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P Students ’PercepitonontheUseo fMyWord i d u g n a P s u l u a P . t S P M S n i y r e t s a M y r a l u b a c o V e v o r p m I o t k o o b k n a B y g g i P . n a d u y o M r u h u
L Yogyakatra : Engilsh Language Educaiton Study Program , . y ti s r e v i n U a m r a h D a t a n a S k n a B y g g i P d r o W y
M i sawordil s st bookwhichi susedbyal loft hes tudents in
S P M
S t .Paulu sPangud iLuhur ni ordert oi mprovevocabulary .Thestudent sare , n o it i d d a n I . k o o b e h t m o r f s d r o w e h t f o l l a d n a t s r e d n u d n a e z ir o m e m o t d e t c e p x e e h t d r a w o t s t n e d u t s f o r o i v a h e b g n i n r a e l e h t t c e f f a y a m n o it p e c r e p e h t . y r e t s a m y r a l u b a c o v r i e h t f o t n e m e v o r p m i e r s i h t n
I search, t he researche raddressed three research problems ,1 )Ho i sw n o it a t n e m e l p m i e h
t o fMyWord sPiggyBankbookint heeighth gradeo fSMPSt . n a d u y o M r u h u L i d u g n a P s u l u a
P ? W2 ) hat i st he students ’percepiton on t heuse f
o My Word Piggy Bank book in the eighth grade o fSMP St .Paulu sPangud i n a d u y o M r u h u
L ? 3 )Wha tare the students ’suggesitons toward the use o fMy k n a B y g g i P d r o
W book t o i mprove vocabulary mastery? To answert heresearch h t f o y r o e h t , n o it p e c r e p f o y r o e h t e h t d e s u r e h c r a e s e r e h t , s m e l b o r
p e nature o f
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T ose research problems ,the researche rused a survey method .In g n i n r a e l ’ s t n e d u t s e h t o t n o it a v r e s b o n a d i d r e h c r a e s e r e h t , a t a d e h t r e h t a g o t r e d r o ir t s i d o s l a r e h c r a e s e r e h t , n e h T . s e it i v it c
a butedaquesitonnariet o t he8Astudent s f
o SMP Pangud iLuhu rMoyudan .Besides ,the researche ralso conducted an i w w e i v r e t n
i tht heEngilsh t eache rand 8A students .Theobservaitonwa sdonet o answerthef ristr esearchquesiton .Whlie,t hequesitonnariewa semployedi norde r
tr u F . m e l b o r p h c r a e s e r d n o c e s e h t r e w s n a o
t he,r t he t h rid research quesiton wa s d e r e w s n
a basedont heopen-endedquesitonnarieandthei nterview.
n o n o it a t n e m e l p m i e h t t a h t d n u o f r e h c r a e s e r e h t , d e r e h t a g a t a d e h t n o d e s a B f o e s u e h
t My Word Piggy Bank book wa sno tmaxima lenough .However ,the e
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s nts ’vocabularyi ncreasedatferl earningbyusingMyWordPiggyBankbook , d e n i a t b o a t a d e h t n o d e s a b , e r o m r e h tr u F . t n a c if i n g i s y ll a e r t o n s a w t i h g u o h t n e v e e h t , e ri a n n o it s e u q e h t m o r
f researche r found tha tthe 8A student sperceived n o n o it p e c r e p e v it i s o
p theuseo fMyWord PiggyBankbook .They admittedt ha t b a c o v g n i n r a e l n i d e t a v it o m e r e w y e h
t ulary by using t ha tbook .A sa resul,t t he t I . r e i s a e t s e t h s il g n E e h t o d d n a l a ir e t a m h s il g n E e h t d n a t s r e d n u d l u o c s t n e d u t s n i d e d i v o r p s d r o w e h t e s u a c e
b MyWord PiggyBankbookwereo tfenusedetihe r f o e s u e h t e z i m i x a m o t ,r e v e w o H . t s e t r o n o s s e l e h t n
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t My Word Piggy
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P Students ’PercepitonontheUseo fMyWord B k n a B y g g i
P ook t o ImproveVocabularyMasteryi n SMP St .Paulu sPangud i . n a d u y o M r u h u
L Yogyakarta :Program Pendidikan Bahasa Inggris ,Universtia s . a m r a h D a t a n a S n a k a n u g i d g n a y a t a k h a l m u j e s i s i r e b g n a y u k u b h a l a d a k n a B y g g i P d r o W y M s u l u a P . t S P M S i d a w s i s a u m e s h e l
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perbedaharaankatayangmerekamiilki .
n a m i a g a B : h a l a s a m a g it n a k u j a g n e m s il u n e p , i n i n a it il e n e p m a l a D a d r o W y M u k u b n a p a r e n e
p Piggy Bank pada kela s8 SMP St .Paulu sPangud i ? n a d u y o M r u h u
L 2 )Bagaimana perseps i isswa mengena ipenggunaan buku My y g g i P d r o
W Bank pada kela s 8 SMP St . Paulu s Pangud i Luhu r ? n a d u y o
M ?berkatian dengan peningkatan penguassan perbendaharaan mereka? n a r a S )
3 - saran apa saja yang siswa berikan terhadap penggunaan buku My k u t n U ? t a k g n i n e m a k e r e m a t a k n a a r a h a d n e b r e p r a g a k n a B y g g i P d r o W i r o e t ,i s p e s r e p i r o e t n a k a n u g g n e m s il u n e p , t u b e s r e t n a a y n a tr e p a g it e k b a w a j n e m k r o
w sheet dan wordilst , teor i penguasaan perbendaharaan kata dan teori ir o e T . P M S a w s i s k it s i r e t k a r a
k - teor i tersebu t dtierapkan untuk mengetahu i it il e n e p l i s a h a r a t n a i s a l e r o
k andengant eori- teor iyangdibua tolehparaahl i n a it il e n e p e d o t e m n a k a n u g g n e m i n i n a it il e n e
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a w s i s n a d s i r g g n I a s a h a B u r u g i a r a c n a w a w e m a g u j s il u n e p u ti n i a l e S . n a d u y o M k u t n u n a k u k a li d i s a v r e s b O . A 8 s a l e
k menjawab pertanyaan pertama .Sedangkan , n a i d u m e K . a u d e k n a a y n a t r e p b a w a j n e m k u t n u n a k a n u g i d t e k g n a i r a d l i s a h d a g it e k n a a y n a t r e
p jiawabdar iha is langke tdanwawancara .
