GRESIK
THESIS
Submitted in partial fulfillment of the requirement for the degree of
SarjanaPendidikan Islam (S.Pd) in Teaching English
By:
Najmatul
Baro’ah
NIM: D05212022
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SUNAN AMPEL
SURABAYA
ABSTRACT
Baro’ah, Najmatul2016. “The Effect of Mime Story Technique In Students’ Vocabulary Mastery of Surrounding Objects on SMP Al-Ikhals
Gresik”.A Thesis. English Teacher and Education Department, Faculty
of Education and Teacher Training, Sunan Ampel State Islamic University Surabaya. Advisor: M. Hanafi, MA.
Key words: The effect, Vocabulary Mastery, Mime Story Technique, Surrounding Objects.
skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan keguruan, UIN Sunan Ampel Surabaya. Pembimbing: M. Hanafi, MA.
Key words: Pengaruh, Penguasaan Kosakata, Teknik Mime Story, Benda di Sekitar.
TABLE OF CONTENTS
CHAPTER II : REVIEW OF RELATED LITERATURE A. Theoretical Review ... 11
1. Vocabulary ... 11
a. Definition of vocabulary ... 11
b. Kinds of Mime in Language Classroom ... 28
c. The Strength of Mime Story Technique ... 32
d. The Implementation of Mime Story Technique ... 35
B. Previous Study ... 36
CHAPTER II : RESEARCH METHOD A. Research Design ... 40
B. Population and Sample ... 43
C. Data Collection Technique ... 43
D. The instrument of Data Collection ... 45
E. Data Analysis ... 46
F. Research Variable and Hypothesis ... 47
CHAPTER IV : RESEARCH FINDINGS AND DISCUSSION A. Research Findings ... 49
B. Discussion ... 58
CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ... 62
LIST OF TABLE
Table Page
3.2 Treatments Schedule ... 42
3.3 Standard competence and Basiccompetence... 44
4.1 Result of Students’ vocabulary mastery before and after being taught by
mime story technique Pre-test () and post-test () ... 52
3.1 Diagram of pre-experimental research plan ... 42
LIST OF APPENDIX
Appendix 1: Syllabus
Appendix 2: Lesson Plan
Appendix 3: Pretest question
Appendix 4: Posttest question
Appendix 5: Pretest score
Appendix 6: Posttest score
This chapter presents the general issues related to the present study. These
include the background of the study, research question, purpose of the study,
significance of the study, scope, and limitation of the study, hypothesis of the
study, variable and definition of the key terms.
A. Background of the Study
In foreign language teaching learning process, vocabulary plays an
important role. It is one element that links the four skills of speaking, reading,
listening and writing all together. Vocabulary is one of the competences of the
language. It is an important aspect on learning English. How well one can
communicate with English is partly dependent on how many vocabulary he has
mastered. But in Fact, the main problem in teaching English in School is the less
of the students’ motivation in English because of their weakness to use the
vocabulary.
Problems in learning and teaching English vocabulary at SMP Al-Ikhlas
still need to be addressed. It is because English structure is completely different
from our language system, pronunciation and grammar. Most of the beginner
students have several difficulties in mastering English vocabulary. Based on the
preliminary research in SMP Al-Ikhklas Gresik by interviewing the English
teacher the researcher fined the problems that are:
a. The students are difficult to memorize the meaning of every English word.
2
but how to make them be able use the vocabulary in their daily
communication. Whether it is formal or informal situation.
b. The students usually forget the meaning of the words which have been taught
or practiced before, because vocabulary taught in monotonous technique;
memorizing and drilling.1 It is expected that the teacher has to find the
appropriate technique in teaching English vocabulary.
The challenge for language teachers is to determine what strategy is the
most effective.Furthermore, teachers have to find the strategy to keep children to
concentrate to the teaching, to make them enjoy the lesson and to have fun and
amusement. The teaching technique should be interesting and useful to help
students’ progress. The interesting technique and teaching aids will help the
students in mastering vocabularies.
