i
SMP N 5 Sukoharjo in the Academic Year of 2009/2010
Written by:
Risqi Ekanti Ayuningtyas Palupi K2206029
Submitted to Teacher Training and Education Faculty of Sebelas Maret University as Partial Fulfilment of the Requirement
for the Undergraduate Degree of Education
TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY
ii
Examiners of Teacher Training and Education Faculty of Sebelas Maret University.
Approved by
Consultant 1 Consultant 2
Dr. Abdul Asib, M.Pd. NIP. 19520307 198003 1 005
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Place of the test :
Date of the test :
The Board of Examiners
1. Chairman
Drs. Suparno, M. Pd (………)
NIP. 19511127 198601 1 001
2. Secretary
Dewi Sri Wahyuni, M.Pd. (………)
NIP. 19780818 200312 2 002
3. Consultant 1
Dr. Abdul Asib, M.Pd. (………....)
NIP. 19520307 198003 1 005
4. Consultant 2
Teguh Sarosa, S.S., M.Hum. (………)
NIP 19730205 200604 1 001
Legalized by,
Teacher Training and Education Faculty
Sebelas Maret University
The Dean
Prof. Dr. M. Furqon Hidayatullah, M.Pd
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Year of SMP N 5 Sukoharjo in the Academic Year of 2009/2010).” Teacher Training and Education Faculty, Sebelas Maret University, Surakarta 2010.
This study is based on the problem of the low vocabulary mastery of the second year students of SMP N 5 Sukoharjo in the academic year of 2009/2010. It is aimed at knowing whether using short texts can enrich the students’ vocabulary. It is also aimed at the improvement of the students’ achievement in teaching learning process using short stories.
The materials used in this research were short text. The procedure of the research consisted of identifying the problems, planning the action, implementing the action, observing or monitoring the action, reflecting the result of the observation, and research findings. The research was conducted in one cycle. The cycle consisted of four meetings. The techniques in collecting the data were qualitative and quantitative method. In the qualitative method, the researcher used observations, field notes, photographs, and document analysis. The results of the observation were in the form of field notes and photographs. In the quantitative method, the researcher used tests. The test consisted of the pre-test and post-test. The technique to analyze the test result was by comparing the mean score of pre-test and post-test. Besides that, this research also used descriptive statistics and the t-test of non-independent.
The results of this research show that short texts can improve the students’ improvement of students’ score can be seen from the differences between the pre-test and post-test. The mean score of the pre-test improves from 4.07 to 7.36 in post-test. Then, the scores of the pre-test and post-test show that there is also an improvement of students who achieve the minimum standard score, that is 60. They are from 2.8% to 94.3% of students. Second, from the students’ motivation, the students are more active and enthusiastic during teaching learning process. Next, they have more concentration to do the exercises. Then, they do not do something useless during teaching learning process. At last, they also like having discussion with their friends.
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"No pain, no palm; no thorns, no throne; no gall, no glory; no cross, no crown."
(William Penn)
"Criticism should not be querulous and wasting, all knife and rootpuller,
but guiding, instructive, inspiring."
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With deep profound love, this research is devoted to:
1. Her beloved father and mother, thank you.
Nothing compares to what they have done for
her.
2. Her beloved “eyang uti” and sisters “dek sha”,
who always pray and encourage her.
3. Her best friends “pam, sopal, dee, lucy, jhono,
anggit, riph, tika” who give her unbroken
support, prayer, and cares.
4. Her all friends, who always support her.
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blessing to the writer so that she can complete the writing of this thesis as a partial requirement for achieving the undergraduate degree of education in English Teacher Training and Education Faculty of Sebelas Maret University.
The writer is also fully aware that her thesis can never be finished without the help of others during the process of writing. Therefore, in this occasion she would like to express her deepest gratitude and appreciation to the following:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University who had given his permission to write this thesis.
2. The Head of the English Department of Teacher Training and Education Faculty for his advice.
3. Dr. Abdul Asib, M.Pd., the first consultant, for all his valuable guidance, advice, encouragement, and patience during the writing process of this thesis. 4. Teguh Sarosa, S.S., M. Hum., the second consultant and academic consultant,
for all his valuable guidance, advice, encouragement, and patience during the writing process of this thesis.
5. The Headmaster of SMP N 5 Sukoharjo for the permission and advices for doing the research in SMP N 5 Sukoharjo.
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their supports, caring, and prayer.
9. Her “best friends”, Pamrih, Riana, Anggi, Dewi, Lucy, Ariph and Atika for their supports and suggestions.
10. Her incredible support, Yoyok Sandi Wibowo, Didit Hermawan, Muthya, and Aji, for his motivation to make the writer keep move on.
11. Her friends in the English Department of the year 2006 for their everlasting friendship.
12. Everyone who helped the writer to conduct the research for his or her participation in writing this thesis.
The researcher realizes that this thesis is still far from being perfect. She hopes and accepts gratefully every comment and suggestion. Hopefully, this thesis will be useful for the readers.
