects the students to
read aloud the written functional text and short essay in simple recount and narrative
utterance, stress, and intonation that is acceptable related to the environment. While,
from the basic competence there is an indicator, namely the students are able to
identify the meaning of simple essay text in recount and narrative forms. It hopes the
students to reach the target of the Minimum Competence Criterion (65) in their
school. Thus, the students of the eighth grade are successful if they achieve the
target MCC has been decided at the school.
In reality, based on the observation done by the researcher and the result of
interview of the English teacher, the students’ ability at the eighth grade in mastering
vocabulary was less. Therefore, they were unable to comprehend and analyze the
reading text as their teacher asked. Eventhough, they were really confused since they
were weak in mastering a lot of the English vocabularies.
The problem appear because of many factors, such as: The students are not
able mastering the meaning of the word in recount text, the students unable to write
to memorize and to pronounce English vocabulary because different to write and
read, the lack time of the students to give questions in vocabulary to the English
teacher.
To solve the students’ problem, the researcher applies Vocabulary Drill
Strategy to increase the students’ ability in mastering vocabulary. According to Ella
(1999:75), ”Vocabulary drill strategy is a strategy to help learners effective to build
reading vocabulary”. Furthermore, Konchady (2009:49) states,
”Vocabulary drill strategy is to help students learn how to approach new words and to become more comfortable with the language freeing them to explore new words and their meanings”.
In conclusion Vocabulary Drill Strategy the stategy that enables the students
to build vocabulary, explore the meaning and pronounce.
Regarding to the previous explanation, the researcher wants to apply
Classroom Action Research in the research. The researcher is interested to increase
the students’ ability in mastering vocabulary by doing a research entitled:
”Increasing The Students’ Ability in Vocabulary Mastery by Using Vocabulary
Drill Strategy at Eighth Grade of SMP Negeri 1 Hilimegai in 2015/2016”.
B. The Identification of the Problem
The identification of problems in the research as follows:
1) The students are not able to master the meaning of the word in recount text.
2) The students are not able to write the right words into the cards of the English
3) The students are seldom to practice to memorize and to pronounce English
vocabulary because of different to write and read.
4) The low ability of the students to give questions in vocabulary to the English
teacher.
C. The Limitation of the Problem
Based on the identification of the problem above, the researcher limits
himself to search about increasing the students’ ability in Vocabulary mastery by
using Vocabulary Drill Strategy at the eighth grade of SMP Negeri 1 Hilimegai in
2015/2016.
D. The Formulation of the Problem
Based on the limitation of the problems, the researcher formulates the
problem as follows: ”How does Vocabulary Drill Strategy increase the students’
ability in vocabulary mastery at the eighth grade of SMP Negeri 1 Hilimegai in
2015/2016?”
E. The Purposes of the Research
The purpose of the research is to increase the students’ ability in vocabulary
mastery by using Vocabulary Drill Strategy at the eighth grade of SMP Negeri 1
F. The Significance of the Research
The researcher’s findings of the research can be useful for:
1. The researcher; as an experience to teach vocabulary in reading in his teaching
activities in learning English by using Drill Vocabulary Strategy.
2. The students; as motivation and training to increase their ing to learn English well.
3. The English teacher; as an input to them to use the appropriate strategy in teaching
vocabulary
4. The next researchers; as a reference in doing relevant researches.
5. The readers; as an additional information and guideline to make them more
interested to learn English vocabulary.
G. The Assumptions of the Research
The researcher has some assumptions in the research, they are:
1. Vocabulary is one of important components in learning English because of the
ability in mastering vocabulary the students are able to master the four skills of
English.
2. Vocabulary Drill Strategy is one of strategies in teaching English to the students.
H. The Limitations of the Research
In the research, the researcher focuses on:
1. The subject of the research is the eighth grade of SMP Negeri 1 Hilimegai in
2015/2016 especially Class VIII-B.
3. The researcher focuses on Vocabulary Drill Strategy in teaching vocabulary.
4. The language component that be observed is vocabulary in reading skill.
5. The researcher focus on recount text.
I. The Operational Definitions of the Research
The operational definitions in the research are:
1. Mastering vocabulary is the ability to know and to understand words concerning
the pronunciation and meanings of words.
2. Vocabulary Drill Strategy is a strategy to help learners effective to build reading
vocabulary. The strategy may grow the students’ capability to explore the
meaning and pronounce the words correctly. The students are helped by the
researcher to write out all the error words and to review the index cards containing
the error words. So, the students ability in learning vocabulary more active and
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework
1. Vocabulary
a. The Definition of Vocabulary
Vocabulary is an important element of language. A person who wants to be able
to communicate in certain language has to master the vocabulary of that language for
the first time. As written in Oxford Learners’ Pocket Dictionary (2003:482),
”Vocabulary as all the words that a person knows or uses; list of words with their
meaning”.