n a p a r e n e p a w h a b i u h a t e g n e m s il u n e p , n a k l u p m u k i d g n a y a t a d n a k r a s a d r e B u k u
b My Word Piggy Bank belum cumaksimal . Walaupun beg tiu , a h a d n e b r e
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b o t e m it r i e h t g n ir a p s r o f m e h t k n a h t I . n o it a r e p o o
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s t n e r a p d e v o l e b y m o t s i s e h t s i h t e t a c i d e d
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t mybrother ,
o t n a it p e S l a g g n E s e n a h o
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m ay un tanduncle ,Ibu Th .Tiw iWastut iand BapakGregoriu sSugiyono, who
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y m , r e h t o m p e t s y l e v o l y m , d n e ir f t s e b y r e v y m o t o g s k n a h t l a i c e p s y M
, r e n i a tr e t n e t s e i n n u f y m , r e t s i s t s e g n o rt s y m , r e tr o p p u s t s e i z a r c y m , r e n tr a p t s e b
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m Elsa Putr i Arbtiasari . I thank he r fo r alway s
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a when Iam down . Ialso say thank sto my
s e it s e
b Veronika Meidika Eilana SariandRosaila Dew iRatnaningsih .It hank
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o t s e o g o s l a e d u ti t a r g y
M my beloved and unbreakable firends Vincent ,
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E ResearchBeneftis ... 5 .
F D iefniitono fTerms... 6
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1 Percepiton ... 8 .. .
a TheDe ifniitono fPercepiton ... 8 .
b FactorsI n lfuencingPercepiton... 9 g
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b Crtieirao fAGoodWordlist sBook ... 1 2 )
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2 Avaliab litiyandFamiilartiy... 1 2 )
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4 Easeo fLearningo rLearningBurden... 1 3 .
3 TheNatureo fWorksh eet ... 1 4 .
a Deifniitono fWorksh eet ... 1 4 .
b Characteirsitc so fWorksh eet ... 1 5 .
c Crtieirao fAGoodWorksh eet ... 1 5 )
1 DidakitkCrtieiron ... 1 5 )
2 ConsrtucitonCrtieiron ... .... 1 6 )
3 TechniqueCrtieiron ... 1 7 .
d TheUseo fWorksh eet ... 1 8 .
4 VocabularyMastery ... 1 9 .
5 Characteirsitc sofJ unio rHighSchoo lStudents ... 2 0 .
a Physica lCharacteirsitc... 2 0 .
b Emo itona lCharacteirsitc... 2 0 .
c Intellectua lCharacteirsitc ... .... 2 1 .
d Socia lCharacteirsitc ... 2 1 .
e Mora lCharacteirsitc ... 2 2 .
B Theoreitca lFramework ... 2 3
Y G O L O D O H T E M H C R A E S E R . I I I R E T P A H C
.
A ResearchMethod ... 2 5 .
ii i x .
C ResearchParitcipants ... 2 6 .
D Insrtument sandDataGatheirngTechnique... 2 7 .
1 Observaiton... 2 7 .
2 Quesitonnarie ... 2 8 .
3 Interview ... .... 2 9 .
E DataAnalysi sTechnique ... 2 9 .
F ResearchProcedure... 3 1
N O I S S U C S I D D N A S T L U S E R H C R A E S E R . V I R E T P A H C
.
A TheI mplementaitono fMyWordPiggyBankBook... 3 3 .
B Students’Percepitonont heUse fo
k n a B y g g i P d r o W y
M B ko o ... 3 6 .
1 EighthGraders ’Percepitonont heUseof
MyWordPiggyBankbooki nGeneral... 3 7 .
2 EighthGraders ’Percepitonont heUseo f
k n a B y g g i P d r o W y
M Bo ok
e c n a r a e p p A e h t n o d e s a
B ... 4 0 .
3 EighthGraders ’Percepitonont heUseo f
k n a B y g g i P d r o W y
M book
t n e t n o C e h t n o d e s a
B ... 4 4 .
4 EighthGraders ’Percepitonont heUseof
k n a B y g g i P d r o W y
M booki nI mproving y
r a l u b a c o
V ... .. 4 7 .
C Student sSuggesitons’t owardt heUseof
k n a B y g g i P d r o W y
M Bookt oI mproveVocabulary y
r e t s a
M ... 5 1 .
1 Students ’Suggesitonst owardt heUseof
k n a B y g g i P d r o W y
M BookBasedon
e h
t Open- EndedQuesitons... 51 .
2 Students ’Suggesitonst owardt heUseof
k n a B y g g i P d r o W y
M bookBasedon
w e i v r e t n I e h
v i x
S N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H C
.
A Conclusions ... 5 7 .