Surakarta, June, 2010
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CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. The Limitation of the Problem ... 6
C. The Problems Statement ... 6
D. The Objectives of the Research ... 7
E. The Benefits of the Study ... 7
CHAPTER II REVIEW ON RELATED LITERATURE, RATIONALE AND HYPHOTHESIS ... 9
A. Review on Related Literature ... 9
1. General Concept of Vocabulary ... 9
a. Notion of Vocabulary ... 9
b. The Importance of Vocabulary ... 10
c. Vocabulary Mastery ... 11
d. The Way How to Improve Vocabulary Mastery ... 13
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c. The Notion of Folktales ... 25
3. The General Concept of Young Learners ... 28
a. The Notion of Young Learners ... 28
b. The Characteristic of Children ... 28
4. The Notion of Motivation ... 30
a. The Definition of Motivation ... 30
b. The Types of Motivation ... 31
c. The Characteristic of Motivated Students ... 32
B. Rationale ... 33
C. Hypothesis ... 34
CHAPTER III RESEARCH METHODOLOGY ... 35
A. Setting and Subject of the Research ... 35
B. Method of the Research ... 36
C. The Model of Action Research ... 37
D. The Procedures of Action research ... 39
E. Technique of Collecting Data ... 41
F. Technique of Data Analysis ... 44
G. Validity of the Instrument... 45
H. Reliability of the Instrument ... 45
I. The Criteria of Successful Action ... 46
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 47
A. Introduction ... 47
B. The Description of the Research ... 49
1. Planning the Action ... 50
2. Research Implementation ... 51
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CHAPTER V CONCLUSION, IMPLICATION, SUGGESTION ... 77
A. Conclusion ... 77
B. Implication ... 79
C. Suggestion ... 80
1. English Teacher... 80
2. Students ... 81
3. Other Researcher ... 81
4. School... 81
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Appendix 3 : Lesson Plans ... 90
Appendix 4 : Students’ Worksheet ... 102
Appendix 5 : Field Notes ... 118
Appendix 6 : Blue Print of Vocabulary Test ... 144
Appendix 7 : Pre and Post Test Items ... 145
Appendix 8 : Key Answer of the Test ... 148
Appendix 9 : The Research Schedule ... 149
Appendix 10 : Syllabus of KTSP ... 150
Appendix 11 : Students Score before the Action ... 153
Appendix 12 : The Students’ Pre-test and Post Test Score ... 155
Appendix 13 : The Computation of Validity and Reliability ... 157
Appendix 14 : The Computation of T-Test ... 159
Appendix 15 : The Students’ Test and Worksheet done by the Students ... 160
Appendix 16 : Key Answer of Worksheet ... 236
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CHAPTER I INTRODUCTION
A. Background of the Study
Mastering of a foreign language is one of the important things that is
needed in modern society and globalization era. It is because language is one of
instruments which has important functions in communication. The importance can
be seen from some sides of life, for example is job requirement, one of the
requirements is language competence, both of in spoken and written form. Then,
there are many education books that are written in foreign languages. So, it can be
said that mastering foreign language is very important for surviving life.
As it is known, there are so many kinds of foreign language. English is
one of the important foreign languages. It has been discussed before that foreign
language has many functions, so does English. It has a function as a bridge for all
aspects of human life, such as trade, communication, education, science,
technology, society, and culture. In education, English is one of the native
languages used to improve students‟ ability. As quoted in Undang-Undang
Sisdiknas (2003: 15) “bahasa asing dapat digunakan sebagai bahasa pengantar
pada satuan pendidikan tertentu untuk mendukung kemampuan berbahasa asing
peserta didik”. That is the most important reason why English is learned in
Actually, teaching English at junior high school is extremely important
because it is still the basis for the higher level. Brewster, Ellis, and Girard (1992:
23-24) define some reasons for starting to learn a foreign language earlier. First,
teaching English to young learner is aimed to increase the total number of years
spent learning language. Second, the indisputable fact those young learners have a
greater facility for understanding and imitating what they hear than adult. Third,
the aim of early foreign language learning is to prepare young learner
linguistically, psychologically, and culturally for language learning.
Singleton in Brumfit (1997: 7) also defines some reasons for teaching
English at primary level, they are:
1. The need to expose children from an early age to understanding of
foreign cultures so that they grow up tolerant and sympathetic to
others.
2. The need to link communication to understanding of view concepts.
3. The need for maximum learning time for important languages, the
earlier you start the more time you get.
4. The advantage of starting with early second language instruction so
that later the language can be used as a medium of teaching.
From some statements above, it can be concluded that studying foreign
language, especially English language, at junior high school is very important. By
learning foreign language earlier, it prepares young learners to make a link of
learning time for learning foreign language, the earlier they start the more time
they get. They will more understand what they have learned.
For enhancing all aspects in foreign language, especially English skills
(listening, speaking, writing, and reading), the students need something to do.
Firstly, the students need to understand the meaning of words. The words here
means as vocabulary. For beginners, vocabulary mastery is the basic knowledge
in learning English. Coady and Huckin (1998: 5) say that vocabulary is the central
to language and of critical importance to language learning for the young learners.
Vocabulary supports all of the English skills. It should not be neglected by
anyone who learns a language. Then, knowing words is the key for understanding
and being understood. So it can be concluded that vocabulary takes the important
aspect to master English well as a foreign language. Knowing more words in
English language, it will make other person understand or make ourselves
understood easily.
Considering the importance of vocabulary competence, it is better to
introduce new vocabulary earlier to the students. It makes them know and
understand a lot of vocabularies. Therefore, it is not easy to teach English for the
young learners, here are the junior high students. Sometimes, a teacher has many
problems to develop the students‟ vocabulary mastery. One of the problems that
are faced is the characteristics of the students as young learners. There are many
kinds of students‟ characteristic. First, young learners forget something quickly.
the words many times. It is clear that repetition is needed. Second, young learners
get bored easily. Here, the teachers have to find out the appropriate, technique, or
and material of teaching vocabulary for their students. By using the appropriate
method, technique or and material, it is hoped the students feel amused and then
get the best result in learning English, especially in vocabulary mastery. Third,
young learners still like playing. They prefer playing than studying. They always
discuss about something in their around while playing. So, it is important to find
out the appropriate, technique, and or material to enrich young learners‟
vocabulary mastery. The method, technique or the material is not only fun but
should also contain the appropriate topic to be discussed.
After having pre research by interviewing the teacher and observing
teaching learning process of mastering vocabulary at the second year of SMP N 5
Sukoharjo, the researcher finds out that the students‟ vocabulary mastery is still
low. It can be seen from some indicators that are shown by the students‟ acts as
follows: firstly, the students are less interested in teaching learning process. It
may be caused by the teacher‟s material which is not appropriate and attractive.