According to Manser (1995:461), ”Vocabulary is (1) total number of words in
a language, (2) words known to a person, (3) list of words with their meaning. In
addition, Barnhart (2008:697) state, ”Vocabulary is (1) stock of words used by
person, class of people, profession. (2) A collection or list of words, usually in
alphabetical order and defined”. In other words, vocabulary is a total numbers of
words in language that is combined in rules to make up a language and used by
person to communicate.
Futhermore, Strumpf (2004:431) states that vocabulary is the complete
collection of the words in a language. In other words, vocabulary consist of a word
that is used by the students to communicate to the other people in their life. In
addition Richards (2002:255) states,”Vocabulary is a core component of language
proficiency and provides much of the basis for how well learners listen, speak, read,
and written”. The students’ word knowledge is linked strongly to academic success
because students who have large vocabularies can understand new ideas and
concepts more quickly than students with limited vocabularies.
From the previous explanation, it is concluded that vocabulary is a list of
words and their meaning needed by the student who wants to master the English
language skill. Therefore, the application of Vocabulary Drill Strategy is needed to
increase the students’ ability in mastering vocabulary at the eighth grade of SMP
Negeri 1 Hilimegai in 2015/2016.
b. The Importanceof Vocabulary
Mastering vocabulary in English is very important. Mastering vocabulary is
mastering many words. As Edge (1993:27) states that knowing a lot of words in a
foreign language is very important. The more words the learners know, the better
their chance of understanding or making ourselves understood. The other way,
limited vocabulary, we have lack understanding the content of the text effectively
and clearly.
Moreover, mastering vocabulary makes it a lot easier for students to learn
even more words and increase their knowledge in English language skill. Steven
(1993:3) states, ”To develop the students’ language skills in listening, speaking,
reading, and writing, the students have to master vocabulary”. Thus, students who
have limited knowledge in vocabulary are less to be able to develop advanced levels
In conclusion vocabulary is very important to be mastered by the students
because it can give the chance of understand well, to listen, to speak, to read, and to
write. Because of that importance, the students’ vocabulary mastery needed to be
increased by applying Vocabulary Drill Strategy.
c.Teaching Vocabulary
Vocabulary is very important in learning a language. It needs a serious
attention from both the students and the teachers. It becomes a great challenge act for
the teacher to teach vocabulary, what kind of methods they use, what kind of
vocabulary that they give, or how many vocabularies with a particular stategy that
they should to teach. As Richards and Renandya (2002:46) states, ”Teacher is the
most powerful player in classroom dynamic and determines the class structure”. The
opinion tells us that a good teacher should have a good ability in teaching-learning
process in the classroom. The teacher should be a creative person and attractive to
organize and manage the class more interesting and enjoyable in order that the
students do not get bored to follow the teaching-learning process.
Marzano in Blachowicz (2008: 201) proposes six steps to teach content
vocabulary, which he refers to as academic vocabulary. The steps are:
1) Explain : Provide a student-friendly description, explanation, or example of the new term.
2) Restate : Ask students to restate the description, explanation, or example in their own words.
3) Show : Ask to students to construct a picture, symbol, or graphic representation of the term.
5) Refine and reflect : Periodically ask students to return their notebooks to discuss and refine entries.
6) Apply in learning games: Involve students periodically in games that allow them to play with terms.
Linse (2005: 107) states,
1) Emphasizes both direct and indirect teaching. 2) Teaching vocabulary words before a new activity. 3) Teach how to use context clues appropriately. 4) Teach students to use dictionary.
5) Have students keep vocabulary notebook.
Based on the descriptions above, actually teaching vocabulary for the
beginner needs many appropriate ways. The teacher cannot teach just once, as
students need practice. Through knowing words which has been made by the
students, the teacher should review it. The teacher has to consider his teaching style
vocabulary. If the students are interested in learning vocabulary, their motivation
also be increased and then their language skills, especially vocabulary be developed.
So in relation to the research is the teacher trains the students in practicing new
words.
So, the researcher draws conclusion that there are four types of vocabulary,
namely reading vocabulary, listening vocabulary, writing vocabulary and speaking
vocabulary. However, in the research, the researcher focuses on reading vocabulary
to increase the student’s vocabulary through vocabulary Drill Strategy in
teaching-learning process since the researcher teaches vocabulary for the students based on the
text written in the syllabus.
d. Types of vocabulary
There are four types of vocabulary according to Chester (2008:13), namely:
1) Reading vocabulary
A person’s reading vocabulary is all the words he or she can recognize successfully when a text or passage read.
2) Listening vocabulary
A person’s listening vocabulary is all the words he or she can recognize when listening a speech. The vocabulary is aided in size by context and tone of voice.
3) Writing vocabulary
A person’s writing vocabulary is all the words he or she can write in a paper correctly.
4) Speaking vocabulary
A person’s speaking vocabulary is all the words he or she can use in speech to express his or her idea, feeling, and opinion.