B Recommendaitons... 5 9
S E C N E R E F E
R ... 6 2 S
E C I D N E P P
v x
S E L B A T F O T S I L
1 . 4 e l b a
T TheQuesitonnarieResutls oft heStudents ’Percepiton
f o e s U e h t n
o MyWordPiggyBankBookI nGenera l... 3 8
2 . 4 e l b a
T TheQuesitonnarieResutls oft heStudents ’Percepiton
f o e s U e h t n
o MyWordPiggyBankBookBasedont he
e c n a r a e p p
A ... 4 1
3 . 4 e l b a
T TheQuesitonnarieResutls oft heStudents ’Percepiton
f o e s U e h t n
o MyWordPiggyBankBookBasedont he
t n e t n o
C ... 4 4
4 . 4 e l b a
T TheQuesitonnarieResutls oft heStudents ’Percepiton
f o e s U e h t n
o MyWordPiggyBankBookBasedont he
y r e t s a M y r a l u b a c o V e v o r p m I o
i v x
E R U G I F F O T S I L
2 e l b a
ii v x F O T S I
L APPENDICES
p p
A endixA Lette ro fPermission ... 6 6 B
x i d n e p p
A TheBluep irn to fObservaiton ,Quesitonnarie w
e i v r e t n I d n
a ... 6 8 e
p p
A ndixC TheObservaitonSheet ... 7 8 D
x i d n e p p
A TheObservaitonResutls ... 8 0 d
n e p p
A ixE TheQuesitonnarieSheet ... 8 2 x
i d n e p p
A F T heQuesitonnarieResutls... 8 6 G
x i d n e p p
A TheI nterviewGuidef o rStudents... 1 08 H
x i d n e p p
A TheStudents’I nterviewResutls ... 1 10 I
x i d n e p p
A TheI nterviewGuidef o rEngilshTeacher ... 1 14 J
x i d n e p p
1 1 R E T P A H C N O I T C U D O R T N I s t n e s e r p r e t p a h c s i h
T t he research background ,research problems ,problem
o s l a d n a s ti f e n e b h c r a e s e r ,s e v it c e j b o h c r a e s e r , n o it a ti m
il thedeifniitons oft erm .s
.
A ResearchBackground
a i s e n o d n I n i l o o h c s h g i H r o i n u J y r e v e t s o m l
A implements Engilsh a s a
t I .s t n e d u t s e h t r o f t c e j b u s y r o s l u p m o
c i sbecauseEngilsh i saoneofi nternaitona l
h c i h w s e g a u g n a
l ea r used in almos tall aspect sin the wo lrd such a seducaiton ,
h s il g n E e c n i s , r e v e w o H . h tr o f o s d n a y g o l o n h c e t , h tl a e h , e d a rt , c it il o p , c i m o n o c e s a h c u s p u e m o c s m e l b o r p e m o s , a i s e n o d n I n i e g a u g n a l n g i e r o f a s a s y a l p u n o r p d n a y r e t s a m y r a l u b a c o
v nciaiton . Then those problems fin luence et h
s e r o c s h s il g n E ’ s t n e d u t
s .Vocabulary hold sa majo rrole fo rstudent swho learn
. h s il g n
E tIi sabasef o rstudentst ol earn Engilsh .When thestudent shaveal o to f
ll i k s h s il g n E g n i v o r p m i n i y tl u c if fi d s s e l d n if l li w y e h t y r a l u b a c o
v s .By knowing
g n i n e t s i L , g n it ir W , g n i d a e R n r a e l y li s a e n a c y e h t , y r a l u b a c o v g n i d n a t s r e d n u d n a s s a , r e v e w o H . g n i k a e p S d n
a tated by Dale and O’Rourke (1971 )student shave
g n i d n a t s r e d n u d n a g n i w o n k t u o b a w o n k y l n o t o n o d y e h t fi y r a l u b a c o v d e r e t s a m a t u b y r a l u b a c o v e h t f
o lsot heycouldusei .t
, r e h tr u
F Wlikin sa sctiedbyThornbury(2002) statedt ha twtihou tknowingany
y r a l u b a c o
v , i ti simpossible to convey something .On the othe rhand ,wtihou t
g n i h t e m o s y e v n o c l li t s n a c e w r a m m a r g y n a g n i w o n
s a e d i r i e h t y e v n o c l li t s n a c e h s r o e h , r a m m a r g t u o b a w o n k t o n s e o d e n o e m o s t a y r a l u b a c o v w o n k t o n s e o d e n o e m o s f i ,r e v e w o H . s d r o w d e ti m il n i h g u o h t n e v e n o it a n a l p x e s i h t y B . s a e d i ri e h t y e v n o c t o n n a c y l e ti n if e d e h s r o e h l l
a , i tcould be
t a h t n e e
s masteirng vocabulary i sreally needed fo rstudent sto help them in
. n o s s e l h s il g n E , e r o m r e h tr u
F Coady and Huckin (1997 )also said t hat t here are t hree reason s
d n a s u o h t e v a h t o n o d s r e n r a e l e g a u g n a l n g i e r o f y h
w -word vocabulary atfert hree
s ri f e h T . y d u t s f o s r a e
y ti st heyaredoing acitviite swhich do no tsuppo trthem t o
e r a y e h t s i d n o c e s e h T . e g a u g n a l t e g r a t e h t n i k a e p
s learninguseles swordsi nthei r
a e r d ri h t e h t s e s u a c t i o s e fi l y li a
d s on,theyarenotf ully masteirngt hewordst hey
k n i h t y e h t e s u a c e b n r a e
l they will no tuse those word sin thei rconversaiton (p.
) 0
1 . Thus, i tcouldbes eent hatt hemajorr easonwhyf oreignl anguages tudent sdo
. e g a u g n a l e h t e s u o t d e m o t s u c c a t o n e r a y e h t e s u a c e b s i y r a l u b a c o v h c ir e v a h t o n n e h
T ,Bu tron (1982)also proposed an advantage o fhaving l argevocabulary .