The materials used in teaching learning process only from books and
students worksheet. There are no materials from other sources like internet,
magazine, etc. So, it makes the students less interested and do not be active in
teaching learning process. In teaching learning process, there are no interesting
technique that used by the teacher. The teaching learning process uses teacher
students do not have full concentration on the lesson and doing something useless
during the process of teaching learning. Secondly, the students get difficulties to
remember and grasp the meaning of words when the teacher gives them some
English words. The students also get difficulties when they have to translate the
words. It is because there are no appropriate learning sources that used to help the
students for remembering the materials that are given. Thirdly, the students get
difficulties in writing words or group of words correctly. It can be seen when they
find some words that have double letters. Most of the students forget to write
down the second letter. For example the word “suddenly”, the students write the
word only “sudenly”. The other difficulties that the students faced when they do
an exercise on jumble word. The students usually get mistake to rearrange into the
correct word. Example is the word “n-t-w-i-r-e”. The correct arrangement is
“winter” but students rearrange them become “writen”. From the indicators that
are mentioned above, students‟ marks are still lower than the passing grade.
Due to the facts above, the researcher tries to enrich vocabulary mastery of
the students using short texts. She wants to make the students interested by using
the teaching material of short texts. She uses short texts because short texts will
help to solve the problems that are faced by the students. Short text is one of an
interesting material that helps the students to find out the keys to remember and
grasp many new vocabularies. Beside that the students will be easy to write down
the correct words or group words. It is because all words or group word are inside
Based on the description above, the researcher would like to conduct a
research to solve the problem and also enrich students‟ vocabulary mastery by
using short stories entitled “ENRICHING VOCABULARY MASTERY USING
SHORT TEXTS” (A Classroom Action Research in the Second Year of SMP N 5
Sukoharjo in the Academic Year of 2009/2010).
B. The Limitation of the Problem
The research has a broad scope and it is impossible for the researcher to
handle the study consisting of so many complicated problems. Therefore, the
researcher limits the problem on how to enrich the students‟ vocabulary mastery
using short texts of the second year of SMP N 5 Sukoharjo in the academic year
of 2009/2010.
C. The Problems Statement
Based on the background of study, the researcher wants to prove whether
or not the short texts can improve students‟ vocabulary mastery in learning
English at the junior high school. The problems of the study can be formulated as
follows:
1. Can short texts enrich vocabulary mastery of the second year of SMP N 5
Sukoharjo in the academic year of 2009/2010?
2. How is the students‟ motivation in teaching learning process using short texts
D. The Objectives of the Research
Based on the formulation of the problem, the general objective of this
research is to improve students‟ vocabulary by using short texts. Particularly, this
research is aimed to find out:
1. Whether using short texts can enrich the students‟ vocabulary of the second
year of SMP 5 Sukoharjo in the academic year of 2009/2010.
2. The students‟ motivation in teaching learning process using short texts of the
second year of SMP N 5 Sukoharjo in the academic year of 2009/2010.
E. The Benefits of the Study
It is expected that this research contributes some significant progresses in
teaching vocabulary for several sides, they are:
1. Teacher
It is expected that the teacher will get more information about one of the
appropriate teaching materials, in this case is short texts. So the teacher hoped
to create an interesting teaching learning process by using this teaching
material. Then, the data of the research are also very useful for the teacher. It
will help the teacher to identify the students‟ difficulties in learning
vocabulary and also find the students who need more guiding. Then, the
2. Students
It is expected that the result will give motivation to the students to be
better in vocabulary mastery. Through short texts, students are expected to
have good enrichment in vocabulary and also the changes of behavior during
teaching learning process.
3. School
It is expected that the information of the result will be very useful for
getting success in teaching learning process, so the quality of teaching
learning process can be increased. The result of the research is also hoped to
CHAPTER II
REVIEW ON RELATED LITERATURE (RATIONALE AND HYPOTHESIS)
A. Review On Related Literature 1. General Concept of Vocabulary
a. Notion of Vocabulary
There are some definitions of vocabulary proposed by linguist
experts, Hatch and Brown (1995: 1) state that vocabulary is a list or set
of words for a particular language or a list or set of words that individual
speakers of a language might use. Since vocabulary is a list, the only
system involved is alphabetical order in dictionaries. Here, vocabulary is
written in alphabetical order in dictionaries based on system or rule of
foreign language.
Ur (1998: 60) defines that vocabulary can be mean as the words
we teach in foreign language. It means vocabulary is written or spoken
unit of language as symbol of idea in foreign language for the learners.
For example, if someone learns new words in foreign language, it means
that someone learns vocabulary. The items in vocabulary may be more
than a single word, for example post office, mother-in-law, which
expressing a single idea.
Furthermore, McWhorter (1989: 311) says that vocabulary
meaning with the particular combination of letters that form a word. In
the other word, vocabulary is the competence or skill in recognizing
words and its meaning. Words are symbols, groups of letter that stand
for, or represent, either a physical object or an idea. Then, recognizing
words means knowing its meaning or idea and how they are formed by a
combination of letters. For example, the word chair in our minds a physical reality, an object with a flat surface, usually supported by four
legs, and used to for sitting. Then, the word love on the other hand, does
not represent a physical object. It symbolizes the feeling of one person
toward another.
Based on Hatch and Brown, vocabulary deals with a series of
words in particular language. Ur adds that vocabulary deals with word
taught in foreign language. Meanwhile, McWhorter states that
vocabulary deals with the competence in recognizing words and its
meaning. Based on three definitions above, vocabulary can be
constructed as a series of words in foreign language used to express
meaning. The words here are the symbols in form of groups of letter
represent either a physical object or an idea. It can be formed fro m a
single or more than one word.
b. The Importance of Vocabulary
Vocabulary is an important aspect in our life. It is because
tongue and foreign language. Tailor (1991: 1) says that in order to live
in the world, we must name objects. Names are essential for the
construction of reality. Without a name, it will be difficult to accept the
existence of an object, an event, and a feeling.
Vocabulary always becomes the essential part of English as a
foreign language. Every person who learns a language must learn the
vocabulary of the language in order to make the learning process easier.
Without vocabulary mastery, learning a language becomes a very hard
thing to do and communication in second language cannot happen in any
meaningful way.
In language learning, vocabulary plays an important role. Edge
(1993: 27) states that knowing a lot of words in foreign language are
very important. Cross (1995: 14) states that a good store of words is
crucial for understanding and communication. A strong vocabulary can
be a valuable asset, both in college and later in our career.
