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IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH
GRAPHIC ORGANIZERS
(An Action Research at Fifth Grade of SD Negeri Kentingan No.79
Surakarta in Academic Year 2010/2011)
Written by:
Titik Purwoningsih
K2206010
Thesis
Presented as Partial Requirements for the Undergraduate Degree of
Education in Teacher Training and Education Faculty of
Sebelas Maret University
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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ABSTRACT
Titik Purwoningsih. K2206010. “Improving Students’ Vocabulary Mastery through Graphic Organizers (An Action Research at Fifth Grade of SD Negeri Kentingan No.79 Surakarta in Academic Year 2010/2011.” A Thesis. Surakarta. Teacher Training and Education Faculty, Sebelas Maret University, 2011.
This thesis is written 1) to know whether graphic organizers can improve students’ vocabulary mastery 2) to know the participation of the students in teaching learning vocabulary by using graphic organizers and 3) to know the students’ interest in teaching learning vocabulary by using graphic organizers at the fifth grade students of SD Negeri Kentingan No.79 Surakarta.
The research was conducted in two cycles from July 30thuntil October 29th 2010 at the fifth grade students of SD Negeri Kentingan No. 79 Surakarta. The techniques in collecting the data are qualitative and quantitative method. In the qualitative method, the researcher uses observation and questionnaire. In the quantitative method, the researcher uses tests. The test consists of the pre-test and post-test. The technique to analyze the test result is by comparing the mean score of pre-test and post-test.
The results of this research show that graphic organizers can improve students’ vocabulary mastery. First, the improvement can be seen from the differences between the pre-test and post-test. In the pre-test, the mean of the students’ score is 41.48 while in the first post-test the mean of the students’ score is 67. 15 and the mean score of second post-test is 79. 81. Second, from the participation of the students in the classroom during the research. In the first meeting in cycle 1, the participation of 15 students (45.45 %) is enough and the participation of 18 students (54. 55 %) is still low. In the second meeting in cycle 1, the participation of 5 students (15. 15 %) is still low, the participation of 25 students (75. 75 %) is enough and the participation of 3 students (9. 10 %) is good. In the first meeting in cycle 2, the participation of 24 students (72. 73%) is enough and the participation of 9 students (27. 27 %) is good. In second meeting in cycle 2, the participation of 12 students (36. 36%) is enough and the participation of 21 students (63. 64 %) is good. Third, the improvement can be known through the students’interest. They are more enthusiastic during teaching learning process. They are more active than before. There are so many students who raise their hands to answer the question on the whiteboard or oral answer. When they do the tasks, many of them can finish the exercise quickly. They also like having discussion with their friends.
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ABSTRAK
Titik Purwoningsih. K2206010. MENINGKATKAN PENGUASAAN
VOCABULARY SISWA MELALUI GRAFIK ORGANIZERS
(PENELITIAN TINDAKAN KELAS TERHADAP SISWA-SISWI KELAS V SD NEGERI KENTINGAN NO. 79 SURAKARTA TAHUN AKADEMIK 2010/2011). Skripsi. Surakarta. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, 2011.
Skripsi ini ditulis untuk 1) mengetahui apakah grafik organizers dapat meningkatkan penguasaan kosa kata bahasa Inggris siswa 2) mengetahui partisipasi siswa dalam pembelajaran vocabulary dan 3) mengetahui minat siswa dalam pembelajaran vocabulary menggunakan grafik organizers.
Penelitian ini dilaksanakan pada 30 Juli 2010 s/d 29 Oktober 2010 melalui 2 siklus di SD N Kentingan No. 79 Surakarta. Metode yang digunakan dalam pengumpulan data adalah kualitatif ( observasi dan angket) dan kuantitatif (pre test dan post test). Teknik yang digunakan dalam menganalisis hasil tes yaitu dengan membandingan nilai pre test dan post test.
Hasil penelitian menunjukkan bahwa grafik organizers dapat meningkatkan pengusaan vocabulary siswa. Pertama, peningkatan tersebut dapat dilihat dari perbedaan nilai rata-rata pre tes dan post tes. Nilai rata-rata pre test yakni 41. 48 sedangkan pada post tes 1 nilai rata-ratanya 67. 15, dan 79. 81 pada post tes 2. Kemudian, adanya peningkatan partisipasi siswa. Pada pertemuan pertama saat siklus pertama berlangsung, 15 siswa (45.45 %) cukup berpartisipasi dan 18 siswa partisipasinya sangat rendah. Pada pertemuan kedua siklus pertama, 5 siswa (15. 15 %) partisipasinya rendah, 25 siswa (75. 75 %) cukup berpartisipasi, dan 3 siswa berpartisipasi baik saat pelajaran. Pada pertemuan pertama siklus ke 2, sebanyak 24 siswa (72. 73%) cukup berpartisipasi dan 9 siswa (27. 27 %) sudah berpartisipasi dengan baik. Pada pertemuan kedua siklus kedua 12 siswa (36. 36%) cukup berpartisipasi dan 21 siswa (63. 64 %) sudah berpartisipasi dengan baik. Ketiga, peningkatan yang terjadi bisa diketahui melalui minat siswa terhadap kelas vocabulary. Mereka lebih antusias selama proses belajar mengajar. Mereka juga lebih aktif dari sebelumnya. Banyak siswa yang bersedia untuk menjawab pertanyaan di papan tulis maupun menjawab secara langsung. Saat mengerjakan latihan soal, banyak dari mereka yang bisa menyelesaikan latihan dengan cepat. Mereka juga menyukai diskusi dengan teman-temannya.
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vi MOTTO
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DEDICATION
With love, this research is devoted to:
1. My beloved mother and father, Turipah and Karnoto
(alm),
2. My precious grandpa and grandma, Ta’ali,
Sardinah, Sukhemi and Rasmin.
3. My understanding and supportive sweetheart,
Ahmad Junaidi,
4. My delightful aunts and uncle, Nanik, Diyah, Uum
and Cahyo.
5. My dear sister,Tasya,
6. And my charming friends from English Department
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ACKNOWLEDGEMENT
Alhamdulillahirabbil’alamin. Praise and thank to God the Almighty for his
blessing to the writer so that she can accomplish the writing of this thesis. In this
occasion she would like to express her deepest gratitude and appreciation to the
following:
1. Prof. Furqon Hidayatullah, M.Pd as the Dean of Teacher Training and
Education Faculty of Sebelas Maret University who approved this thesis.