s e t a t s e
H “al arge vocabulary help syou t o expres syour i dea sprecisely ,vividly ,
n o it i s o p m o c n i f l e s r u o y g n it a e p e r t u o h ti w d n
a ” (p . 98) . Based from the
i s d l o h y r a l u b a c o v t a h t n e e s s i ti , n o it a n a l p x
e mpo tran tpatri ndeilveirng wha twe
. y a s o t g n i o g e r
a However ,vocabulary i sone o fJunio rHigh Schoo lstudents ’
. n o s s e l h s il g n E e v a h y e h t n e h w t i e s u d n a n r a e l y l n o y e h t e c n i s s m e l b o r p s u h
T , to improve t he students ’vocabulary mastery ,SMP St .Paulu sPangud i r
u h u
L Moyudan, aschoo lwherether esearch wa sconducted, askst hestudents to s n i a t n o c h c i h w k o o b a e s
u vocabulary ilst snamed My Word Piggy Bank .Tha t n o tr u B s a d n a , k o o b d r o w f o d n i k a s i k o o
3
n o tr u
B (1982)advised thatt hrough wordbook student scan absorb al o to fword s
( . e l b a ti f o r p y r e v e s r u o c f o h c i h w y b b o h a s a t i e k a m d n
a p. 510 ) .Fu trhermore
e r u s a e m o t t s e t y l k e e w a e b d l u o w e r e h
t how many word sthe student scould
s t n e d u t s e h T . d n a t s r e d n u d n a e z ir o m e
m havet omaste rcetrains ecitoninMyWord k
n a B y g g i
P book which ha sbeen determined .By using tha tbook ,student sare y
r a l u b a c o v r e t s a m o t d e t c e p x
e .So i twould help them to understand Engilsh
l a ir e t a
m .However ,the fac tshow stha tmos to fthe student sread the ils to f
n i y r a l u b a c o
v MyWord PiggyBankbookrarely .Soeven t herei sagoodmedium (
y r e t s a m y r a l u b a c o v r i e h t e v o r p m i o
t MyWord Piggy Bank) t hey stli lcould no t e
b d l u o c t I . ll e w y r a l u b a c o v r e t s a
m seen when t heresearche rdid the internship
m a r g o r
p and t aughtt hem .Att ha t itme, ther esearche rasked t hestudentst omake
e h t d e k s a o h w s t n e d u t s y n a m e r e w e r e h t d n a , s e c n e t n e s h s il g n
E meaningo feasy
e l p m a x e r o f ,s d r o
w membaca ,kanane tc . s
e d i s e
B ,Atlman ,Valenzi ,and Hodgets s(1985 )explain tha tthe way people
r i e h t s e c n e u lf n i , y a w e v it a g e n r o e v it i s o p a n i r e h t e h w , g n i h t e m o s n o e v i e c r e p
s e s n o p s e r l a r o i v a h e
b p( .85) .Thus , fit hestudent sperceivet hei mplementaitonon
f o e s u e h
t MyWord Piggy Bankbook posiitvely, t hei rbehavioralresponse swli l o
p e
b siitvet oowhichwilli ncreaset hei rvocabularymastery .Ont heothe rhand,i f
e h
t student sperceivet hei mplementaitonontheuseo fMyWordPiggyBankbook o
i v a h e b r i e h t , y l e v it a g e
n ra lresponse swli lbe negaitve .Then i twli lobsrtuct t he
. y r e t s a m y r a l u b a c o v r i e h t g n i s a e r c n i n i s t n e d u t s
e k il d l u o w r e h c r a e s e r e h t , h c r a e s e r s i h t h g u o r h
T to ifnd ou tand analyze the
n o it p e c r e p ’ s t n e d u t
y r a l u b a c o
v .Fu trhermore ,atfe rknowing the students ’percep iton son the use o f
k n a B y g g i P d r o W y
M book t io mprove thei rvocabulary ,there wli lbe some f
o e s u e h t d r a w o t s n o it s e g g u s ’ s t n e d u t
s My Word Piggy Bank book in orde rto .
y r a l u b a c o v r i e h t e v o r p m i
.
B ResearchProblems m
e l b o r p e h
T quesiton so fthisr esearchare:
.
1 How i st hei mplementaitono fMyWord sPiggyBankbook in t heeighthgrade f
o SMPSt .Paulu sPangud iLuhu rMoyudan? .
2 What i s t he students ’percep iton on t he useo fMy Word Piggy Bank book i n f
o e d a r g h t h g i e e h
t SMPSt .Paulu sPangud iLuhu rMoyudan? .
3 Wha tare the students ’suggesitons toward the use o fMy Word Piggy Bank o
t k o o
b improvevocabularymastery?
.
C ProblemLimtia iton
r u h u L i d u g n a P s u l u a P . t S P M
S Moyudanprovide smanyEngilsh book swhich r
o f a i d e m g n i n r a e l h s il g n E s a d e s u e r
a the students .However ,the researche r
t c e j b u s e h t s ti m
il on t heMyWord o fPiggyBankbook.ActuallyMyWordPiggy k
n a
B booki susedbyal lstudentsi nt ha tschool .Howeve,rt her esearcherchoose s 8
s s a l
c A . I t i s because the student s in tha t clas s have vairou s levels fo
l a ir e t a m h s il g n E g n i d n a t s r e d n
u .Some o fthe students could easliy absorb the
h s il g n
E mateiral .Whlie, someother sneed l onge r itmet o understand t heEngilsh
. n o s s e
5
. s t n i o p n i a m e e r h t n o s e s u c o f r e h c r a e s e
r The fris ti sthe implementaiton o fMy k
n a B y g g i P d r o
W booki n Engilsh l esson .Thesecond i st hestudents ’percepiton e
s u e h t s d r a w o
t MyWord PiggyBank book i nordert o i mprovet hei rvocabulary .
y r e t s a
m Thel asti sto l ook for thestudents ’suggesitons on t heuse ofMyWord k
n a B y g g i
P book.
.
D ResearchObjecitves
m e l b o r p h c r a e s e r e h t o t d e t a l e
R s above, t herearet hreeobjecitve spresented i n
f o n o it a t n e m e l p m i e h t w o n k o t s i e v it c e j b o t s ri f e h T . h c r a e s e r s i h
t My Word s
k n a B y g g i
P book .Thesecondi st oi nvesitgatethestudents ’percep itonont heuse f
o MyWord o fPiggyBank book .Thet hrid objecitvei st o l ook fort hestudents ’ n
o it s e g g u
s s towardtheuseo fMyWordPiggyBankbooki nordert oi mprovet hei r s
a m y r a l u b a c o
v tery.
.
E ResearchBeneftis
n o it u b ir t n o c l a i c if e n e b e v i g o t d e m i a s i h c r a e s e r s i h
T st ot heEngilsht eache ro f
n a d u y o M r u h u L i d u g n a P s u l u a P . t S P M
S , othe r researcher s and Engilsh m
a r g o r P y d u t S n o it a c u d E e g a u g n a
L .
.