So, the researcher draws conclusion that there are four types of vocabulary,
namely reading vocabulary, listening vocabulary, writing vocabulary and speaking
vocabulary. However, in the research, the researcher focuses on reading vocabulary
to increase the students’ vocabulary through Vocabulary Drill Strategy in teaching
-learning process.
e. The Components of Vocabulary
According to Feldman (2007:40) there are two components of vocabulary,
they are as follows:
1) The productive vocabulary
The productive vocabulary refers to all the words that students use when
writing. They are vocabulary concept and vocabulary sentence. These components
2) The receptive vocabulary
The receptive vocabulary refers to all the words that the students recognize
when they hear something. They are vocabulary variable and vocabulary value.
These components includes by context and tone of voice, such as pronunciation,
intonation, stress, spelling and fluency.
Based on the Feldman’s opinions, the researcher concludes that in teaching
vocabulary the whole of words must be refered to the rule of language that should be
learnt by the students. So, in relation in the research is the students explore the
meaning through Vocabulary Drill Strategy.
f. The Evaluation of Vocabulary
Evaluation is very important after teaching-learning process. By evaluating,
the teacher get result of the teaching-learning process. And it can be concluded the
students ability are succesful in learning, particularly vocabulary in the case. Based
on the result of evaluation, the teacher can improve the weakness of the students. So
the students can increase their motivation in learning.
In the reasearch, the researcher uses multiple choice question as a tool to
evaluate the students’ ability in mastering vocabulary especially in reading recount
text. As Alderson (2001:201) points out that multiple choice questions is the
common divide for testing students, test comprehension. Multiple choice questions
usually consist of a number of items that pose a question which the students must
select and answer from among a number of choices. Multiple choice questions are
As stated by Djiwandono (2008:54), the score of the students in objective test
is right answer get score 1, while wrong answer get 0. While, to get the students’
value in reading comprehension, the researcher uses the formula as stated by
Purwanto (2004:103) below:
After getting the mark, the last duty of the researcher is to decide the
students’ ability level or degree in reading comprehension. The researcher considers
the classification as sugessted by Cartier in Nurgiyantoro (1986:363), as follows:
85 – 100 % : very good
74 – 84 % : good
60 – 74 % : enough
40 – 59 % : less
0 – 39% : fail
g. The Syllabus of Reading at the Eighth Grade of SMP Negeri 1 Hilimegai
In syllabus of the English subject at the eighth grade in SMP Negeri 1
Hilimegai hopes the students to master four basic skills. The competence standard
especially in reading skill that should be mastered by the students is to comprehend
the meaning of simple essay text in recount and narative forms to interact with the
environment. Basic competence expects the students to read aloud the written
and intonation that is acceptable related to the environment. While, from the basic
competence there is an indicator, namely the students are able to identify the
meaning of simple essay text in recount and narrative forms. Then, the Minimum
Competence Criterion that has been decided to reach the reading comprehension is
65 points. Based on the explanation above, there are two types of text that students
should comprehend, they are:
1)Recount Text
Recount text is a text that tells about the past event. The main elements of
recount text are orientation, list of events, and reorientation. In the orientation step
the writer mentions people and things that are involved, time of the event, the place,
and the situation. In the list of events, the writer tells the events happen
chronologically. In the reorientation, the writer concludes the story by giving the
comments. The example of recount text can be seen in the following passage:
Dear Diary,
The morning my friends and I went to EOS arts camp. We travelled by bus and it took an hour to get there. Some people from the camp welcomed us at the open stage. They would be our guides during our visit.
First, we went to the arts studio. There was no activity in that place but we walked around to see the paintings and statues. Then we continued our tour to the film studio and music studio. We saw a film making in the film studio and tried some music instruments in the music studio. On the way to the dormitory we stopped in the shop to buy some souvenirs. We walked into the dormitories through a small but beautiful garden. There were two dormitories: one for malestudent and the other one for female students. From the dormitory we went to the lake. It was a beautiful lake. We saw some students canoeing and water skiing.
Finally, we went to EOS studio. We met Shanti and had lunch with her. After lunch we took some photo and got back to our bus. It was a tiring day but every one was excited. We planned to join the program there.
2) Recount text
Recount text is a text that have functions to entertain the readers or the
listeners. Mostly, narratives are imaginary stories but sometimes narrative can be
factual too. The main parts of recount text are:
a. Orientation : It tells about the setting in time, place and characters.
b. Complication : The part tells about problem to be solved by characters.
c. Resolution : It describes the solution to the complication and it gives a
suitable ending to the story.
The example of recount text can be seen in the following passage:
The Fox and The Crow
An ugly black crow perched on the branch of a tree. She just stole a tasty piece of cheese and was about to enjoy her cheese.
Just then a dark brown fox passed by. He was very hungry. Then he saw the food in the crow’s beak. His mouth watered, so he thought of a clever plan to get the cheese.
The fox looked up at the crow, he said, ”I have always admired your beauty, with your soft, shiny feathers and nice beak. If your voice is as fine as your looks, you could be Queen of the Birds !”