2. Drs. Martono, M.A as the Head of English Department who gave her
permission to write the thesis.
3. Drs. Siswantoro, M. Hum as the first consultant and Drs. A. Handoko
Pudjobroto, who patienly gave her the guidance, advice, encouragement
and time from beginning up to the completion of this thesis writing.
4. The lectures in English Department.
5. Yuni Trihastuti, S.Pd. M.Pd. as the Headmaster of SD Negeri Kentingan
No. 79 Surakarta.
6. Bibit, A.MA as the collaborative English teacher for his help.
7. The fifth grade students ofSD Negeri Kentingan No. 79 , Surakarta.
8. Novientiers, who always cheer her up when she is down: Pita, Mery, Utik,
Nana, Ita, Ninis, Ayuk, Chika, Pipin, etc.
9. Her motivators: Tiwi, Indah, Risty, Nanik, Wiwit.
10. Her beloved friends in English Department of year 2006 who cannot be
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TABLE OF CONTENTSTITLE…... i
ABSTRACT ……….... ii
ABSTRAK ……….. iii
THE APPROVALOF THE CONSULTANTS……… iv
THE APPROVAL OFTHE BOARD EXAMINERS……….. v
MOTTO ……… vi
DEDICATION ………. vii
ACKNOWLEDGEMENT ……… viii
TABLE OF CONTENT……… ix
LISTS OF APPENDICES……… xii
LISTS OF TABLES ……… ..xiii
LISTS OF PICTURES………. xiv
CHAPTER I INTRODUCTION ... 1
A. Background of the Study ... 1
B. Problem Limitation ... 5
C. Problem Statements ... 6
D. The Objectives of the Study ……… 6
E. The Benefit of the Study ………. 7
CHAPTER II THEORITICAL REVIEW... 8
A. Vocabulary Mastery ... 8
1. The Definition of Vocabulary Mastery... 8
2. The Importance of Teaching Vocabulary ... 10
3. Word Classification……… 10
4. Active Vocabulary vs. Passive vocabulary……… 17
5. The Various Techniques in Teaching Vocabulary……. 17
B. Graphic Organizers ... 22
1. The Definition of Graphic Organizers ... 22
2. The Kinds of Graphic Organizers... 23
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C. Teaching Vocabulary through Graphic Organizers……... 33
1. Vocabulary Words Out of Context……… 33
2. Vocabulary Words n Context………. 34
D. Motivation 1. The Definition ofMotivation ……….. 35
2. The Type of Motivation ……….. 36
3. The Characteristic of Motivated Students ……….. 36
E. Basic Assumption ... 37
F. Hypothesis ... 38
CHAPTER III RESEARCH METHODOLOGY ... 39
A. Place and Time of the Research ... 39
B. The Subject and the Object of the Research ... 39
C. Method of Research... 39
1. The Nature of Action Research ... 39
2. The Model of action Research ... 41
3. The Procedures of Action Research ………. 43
D.Technique of Collecting Data ……… 45
E. Technique of Analyzing Data……… 46
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 47
A. Research Finding ... 47
1. Cycle 1 ... 47
a. Pre Research ... 47
b. Planning ... 51
c. Action ... 52
d. Observation ... 54
e. Reflection... 59
2. Cycle 2 ... 60
a. Revised Plan ... 60
b. Action ... 62
c. Observation ... 64
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3. Findings……… 67
a. Test Data……….. 66
b. Non-Test Data……….. 68
B. Discussion ... 69
C. Hypothesis Testing ... 71
CHAPTER V CONCLUSION AND SUGGESTION... 72
A. Conclusion ... 72
B. Suggestion ... 73
BIBLIOGRAPHY ... 75
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LIST OF APPENDICES
1. Research Schedule……… 78
2. Pre Research Observation……… 79
3. Lesson Plan……….. 83
4. The Grade of the Participation of the Students in Learning Vocabulary… 116 5. Pre-Test, Post-Test 1, and Post Test 2 ……… 125
6. Samples of Students’ Works ……….. 135
7. Answer Key……… 141
8. Test Blue Print ………... 147
9. List of Students of Fifth Grade of Sd Negeri Kentingan ……….. 149
10. List of Students Score……….. 150
11. Questionnaire……… 151
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LIST OF TABLE1. Table 4.1 Pre Research Schedule... 48
2. Table 4.2 The Research of Pre-Test... 50
3. Table 4.3 The Schedule of First Cycle... 52
4. Table 4.4 TheObserver’s Comments in Cycle 1... 55
5. Table 4.5 The Grade of the Participation of the Students in - Learning Vocabulary ... 58
6. Table 4. 6 The Comparison between Pre-test and Post-test 1 Result ... 58
7. Table 4. 7 The Schedule of Second Cycle ... 62
8. Table 4. 8 The Observer’s Comments in Cycle 2... 64
9. Table 4.9 The Grade of the Participation of the Students in - Learning Vocabulary ... 65
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LIST OF PICTURES
1. Picture 2.1 Star Diagrams ... 24
2. Picture 2.2 Spider Diagrams ... 25
3. Picture 2.3 Fish Bone Diagrams ... 26
4. Picture 2.4 Word Box ... 27
5. Picture 2.5 Cluster Diagrams ... 28
6. Picture 2.6 Tree Diagrams ... 28
7. Pictures 2.7 Chain Diagrams... 30
8. Picture 3.1 Action Research Spiral (Kemmis & McTaggart) ... 41
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CHAPTER IINTRODUCTION
A. Background of the Study
Nowadays, teaching English is popular in Indonesia. As everybody knows,
English is the first foreign language that is taught in formal school starting from
the elementary school until university. So, Teaching English from the very
beginning is a good choice. Many reasons promote the teachers introducing
English at an early age. Firstly, the learners are keen and enthusiastic during
teaching learning process. Brumfit (1995: VI) states that young learners have
more opportunities than adults. They are learning all time without having worries
and responsibilities of adults. Their parents, friends, and teachers all help them in
learning. Secondly, teaching English in early age is very useful to prepare the
students in entering the secondary level. The students who begin early are usually
much further along in high school and in college. They will be already familiar
with English and they will understand and they can implement it as well as
possible. Thirdly, it is useful to face globalization era. In globalization era, the
people are demanded to use English for communication. So, it will be better if
young learners can master English at an early age.