1 TheEngilshTeachero fSMPSt .Paulu sPangud iLuhu rMoyudan s
i h
T research provide sknowledgeand i nformaiton abou tstudents ’percepiton
n o it s e g g u s ’ s t n e d u t s d n
a s to i mprovetherivocabulary. Thei nformaiton could be
n o k c a b d e e f a s a r e h c a e t e h t y b d e s
a p o l e v e
d new way to use My Word Piggy Bank so 8 A grader scould improve .
y r e t s a m y r a l u b a c o v r i e h t
.
2 OtherResearchers
o h w s r e h c r a e s e r e r u t u f s p l e h h c r a e s e r s i h
T are interested in conducti ng a
’ s t n e d u t s e v o r p m i o t k o o b h s il g n E g n it n e m e l p m i n o h c r a e s e r r a li m i
s vocabulary.
.
3 Eng ilshLanguageEduca itonStudyProgram
m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E o t s e t u b ir t n o c h c r a e s e r s i h
T to
a i d e m g n i n r a e l n i a tr e c g n it n e m e l p m i n i s e t u ti t s n i n o it a c u d e f o e n o p l e
h in thi s
e s a
c MyWord o fPiggyBankbookt oi mprovevocabularymasteryo fJunio rHigh .s
t n e d u t s l o o h c S
.
D Deifni itono fTerms tr
a p s i h t n
I , ther esearcher uwo ldexplainthedeifniitono fpercepiton,MyWord k
n a B y g g i
P bookandvocabularymastery. .
1 Percep iton
d n a e g r o e G o t g n i d r o c c
A Jone s(2005 ,p.105) ,the deifniiton o fpercepiton
t n a v e l e r h c i h
w s to thi s study i s “the proces sby which individual s select ,
, ll e m s , h c u o t , g n ir a e h , n o i s i v ( s e s n e s r i e h t m o r f t u p n i e h t t e r p r e t n i d n a , e z i n a g r o
r a d lr o w e h t o t r e d r o d n a g n i n a e m e v i g o t ) e t s a t d n
a ound t hem” .In t hisr esearch ,
e c r e
p piton r eferst o eigth graders ’viewon t heuseo fMyWord PiggyBankbook n
7
.
2 MyWordPiggyBankB ko o n i s l o o h c S h g i H r o i n u J e m o
S Sleman regency ask thei rstudent sto use thi s . y r e t s a m y r a l u b a c o v r i e h t e v o r p m i o t r e d r o n i k o o
b MyWordPiggyBankbook si
t s il y r a l u b a c o v s e d i v o r p h c i h w k o o b
a s ,regula rand riregula rwords ,and par to f
.r e if it n a u q d n a n o it i s o p e r p , b r e v d a , d r o w e h t f o h c e e p
s hT i sbook wa swirtten by
a r
D .AgusitnaEmiI ndatr iandpub ilshedbyEducaitona lMediaI nside( EMI) . My k n a B y g g i P d r o
W i sno ta compulsory book ,bu tal lo fthe SMP St .Paulu s n a d u y o M r u h u L i d u g n a
P student shave ti .However ,thi sbook i snot the only i e c r u o
s n l earning Engilsh .The Engilsh t eache ralso provide ssomeothe rbook s
. h s il g n E g n i n r a e l r o
f The Engilsh teache ro fSMP St .Paulu sPangud iLuhu r n a d u y o
M usedt hi sbookt ohelpt hes tudent stoimprovet hei rvocabularymastery. .
3 VocabularyMastery s
i h
T research high ilght svocabulary a samedium fo rstudentst o help t hem to
h c ir n
e thei rvocabularymastery .West( 1935 )a sctiedb yNaiton( 1990 )statest ha t
m e h t s e d i v o r p h c i h w y r a n o it c i d a e k a m o t e l p m a x e d o o g a s i y r a l u b a c o
v eaning
. p
( 22 ). Fu trhermoreFires( 1948 ,p .3 )a sctiedb yPrasetyo( 1999 ,p .7)s ays:
n i h ti w , s u h t s a h e h n e h w e g a u g n a l n g i e r o f a d e n r a e l s a h n o s r e p a t a h T n a c e h n e h w s i t a h t ( m e t s y s d n u o s e h t d e r e t s a m , y r a l u b a c o v d e ti m il n a e v e i h c a d n a h c e e p s f o m a e rt s e h t d n a t s r e d n
u understandableproduciton
c i s a b e h t s i t a h t( s e c i v e d l a r u t c u rt s e h t e k a m , y l d n o c e s , s a h d n a ) ti f o n a r e tt u f o t n e m e g n a r r
a ces )matter so fautomaitchabti.
y r e t s a m y r a l u b a c o v s e n if e d r e h c r a e s e r e h t s n o it i n if e d o w t e s o h t n o d e s a b , s u h T e d n u f o y ti li b a n a s
a rstandingt hemeaningandt heuseo faword.So ,byhavinga
8 I I R E T P A H C E R U T A R E T I L D E T A L E R F O W E I V E R d n a n o it p ir c s e D l a c it e r o e h T y l e m a n s tr a p n i a m o w t s e s s u c s i d r e t p a h c s i h T s t p e c n o c e h t s e s s u c s i d r e h c r a e s e r e h t , tr a p t s ri f e h t n I . k r o w e m a r F l a c it e r o e h T e h T . h c r a e s e r e h t o t d e t a l e
r concept sare :(1 )Percepiton (2 )Wordilst sbook (3 ) k r o W f o e r u t a N e h
T shee t(4 )Vocabulary Mastery (5 )Characteirsitc so fJunio r s e ir o e h t e h t s e s s u c s i d k r o w e m a r f l a c it e r o e h t , e r o m r e h tr u F . s t n e d u t S l o o h c S h g i H . m e l b o r p h c r a e s e r e h t e v l o s o t d e s u e b l li w t a h t .
A Theoreitca lDescrip iton i
h t n
I spatr ,the researche rprovide ssome theo ire swhich are used in thi s t s e d u l c n i t I . h c r a e s e
r he theo ire s o f percepiton , wordil s st book , worksheet , . s t n e d u t s l o o h c S h g i H r o i n u J f o s c it s ir e t c a r a h c d n a y r e t s a m y r a l u b a c o v .