The crow wanted to be the queen. So, to prove that she could sing, she opened her beak and made a loud ”Caw!” Of course when she opened her beak, the
piece of cheese fell to the ground.
The fox happily snatched up the cheese and laughed. He said, ” My dear crow, your voice is fine but your opinion is not. You shouldn’t believe everything you hear! Thanks for the cheese!”
Taken from English textbook: English on Sky for Junior High School Students Year VIII
Based on the previous explanation, the researcher concludes that recount
text and descriptive text are so important to be learnt by the students. But in the
h. The Relationship between Vocabulary and Reading
Vocabulary has a close relation with reading skill. Vocabulary knowledge is
crucial to reading and determines how well students to be able to recognize the texts
that they read. Vocabulary ability has been recognized as one of the most powerful
predictors of reading.
Kamil (2005:180) state that vocabulary is strongly associated with reading
comprehension and is an integral component of reading instructional programs. It is
supported by Stone (2009:111) stating that the more words a student has, the more
words he be able to recognize as he reads. The aid of reading fluency and in turn
help with comprehension. So, it is impossible for the students to master reading skill
without mastering vocabulary well.
In addition, Robert (2006:150) states, “Vocabulary is a prerequisite of reading
comprehension because readers must know what most of the words mean before they
can understand what is being read.” So, vocabulary knowledge and reading has the
intertwine relationship. The extent of students’ vocabulary knowledge relates
strongly to their reading skill. Conversely, by reading, the students’ vocabulary be
increased.
Based on the explanation above, it is drawn a conclusion that vocabulary has
a close relation with reading since vocabulary is the most powerful predictors of
2. Vocabulary Drill Strategy
a. The Defenition of Vocabulary Drill Strategy
According to Ella (1999:75), ”Vocabulary drill strategy is a strategy to help
learners effective to build reading vocabulary”. The student try to understand the
reading based on their basic vocabulary. Vocabulary knowledge involves knowing
the meaning of the words.
Furthermore, Konchady (2009:49) adds that ”Vocabulary drill strategy is to
help students learn how to approach new words and to become more comfortable
with the language freeing them to explore new words and their meanings”. In the
other manings the strategy train the students to acquire the words from the text.
According to Larson (1979:13), “Vocabulary Drill Strategy is a classroom
technique used to practice new language. It involves to teacher modeling a word or a
sentence and learners repeating it”.
Furthermore, Oakton (1980:38) states, ”Vocabulary Drill Strategy is to
practice an exercise or exercises to train one self”.
Based on the previous explanation, it the concluded that Vocabulary Drill
Strategy is the stategy that enables the students to build vocabulary, explore the
b. The Purpose of Vocabulary Drill Strategy
Brunne (2001:26) states,
“The aim of vocabulary drill strategy is to help the students in practice the new words and receive of corrective feedback when they get a misread, they can rapidly improve their vocabulary and achieve gains in reading fluency”.
According to Miller (2001:75), ”The purpose of vocabulary drill strategy is to
support the teaching of modality in reading”. In the other words the learners are
freeing to explore the meaning.
From the statement above, it can be concluded that the purpose of Vocabulary
Drill Strategy is to enable the learners in practice a new words and too support them
in reading.
`
c. The Procedure of Apllying Vocabulary Drill Strategy
Brunne (2001:26) describes, the procedure to apply Vocabulary Drill Strategy
in teaching as follows :
1) Introduce the topic of the reading passage to students.
2) At the end of the reading session write out all error words from the reading session onto index cards.
3) If the students has misread more than 20 different words during the session, use just the first 20 words from your error list.
4) Review the index cards with the student.
5) Whenever the student pronounces a word correctly , remove that card from the deck and set it aside.
6) When the student misses a word, pronounce the word for the student and have the student repeat the word. Then say, ”What Word?” and direct the student repeat the word once more.
7) Error words in the deck are presented until all have been read correctly.
8) All word cards are then gathered together , reshuffled, and presented again to the student.
10)If students lack initial background knowledge of the topic, additional discussion may need to occur prior to having them read the text.
Futhermore, Wright (2001:11) proposes the suggestions of teaching
Vocabulary Drill Strategy, as follow:
1) At the end of the reading session, write out all error words from the reading session onto index cards.
2) Review the index cards with the student.
3) When the student misses a word, pronounce the word for the student and have the student repeat the word.
4) Error words in deck are presented untill all have been read correctly.
Based on the opinions above, the researcher makes the conclusion that in
apllying Vocabulary Drill Strategy, there are some activities as follows:
1) The researcher introduces the topic of the students.
2) The researcher reads aloud the chosen text to the students.
3) The researcher invites the students in groups to read aloud in front of the class.
4) The researcher writes out all the error words onto index cards during reading
session.
5) The researcher starts to review the index cards with the students.
6) The researcher trains the students how to pronounce the word correctly.
7) The researcher presents the all of the words until the students has progressed.
8) The researcher gives time to the students to ask their difficulties.