In the elementary school curriculum, English is included as a local
content. So, it is optional to the school to teach this subject or not as what is stated
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wajibkan di sekolah dasar, melainkan sebagai Muatan Lokal. (GBPP Muatan
Lokal SD Bahasa Inggris: 1995.p.1).
However, most of elementary schools decide to teach it. Even in some
private kindergartens, English is included in their curriculum and in some private
elementary schools it is thought from the first grade.
The aims of teaching English to Elementary School students are that the
students are expected to have the language competence covering pronunciation,
vocabulary, writing, structure and culture awareness. The students are then
expected to have the skills to use the language in a simple form.
Muatan pelajaran Bahasa Inggris diajarkan kepada siswa dengan harapan
siswa memiliki:
1. Kemampuan (language competente) yang mencakup unsur-unsur tata bunyi, kosa kata, tata bahasa dan tata budaya.
2. Keterampilan menggunakan (language performance) unsur-unsur diatas tersebut dalam bentuk sederhana.
(GBPP muatan local SD Bahasa Inggris: 1995.p.2)
Meanwhile, vocabulary is one of the subjects taught when students are
learning a language.Dale and O’Rourke (1971) state that vocabulary development
is conceptual development, a basic educational aim of any school or college. A
study of vocabulary is still going on and will never stop and it is not limited on its
knowledge as word and meaning but also its instruction to students from the
earliest grade to the highest one.
Vocabulary according to Hatch and Brown (1995:1) is the term of
vocabulary refers to a list or set of words that individual speakers of language
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reading, and writing. It is also the basic step to learn English in written form as
well as spoken form. The experience of most language course is vocabulary. No
matter how well the students learns grammar, no matter how successful the
sounds of L2 are mastered, without words to express a wide range of meanings,
communication in an L2 just can not happen in any meaningful way.
As everybody knows that students have difficulties when they study
vocabulary, so the teachers should pay attention to find appropriate or good
methods in teaching vocabulary. It is important for teachers to have a command of
the knowledge based on teaching and that research is valuable resource to guide
teaching practices. Furthermore, she explains that teachers can become
researchers for the purpose of improving their teaching and learning environments
in their classrooms.
One of the techniques in teaching vocabulary is by using graphic
organizers. Ellington (2006) states that graphic organizers are visual and spatial
displays designed to facilitate the teaching and learning of textual material.
Graphic organizers actually have the power and potential to enhance the learning
ability of students in all age groups. Because the use of visual learning tools is
becoming widespread, the introduction of graphic organizers from an early age
has been pushed as a means of facilitating familiarity with these extremely
effective tools as early as possible.
Graphic organizers aid in learning across all subjects by nature, and the
processes involved with them are actually applicable in a myriad of different uses.
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ability of the teachers, as it is their responsibility to show students how to
efficiently make use of them.
When used in effective ways, graphic organizers have a great amount of
potential for fostering learning in a variety of different areas in education. The
most prevalent educational areas that are positively affected by the effectiveness
of graphic organizers are comprehension, reading and vocabulary knowledge. A
number of studies have been conducted that indicate that graphic organizers have
the ability to improve reading and vocabulary knowledge and understanding
exponentially.
This is because the child is not only being required to read a bunch of
words, but instead is being allowed to learn the importance or lack of importance
of these words in order to attain increased clarity about them.
However, based on the observation, the writer found that the vocabulary
test scores of the fifth grade students of Sekolah Dasar Negeri Kentingan No.79
Surakarta are still low. So, the writer assumes that the students’ vocabulary
mastery needs improvement. While from the interview with the teacher, the writer
knows that he seldom uses graphic organizers in his teaching.
Based on the description above, the writer in her thesis decides to make an
action research to improve the vocabulary mastery of the fifth grade students of
Sekolah Dasar Negeri Kentingan No. 79 Surakarta by using one of the techniques
in teaching vocabulary. In this case, the writer tries to use graphic organizer. The
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Graphic Organizers (An Action Research at Fifth Grade of SD Negeri
Kentingan No.79 Surakarta in Academic Year 2010/2011).”
B. Problem Limitation
The writer is fully aware that it is impossible for her to cope with all
problems. She will get difficulties to handle the study consisting of so many
complicated problems. Therefore, she has to limit the problems on how to
improve vocabulary mastery (passive vocabulary) of the fifth grade students
through graphic organizers (stars diagrams, spider map, and word boxes) in SD
Negeri Kentingan No.79 Surakarta in 2010/2011 academic year.
C. Problem Statements
The problems can be formulated as follows:
1. Can graphic organizers improve students’ vocabulary mastery at the fifth
grade students of SD Negeri Kentingan No.79 Surakarta?
2. How do the fifth grade students of SD Negeri Kentingan No.79 Surakarta
participate in teaching learning vocabulary by using graphic organizers?
3. How isthe students’interest in teaching learning vocabulary by using graphic
organizers at the fifth grade students of SD Negeri Kentingan No.79
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D. The Objectives of the Study
The study aims at finding the answer to the questions stated in the problem
statement. Therefore, the objectives of the study are:
1. To know whether graphic organizers can improve students’ vocabulary
mastery at the fifth grade students of SD Negeri Kentingan No.79 Surakarta.
2. To know the participation of the students in teaching learning vocabulary by
using graphic organizers.
3. To know the students’ interest in teaching learning vocabulary by using
graphic organizers at the fifth grade students of SD Negeri Kentingan No.79
Surakarta.
E. The Benefit of the Study
The research result is expected to be able to give some benefits to several
sides, they are:
1. Teacher
It is expected that the teachers become more creative in selecting the suitable
techniques or methods to teach vocabulary. Here, teaching vocabulary using
graphic organizers may become one of the choices.