Vocabulary is one of the language components that are important in
studying English. By having vocabulary well, students are easier to accept the
teacher explanation. In using the language, students who are rich in vocabulary
will be successful in expressing their skills. But one who is poor in vocabulary
will get trouble in those skills. Hatch and Brownstated that, “vocabulary is the
foundation to build languages which play a fundamental role in communication.”2
Knowing the meaning of foreign language is the basic step of students in
learning a foreign language. Bockovácited in Nuralam stated that, “To build a
good stock of vocabulary is the first and most important step when starting to
learn a new language well. Mastered ability of using the right expressions,
1English Teacher, “How Students Vocabulary Level”, interview (27 Mar 2016).
2Evelyn Hatch and Cheryl Brown, Vocabulary, Semantics and Language Education (New York:
phrases, grammatical structures and functions ensure students to be successful in
their communication.”3
Students sometimes have difficulties in learning vocabulary. The
difficulties are how to spell, how to pronounce, grammar, meaning, etc. Learning
new words means that students should learn new kind of vocabulary. These
difficulties often make learners feels that English is a scary thing. Thonbury
mentions some difficulties in learning vocabulary namely:
1. Pronunciation: research shows that words that are difficult to pronounce are
more dificult to learn.
2. Spelling: sound-spelling mismatcehs are likely to be the cause of errors,
either of pronunciation or of spelling, and can contribute to a words difficulty.
3. Lenght and complexity: learner oftens meet long and complex words, that
they may get difficulty in learning new language.
4. Grammar: grammar is also problematic associated with the word, moreover
the differences grammar between the first and second language makes the
learner feel that grammar is very difficult. It can be solved through practice.
5. Meaning: when learners understand the meaning of a word it may be able to
make them learning fluently. I contarst, if learners do not understand the
meaning it makes a word difficult to learn.
6. Range, connotation and idiomatic: some words have a lot of and similar
meaning: it will make the learners confuse.4
3Nuralam F, “Improving Students’ Vocabulary Mastery by Using Immediate Environment Based
4
Those problems appears in many times as people learn vocabulary.
Usually the problems of EFL students are lack of vocabulary.5 Most students
have found difficulties in understanding meaning of word. It is because they may
not know it when they are learning. It is so hard for them can understand the
lesson well and it also might make them disappointed and unmotivated.
Students will be difficult to catch the lesson of new language when they
are learning new language without knowing the meaning of that new language.
Having a low vocabulary can trap students in a bad condition and also less
successful in using strategies for vocabulary learning.6 This problem becomes one
of obstacles in learning process. Sometimes it may decrease learners’ spirit to
learn vocabulary.
Learning vocabulary is an important instructional aimfor teachers in all
content areas in middle grades schools.7Recent research, however,indicates that
vocabulary instruction may be problematicbecause many teachers are not
“confident about bestpractice in vocabulary instruction and at times don’t
knowwhere to begin to form an instructional emphasis on wordlearning.”8
In recent years numerous studies on vocabulary mastery have been done
by some researchers. Among examples are improvingstudents’ vocabulary
4Jeremy Harmer and Scott Thornbury, How to Teach Vocabulary, 1st edition (New York: Pearson
Education ESL, 2002), p. 27.
5Hong-Fa Ho and Chen Huong, “A Multiple Aspects Quantitative Indicator for Ability of English
Vocabulary: Vocabulary Quotient.”, Journal of Educational Technology Development & Exchange, vol. 4, no. 1 (2011), p. 23, accessed 13 May 2016.
6Sue Hackman, Teaching Effective Vocabulary (Department for Children, Schools and Families,
2008), p. 7.