9) The researcher concludes the material.
d. The Advantages of Vocabulary Drill Strategy
Brunne (2011:26) states that there are five the advantages of Vocabulary Drill
Strategy, which can be seen as follows:
1) Can be done invidually, with a small group, or with a whole class.
2) Requires little advance preparation from the teacher.
3) Provide a ready-made study guide of vocabulary words.
4) Sets a specific purpose for reading.
5) Good activity for a substitute teacher.
Based on the advantages above, it is drawn a conclusion that Vocabulary
Drill Strategy helps the students in practicing new words and to achieve gain in
reading.
The disadvantages of Vocabulary Drill Strategy as follows:
1) Need a lot of time to write error words onto index card.
2) The students who are less prior knowledge cannot follow the procedure of
Vocabulary Drill Stategy.
3) The students are forced to imagine the exact words of their vocabulary.
In facts, when the researcher applied the steps of vocabulary drill strategy
in the field among of the advantage and disadvantages did not achieves to the
students. One of the advantage get the students was provide a ready-made study
guide of vocabulary words, was done invidually, with a small group, or with a
whole class while the disadvantages was The students are forced to imagine the
B. The Latest Related Research
Lase (2010) with the title of the thesis is ”Developing the students’ Ability in
Mastery Vocabulary Drill Strategy at the Eighth Grade Students of SMP Swasta
Agious Nikolaus Gunungsitoli”. The researcher takes the students in class VIII-B
that consist of 33 students as a subject. The material use is narrative text. The
procedure of Lase research as follows:
1) The researcher divided the students into small groups.
2) The researcher read aloud the chosen text to the students.
3) The researcher invited the students in groups to read aloud in front of the class.
4) The researcher started to review the index cards with the students.
5) The researcher trained the students how to pronounce the word correctly.
6) The researcher presented the all of the words until the students has progressed.
7) The researcher concluded the material.
However, there are some relationships between Lase and the researcher. The
relationship of both of the researchers are using CAR method, conducted for the
students level and used Vocabulary Drill as strategy. Therefore, the researcher used
Lase research to be the latest related research to find whether the Vocabulary Drill
Strategy increase the students ability in vocabulary at the eighth grade of SMP
Negeri 1 Hilimegai.
C. The Conceptual Framework
Vocabulary is an important element in a language. By mastering vocabulary,
the students can master a language. The English teacher hopes her/his students are
able to master vocabulary well in order that the students can exprees their ideas,
feeling, and experiences in English.
In the research, the researcher teaches the students about vocabulary
especially in reading skill. The researcher hopes the students are able to master
vocabulary well in order to comprehend the text well. The researcher applies
Vocabulary Drill Strategy. The researcher wants to investigate the ability of the
students in mastering vocabulary. Briefly, it can be shown in the frame as on the next
The syllabus of Reading at the Tenth Grade (X-B) of SMA N 1 Lolowa’u
Frame 1. The Conceptual Framework of increasing the students’ Ability in Vocabulary Mastery through Vocabulary Drill Strategy.
The syllabus of Reading at the Eighth Grade of SMP Negeri 1 Hilimegai
Researcher
groups to read aloud in front of the class. 4) The researcher writes out all the error7) The researcher presents the all of the words until the students has progressed.
8) The researcher gives time to the students to ask their difficulties.
CHAPTER III
RESEARCH METHOD
A. The Object of Action Research
In reaching the purpose of the research, the researcher was used Classroom
Action Research (CAR). As Wallace in Edge (2001:46) says, “The view of action
research suggests that it was a means where by teachers can improve their
professional action by reflecting on it in a more structured way than would normally
the case”. In other words, CAR is a reflective research that is used by the teacher
which is its result can be used as an equipment in developing curriculum, developing
school, developing students’ achievement and also develop teacher’s teaching ability.
Therefore, the research is very useful in teaching-learning process.
In addition, according to Yogesh (2006:261),”Action research is a method
for improving and modifying the working system of a classroom in school”. The
teachers and principal are able to study their problems of teaching scientifically. It is
an objective oriented method. Furthermore, Yogesh also says that action research
project does not contribute in the fund of knowledge but it improves and modifies the
current practices.
Based on the expert’s opinion, it can be concluded that action research is a
kind of research which can help the researcher to overcome or to increase the
problems which happen in the classroom.
The role of the researcher in action, the researcher becomes facilitator or
consultant who acts as a catalyst to assist stake holders in defining their problems
clearly and to support them as they work toward effective solution to the issues that
concern them.
Regarding to explanation above, that is why the researcher chooses
Classroom Action Research in doing the research because the researcher wants to
increase the student’s ability in mastering vocabulary through Vocabulary Drill
Strategy. In the research, the researcher and the English teacher make collaboration
and work together in doing the action.
In the research, the object that be searched is the student’s ability in
mastering vocabulary by using Vocabulary Drill Strategy at the eighth grade of SMP
Negeri 1 Hilimegai in 2015/2016.