2. Students
It is expected that the result of this research can give some advantages to the
students at fifth grade of SD Negeri Kentingan No.79 Surakarta. Through
graphic organizers students are expected to have a good improvement in
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3. SchoolThrough this research, it is expected that the information can be useful input
for teaching English in SD Negeri Kentingan No.79 Surakarta and it is hoped
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8 CHAPTER II
THEORITICAL REVIEW
A. Vocabulary Mastery
1. Description of Vocabulary Mastery
Vocabulary mastery consists of two words “vocabulary and “mastery”. It
is important to know the definition of vocabulary at first. Talking about
vocabulary, there is a general perception that vocabulary is always related to
words and dictionary. There are some definitions of vocabularies. Allen (1983:2)
states that vocabulary is a large number of words. While according to Coady and
Huckin (1997:5) in theSecond Language Vocabulary Acquisition, it is stated that
vocabulary is central to language and words are of critical importance to the
typical language learner. Hatch and Brown (1995:1) state that the term of
vocabulary refers to a list or set of words that individual speakers of language
might use. While according Hornby (1995:p.1131) vocabulary defined as number
of words in a language. The other ideas comes from Penny Ur (1996:60) who
states that vocabulary can be defined, roughly, as the words people teach in the
foreign language. However, a new item of vocabulary may be more than a single
word: for example, post office andmother in law, which are made up of two or
three words but express a single idea. There are also multi word idioms.
Supporting the previous definitions, we found in http://www.
yourdictionary.com/vocab that vocabulary is all the words known and used by a
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translated; a lexicon or glossary. However, the words known and used by a
particular person do not constitute all the words a person is exposed to. From the
definitions above it concluded that the meaning of vocabulary in this study is a
number of words which are students should know so that they can understand and
master the words, sentences, or the text completely.
Meanwhile, according to Webster (1981:1930), mastery is the position or
display of skill or technique. In addition, it is stated in Oxford Learner’s
dictionary that mastery is great skill or knowledge which people understand
something completely.
So, vocabulary mastery is a great skill to understand the set of words
completely that usually taught in a foreign language course.
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
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2. The Importance of Teaching Vocabulary
Vocabulary is very important. Without mastering or understanding a
certain number of vocabularies, it will be hard to master the language. For
example: vocabulary from which a sentence is formed often makes students
confuse and misinterpret the proposed meaning or message. This can happen
when most of words that are really strange for the students to grasp their meaning.
Although only a few words arise in the sentence, however if they are the key
words the students will find it difficult to understand them. As a result, they will
fail in comprehending the idea. In this case, students are demanded to learn
vocabulary seriously and productively. This learning can involve the growth of
either receptive or expressive vocabulary in general language development.
Furthermore, Coadyand Huckin (1997:5) who state” vocabulary is central
to language and of critical importance to the typical language learner.” Moreover,
Coady and Huckin add, “No text comprehension is possible either in one’s native
language or in a foreign language without understanding the text vocabulary”
(1997:20). It means that vocabulary is an important role in teaching language.
With more vocabulary, it will give easiness for the learner in understanding and
using language.
3. Word Classification
Considering the previous description of vocabulary, we find out that
vocabulary deals with a list or set of words in a language. However, words can be
classified based on their functional categories. There are content words and
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classifications include nouns, verbs, adjectives, and adverbs. In addition, there are
pronouns, prepositions, conjunctions, articles, and demonstratives which are
typically called function words. The meanings of these words show how we are to
determine relations between words in utterances.
The classification will be discussed as follows:
a. Content Words
1) Nouns
In a grammar class, students may have learned that a noun refers to a
person, place, or thing. However, nouns based on functional approach can have
some semantics roles such as agents, patients, dative, benefactive, instrumental,
recipient, and locative. Nouns as agents mean that they can carry out action. For
instance, “Titik biked to Bahama.”Nouns as patients mean that they can receive
actions carried outby others. For example, “Titikcrashed herbike.”Nouns can be
dative when nouns affected by state of action. For example, “Titik felt so
frustrated.”Noun can be benefactive, for whom something is done. For example,
“I changed the bike tire for Titik.” Nouns can be instrumental in helping to
completean action. For example, “I mended the tire with apatch.”Nouns can be
recipients. For example, “I give the bike to Titik.” Nouns can be locatives. For
example, “Bahamais a great place to have a condominium.”
2) Verbs
Verbs are words that denote action. Verbs are also words that denote states
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a) Verbs Classifications
(1) Activities, Accomplishments, Achievements and States Verbs
Vendler (1967) in Hatch & Brown (1995) placed verb into four classes:
activities, accomplishments, achievements and states. For example:
activities accomplishments achievements states
run paint a picture recognize know
walk draw a triangle find love
write run a mile lose have
seek build hear be(tall)
It will be easy for the children to learn activities and accomplishment
verbs because they can implement it in their real activities.
(2) Lexical, Modal and Primary Verbs
- Lexical or full verb are those with a meaning that can be clearly and
independently identified (e.g. in a dictionary) such as run, jump, walk, want, etc.
They act as main verbs.
- Modal verbs have function as auxiliary verbs. The verbs are: can, could, may,
might, will, would, shall, should, must, ought to, and used to.
- Primary verb can function either as main verbs or as auxiliary verbs. The verbs
are: be, have and do. For example:
Main verb use: Iamsad. Shehasa cat. They do sums.
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(3) Finite and Nonfinite Form of Verbs- The finite forms of a verb are the forms which show tense, person, or number.
For example: I go, she goes, andthey went.
- The nonfinite verb forms have no person or number, but some types can show
tense. For example: to go, going, gone.
(4) Transitive and Intransitive Verbs
- Transitive verbs are verbs which require an object. For example: Jane makes a
cake. The function of the wordJanein this sentence is subject, the wordmakesis
transitive verb and the worda cakeis object.
- Intransitive verbs are verbs which can be used without an object. For example: I
am waiting.
b) Verbs for Children
Brown (1957) in Hatch & Brown (1995) states that 57% of the verbs used
by children are action verbs. In addition, action words are acquired early. The
words allow children to talk about actions in here and now. Transitive actions
such as hug and bite and intransitive actions such as sleep, sit serve this purpose.
An –ing form of the verbs (e.g. playing, reading) is needed to talk the now or
ongoing actions, so, the–ing of the present progressive is acquired early.
3) Adjectives
Hatch & Brown (1995) state that adjectives are words used to highlight
qualities or attributes. An adjective has several criteria:
- An adjective can occur immediately before a noun as ina big car.This is called
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- An adjective can occur alone after forms of the verb be:The car was big.This is
the adjective’s predicative function.