1 Percep iton .
a Deifni itono fPercep iton c
A cording t o Atlman ,Valenz iand Hodgett s(1985 ,p .85) ,percep iton i show d n a t s r e d n u e l p o e p s e k a m n o it p e c r e p f o s s e c o r p e h T . y ti l a e r e h t s w e i v e n o e m o s l y e h t e r e h w t n e m n o ri v n e e h t h ti w e p o c d n
a ive .Kretine rand Kinick i(2008 ,p. a n o it p e c r e p e h t e n if e d ) 3 8
1 s“the proces so finterpreitng one’ senvrionmen.t” s e d i s e
B ,thi sproces salso enable ssomeone to understand the objec tand a sa o t g n i d r o c c a , e r o f e r e h T . r e h r o m i h d n u o r a t c e j b o e z i n g o c e r d l u o c e n o e m o s ,t l u s e r o K & y ll e n n o D , h c i v e c n a v I , n o s b i
9
d e t e r p r e t n i d n a d e z i n a g r o e h t y B . il u m it s s u o ir a v g n it e r p r e t n i d n a g n i z i n a g r o f o
it
s mul iwhichhavebeencreated,t hent heycreatemeaningt ot heenvrionmen.t I n r
o , g n it c e l e s f o s s e c o r p e h t o t s r e f e r n o it p e c r e p , n o i s u l c n o
c ganizing and
. ti f o g n i n a e m e h t g n i v i g n e h t e n o e m o s d n u o r a t c e j b o g n it e r p r e t n i
T eh Perceptua lProcess
2 e r u g i
F .1 T eh Perceptua lProcess(Atlmane ta.l1985: )8 6 m
o r
F ifgure2 .1i tcouldbeseent hatt herearef ourprocesse son howsomeone m
r o
f percepiton .F rislty ,s/he ha ssitmul iwhich then selected by brain .The e
r a i l u m it s d e t c e l e
s in t heform ofi nformaiton .Then, t hei nformaiton which ha s d
e t e r p r e t n i d n a d e z i n a g r o s i e d a
m . Then i twould be rtanslated into meaning . r
e h t s i n o it p e c r e p , s u h
T esul to f rtanslaitngi nformaitonwhichha sbeenorganized n o e m o s f I . e s n o p s e r l a r o i v a h e b e k a m l li w n o it p e c r e p e h t , y ll a n i F . d e t e r p r e t n i d n
a e
l li w e h / s n o it p e c r e p d o o g s a
h create good behavio r toward s thing s a s the .s
e s n o p s e r l a r o i v a h e b
.
b FactorsI n lfuencingPercep iton l
a t e n o s b i
G . (2009 , p 8p . - 19 10 )deifnesix f actor swhich in lfuencepercepiton fl
e s ) 3 ( y ti v it c e l e s ) 2 ( g n i p y t o e r e t s ) 1 ( s a h c u
s -concept( 4 )stiuaiton( 5 )needs( 6 ) :
s w o ll o f s a d e n i a l p x e e r a s r o t c a f e h T . n o it o m e
l a r o i v a h e B
e s n o p s e r ,
n o it p e c r e P
d n a , n o it a z i n a g r O
f o n o it a t e r p r e t n i
il u m it s ’
s r o s n e S
f o n o it c e l e s
il u m it s il
)
1 Stereotyping l a t e n o s b i
G . (2009 ,p. 100 )deifne a stereotype a s“an ove rgenerailzed , fl e s d n a , d e if il p m i s r e v
o -perpetuaitng beile f abou t people’ s persona l p y t o e r e t s f o n o it i n if e d r e h t o n A ” .s c it s ir e t c a r a h
c ei st oldbyAtlmane tal( 1985 ,p . i h t r o e l p o e p g n i z ir o g e t a c f o s s e c o r p e h t “ ) 1
9 ng sbased on ilmtied amount fo . p , 1 0 0 2 ( s n i b b o R . ” n o it a m r o f n
i 128 )de ifne sstereotyping a s“judging someone . ” s g n o l e b n o s r e p t a h t h c i h w o t p u o r g e h t f o n o it p e c r e p s ’ e n o f o s i s a b e h t n o )
2 Selecitvtiy
i l u m it s n i a tr e c s e s o o h c n o s r e p a , r o t c a f s i h t n
I around him/he rand iftlers othe r y r e v E . y lt n e r e f fi d g n i h t e m o s e v i e c r e p n a c e l p o e p y h w n o s a e r e h t s i t a h T . il u m it s e v a h e l p o e p e k a m y a m t i s s e l e h t e n o n ; d l o h s e r h t f o s l e v e l t n e r e f fi d s a h n o s r e p s n o t h g u o h t t n e r e f fi
d eeing something .Gibson e tal .(2009 ,p .100 )state tha t . e l b a tr o f m o c e n o e m o s s e k a m h c i h w n o it a m r o f n i n i a tr e c f o n o it c e l e s s i y ti v it c e l e s . n o it a m r o f n i e v it a g e n e h t e r o n g i y a m e h s r o e H )
3 Stiua iton
n o it a u ti S . n o it p e c r e p s e c n e u lf n i h c i h w r o t c a f r e h t o n a s e m o c e b o s l a n o it a u ti S c n e ir e p x e s ’ e n o e m o s s e d u l c n i h c i h
w e in the pas tcan affec twha the o rshe l a t e n o s b i G . s e v i e c r e
p . (2009 , p . 101 ) add tha t stiuaiton rtuly in lfuence s n i b b o R . d n u o r a e l p o e p d n a e m it t u o b a s i n o it a u ti s e r e h d n a y c a r u c c a l a u t p e c r e p s 1 0 0 2
( ,p.129 )deifnest ha tstiuaiton also affect spercepiton . tI i ssaid t ha tpeople a n i g n i h t t a h t s e e s e h / s e s u a c e b g n i h t e m a s e h t n o n o it p e c r e p t n e r e f fi d e v a h l li w n e r e f fi
1 1
)
4 S - efl Concept fl
e
S - concept i smean ta saway someonef eel sabou tand perceive sh iso rhe r fl e S . fl e
s -concep t become s a facto r in lfuence s percepiton because the way i h d n u o r a n o it p e c r e p t c e f f a l li w f l e s r e h r o s i h s e e s e n o e m o