7William P. Bintz, “Teaching Vocabulary Across the Curriculum”, Middle School Journal, vol. 42,
no. 4 (2011), p. 44, accessed 13 May 2016.
mastery by using pictures by HeriMarzuki, this research is used picture as media
in mastering vocabulary. This research was classroom action research. The result
of this research in pre-test 56.80%, cycle 1 71.80% and cycle 2 80.47%. From the
result of this research indicated that using picture as media could improve the
students’ vocabulary mastery.9
The use of jigsaw II technique and still pictures combination to improve
students’ vocabulary mastery by SilvianaDilla showed that the combination of
Jigsaw II technique and Still Pictures can improve students’ vocabulary mastery.
The improvementcan be seen from students’ average score from 72.4 to 84.25 in
cycle 1. The students were very enthusiastic and active in learning vocabulary
using jigsaw II technique and media can be seen in the result of the observation
sheet, questionnaire and interview revealed that the students gave very positive
responses toward the use of this technique and media.10Most of the researchers are
interested on teaching vocabulary by using teaching technique, media, authentic
material and others.
The researcher proposes one of techniques in cooperative learning method
that is Mime Story Technique. One of the things that are uniquely able to do on
the spot is to use mime, gesture, and expression to convey meaning and
atmosphere.11Mime Story Technique may help the student in mastering
vocabulary on substantial chunks of useful language in fun and motivating way. It
9Heri Marzuki, “Improving Students’ Vocabulary Mastery by Using Pictures Media at the Third
Grade of SDN 010 Kepenuhan”, Jurnal Ilmiah Mahasiswa FKIP Prodi Bahasa Inggris, vol. 1, no. 1 (2015), p. 2, accessed 9 May 2016.
10Dilla Silviana Anggi Putri, “The Use of Jigsaw II Technique and Still Pictures Combination to
Improve Students’ Vocabulary Mastery” (Journal of English Language Teaching, 2013), p. 7.
11Jeremy Harmer, The Practice of English Language Teaching, 3rd edition (New York: Pearson
6
allows the student to reflect and focus on a key and significant moment, because
they have only one thing to think about. When the teacher uses physical
movement, gesture and actions to express a dramatic idea or to dramatize a scene
in the story, it allows the student to understand the performance without using
words and encourages them to concentrate on gesture, relationships and
communication.
According to Scotts and Ytreberg, Mime story technique is a technique
applied by the teacher in which the teacher tells the story to the pupils and pupils
do the action.12 Based on the explanation, by showing your facial expression, it
may help the student to understand the meaning of the words by showing the
gesture and performing the action.
B. Research Question of the Study
Referring to the background of the study, the research question is
formulated as follows “Does mime story has effect in students’ vocabulary
mastery of surrounding objects at seven grade of SMP Al-Ikhlas Gresik?”
C. Objective of the Study
This study aimed at finding out whether the use of Mime Story Technique
has effect in students’ vocabulary mastery of surrounding objects.
D. Significance of the Study
1. For the Teacher
12Wendy A. Scott and Lisbeth H. Ytreberg, Teaching English to Children (New York: Longman Pub
It is expected that the teacher will get more information about one
of the appropriate teaching technique, in this case is mime story. So the
teacher hoped to create an interesting teaching learning process by using
this teaching technique. Then, the data of the research are also very useful
for the teacher.
2. For the Students
It is expected that the result will give motivation to the students to
be better in vocabulary mastery. Through mime story, students are
expected to have good enrichment in vocabulary and also the changes of
behavior during teaching learning process.
3. For the School
It is expected that the information of the result will be very useful
forgetting success in teaching learning process, so the quality of
teachinglearning process can be increased. The result of the research is
also hoped toimprove students’ achievement in English lesson standard.
E. Scope and Limitation
The scope and limitation of the study focuses on the effect of mime story
technique in students’ vocabulary mastery of surrounding objectsat seventh grade
students of Al-Ikhlas Junior High School Gresik.
F. Hypothesis
8
a. Alternative hypothesis ( Ha) : There is significant effect of using mime
story technique in students’ vocabulary mastery of surrounding objects.
b. Null hypotheses ( Ho) : There is no significant effect of using mime story
technique in students’ vocabulary mastery of surrounding objects.