- An adjective can be immediately preceded by very and other intensifying words
asvery big, terribly nice.
- An adjective can be compared as inbigger/biggest, more/most beautiful.
- Many adjectives permit the addition of –ly to form an adverb. For example:
quiet> quietly.
4) Adverbs
Adverbs are similar to adjective in many ways. The difference is that
adjectives assign attributes to noun while adverbs assign attributes to verbs,
clauses or entire sentences.
Most adverbs are easy to recognize because they are formed by adding an
–ly suffix to an adjective, as in sadly and happily. There are some types of adverb:
- Adverbs which have no distinctive element, such as just and soon, or compound
adverbs, somehow and whereby
- A few other endings which mark a word as an adverb, used especially in
informal speech: new-style, earthwards, clockwise, and sideways.
b. Function Words
1) Pronouns
Hatch & Brown (1995) states that pronouns refer to nouns that have
already been mentioned in the discourse or point ahead to noun that we are about
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There are many kinds of pronouns:- Personal pronouns are the main means of identifying speakers, addresses, and
others:I, you, he, she, it, we, and they.
- Reflexive pronouns, always ending in-self or selves. For example: I cooked for
myself.
- Possessive pronouns express ownership, and appear in two forms.My, your, etc.
are used as determiners in the noun phrase, as in my house, his motorcycle.Mine,
yours, etc. are used to express their own as in,This is mine. Hers is over there.
There are several other subclasses, they are:
- Reciprocal pronouns are used to express a two way relation ship. For example:
each other, one another.
- Interrogative pronouns are used to ask questions about personal and non
personal nouns. For example:who?, whom?, whose?, which?, what?.
- Relative pronouns (who, whom, whose, which, that) are used to link a
subordinate clause to head of the noun phrase, as inThat’s the videowhichcaused
the problem.
- Demonstrative pronouns (this/these, that/those) express a contrast between near
and distant, as in Takethisone here, notthatover there.
- Indefinite pronouns express a notion of quantity. Two types of indefinite
pronouns: compound pronouns and of-pronouns. Compound pronouns consist of
two elements:every-, some-, any-, or no-, -one, -body, orthingas insomeoneand
anything. Of-pronouns consist of several form which may appear alone or be
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range from the universal sense of all andboth to the negative sense ofnoneand
few. Other items in this class includeeach, much, many, more, moat, less, fewer,
some and neither.
2) Conjunctions
Conjunctions are words that join words, phrases or sentences. There are
two kinds of conjunctions:
- Coordinating conjunctions consist of and, or and but. And there are few pairs
such as neither…nor. These conjunctions signal such meanings as addition and
sequence (and), the expression of alternatives (or), and contrast (but).
- Subordinating conjunctions will exist when one clause is subordinated to
another, as in “I love you because you are handsome.” Here, the main clause (I
love you) is joined to subordinate clause (you are handsome) by the conjunction
because.
3) Prepositions
Hatch & Brown (1955) states that prepositions are all those words that
help locate items and actions in time and space. There are two prepositions:
1) Single words prepositions include:about, at, on, in, before, by, down, for,
etc.
2) Multi-word prepositions include: ahead of, because of, due to, instead of,
as far as, by means of, etc.
Preposition can have two kinds of meaning:
- Showing destination such as: to, onto, into, out of, off, etc.
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4) Articles and DemonstrativesThere are three articles in English: a, an, the. This, these, that and those are
the kind of demonstratives.
4. Active Vocabulary vs. Passive Vocabulary
Based on Lewis and Hill, the differences between active vocabulary and
passive vocabulary are:
1. Active Vocabulary
It means for students to add the word to their active vocabularies they need
to know the contexts in which it can occur, the possible and impossible
collocations of the word or a learner's active vocabulary is words that learners
understand and use in speaking or writing. In other word active vocabulary is
made up of words that come to students’ mind immediately when they have to use
words in a sentence, as they speak.
2. Passive Vocabulary
It means recognizing the its meaning when it occurs in context (a
relatively simple process). A learner's passive vocabulary is the words that they
understand but don't use yet. Learners often have an extremely large passive
vocabulary but a considerably smaller active one. Passive vocabulary usually is
used in reading and listening.
5. The Various Techniques in Teaching Vocabulary
Teaching learning vocabulary sometimes is difficult and ineffective when
the teacher does not use appropriate techniques to present new vocabulary. As the
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understand about new vocabulary. To solve this problem, the teacher should find
and use the appropriate ways or techniques while the teacher teaches new
vocabulary to the learners. Based on Lewis and Hill (1992:102), there are nine
ways or techniques in presenting new vocabulary. There are:
a. Demonstrate
.If the teacher does give a verbal explanation, it should at least be
accompanied by a physical demonstration. The demonstration both helps to make
the meaning clearer and helps to fix the word in the students’ minds.
It is not usual for students to be able to tell people where they learned a
new word, what the weather was like on the day, etc. The more the students can
be involved as a person in what is going on in the language classroom, the more
likely the new language is to be retained effectively in the memory. If every word
is “explained” in the same way either by translation or verbal explanation, they
merge into a set of language in which is difficult to distinguish individual items.
Demonstration highlights particular words and helps associate it in the students’
minds with both visual and aural memories.
b. Use the real thing
Teacher become so pre-occupied with teaching that sometimes they
explain, or even draw on the blackboard things which are immediately available in
the room. The teacher will show real objects or pictures of real objects to the
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c. Draw or sketchTeacher do not need to be artists to make simple sketches which illustrate
meaning, particularly if they bear in mind the advice given above about teaching
contrast rather than meaning itself. The meaning of bush was explained by two
very simple sketches.
d. 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 red certainly/definitely
Warm orange probably/possibly
Cool yellow
Cold
e. Antonyms
Antonyms indicate oppositions in meaning between terms (A is the
opposite of B; e.g. cold is the opposite of warm). There are two kinds of
antonyms.
BINARY ANTONYMS GRADABLE ANTONYMS
Binary antonyms are predicates
which come in pairs and between
them exhaust all the relevant
possibilities.
For example: good and bad.
Gradable antonyms are two
predicates which have relation with
scale of values.
For example: Rich and Poor,
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continuous scale of values, which
may be given names such as middle
class.