According to the statement above, it can be concluded that
vocabulary is very important in learning language and mastering
vocabulary will facilitate someone in using language in communication.
c. Vocabulary Mastery
Coulson et al (1987: 1050) define that mastery is skill, use, or
knowledge. It means mastery is the ability to use one of knowledge.
knowledge. Here, mastery is the whole power or ability to direct
knowledge. It means mastery is the ability to combine skill and
knowledge in one certain area. The certain area in teaching means a
lesson taught. It is usually arranged by a standard of curriculum and
syllabus in every aspect whether the topic or the test.
While vocabulary is a series of words in foreign language used to
express meaning in form of symbols of groups of letter, either a physical
object or an idea and it also can be formed from a single or more than
one word. So, from both of definitions above, vocabulary mastery can
be constructed as an ability to combine skill or knowledge of words that
used to express meaning, in case of the physical object or idea, in form
of symbols of group of letter in a single or more one word.
The process of vocabulary mastery is not simple. The vocabulary
mastery can not be done spontaneous but step by step. Keraf (1989:
65-66) defines the step in processing vocabulary mastery. First, children
period, this term children are able to define concept vocabulary to say
their concrete idea. Second, adolescent period, this term is the
adolescent start to use the language and make it more extensive directly
in simple communication. Third, adult period, this term the vocabulary
are used more and more intensive because they make more
From the definition above, mastery may be defined as the ability
to use skill or knowledge in one subject area based on recognized
standard. While vocabulary, means a series of words in foreign language
used to express meaning. Then vocabulary mastery define as an ability
to combine skill or knowledge of words that used to express meaning, in
case of the physical object or idea, in form of symbols of group of letter
in a single or more one word.
d. The Way How to Improve Vocabulary Mastery
There are various ways to improve vocabulary mastery. The
teachers may have some techniques to teach it. The technique here
refers to the way of teaching. The success of teaching learning process
depends on not only the teachers‟ and students‟ competence but also the
technique of teaching.
Dealing with the technique of vocabulary teaching, there are so
many techniques proposed by some experts. There are two techniques in
improving vocabulary mastery. They are direct and indirect techniques.
Direct technique is usually used through the language book, prose,
poetry and games. Then indirect technique uses the other source of
lesson like mathematic, social lesson, and science lesson.
There are some techniques of teaching vocabulary. The
techniques are the unplanned vocabulary teaching and planned
extemporaneous teaching of vocabulary items that come up without
planning in course of lesson, while planned vocabulary teaching where
the teacher goes into classroom with an item or a set of vocabulary items
that the teacher has decided before hand. The planned vocabulary
teaching can be described as “the vocabulary lesson” since the primary
objective of the teaching activities is the presentation and practice of the
lexical item themselves.
While Lewis and Hill (1992: 102-103) mention some ways to
teach vocabulary. They are:
1) Demonstrate
Demonstration is the way of teaching vocabulary by doing physical
demonstration together verbal explanation. The demonstration helps
to make the meaning clearer and to fix the word in the students‟
minds. Beside that it also helps students to memorize both of visual
and aural memories. For examples, stagger, chuckle, etc.
2) Use the real thing
In this way, the teachers present vocabulary items by bringing the
real things into classroom. The objects of the real things can be in
the class or probably through the window. Sometimes the
3) Draw or sketch
Teachers do not need to be artists to make simple sketches which
illustrate meaning. For example the meaning of bush was explained
by two very simple sketches.
4) Use the blackboard to show scales or grades
Words like cool, orange (color), or probably may be explained by
presenting them with groups of related words:
Hot
word, the level of the explanation must be suitable to the students‟
level of English at the time so that dictionary, like accuracy can
often be counter-productive. For example:
light bag >< heavy bag poor >< rich
light word >< strong word dirty >< clean
rough texture >< smooth texture high >< low
6) Synonyms
Synonyms are the way of teaching vocabulary by giving same
meaning of two or more words. Though words may have similar
denotation meaning, their connotation meanings often differ. Beside
that, using the former phrase also helps to build up in the students‟
mind ides that language consists of choice, that words do not mean
the same as each other.
7) The dictionary
This is the way of teaching vocabulary by using dictionary to know
vocabulary items. One technique for explaining these which
teachers too frequently overlook is asking the class whether
anybody knows the word and, or not, asking one or more students
to look the word up in a dictionary. A bilingual dictionary can be
used at low levels and monolingual dictionary at the high levels.
8) Verbal explanation
Verbal explanation refers to the way of teaching vocabulary by
explaining the meaning of vocabulary items in students‟ own
language.
9) Translation
It is a way of teaching vocabulary by translating some words or
seen as boring and traditional. In this technique, the teacher will
find difficulty to translate the word(s) into all languages, if the class
consists of different nationalities.
Furthermore, Gairns (1991: 73-75) says that there are some
techniques used in presenting new vocabulary. They are:
1) Visual techniques
a) Visual
These include flashcards, photographs, blackboard drawings,
wallcharts, and realia (i.e. objects themselves). They are
extensively used for conveying meaning and particularly useful
for teaching concrete items of vocabulary such as furniture, and
certain areas of vocabulary such as places, professions,
descriptions of people, actions, and activities.
b) Mime and gesture
These are often used to supplement other ways of conveying
meaning. When teaching an item such as “to swerve”, a teacher
might build a situation to illustrate it, making use of blackboard
and gesture to reinforce the concept.
2) Verbal Techniques
a) Use illustrative situation (oral or written)
This is most helpful when items become more abstract. To
more than one situation or context to check that students have
grasped the concept.
b) Use of synonymy and definition
Definition here is the way of teaching vocabulary by defining or
describing objects. Synonymy is also the way of teaching by
giving more than one meaning for a word.
c) Contrast and opposites
Contrast and opposites are they way of teaching vocabulary by
giving the opposites of the words. However, it is vital to
illustrate the contexts in which this is true.
d) Scales
Once students have learnt two contrasting or related gradable
items, this can be a useful way of revising and feeding in new
items. This is the example of adverbs of frequency:
I
never
hardly ever
occasionally
sometimes
often
always
e) Examples of type
This is the way of teaching vocabulary by exemplifying things it
self. The example of “furniture” is “table, chair, bed, sofa, etc”.