G. Variable of this Study
This variable of this study consists of two variables:
1. The independent variable is the mime story technique will be used to make
students mastering vocabulary.
2. The dependent variable is the vocabulary mastery of surrounding objects at
seventh grade of Al-Ikhlas Junior High School Gresik.
H. Definition of Key Terms
1. The effect:effect is a noun meaning the result of something, an outcome.13
In this research the effect means the result of using mime story technique
in students’ vocabulary mastery. In this study the researcher compare the
result of pre-test and post-test.
The different between the effect and the impact are, the effect is a result of
something for the short terms and the impact is a result of something for
the long terms.
2. Vocabulary mastery:mastery is a comprehension about all of knowledge.
Mastery is the knowing and understanding everything about
knowledge.14Vocabulary mastery means an ability to use words in
conducting communication, and students understand the set of words.15 In
this study the students can apply the words of surrounding objects in
communication and the students understand the set of words.
3. Mime story technique:Mime story technique is a technique applied by the
teacher in which the teacher tells the story to the pupils and pupils do the
action.16 In this study the researcher arrange teaching sequence according
to Jones, the teacher tells the story and does the actions. The students’
listen and watch. The teacher tells the story and does the actions. The
students listen and do the actions. The teacher tells the story but does not
do the actions. The students listen and do the actions.17
4. Surrounding objects: means the object around the students. In this study,
the students master the name of the object around.
14Marzuki, “Improving Students’ Vocabulary Mastery by Using Pictures Media at the Third Grade
of SDN 010 Kepenuhan”, p. 3.
15Ike Anisa, “Improving Students’ Vocabulary Mastery Using Experiential Learning (A Classroom
Action Research on the Sixth Grade of SDN Banaran 01 Sukoharjo in Academic Year of 2009/2012)” (Klaten: University of Widya Dharma Klaten, 2010), p. 169.
16Scott and Ytreberg, Teaching English to Children, p. 23.
17Jones Alistair, Action Stories with Children (Cambridge: Cambridge School, Valles Oriental,
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the researcher focuses on review of related literatures that
used as theoretical framework and previous studies which related to the research.
The review of related literatures is described as follows;
A. Theoretical Framework 1. Vocabulary
a. Definition of Vocabulary
There are some definitions of vocabulary proposed by linguist
experts; Hatch and Brown state that vocabulary is a list or set of words
for a particular language or a list or set of words that individual speakers
of a language might use.1 Since vocabulary is a list, the only system
involved is alphabetical order in dictionaries. Here, vocabulary is written
in alphabetical order in dictionaries based on system or rule of foreign
language.
Vocabulary is considered as one of component of a language.
Vocabulary is important aspect that appeared in listening, speaking,
reading and writing. It means the learning activity not works smoothly
without knowing vocabulary.
According to the Cambridge Advanced Learner’s Dictionary, cited
in Macounova.L, anoun “vocabulary” has two definitions:
1. all the words known and used by a particular person
2. All the words which exist in a particular language or objects.2
According to Neuman and Dawyer in Bintz, vocabulary can be
defined as “the words we must know to communicate effectively: words
in speaking (expressive vocabulary) and words in listening (receptive
vocabulary).”3Learning vocabulary is important as a part of learning
English or other foreign languages since learners learn vocabulary first
before they master more complex structure. Richard and Renandya
suggest that “vocabulary is a core component of language proficiency
and provides much of the basis for how well learners speak, listen, read
and write.”4
Ur (1998: 60) defines that vocabulary can be mean as the words
we teach in foreign language. It means vocabulary is written or spoken
unit of language as symbol of idea in foreign language for the learners.
For example, if someone learns new words in foreign language, it means
that someone learns vocabulary. The items in vocabulary may be more
than a single word, for example post office, mother-in-law, which
expressing a single idea.