Sometimes it is usually much easier to offer explanations about the
meaning of word in antonyms. For example the kind ofrudemeans not polite.
It is worth mentioning that the explanations given here are not exact
definitions of the 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 being productive.
f. Synonyms
Two words (or phrases) are synonyms when they have the same meaning.
(Terms with subtle differences between meanings are termed near-synonyms). It
can be said that A denotes the same as B; A is equivalent with B). For example:
“She lookspretty” is synonym with “She looksbeautiful. Sometimes it is helpful
particularly with a relatively unimportant word of passive vocabulary to provide a
quick synonym explanation. It is still helpful if teacher remember to say It is
similar in meaning to…,rather than It means the same as…., The former phrase
helps to build up in the student’s mind the idea that language consists of choice,
that words do not mean the same as each other; the second undermines this
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g. The dictionarySilberstein (1948: 110)statesthat dictionary is a source of many kind s of
information about words. Students often benefit from instruction and practice
using an English dictionary. The elements of a dictionary entry should be
introduced before students are asked to use dictionaries independently. Too often
teachers forget that it is the students who are learning and, in general, the more the
students are involved in the process the more successful that is likely to be. Text
should not contain very large numbers of new words so there should not be a great
number of new words at any one time. One technique for explaining these which
teacher s too frequently overlook is asking the class whether anybody knows the
word-individual students do learn things outside the classroom. If not, asking one
or more students to look the word up in a dictionary (at lower levels a bilingual
dictionary; at higher levels a monolingual dictionary). In this way the process of
“learning a new word” also provides practice in important learning skills
-dictionary using-and, for those using a good monolingual -dictionary-ensures that
they do have other examples for words used in context, a note on its stress, etc.
h. Verbal explanation
Some language items are best explained by being used in a variety of
contexts, with the teacher commenting on the use. It is important with such
explanation s to use more than one context to avoid any accidental features of that
particular context.
This kind of explanation is particularly useful in dealing with lexical items
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by two or three examples and description of the function performed. It is not
usually necessary to add further explanation.
i. Translation
In this technique, the teacher explains the meaning of the new words using
the learners’ mother tongue.Although some teachers over use this technique, it is
equally true that others under use it. To some it is seen as boring and traditional.
B. Graphic Organizers
1. The Definition of Graphic Organizers
One way to help make a curriculum more supportive of students and
teachers is to incorporate graphic organizers. Basically graphic organizers are
instructional tools used to illustrate a student or class’s prior knowledge about
topic or section of the text. "Semantic Map, structured overview, web, concept
map, semantic organizer, story map, graphic organizer...No matter what the
special name, a graphic organizer is a visual representation of knowledge. It is a
way of structuring information, of arranging important aspects of a concept or
topic into a pattern using labels" (Bromley, Irwin-DeVitis,& Modlo, p. 6). Hall &
Strangman in http://www.grapicorganizer/GraphicOrganizersHTML.asp.htm
states that graphic organizer is a visual and graphic display that depicts the
relationships between facts, terms, and or ideas within a learning task. Graphic
organizers are also sometimes referred to as knowledge maps, concept maps, story
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mapping or graphic organizer based on Stahl and Vancil (1986) in Coady and
Huckin (1992) involves drawing a diagram of the relationships between words
according to their use in a particular text. It has the effect of bringing relationships
in a text to consciousness for the purposes of deepening understanding of a text
and creating associative networks for words. It is best introduced as collaborative
effort between the teacher and the class. Graphic organizers are visual
representations of the material a student is learning. The organizer assists the
student in brainstorming and/or organizing information to make it easier to
understand how ideas connect. The other definition is stated by Ellington (2006)
that graphic organizers are visual and spatial displays designed to facilitate the
teaching and learning of textual material. They help students structure their
learning, visualize the way information is presented in lectures and organized in
texts, map out stories to improve comprehension, and see the relationships among
vocabulary and concepts.
So, it can be concluded that graphic organizers are kinds of visual and
graphic displays which are designed to facilitate the teaching and learning textual
material in the form of diagrams that depict the relationship between facts, terms,
and or ideas.
2. The Kinds of Graphic Organizers
a. Star diagrams
Star diagrams are a type of graphic organizer that summarize and organize
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Star diagrams are useful for basic brainstorming about a topic or simply
listing all the major traits related to a theme. For example, a star diagram can be
used to create a graphic display describing all students know about dinosaurs
(when they lived, what kinds there were, how big they were, what they ate, where
fossils have been found, etc.) or a graphic display of methods that help students’
study skills (like taking notes, reading, doing homework, memorizing, etc.).
Another use is a story star, a star diagram used to describe the key points of a
story or event, noting the 5 W's: who, when, where, what, and why.
Picture 2.1Star Diagrams
b. A spider map
A spider map (sometimes called a semantic map) is a type of graphic
organizer that is used to investigate and enumerate various aspects of a single
theme or topic, helping the student to organize their thoughts. It looks a bit like a
spider's web, hence its name.
The process of creating a spider diagram helps the students focus on the
topic, requires the students to review what they already know in order to organize
that knowledge, and help the students to monitor their growing comprehension of
the topic. It also helps point out the areas where the students must investigate
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If the topic at hand involves investigating attributes associated with a
single topic, and then obtaining more details on each of these ideas, use a spider
diagram as the graphic organizer. The spider diagram is like a star graphic
organizer with another level of detail.
For example, a spider diagram can be used to find methods that help
students study skills (like taking notes, reading, memorizing, etc.), and investigate
the factors involved in performing each of the methods. Another example is to use
a spider map to prepare for a writing assignment; the student must concentrate on
the main topic, list the big ideas concerning the topic, and think of the
attributes/qualities/functions associated with each of these ideas.
Picture 2.2Spider Diagrams
c. A fishbone map
A fishbone map (sometimes called a herringbone map) is a type of graphic
organizer that is used to explore the many aspects or effects of a complex topic,
helping the student to organize their thoughts in a simple, visual way. The use of
color helps make a fishbone map clearer and easier to interpret.
If the topic at hand involves investigating attributes associated with a
single, complex topic, and then obtaining more details on each of these ideas, use
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map, but it works for more complex topics - topics that require more details to be
enumerated.