Some of these can of course also be dealt with through visual
aids.
3) Translation
Translation can be very effective way of conveying meaning. It can
save valuable time in teaching process but it seen as boring and
traditional. The teacher will find difficulties if the students come
from different nationalities.
In this paper, the researcher uses definition, synonyms, antonyms,
mime and gesture, dictionary, verbal explanation and translation
techniques to improve students‟ vocabulary mastery. It is because the
techniques that are mentioned are usually used in school. Then, it is also
hoped that by using these techniques, the students can understand and
grasp the vocabulary easily.
e. The Construct of Vocabulary Mastery
Dealing with the vocabulary mastery, it can be defined as an ability
to combine skill or knowledge of words that is used to express meaning,
in case of the physical object or idea, in form of symbols of group of
Thornbury (2002: 27) declares some factors why learning
vocabulary is rather difficult for second language learner. If those factors
are fulfilled, someone can be said that he or she has achieved the
vocabulary mastery. The example is when an Indonesian student has an
English subject at school and it is the second language for her or him.
She or he can not understand the lesson easily. It is because she or he
should know the appropriate word, how to spell, how to pronunce, what‟s
the meaning, etc to express the idea of the subject. Here, Thornbury says
that the factors come from the word‟s aspects such pronunciation,
spelling, length and complexity, grammar, meaning, and range,
connotation and idiomatic are the indicators in vocabulary mastery.
Those six aspects above will be defined briefly here.
1) Pronunciation
Research shows that words that are difficult to pronounce are
more difficult to learn. Potentially difficult words will typically be
those that contain sounds that are unfamiliar to some groups of
learners- such as regular and lorry for Japanese speakers. Many
learners find that words with clusters of consonants, such as strength
or crisp or breakfast, are also problematic.
2) Spelling
Sound- spelling mismatches are likely to be the cause of
word‟s difficulty. While most English spelling is fairly law-abiding,
there are also some glaring irregularities. Words that contain silent
letters are particularly problematic: foreign, listen, headache,
climbing, bored, honest, cupboard, muscle, etc.
3) Length and complexity
Long words seem to be no more difficult to learn than short
ones. However, as a rule of thumb, high frequency words tend to be
short in English, and therefore the learner is likely to meet them more
often, a factor favoring their „learn ability‟. Furthermore, variable
stress in polysyllabic words- such as in word families like necessary,
necessity and necessarily can add to their difficulty.
4) Grammar
It is problematic when grammar associated with the word,
especially if this differs from that of its L1 equivalent. Spanish
learners of English, for example, tend to assume that explain follows
the same pattern as both Spanish explicar and English tell, and say he
explained me the lesson. Remembering whether a verb like enjoy,
love, or hope is followed by an infinitive (to swim) or an –ing form
(swimming) can add to its difficulty. Then the grammar of phrasal
verbs is particularly troublesome: some phrasal verbs are separable
(she looked the word up) but others are not (she looked after the
5) Meaning
When two words overlap in meaning, learners are likely to
confuse them. Make and do are a case in point: you make breakfast
and make an appointment, but you do the housework and do a
questionnaire. The words with multiple meanings such as since, and
still, can also be troublesome for learners. Having learned one
meaning of the word, they may be reluctant to accept a second,
totally different, meaning. Unfamiliar concepts may make a word
difficult to learn. Thus, culture specific items such as words and
expressions associated with the game cricket (a sticky wicket, a hat
trick, and a good innings) will seem fairly opaque to most learners
and are likely to be easily learned.
6) Range, connotation and idiomaticity
Words that can be used in a wide range of context will
generally be perceived as easier than their synonyms with a narrower
range. Thus put is a very wide-ranging verb, compare to impose,
place, position, etc. Likewise, thin is a safer bet than skinny, slim,
slender. The words have style constraints, such as very informal
words (chuck for throw, swap for exchange) may cause problems.
Uncertainly to the connotations of some words may cause problems
too. Thus, propaganda has negative connotations in English, but its
words or expression that are idiomatic (like make up your mind, keep
an eye on…) will generally be more difficult than words whose
meaning is transparent (decide, watch). It is their idiomaticity, as
well as their syntactic complexity that makes phrasal verbs so
difficult.
From all those definition above, we conclude that vocabulary
mastery is the students‟ awareness of understanding the words and their
rules to communicate. The aspects to be measured are limited to
pronunciation of words, spelling, the use of words in meaning and
meaning. It is because, those three aspects that are learned in junior high
school.
2. Essences of Short Text a. The Concept of Text
Brown and Yule (1997: 24) suggest that the term to spoke “text” as
well, where “text” means verbal record communication. They also
differentiate the term of those text and discourse dealing with the context.
Willis (1998: 67) says that text in general sense to mean a continuous
piece of spoken or written language. Texts in this sense are printed texts.
Arthur Hughes (2003:140) states that texts candidates are expected
to be able to deal with can be specified along number of parameters:
readability or difficulty, range of vocabulary and grammatical structure.
Text type include: text books, handouts, articles (in newspaper, journals
or magazine), poems, encyclopedia, dictionary, novel (extracts) and short
stories, etc. He also states that text forms include: description, exposition,
argumentation, instruction, and narration.
Cross (1995:77-78) states that the text is a major resources;
permitting you to vary the learning activities from lesson to lesson. There
are four main factors to consider when deciding how to threat a passage;
linguistic complexity, length, interest level and aims.
From the definition above, it can be concluded that the text is a
verbal communication which consists of continuous piece of spoken or
written language and its meaning is contextually.
b. The Concept of Story
Story is account of past events, incidents, or account of invented
or imagined events, etc (Hornby: 1995: 94). Taylor (2000: 16) says that
story is relating tale to one or more listener through voice and gesture. It
is clear that vocabulary in a story should be presented in clear context;
the amusing situations can make the vocabulary easy to remember.