Furthermore, McWhorter (1989: 311) says that vocabulary
means the ability to recognize individual words and to associate
2Lenka Macounova, “Teaching of Vocabulary” (Masaryk University Faculty of Education, 2007), p. 11.
3William P. Bintz, “Teaching Vocabulary Across the Curriculum”, Middle School Journal, vol. 42, no. 4 (2011), p. 44, accessed 13 May 2016.
4Jack C. Richards and Willy A. Renandya (eds.), Methodology in Language Teaching: An Anthology
12
meaning with the particular combination of letters that form a word. In
the other word, vocabulary is the competence or skill in recognizing
words and its meaning. Words are symbols, groups of letter that stand
for, or represent, either a physical object or an idea. Then, recognizing
words means knowing its meaning or idea and how they are formed by a
combination of letters. For example, the word chair in our minds a
physical reality, an object with a flat surface, usually supported by four
legs, and used to for sitting. Then, the word love on the other hand, does
not represent a physical object. It symbolizes the feeling of one person
toward another.
Based on Hatch and Brown, vocabulary deals with a series of
words in particular language. Ur adds that vocabulary deals with word
taught in foreign language. Neuman and DawyerinBintz, also adds that
vocabulary can be defined as words in speaking (expressive vocabulary)
and words in listening (receptive vocabulary).”5 Meanwhile, McWhorter
states that vocabulary deals with the competence in recognizing words
and its meaning. Based on three definitions above, vocabulary can be
constructed as a series of words in foreign language used to express
meaning. The words here are the symbols in form of groups of letter
represent either a physical object or an idea. It can be formed from a
single or more than one word.
In teaching vocabulary, a teacher needs to use proper technique
in order to help the students have good understanding on new words
being learned. And in order to get a different teaching and learning
environment. And also to make the students more interest in teaching
learning process of vocabulary mastery.
b. The Important of Vocabulary Mastery
Vocabulary is an important aspect in our life. It is because people
need vocabulary in expressing their ideas both of in mother tongue and
foreign language. Tailor says that in order to live in the world, we must
name objects. Names are essential for the construction of reality.
Without a name, it will be difficult to accept the existence of an object,
an event, and a feeling.6
Vocabulary always becomes the essential part of English as a
foreign language. Every person who learns a language must learn the
vocabulary of the language in order to make the learning process easier.
Without vocabulary mastery, learning a language becomes a very hard
thing to do and communication in second language cannot happen in any
meaningful way.
In language learning, vocabulary plays an important role. Edge
states that knowing a lot of words in foreign language are very
14
important.7 Cross state that a good store of words is crucial for
understanding and communication. A strong vocabulary can be a
valuable asset, both in college and later in our career.8
According to the statement above, it can be concluded that
vocabulary is very important in learning language and mastering
vocabulary will facilitate someone in using language in communication.
Mastery is the knowing and understanding everything about
knowledge.9 Moreover Cameron stated (vocabulary skills included:
pronunciation, spelling, grammar and meaning.10 According to Swannel
adopted by Larasati, mastery is comprehensive knowledge. From the
definition, mastery is wide; it covers all of the elements of knowledge.11
It means that mastery is a comprehension about all of knowledge.
Coulson et al define that mastery is skill, use, or knowledge. It
means mastery is the ability to use one of knowledge.12 While Hornby
says that mastery is the complete control or knowledge. Here, mastery is
7Julian Edge, Essential of English Language Teaching (London: Longman, 1993), p. 27.
8David Cross, Practical Handbook of LAnguage Teaching (Great Britain: The Bath Press, 1995), p. 14.
9Heri Marzuki, “Improving Students’ Vocabulary Mastery by Using Pictures Media at the Third Grade of SDN 010 Kepenuhan”, Jurnal Ilmiah Mahasiswa FKIP Prodi Bahasa Inggris, vol. 1, no. 1 (2015), p. 3, accessed 9 May 2016.