The process of creating fishbone diagram helps the students focus on the
topic, requires the student to review what they already know in order to organize
that knowledge, and helps the students to monitor their growing comprehension of
the topic. It also helps point out the areas where the student must investigate more
(where the fishbone is difficult to fill out).
For example, a fishbone diagram can be used to prepare for a writing
assignment; the student must concentrate on the main topic, list the big ideas
concerning the topic, and think of the attributes/qualities/functions/effects
associated with each of these ideas. Another example is to use a fishbone map to
explore the implications of improved farming methods or a new scientific
discovery - or any other cause-and-effect scenario.
Picture 2.3Fish Bone Diagrams
d. Word Boxes
Vocabulary maps or word boxes are graphic organizers that can be useful
in helping students learn new vocabulary words. For each new vocabulary word,
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adverb, etc.), a synonym, an antonym, draws a picture that illustrates the meaning
of the word, and write a meaningful sentence using the word.
Picture 2.4Word Box
e. Cluster diagrams
Cluster diagrams (also called cloud diagrams) are a type of non-linear
graphic organizer that can help to systematize the generation of ideas based upon
a central topic. Using this type of diagram, the students can more easily
brainstorm a theme, associate about an idea, or explore a new subject.
To create a cluster diagram, the students first thinks of as many terms or
ideas relating to the stimulus topic as possible (and then writes the second-level
ideas in circles attached to the main topic) - this first step is like creating a star
diagram. Then the students explore each of these new second-level ideas in turn,
and for each, find as many related ideas as possible (and add these third-level
terms to the diagram around the idea). If more detail is desired, the previous step
can be repeated for each of the third-level ideas (or more).
For example, a cluster diagram can be used to create a graphic display to
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types of pollution (like air pollution, water pollution, polluted soil, etc.), and the
second-level could be details on each of those subtopics (for air pollution, you
could include causes of air pollution, effects of air pollution, how to stop it, etc.).
You could go on to include further details on these third-level topics, and more
levels, until you are out of ideas.
Picture 2.5Cluster Diagrams
f. Tree Diagrams
Tree diagrams are a type of graphic organizer that shows how items are
related to one another. The tree's trunk represents the main topic, and the branches
represent relevant facts, factors, influences, traits, people, or outcomes.
Tree diagrams can be used to sort items or classify them. A family tree is
an example of a tree diagram. Other examples of trees are cladistic trees (used in
biological classification) and dichotomous keys (used to detemine what group a
specimen belongs to in biology). Tree diagrams are also used as visual in statistics
to document the outcomes of probabalistic events (like tossing a coin).
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g. Story mapsStory maps are graphic organizers that can be useful in helping students
analyze or write a story. This type of analysis is especially good for examining
fables and folktales.
Story map graphic organizers help the students identify the elements of the
story and the theme or moral of the story. Some of the many elements of a story
include the important characters (their appearance, personality traits, and
motivations), the setting of the story (time and place), the problem faced by the
characters, how the problem is approached, and the outcome.
There are many types of story maps that examine different elements of the
story (and reveal different structures within a story).
1. Some summarize the beginning, middle and end of a story.
2. Some list the 5 W's: who, when, where, what, and why of a story.
3. Some list the title, setting, characters, the problem, the solution and the moral
or theme of the story.
4. Some list a complex chain of events that summarize all key elements of the
story, in chronological order.
5. Some, like a storyboard, are mostly pictorial, and illustrate the major events of
a story in chronological order.
h. Chain diagrams
Chain diagrams also called sequence of events diagrams, are a type of
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The students must be able to identify the first step in the process, all of the
resulting stages in the procedure as they unfold, and the outcome (the final stage).
In this process, the students realize how one step leads to the next in the process,
and eventually, to the outcome.
Chain diagrams are useful in examining linear cause-and-effect processes
and other processes that unfold sequentially.
Pictures 2.7Chain Diagrams
i. Continuum or timeline diagrams
Continuum diagrams are a type of graphic organizer that is used to
represent a continuum of data that occur in chronological (time) order or in
sequential order.
If the topic has a definite beginning and/or ending points and the data
points in between are not discrete, use a continuum/timeline.
For example, a continuum or timeline diagram can be used to display
milestones in a person's life.
In making a timeline, the students must first determine appropriate
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3. The Benefits of Graphic Organizers
a. Development of Higher Level Thought
Graphic organizers almost always incorporate higher-level thinking must
evaluate input and select only the most essential information since there is
generally not enough room to copy directly from a source. Metacognitive
development occurs as students explain their own thought processes and are
exposed to the strategies and thinking of others. The format often encourages
students to expand beyond the source(s): to access prior knowledge, to predict and
question, to investigate further. Because people are thinking at a higher level, they
can more readily identify: ambiguities, the need for clarification, and information
that is missing.
b. Applicability for A Wide Range of Learners
Students with very diverse levels can often collaborate meaningfully on a
graphic organizer. More advanced learners are often challenged by graphic
organizers because the format gives them an opportunity to incorporate prior
knowledge and real-world applications. Students who did not initially know the
information at the comprehension level still have the opportunity to demonstrate
their intelligence when higher-level thinking is required in completion of the
organizer. Students with low literacy skills, limited fluency in the language of
instruction, and those with diverse learning styles can often process information
presented in this format more readily than they can traditional text material.
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c. Increased Language Development
Higher-level thinking prompts more use of language. Students have more
exposure to the language of thought. New content vocabulary is clearly presented
on the organizer. Students must incorporate their own words when summarizing
the information presented on an organizer.
d. Greater Retention for All Learners
People retain:
10% of what they read
20% of what they hear
30% of what they see
50% of what they see and hear
70% of what they say
90% of what theysayas they do or teach something. (E.Dale)
When students collaborate on a graphic organizer, they are saying, doing,
and teaching each other. They are also changing written or oral input to visual
input that is meaningful to them. People retain information more readily when
they are processing it at higher levels of thought. (Examples: Students are
categorizing words rather than memorizing them. Students are reading and
listening at the analytical level rather than at the comprehension level.) The visual
presentation of any organizer reflects the relationship of the concepts contained
which promotes retention for most learners. It is more beneficial, and more fun, to
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e. More Equitable Assessment MeasuresAfter using an organizer for instructional purposes, they are often very
effective for assessment purposes. Many students, who have trouble accurately
reflecting their learning on traditional forced choice tests, can perform well on
alternative assessment measures that include graphic organizers. The conceptual
and strategic essence of a lesson is more evident to students who study from
graphic organizers. It is easier to make modifications for special needs students
with graphic organizers used for assessment purposes than it is to modify a
traditional exam.