Ray B. West (1968: v) says that story is something brought into
being by application of the skill and workings of the imagination of the
author. Its aim is to arouse the emotions and stimulate the imagination of
Brad Hooper (1992: xi) says that story is different from a novel
in that it is short enough to be read in one sitting, with every word
leading toward some final, preordained effect. In story, the sentences are
generally shorter in order the students easy to follow the story.
From the statements above, the writer draw conclusion that story
refers to the written or spoken description of past events, incidents, or
account of invented or imagined events that can be used to for teaching
students which have aims to make the students easier to follow the story
and it has different from a novel that is short enough to be read in one
sitting.
This paper, the writer uses the story as text especially folktale for
increasing vocabulary mastery in second year of SMP N 5 Sukoharjo
Academic Year 2009/2010.
c. The Notion of Folktales
One kind of story that usually heard by child is the folktales. It is
type words composition that recites the story of the folklore in a certain
region that is popularly and orally told from one generation to other
generation in a certain community.
(www.classicalfolktale.wikipedia.com)
1)The meaning of Folktales
The word folktale is not defined in English usage. Taylor
passed by words of mouth, told from parents to children over many
generations or passed on by countless storytellers sitting around
countless evening fires. No one knows who the original author was,
and there are usually different versions of the same story, he also
states that the term “folktale” has also been used to refer to literary
retelling of these tales.
Another definition of folktales is that “words folktales refer
to the many types of traditional narratives know to the “folk” (Coffin
and Cohen, 1996:1). Philips (1992) defines folktales as story about
telling stories with unverifiable claims and its literary form.
From the definition above, we can assume that folktales are
traditional stories that have been passed by words of mouth and told
from generation to generation. Folktales lasted through a long period
of time due to their universality. They are forms of traditional
literature which began as attempt to explain and understand the
natural and spiritual world. The origin of folktales lies in oral
tradition.
2)The type of folktales
There are several types of folktales. Taylor (2000) divides
folktales as fable, fairy tales, hero stories, myths, legend. Fables are
very short folktales with animals as the main characteristic and with
Legend is stories that are based on real hero and his or her mighty
deeds. And believed by the teller and served as historical purpose:
“The dog and the meat” and “the greedy old spider”.
Fairy tales are folktales that include some magical elements
(not necessity fairies): the German word marchen is sometimes used
for this. Fairy tales are fictional and take place in a never-land.
Examples: Tumbelina. Hero stories some of which have some real
historical parts and other of which may not. Examples “Johnny
Appleased” and “Pail Bunyan”, primitive myth, when strictly
defined, is religious and deals with the creating and ordering of the
universe and with the earlier order in which present world condition
were being established. It is told as if they are fact, and usually
involving God, Goddesses and supernatural power: “Adam and Eve”
and “Noah‟s ark”. Legends are stories that are based on a real hero
and his or her mighty deeds and believed by the teller and serve a
historical purpose. Example: “Shakespeare‟s Ghost” and “Paul
Bunyan”.
3)The Characteristics of Folktales
Although there a lot of variations between folktales, and even
between two telling stories of the same tale, certain characteristics
(2000:9) gives various characteristics of folktales that make them
exceptionally good for language teaching. These are the list:
- time order
- repetition and redundancy
- predictability
- relatively simply grammar
- concrete ideas
- illustrations that provide support and context for the texts
- a unique reader-write relationship
3. The General Concept of Young Learners a. The Notion of Young Learners
Teaching English to children is different from teaching English to and
adult. In relation to the English teaching learning process, they need
activities which are exiting and can stimulate their curiosity. It means that
the English teacher should be use the technique for English teaching that
can make the students interested in learning English Lesson (House,
1997: 98)
b. The Characteristic of Children
1)They like playing
Children like playing. They more like playing than learning. Hence
from that to convey the material of learning we should be able to take
both, that is playing and learning in the same time.
2)They talk about “Here and Now”
Children always discuss about existing in their around and happened
in that time. So material of teaching that will be teaching is about
their surrounding and happened in that time.
3)Their own understanding comes through hands, eyes, and ears
Children will be understandings about what we talk are using hands,
eyes, and ears.
Clark (1990: 6-8) states the characteristics of the children are as follows:
1) Children are developing conceptually. They develop their way of
thinking from the concrete to the abstract thing.
2) Children have no real linguistic. They teach subject what school
provides for them
3) Children are still developing their common skill such as turn taking
and the use of body language. They learn more slowly.
4) Young children are very egocentric. They tend to resolves around
5) Children get bored easily children have no choice to attend school.
The class activities must be fun and interesting by setting up the
interesting activities.
6) Children are at early of their education, ensuring success and
enhancing the children‟s motivation are important factors in
promoting the success of early start in foreign language learning.
7) Children are better mimics. It will take them more confident in
attempting the sound of foreign language and they delighted in
playing the sound.
8) Children forget quickly. Therefore, the teacher in teaching English
needs repetition.
From the definition above, it can be conclude that young learner need
activities which are exiting and can stimulate their curiosity, of course based
on their characteristics in teaching learning English lesson.
4. The Notion of Motivation a. The Definition of Motivation
Motivation is needed in every occasion, especially in teaching
learning process. It is because motivation will influence someone both in
process and result. Thus, it is very important for teachers to know about
Some experts define some definition of motivation. Brophy (1998:
3) says that motivation refers to the students‟ subjective experiences,
their willingness to engage in teaching learning activities and their
reasons for doing this. Then, Weiner (in Elliot et al, 2000: 332) says that
motivation is internal states that arouses us to action, pushes us in
particular direction, and keep us engaged in certain activities. Next,
Groccia (1992: 62) states that people learn and study because the
consequences of such behavior satisfy certain internal and/or external
motives.
From the definition above it can be concluded that motivation is an
arousal, impulse, or desire that moves and leads learner to do a particular
action in order to meet and needs or to attain a set of goals of teaching
learning process.
b. The Types of Motivation
There are many kinds of learning motivation stated by the experts.
Biggs and Watkins (1995: 84) state that there are four categories of
motivation, namely: extrinsic motivation, achievement motivation, social
motivation, intrinsic motivation.
Extrinsic motivation is motivation where the students learn
because of consequences to obtain a reward and to avoid the punishment.