B. The Setting and Subject of the Research
The setting of the research is SMP Negeri 1 Hilimegai. It was set at Tögizita
village. The total number of the teachers consists of 21 persons, include 2 persons of
the English Teacher. The school consists of 8 rooms with 216 students. In the
research, the researcher takes the students in class VIII - B that consist of 26 students
as a subject. The researcher chooses the class because most of the students lack of
In table 1 below, the total number of the students at the eighth grade of SMP
Negeri 1 Hilimegai can be seen in below.
Table 1
THE TOTAL NUMBER of the STUDENTS at the EIGHTH GRADE of SMP NEGERI 1 HILIMEGAI
in 2015/2016
No. Class Total
1 VIII – A 27
2 VIII – B 26
3 VIII – C 26
Total 79
Source: Office of SMP Negeri 1 Hilimegai
C. The Schedule of the Action
In the research, the researcher limits himself in time allocation. The
researcher conducted in October until November. The time allotted above refers to
the academic calendar of SMP Negeri 1 Hilimegai. So, the researcher follows the
syllabus or procedure of SMP Negeri 1 Hilimegai.
D. The Procedure Implementation of the Action
In the research, the researcher arranges the procedure of action
implementation in some cycles. The cycles consist of planning, action, observation
and reflection. Planning consists of the plans that the researcher is going to do. It was
implementation how the researcher does the research. Then, the observation contains
about the object which is observed by the researcher. The last, reflection is done to
increase the teaching–learning process.
According to Kemmis and Taggart (1988:200), there are four steps to do the
research, namely,
1) Planning is arranging learning material and deciding on the time to do it.
2) Action is about the process of learning activity in mastering vocabulary by using
Vocabulary Drill Strategy.
3) Observation. In the stage, the researcher observes the students’ ability while they
are following the teaching-learning process. The researcher observes the student’s
ability in mastering vocabulary by using Vocabulary Drill Strategy. The
observation is help by the English teacher in the school.
4) Reflection is making a revision about the teaching-learning result, the directly
Cycle I
Cycle II
Frame 2. The Procedures of Classroom of Action Research by using Vocabulary Drill Strategy.
Preliminary study
The students’ score is under the Minimum Competency Criterion is 65
Planning
Preparing the lesson plan.
Preparing the material.
Preparing the observation sheet.
Preparing the evaluation sheet.
Action
- Greetings the students.
- Introduce the materila of the students
(recount text).
- Applying the procedures of Vocabulary
Drill Strategy.
Observing the researcher’s activities
in teaching-learning process.
Reflection
- Noting the result of the observation
- Analyzing and evaluating the
Preparing the observation sheet.
Preparing the evaluation sheet.
Action
- Greetings the students.
- Introduce the materila of the students
(recount text).
- Applying the procedures of Vocabulary
Drill Strategy.
- Teacher assesses students learning.
Successful
Observation
Observing the students’ activities
in teaching-learning process.
Observing the researcher’s
activities in teaching-learning process.
Reflection
- Noting the result of the observation
- Analyzing and evaluating the
evaluation result of the
observation.
- Evaluation sheet.
Preliminary study
The procedure of implementing the action, the researcher arranges all steps in
conducting the action. To conduct the action in the cycle above, it was conducted in
two meetings. The time allocation for each meeting was 2 x 40 minutes. The
procedures in implementing the action conduct based on lesson plan that the
researcher arranges. The steps can be seen in the sequence of the procedures in two
meetings, as follows:
Cycle I
In doing the cycle, there are two meetings that done.
First Meeting
In the meeting, the researcher do some procedures, as follows:
a) Planning
In planning, the researcher does some steps, namely:
1) The researcher arranges a lesson plan.
2) The researcher prepares the teaching material. The material is taught in the
classroom is recount text.
3) The researcher prepares the students’ present list.
4) The researcher prepares the observation sheet and field note of the
researcher’s and the students’ activities.
5) The researcher prepares the evaluation sheet of the students.
b) Action
1) The researcher greets the students.
2) The researcher introduces himself to the students.
4) The researcher introduces the new material about recount text.
5) The researcher distributes a recount text for each student.
6) The researcher writes the topic of the material on the blackboard.
7) The researcher asks the students prior knowledge about the material.
8) The students give their opinion based on the researcher’s question.
9) The researcher implements the procedure of Vocabulary Drill Strategy.
a) The researcher introduce the topic of the students.
b) The researcher read aloud the chosen text to the students.
c) The researcher invites the students to read aloud in front of the class.
d) The researcher write out all the error words onto index cards during
reading session.
e) The researcher start to review the index cards with the students.
10) The researcher closes the teaching-learning process and greets the students.
c) Observation
1) The teacher-collaborator observes the students’ motivation and their activities
as well.
2) The teacher-collaborator observes the researcher’s activities during the
implementation of action.
3) The teacher-collaborator observes and noting the strength and the weakness
during the implementation the action.
d) Reflection
1) The teacher-collaborator notes the result observation sheet about the
2) The researcher evaluates the result of observation sheet.