Prepared by Jeanette Gordon, Illinois Resource Center
.
C. Teaching Vocabulary through Graphic Organizers
Although more and more teachers are using graphic organizers to teach
reading and writing, many do not realize how powerful they can be in teaching
vocabulary.
There are two main types of graphic organizers based on the purpose:
1. Vocabulary words out of context
The most basic vocabulary word organizers can be used to memorize the
meanings of words out of context. They are helpful when the students are
studying a list of vocabulary words. To study a word out of context, the teacher
would include several boxes for students to fill in–one for the word itself, one for
the definition, one for an example of the word, one for synonyms, one for
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might want to include a box asking them to draw something connected to the
word. In addition, the teacher may wish to include an additional box in which the
student will explain a strategy they will use to remember the definition of the
word. After they have filled in all of these boxes, they will truly “own” the
vocabulary.
2. Vocabulary words in context
While students are reading, sometimes they do not understand some
words. Even if the teacher has taught them vocabulary strategies to help them
guess the definition of the word, the strategies may not be appropriate. That’s
where graphic organizers can help.
In these graphic organizers, include a box for the word itself, a box or two
for “context clues”. In this way, the graphic organizer will help them understand
how the vocabulary strategies the teacher has taught them can really help them
guess the meaning of an unfamiliar word.
Based on the explanation above, the writer just uses three kinds of graphic
organizers (star diagrams, spider map, and word boxes) which are appropriate for
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D. Motivation1. The Definition of Motivation
Learning is fun and exciting, at least when the curriculum is well matched
to students’ interest and abilities. When the teacher teach the right things the right
way, motivation takes care itself. Motivation is very important so the teacher
should know about it.
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. Next, Ford
(in Elliot 1999: 330) states that motivation is recognized as consisting of three
interrelated components: personal goals, personal agency beliefs, and emotions.
Next, Elliot (1999: 329) state that motivation is a subject that intrigues teachers,
because they realize both through their professional training and instinctively that
is an issue that can mean the difference between success and failure in the
classroom.
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
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2. The Type of Motivation
There are many kinds of learning motivation stated by the experts. Elliot
(1999: 333) states that there are two categories of motivation, namely: intrinsic
motivation and extrinsic motivation.
Intrinsic motivation means the desire of students themselves to learn in
order to achieve specific objectives. While, extrinsic motivation means motivation
where the students learn because of consequences to obtain rewards and
inducements.
3. 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 challenges, high
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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.
E. Basic Assumption
In learning a foreign language, there are some difficulties faced by the
learners. For the students of SD Negeri Kentingan No. 79 Surakarta, vocabulary
mastery is considered as the most difficult skill. The students are not interested in
English class, they think English is a difficult lesson, some students do not pay
attention to the teacher, and the way of her teaching vocabulary is not attractive.
Besides, the students lack of time to study vocabulary. Subsequently, the lack of
teaching aids and sources (only from book) make the students so bored.
To overcome problems above, here, the writer decided to use graphic
organizer that is one of visual aids which can make the new content vocabulary is
clearly presented by structuring the words that have relation based on topic
concept on graphic. It helps the students to create their own organizers as they
become more comfortable. They understand content better (there is definition
about the meaning of word), and help the students to structure their learning,
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out stories to improve comprehension, and see the relationships among vocabulary
and concepts.
From the explanation above, it can be assumed that graphic organizers can
improve students’ vocabulary mastery of the fifth grade students of SD Negeri
Kentingan No. 79 Surakarta.
F. Hypothesis
Based on the theory above, the action hypothesis can be formulated as
follows: graphic organizerscan improve students’ vocabulary mastery of the fifth
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CHAPTER IIIRESEARCH METHODOLOGY
A. Place and Time of the Research
This action research is carried out in SD Negeri Kentingan No. 79
Surakarta. It is located on Jalan Ir. Sutami No. 52, Jebres Surakarta 56172.
Meanwhile, the research is conducted from July to October 2010.
B. The Subject and the Object of the Research
The subjects of the study are the students of the fifth year of SD Negeri
Kentingan No. 79 Surakarta. It is one class that consists of 33 students, 19 boys
and 14 girls. However, the object of the study isimproving students’ vocabulary
mastery through graphic organizers.
C. The Method of the Research
This chapter presents the discussion about the research or classroom action
research as follows:
1. The Nature of Action Research
The seeds of action research are to be found as early as the late nineteenth
century in the Science in Education movement and a variety of other social reform
initiatives (McKernan:1996). It also grew out of the moves by progressive
educators, such as John Dewey and Kurt Lewin .There are some definitions of
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Action research is a form of self-reflective enquiry undertaken by the 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 of these practices, and (c) the situation in which the practices are carried out. It is most nationally empowering when undertaken by participants collaboratively, thought it is often undertaken by individuals, and sometimes in cooperation with ‘outsiders’. In education, action research has been employed in school-based curriculum development, professional development, school improvement programs, and systems planning and policy development.
A second definition is stated by Elliott, who states as follows:
Action research might be defined as ‘the study of a social situation with a view
to improving the quality of action within it’. It aims to feed practical judgment
in concrete situations, and the validity of the ‘theories’ or hypotheses it
generates depends not so much on ‘scientific’ tests of truth, as on their
usefulness in helping people to act more intelligently and skillfully. In action
research ‘theories’ are not validated independently and then applied to
practice. They are validated through practice.
The third definition is stated by Wallace (1998:15) that action research is
therefore a sub-area of inquiry, which simply means the process of answering and
questions by using various kinds of evidence in some kind of reasoned way. In
addition, it is different from other more conventional or traditional types of
research in that it is very focused on individual or small group professional
practice and is not so concerned with making general statements.
From the definition above, action research is a systematic study which is
focused on small group professional practice in social situation by the researcher,
to know about their particular school operates how they teach, and how well their
students learn so they can improve the quality of professional action. Action
research starts with practical judgment and the validity of the theories or