s m o rher .Moreover ,
l a t e n o s b i G o t g n i d r o c c
a . 2( 009 ,p .100) ,someone who ha swel lsefl-concep t t a h t d e t a t s o s l a s i tI . y l e t a r u c c a s r e h t o e e s o t r e i s a e s i ) fl e s r e h r o s i h s d n a t s r e d n u ( s ’ r e h t o s e if it n e d i e h / s n e h w e c n e u lf n i l li w s c it s ir e t c a r a h c s ’ e n o e m o s . s c it s ir e t c a r a h c ) 5 Needs
s e d d n a s d e e n y b d e c n e u lf n i y lt n a c if i n g i s e r a s n o it p e c r e P
“ rie .s” Usually
e h / s g n i h t e m o s s e o d e n o e m o
s ilke sand needs .(Gibson ,2009 , p. 101) .Fu trher , b
o
R ina sctied b yInd iran istate s“needcan sitmulatei ndividua landmaysrtongly a h w n r a e l ,t a e o t t n a w y e h t t a h w o d l li w e n o e m o s , o S ” . n o it p e c r e p r i e h t e c n e u lf n
i t
. o d o t t n a w y e h t r e v e t a h w o d d n a n r a e l o t t n a w y e h t )
6 Emo itons
n a c s n o it o m e s ’ n o s r e p
A in lfuencei nf ormingpercepiton .Whensomeonef eel s . n o it p e c r e p e v it i s o p m r o f o t s d n e t e h / s , g n i h t e m o s m o r f s ti f e n e b s t e g e h / s n s i e r e h t t a h t s e e s e n o e m o s n e h w , r e v e w o
H obene ifcialf romsomethings/hewli l . d n i m r e h r o s i h n i n o it p e c r e p e v it a g e n e v a h g n i w e i v n i n o it p e c r e p s ’ e n o e m o s e c n e u lf n i h c i h w s r o t c a f e v if e r a e s o h T . g n i h t e m o
s In the nex tsub seciton ,the researche rdiscusses the deifniiton and w d o o g a f o a ir e ti r
.
2 Wordli s st Book
e h t e r a y e h T . s tr a p n i a m o w t e b ir c s e d o t g n i o g s i r e h c r a e s e r e h t , n o it c e s s i h t n I a ir e ti r c e h t d n a n o it i n if e
d o fword ils tbook. .
a Deifni itono fWordli s st book
0 9 9 1 ( n o it a N n i d e ti c s a ) 5 3 9 1 ( t s e W o t g n i d r o c c
A ) ,word til s s booki sarranged e k a m “ o
t the learning Engilsh more manageable by providing a tired and b s e l p i c n ir
p asisf o rvocabularys eleciton(p .24) . .
b Crtieriao faGoodWordli s st book 0 9 9 1 ( n o it a
N , p 1p . - 42 2 )explainss omecrtieirat omakeagoodwordil s ost b o k. )
1 Frequency d r o w d o o g
A il s st book should provide clea rmeaning o fa word especially s g n i n a e m t n e r e f fi d e m o s e v a h h c i h w s d r o
w .Moreover ,i tshould contain o fthe . g n i n a e m y r e v e n i y c n e u q e r f e v it a l e r e h t s u l p d r o w d a e h n i a m e h t f o y c n e u q e r
f So ,
i w s r e s u e h
t l lknow the main meaning o fa cetrain word . The wordil s st book n a e m s ti n i n o it c n it s i d e v i g o s l a d l u o h
s ing in orde rto help the use rto choose e b o t t n a tr o p m i o s l a e r a s e l p m a x e , y ll a n o it i d d A . e s u o t t n a w y e h t g n i n a e m h c i h w d l u o c r e s u e h t t a h t o s d e d i v o r
p understandthemeaningoft heword seasie :r e v it a l e r e h t s u l p d r o w d a e h n i a m e h t f o y c n e u q e r f e h t s e v i g t i … d r o w d a e h e m a s e h t r e d n u s m r o f g n i d u l c n i , s g n i n a e m s ti f o y c n e u q e r f f o r e s u e h t t a h t o s e g a t n e c r e p a n e v i g s i s n o it c n it s i d e s e h t f o h c a e ) L S G ( l e h
t is tcaneasliy decidewhich meaningandusei st hemosti mpo tran.t I n y r e v e , s d r o w e h t g n i d n a t s r e d n u n i r e i s a e s r e n r a e l e h t e k a m o t n o it i d d a .s e l p m a x e e d i v o r p d l u o h s g n i n a e m )
2 AvaliablitiyandFamiilartiy i b a li a v
3 1
e h w d n i m o t s e m o c d n
a n i ti sneeded” (Richards ,1969 , p, 5) .So ,to arrange d
r o w e h t , s d r o w e l b a li a v
a il s rst w tie r should relate the word to the rce tain . e l p m a x e s i h t h g u o r h t n e e s e b d l u o c y ti li b a li a v A . s e ir o g e t a c n i a tr e c d n a s n o it a u ti s
. ” y d o b f o t r a p “ o t n i s e z ir o g e t a c t i e s u a c e b d r o w e l b a li a v a n a s i ’ d n a h ‘ d r o w A
n o it a
N (1990 , p . 24 ) also add s abou t the famiilartiy , i t i s stated “word s
i y ti r a il i m a
f an attempt t o measuret he degree ofi mpo trance peopleattirbute t o .
e s u o t t n e u q e r f y r e v e r a s d r o w e h t n a e m t o n o d s d r o w r a il i m a f ” .s d r o
w Richards
9 6 9 1
( ,p .13) gives t ooth- paste as t he example .Tooth- pastei s afamiila rword ti
e s u e l p o e p y r e v e e s u a c e
b ,bu ti ti sno tincluded into frequen tword .Thus , d
r o
w il s st book f o rstudent sshould havef amiilartiyaspec tespecially word which e
d r o n i e fi l ri e h t o t s r a il i m a
f rt oi ncreaset hei rvocabulary. )
3 Coverage
l p e h t e k a t o t d r o w a f o y ti c a p a c e h t s i e g a r e v o C
“ aceo fothe rwords”(Naiton , .