3) The researcher finds out the weakness of action implementation based on the
observation result.
Second Meeting
a) Planning
1) The researcher rearrange lesson plan.
2) The researcher prepares material (recount text).
3) The researcher prepares the observation sheet and field note of the researcher’s
and the students’ activities.
4) The researcher prepares the evaluation sheet to collect the data.
5) The researcher prepares the students’ present list.
b) Action
1) The researcher greets the students.
2) The researcher checks the students’ present list.
3) The researcher motivates the students to follow teaching-learning process.
4) The researcher reminds the students the previous material.
5) The researcher tells the students their weakness found in the first meeting.
6) The researcher asks the students difficulties in the first meeting.
7) The researcher distributes a recount text for each student.
8) The researcher writes the topic of the material on the blackboard.
10)The researcher implements the procedure of Vocabulary Drill Strategy as
follows:
a) The researcher train the students how to pronounce the word correctly.
b) The researcher presented the all of the words until the students has
progressed.
c) The researcher give time to the students to ask their difficulties.
d) The researcher conclude the material.
11)The researcher presented the all of the words until the students has
progressed.
12)The researcher give time to the students to ask their difficulties.
13)The researcher conclude the material.
14)The researcher gives evaluation sheet to the students.
15)The researcher gives instruction to students how to do the test in multiple
choice forms.
16)The researcher collects the students’ evaluation sheet.
17)The researcher asks the students difficulties in doing the test.
18)The researcher closes the teaching-learning process and greets the students.
c) Observation
1) The teacher-collaborator observes the researcher’s and students’ activities.
2) The researcher observes the students during teaching-learning process.
3) The researcher observes the students activities during teaching-learning
d) Reflection
1) The teacher-collaborator notes the result observation sheet of the students’ and
researcher’s activities.
2) The researcher evaluates the result of the observation.
Cycle II
In doing the cycle, there are two meetings that done.
First Meeting
In the meeting, the researcher do some procedures, as follows:
a) Planning
In planning, the researcher does some steps, namely:
1) The researcher arranges a lesson plan.
2) The researcher prepares the teaching material. The material is taught in the
classroom is recount text.
3) The researcher prepares the students’ present list.
4) The researcher prepares the observation sheet and field note of the researcher’s
and the students’ activities.
5) The researcher prepares the evaluation sheet of the students.
b) Action
1) The researcher greets the students.
2) The researcher introduces himself to the students.
3) The researcher checks the present’s list of the students.
5) The researcher distributes a recount text for each student.
6) The researcher writes the topic of the material on the blackboard.
7) The researcher asks the students prior knowledge about the material.
8) The students give their opinion based on the researcher’s question.
9) The researcher implements the procedure of Vocabulary Drill Strategy.
a) The researcher introduce the topic of the students.
b) The researcher read aloud the chosen text to the students.
c) The researcher invites the students to read aloud in front of the class.
d) The researcher write out all the error words onto index cards during
reading session.
e) The researcher start to review the index cards with the students.
10) The researcher closes the teaching-learning process and greets the students.
c) Observation
1) The teacher-collaborator observes the students’ motivation and their activities
as well.
2) The teacher-collaborator observes the researcher’s activities during the
implementation of action.
3) The teacher-collaborator observes and noting the strength and the weakness
during the implementation the action.
d) Reflection
1) The teacher-collaborator notes the result observation sheet about the
2) The researcher evaluates the result of observation sheet.
3) The researcher finds out the weakness of action implementation based on the
observation result.
Second Meeting
a) Planning
1) The researcher rearrange lesson plan.
2) The researcher prepares material (recount text).
3) The researcher prepares the observation sheet and field note of the researcher’s
and the students’ activities.
4) The researcher prepares the evaluation sheet to collect the data.
5) The researcher prepares the students’ present list.
b) Action
1) The researcher greets the students.
2) The researcher checks the students’ present list.
3) The researcher motivates the students to follow teaching-learning process.
4) The researcher reminds the students the previous material.
5) The researcher tells the students their weakness found in the first meeting.
6) The researcher asks the students difficulties in the first meeting.
7) The researcher distributes a recount text for each student.
8) The researcher writes the topic of the material on the blackboard.
10) The researcher implements the procedure of Vocabulary Drill Strategy as
follows:
a) The researcher train the students how to pronounce the word correctly.
b) The researcher presented the all of the words until the students has
progressed.
c) The researcher give time to the students to ask their difficulties.
d) The researcher conclude the material.
11) The researcher gives evaluation sheet to the students.
12) The researcher gives instruction to students how to do the test in multiple
choice forms.
13) The researcher collects the students’ evaluation sheet.
14) The researcher asks the students difficulties in doing the test.
15) The researcher closes the teaching-learning process and greets the students.
c) Observation
1) The teacher-collaborator observes the researcher’s and students’ activities.
2) The researcher observes the students behavior during teaching-learning
process.