While intrinsic motivation is motivation where the students learn because
Achievement motivation, the students learn in order to compete
against the other students, that is winning makes they feel good. Then,
social motivation is defined as the students‟ motivation in order to make
the other people feel pleasure.
Ur (1996: 19) defines some kinds of motivation. They are
integrated motivation and instrumental motivation. Integrative
motivation is the desire to identify with and integrate into target language
culture. Then instrumental motivation is to wish to learn the language for
purposes of study or carrier.
c. The Characteristic of Motivated Students
Naiman et al, in Ur (1996: 275) comes to conclusion that the most
successful students are not necessary those to whom a language comes
very easily; they are those who display certain typical characteristic,
most of them clearly associated with motivation, those are as follows:
1). Positive task oriented. The learner willing to tackle tasks and
challenges, and has confidence in his or her success.
2). Ego-involvement. The learner finds it important to succeed in
learning and promote his or her own positive self-image.
3). Need for achievement. The learner has needs to achieve, to overcome
difficulties and succeed in what he or she sets out to do.
4). High aspiration. The learner is ambitious, goes for demanding
5). Goal orientation. The learner is very aware of the goals of learning, or
of specific learning activities, and directs his or her effort towards
achieving them.
6). Perseverance. The learner consistently invests a high level of effort in
learning, and it is not discouraged by setbacks or apparent lack
progress.
7). Tolerance of ambiguity. The learner is not disturbed or frustrated by
situations involving a temporary lack of understanding will come
later.
B. Rationale
In learning English vocabulary, there are difficulties that might be faced by
the learners especially the young learners. The students‟ vocabulary mastery of
SMP N 5 Sukoharjo in the academic year of 2009/2010 is still low. It can be seen
from some indicators that are shown by the students as follows: firstly, the
students are less interested in teaching learning process. It is caused by the
teacher‟s material which is not appropriate on their level. Most of the students do
not have full concentration on the lesson and doing something useless during the
process of teaching learning. Secondly, the students get difficulties to remember
and grasp the meaning of words when the teacher gives them some English words
and then translate them. Thirdly, the students get difficulties in writing words or
not do the exercises perfectly. Most of their marks are still lower than the passing
grade.
So, the teacher should create an interesting teaching material. The teaching
materials should be suitable with the young learners‟ characteristics. One of the
teaching materials that can be used is the short texts. Short texts are interesting
materials in teaching language. By using short texts, the teacher helps the students
to remember the words and understand the meaning and also the grammatical
pattern of the sentences easily.
Considering the explanation above, the researcher believes that short texts
can enrich students‟ vocabulary mastery.
C. Hypothesis
The hypothesis of this research can be formulated as follows: by using short
texts, the students can improve their vocabulary mastery, especially for the
CHAPTER III
RESEACH METODHOLOGY
A. Setting and Subject of the Research. 1. Setting of place
This research was done in SMP Negeri 5 Sukoharjo, Sukoharjo
Regency. This school is located at Bulakan, Sukoharjo. It is because there is a
problem related with students‟ vocabulary mastery.
2. Time of research
This research held on a cycle on second semester in the academic
year of 2009/2010. The details are the pre-test, the treatments, and the
post-test. The pre-test was done on the first meeting. It was done for knowing the
students‟ basic ability of the second grade class of SMP Negeri 5 Sukoharjo in
the academic year of 2009/2010. Next, the treatments were done on the
second until five meeting. The aim was to master vocabulary by using short
stories. Post test was done on the six meeting. Last, the post-test was done on
the sixth meeting. It was done for knowing the students‟ improvement after
using short texts in teaching learning process.
3. Subject of the Research
The subject of this research is the second grade class of SMP Negeri
5 Sukoharjo in the academic year of 2009/2010. There are 35 students for
B. Method of the Research
This research is a kind of action research. For a starting point, it is
necessary to give a definition of action research. Dewi Rochsantiningsih (2008)
defines action research as:
“proses sistematis di mana guru dengan sukarela melibatkan diri untuk melakukan refleksi dokumentasi, dan atau tindakan untuk lebih memahami hakekat dan atau konsekuensi mengajar dengan tujuan untuk melakukan tindakan atau menguabah atau meningkatkan kualitas pembelajaran dan lebih baik bila dilakukan secara kolaboratif dengan kolega atau teman guru.”
Kemmis (1983) in Hopkins (1993: 44) says that action research is a form
of self-reflective inquiry undertaken by participants in social (including
educational) situation in order to improve the rationality and justice of (a) their
own social or educational practices; (b) their understanding to these practices, and
(c) the situations in which the practices are carried out. It is most rationally
empowering when undertaken by participants collaboratively, though it is often
undertaken by individuals and sometimes in cooperation with outsiders.
Rapport (1970) in Hopkins (1993: 44) says that action research is aimed
to contribute both to the practical concern of people in an immediate problematic
situation and to the goals of the school science by joint collaboration within a
mutually acceptable ethical framework. Meanwhile, Ebbutt (1985) in Hopkins
(1993: 45) states action research is about the systematic study of attempts to
improve educational practice by groups of participants by means of their own
Furthermore, Wiersma (2000: 10) states one type of applied research is
action research, research conducted by a teacher, administrator, or other
educational professionals to aid in decision making in the local school. Action
research focuses on the solution of day-to-day problems at the local level. Action
research is usually less rigorous in term of design and methodology than other
educational researches. Often, intact groups are used in some cases, only a single
group or individual is involved in the study.
From the definition above, it can be concluded that action research is a
systematic study and it is a form of self-reflective inquiry undertaken or carried
out by participants in educational situation rather than outside researches to solve
the problem in order to improve the students‟ ability. By participating the actions
in this research, it is hoped that the researcher will find the solution for
developing the students‟ vocabulary mastery.
Based on the definition and the aims above, this research is done to
increase the students‟ vocabulary mastery through short texts.
C. The Model of Action Research
The model of classroom action research used in this study is based on the
model developed by Kemmis and Mc Taggart (1985). According to the model,
the implementation of the classroom action research includes four steps in the
1. Planning
Develop a plan of critically informed action to improve what is already
happening.