p , 0 9 9
1 21 .)I tmean saword could beused t omakeadeifniiton o fothe rwords . e n i b m o c n a c t i d n a d r o w r e h t o e c a l p e r n a c d r o w t a h t f o g n i n a e m e h t , e r o m r e h tr u F
. d r o w w e n e c u d o r p n e h t s d r o w r e h t o h ti w
)
4 Easeo fLearningorLearningBurden 0
9 9 1 ( n o it a
N ,p .21 )state sa good crtieiron fo wordil s st t hat i sthe wordil s st A
. s r e n r a e l e h t r o f n u f e b d l u o h
s wordil s st book should bearranged regulalryso t l u c if fi d e r o m e h t o t l e v e l y s a e e h t m o r f s d r o w e h t n r a e l o s l a d l u o c s t n e d u t s e h t
.
3 Natureo fWorksh eet
k r o w f o c it s ir e t c a r a h c e h t d n a n o it i n if e d e h t s t n e s e r p n o it c e s b u s s i h
T shee.t
k r o
W shee ti sone o fthe p irnted learning mateirals which i susually used fo r ,
y ll a u t c A . a i d e m g n i n r a e
l p irnted learning mateiral shave many type sand every p
l e h o t e s o p r u p n w o s a h e p y
t thestudent sto understand t hemate iral .According (
h o r a w a n u M o
t n ), .d p irnted l earning mate irali sase to fmateira lwhichcontain s f o t e s s i h T . d e n r a e l s t c e j b u s l l a m o r f y r o e h t d n a s e l p i c n ir p , t p e c n o c , t c a f , a e d i
r e t a
m ia li sdesigned to achieve the learning goal .Meanwhlie ,Maijd (2009 , p .p 5
7
1 - 91 ), 7 classiife snine type so fp irnted learning mateirals they are :handout , k
r o w , e l u d o m , k o o
b sheet ,brochure,l ea lfet ,wal lchatr ,picture sandmock- .u p
.
a Deifni itono fWorksh t ee k
r o
W sheeti sap irntedl earningmateira lwhich provide sexercisesf o rstudents . t
s u m t
I contain thei nsrtuciton and stepst o do t heexercise .Moreover ,according o
t Darmodjo and Kailgi sa sctied b y Ind iryan i(2013 , p 5p . - 81 1 ) w , orkshee ti s l
a s a d e n if e
d earning medium which i sused by t he t eachersi n ordert o i mprove e
n e G . s s e c o r p g n i n r a e l e h t n i y ti v it c a ’ s t n e d u t s e h
t rally ,a workshee tcontain s r e h t o l l a r o s e s i c r e x e , o il o ft r o p , d r o w s s o r c , s e ir o e h t , n o it c u rt s n i ’ s k r o w l a c it c a r p
c u rt s n
i iton s which invtie the student s to involve in the learning acitviites . 2
1 0 2 ( a n a h r u N y b d e ti c s a o w o t s a r P , e r o f e r e h
T ,p .16 )explain stha tby using k
r o
w shee,t t hestudent scould l earn t hemateiral swtihoutt eacher’ sguidance . tIi s e
s u a c e
b the workshee tha sprovided t hemateiral ,s t hesummaryoft he mateirals , s t n e d u t s e h t p l e h o t r e d r o n i s n o it c u rt s n i d e r u t c u rt s e h t o s l a d n a s e s i c r e x e e h t d n a
o
5 1
.
b Characterisitc so fWorksh eet a
s
A p irntedl earningmateiral ,workshee tha ssomecharacteirsitc swhichdiffe r .l
a ir e t a m g n i n r a e l d e t n ir p f o s e p y t s r e h t o m o r
f Lismawat i(2010 ,p .38), deifne s k
r o
w shee tcharacteirsitcstheyare: )
1 Workshee tdoe sno tcontainmanypages.I tdoe snotr eachhundred spage .s )
2 Worksheeti sdesigneda saspeciifcl earningmediumwhich i sused by cetrain ti
n u n o it a c u d e f o l e v e
l (satuan itngka tpendidikant ertentu .) )
3 Workshee tshould contain some component ssuch as t he shor texplanaiton o f i
c r e x e e h t d n a l a ir e t a m e h t f o y r a m m u s e h t ,l a ir e t a m n i a tr e
c sesi n t hef orm o f
e c i o h c e l p it l u
m andessay. .
c Crtieriaof aGoodWorksh eet n
i d r o c c
A g to Darmodjo and Kailgi s(1993, pp .4 -1 46 )a sctied in Ind iryan i 3
1 0 2
( , pp .1 - )5 1 , 8 there are some crtieira tha tshould be ful iflled in orde rto k
r o w d o o g a e g n a r r
a shee.t
)
1 DidakitkCrtierion it
k a d i
D kcrtieironmean sthatt heworkshee tshouldf ollowt heefecitvel earning e
l p i c n ir
p s .Theyare: )
a A good workshee tarrangemen tshould concern abou tthe dfiferen tlevels fo students ’ab litiy .Thegoodworkshee tcouldbeusedetihe rbyt hestudent swho
l a ir e t a m d n a t s r e d n u d l u o
c easliy and t hose who need l ong itmet o understand .l
a ir e t a m )
)
c Having va irous l earning acitviite swhich give oppo truniite sand sitmulate t he .s
e c it c a r p r o h c r a e s e r ll a m s g n i o d , e ti r w o t s t n e d u t s )
d Developing t hestudents ’social ,emoitonal ,mora land aestheitcablitiysot hey y g o l o h c y s p d n a l a i c o s e h t o s l a t u b e g d e l w o n k e h t g n i p o l e v e d y l n o t o n e r a
. y ti li b a )
e Givingt hel earningexpeirence swhichcoulddevelopt hes tudents ’personaltiy. )
2 ConstrucitonCrtierion k
r o w d o