3) The researcher observes the students activities during teaching-learning
process.
d) Reflection
1) The teacher-collaborator notes the result observation sheet of the students’ and
researcher’s activities.
B. The Instruments of Collecting the Data
In the research, the data that collected by the researcher are qualitative data
and quantitative data. Qualitative data is a kind of data that refers to all the
researcher’s activities and the students’ activities during the teaching-learning
process and the quantitative data was about the mark of the students in evaluation
paper. In collecting the data, the researcher uses some instruments, as follows:
1) Observation Sheet
Observation sheet was used to know the qualitative data. Qualitative data is
referred to the researcher’s and students’ activities when conducting the teaching
-learning activity in the classroom. The observation sheet used to know the weakness
and the strength during the teaching-learning process which become as a
consideration in reflection. The activities are checked and listed based on the lesson
plan done.
2) Evaluation Sheet
Evaluation sheet was used to evaluate the students’ ability. Through the
sheet, the researcher knows the students ability in mastering vocabulary by
implementing the procedure of Vocabulary Drill Strategy. In the evaluation, the
researcher applies multiple choices as tool in gaining the data.
3) Field note
Field note contains all the activities or social events during the
teaching-learning activity conducted that the researcher does not write in observation sheet
C. The Techniques of Analysis Data
After getting all the data of the research, the researcher determines the
qualitative data and quantitative data. The qualitative data was sourced from
observation paper and field note, whereas the quantitative data was sourced from
evaluation sheet. After all data has been collected, the researcher analyzes it.
However, to know a real result of qualitative data, for the field notes, 3 steps done by
the researcher as follows:
1) Reduction of the data, the researcher evaluates and classifies the data based on the
information from the observation and must be organized according to the
statement of the research. In the step, the researcher categories and reduces the
unused data taken from the observation.
2) Explanation of the data, all of the data that have been organized must be classified
to get the meaning in the table, graphic or narration forms.
3) Conclusion, the researcher makes the explanation of the data and takes some
conclusions about the data in the statement of formula form.
Furthermore, observation sheets are processed as explained below:
a) Observation sheet is analyzed and evaluated by using a formula as Tuckman in
Nurgiyantoro (2001: 287) writes:
Which:
PD : Percentage degree
F : Frequency of the researcher’s and students’ activities have been
already done
T A : Whole activities of the researcher and the students
100 : Constant and maximal number of percentage
Then, the researcher analyzes qualitative data. Qualitative data was analyzed
to know whether the teaching learning process is done and run well as designed in
lesson plan. The data is derived from the observation sheet of the students’ and
researcher’s activities in each meeting.
Nurgiyantoro (2001:399) says, the researcher’s activities are classified to the
following scale (%):
0% - 39% : the degree of teaching level is fail.
40% - 59% : the degree of teaching level is less.
60% - 74% : the degree of teaching level is enough.
75% - 84% : the degree of teaching level is good.
85% - 100% : the degree of teaching level is very good.
While the students’ activities are classified to the following scale (%):
0% - 39% : the degree of the students’ activities level is fail.
40% - 59% : the degree of the students’ activities level is less.
60% - 74% : the degree of the students’ activities level is enough.
75% - 84% : the degree of the students’ activities level is good.
b) After the researcher calculates qualitative data, the researcher continues to
calculate quantitative data. Quantitative data is sourced from the evaluation sheet.
Evaluation sheet was functioned to know the students’ ability in mastering
vocabulary through multiple choices. When the students cannot inappropriate with
the key answers so they do not get the score but when the students fill correctly so
they get score one. As Nurgiyantoro (2001: 399) states that percentage degree of
ability as follows:
After getting the value, the researcher classifies the value such as presented below:
0 - 39 is classified as fail
40 - 59 is classified as less
60 - 74 is classified as enough
75 - 84 is classified as good
85 - 100 is classified as very good
Finally it was consulted to the minimum competence criterion to see how successful the students are.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
A. The Research Findings
1. The Research Setting
The location of the research was SMP Negeri 1 Hilimegai. It was located
at Tögizita village, Hilimegai district, South of Nias. The school consists of 8
rooms. The total numbers of the teachers consisted of 21 persons included the
English teacher; the English teachers consisted of two persons. The total
numbers of students were 216. There were seven classes; three classes of VII
which consisted of class VII-A (25 students), VII -B, (26 students) and VII -C
(25 students). Three classes of VIII which consisted VIII A (27 students), VIII
-B (26) and VIII -C (26) and two classes IX consisted IX -A (31 students), and IX
-B (30 students). The total numbers of the student were 216.
The researcher choses the students of the eight grade, especially in class
VIII-B as a subject, which consisted of 26 students. The reason of the researcher
choses class VIII -B because most of the students were lack of vocabulary based
on the information got by the researcher from the English teacher and from the
observation.
The researcher did the research after getting agreement from the
headmaster of SMP Negeri 1 Hilimegai. In doing the research, the researcher
followed the procedure, such as planning, action, observation and reflection.