2. Action
Act to implement the plan.
3. Observation
Observe the effects of the critically informed action in the context in which it
occurs.
4. Reflection
Reflecting process on these effects as the basis for further planning,
subsequent critically informed and so on, through a succession of a stages.
Based on Hopkins‟ point of views (1993: 48) this model can be illustrated
D. The Procedures of Action Research
In this classroom action research, each procedure takes five steps in one cycle.
There are follows:
1. Identifying the problems
The researcher identified the problem before planning the action. The
problem referred to the students‟ difficulty in learning vocabulary. The problem
was caused by the technique of delivering material which was not suitable and
interesting to the learners. It was obtained by observing the teaching learning
process, interviewing the students, and conducting a pre-test.
2. Planning the action
The researcher prepared everything related to the action as follows:
a. Planning the steps and technique for delivering the material in the form of
lesson plan.
b. Designing the steps in doing the action.
c. Preparing the material.
d. Preparing sheets for classroom observation (to know the situation of
teaching learning process when the technique is applied).
e. Preparing teaching aids.
f. Preparing a test.
It was done to know whether students‟ vocabulary could be improved or
3. Implementing the action
The researcher implemented the teaching learning activity of vocabulary
using short texts. The real implementations were generally presented as follows:
a. The researcher greeted the students and checked the students‟ attendance at
the beginning of class.
b. The researcher presented the material by giving a worksheet one by one to the
students.
c. The researcher stimulated the students to try guessing some words related to
the stories.
d. The researcher gave explanation about the words, pronounced them correctly,
and drilled the students.
e. The researcher gave the students time to make note in their book.
f. The researcher gave the students individual task.
g. The researcher gave the students oral task by pointing the students one by one
to guess and pronounce the words that are related to the stories shown by
teacher to check whether the students had understood.
h. The researcher discussed the answer of task with the students
i. After doing the practices, the researcher reviewed the material.
4. Observing and monitoring the action
The researcher observed all activities in the teaching learning process and
5. Evaluating and Reflecting the result of the observation
The researcher evaluated all actions in the cycle. The researcher observed
the actions to find the problems of the activities that had been carried out in
using short stories in teaching vocabulary.
E. Technique of Collecting Data
The techniques of collecting data are qualitative and quantitative method.
Qualitative method consists of observation, field notes, interview, photograph,
document analysis.
Observation technique means the researcher comes to the class, observes
the teaching learning process done by the teacher and the students. Based on
Burns (1999: 80), observation is a kind of activities in action research that enables
researchers to document and reflect systematically upon classroom interactions
and events, as they actually occur rather than as we think they occur.
The teacher takes the position behind the class while observing the
teaching learning process and makes a note all things about what happen during
Notes or field notes are descriptions and accounts of events in the research
context that are written in relatively factual and objective style (Burns, 1999: 87).
The researcher made notes of each observation done. The researcher made note to
all activities during the lesson, and noted the students‟ reaction and response to
the learning.
The interview technique is done spontaneously. It means that the
researcher does not make some questions first. This interview is also done to the
students and the teacher before and after teaching learning process. The purpose is
to get the information about everything in teaching learning process using short
stories.
Photographs are a way of greatly enhancing classroom analysis and
providing visual stimuli that can be integrated into reporting and presenting the
research to others (Burns, 1999: 101).
Analyzing the document was done toward the Kurikulum Tingkat Satuan
Pendidikan, which is about English lesson in Junior High School including its
Standar Kompetensi and Kompetensi Dasar. The aim of this analysis was to
complete the information which had been gotten from observation and interview.
Then, quantitative method uses test technique. Test technique which is
used is achievement test. Achievement test is the test that is used to measure
students‟ ability after learning something (Arikunto, 1996: 21). The test here is a
vocabulary test. The vocabulary test is used to measure the students‟ vocabulary
the pre-test and post-test. The total numbers of test items were 30 items. The test
consisted of vocabularies that had been taught to the students. The result of the
test was analyzed to know the students‟ achievement on vocabulary.
There are some steps that should be done by the researcher in this action
research. Here is the diagram of the steps.
Table 1. The steps in Action Research
Step of action Participant Technique Data
Pre action
F. Technique of Data Analysis
The technique of data analysis in this research consists of two kinds; they
are qualitative descriptive analysis and also quantitative descriptive analysis.
1. Qualitative descriptive
In qualitative descriptive analysis, the data are the result of
observation, field notes, interview, and photographs. The steps are: (a)
compare the data from each informant to make easy in classifying the same
data, (b) classify the data in certain classification, (c) Making the inference,
making the data in the table, (d) making an inductive conclusion. Making a
hypothesis using the classify data.
2. Quantitative descriptive analysis
In quantitative descriptive analysis, this research uses descriptive
statistics. It is used to make the data simple and communicative. This step
uses a simple formula that is called as t-test of non-independent. It makes
clearer the data and the characteristic of the data (Nurgiantoro, 2001:8).
In this formula, the pre-test is compared with the post-test to know
whether teaching vocabulary using short stories can improve the students‟
vocabulary mastery.
The formula of t-test of non-independent is as follows:
Finally, when the difference between the values of t-obtained and the
value of t-table is significant, the effectiveness of using short stories to
improve students‟ vocabulary mastery will be known.
G. Validity of the Instrument
In computing the validity of each item from the instrument, the researcher
uses the formula as follows:
where; and
p : the number of correct answer
q : the number of incorrect answer
n : the number of respondent
The result of the computation of validity will be consulted to t-table
distribution, from this; it will be known whether or not the instrument is valid.
H. Reliability of the Instrument
After the valid items are determined, the reliability can be determined by
using the formula:
The result of the computation of reliability will be consulted to r table of
statistics. From this, it will be known whether or not the instrument is reliable.
I. The Criteria of Successful Action
The measurement that is used in checking vocabulary mastery is test. The
indicators are: (1) there is an improvement number of students that have minimal
criterion at least 75 % from the total number of students, and (2) there is an
improving average mark of the class based on the criteria in the curriculum that is