10Lynne Cameron, Teaching Languages to Young Learners (New York: Cambridge University Press, 2001), p. 78.
11Larasati, “Improving Students’ Vocabulary Mastery Through Board Games (A Classroom Action Research at the Fourth Grade of SDN Cengklik II Surakarta in 2009/2010 Academic Year)” (JurnalIlmiah FKIP prodiPendidikan Bahasa Inggris, 2011), p. 12.
the whole power or ability to direct knowledge.13 It means mastery is the
ability to combine skill and knowledge in one certain area. The certain
area in teaching means a lesson taught. It is usually arranged by a
standard of curriculum and syllabus in every aspect whether the topic or
the test
Vocabulary mastery is a complete skill to understand and apply
the stocks of words. It constitutes an essential thing that students have in
order to be able to listen, read, write and speak. There are some
indicators of vocabulary mastery: pronunciation, spelling, meaning and
using vocabulary especially to make simple sentences, which are used
by the researcher to conduct teaching vocabulary and used in testing the
students’ vocabulary mastery.14
Vocabulary knowledge is often viewed as a critical tool for
second language learners because a limited vocabulary in a second
language impedes successful communication.15Hardjono cited in Anisa,
state that,” from the basic aspects of foreign language that have to be
mastered by the student in learning process the most important one is
13AS Hornby, Oxford Advance Learners’ Dictionary of Current English (London: Oxford University Press, 1995), p. 523.
14Ike Anisa, “Improving Students’ Vocabulary Mastery Using Experiential Learning (A Classroom Action Research on the Sixth Grade of SDN Banaran 01 Sukoharjo in Academic Year of
2009/2012)” (Klaten: University of Widya Dharma Klaten, 2010), p. 169.
15Mofareh Alqahtani, “The Important of Vocabulary in Language Learning and How to be Taught”,
16
vocabulary, without mastering the vocabulary impossible for them to use
the foreign language.”16
Mastering vocabulary not only to knowing English words and
their meaning, but also how the words work together in sentences. It
means that teaching vocabulary is not only to give the meaning of the
word but teach how the word works well in the sentence. From the
definition above, mastery may be defined as the ability to use skill or
knowledge in one subject area based on recognized standard. While
vocabulary, means a series of words in foreign language used to express
meaning. Then vocabulary mastery define as an ability to combine skill
or knowledge of words that used to express meaning, in case of the
physical object or idea, in form of symbols of group of letter in a single
or more one word.
Assessing student learning is a critical component of effective
teaching and achievement. Therefore, part of the teacher’s literacy
instructional plan needs to include the assessment of students’
vocabulary mastery.17By monitoring students’ progress, teachers may
use the results to modify their instruction to meet the needs of individual
students, those of the class, and the instructional program. One approach
in assessing students’ vocabulary development is through the use of the
16Anisa, “Improving Students’ Vocabulary Mastery Using Experiential Learning (A Classroom Action Research on the Sixth Grade of SDN Banaran 01 Sukoharjo in Academic Year of 2009/2012)”, p. 167.
17Patricia A. Antonacci and Catherine M. O’Callaghan, Promoting Literacy Development: 50
rubric.18In this study the researcher use rubric for assessing vocabulary
development by Antonacci.
c. The Way How to Improve Vocabulary Mastery
There are various ways to improve vocabulary mastery. The
teachers may have some techniques to teach it. The technique here refers
to the way of teaching. The success of teaching learning process depends
on not only the teachers' and students' competence but also the technique
of teaching. Dealing with the technique of vocabulary teaching, there are
so many techniques proposed by some experts. There are two techniques
in improving vocabulary mastery. They are direct and indirect
techniques. Direct technique is usually used through the language book,
prose, poetry and games. Then indirect technique uses the other source of
lesson like mathematic, social lesson, and science lesson.
There are some techniques of teaching vocabulary. The techniques
are the unplanned vocabulary teaching and planned vocabulary teaching.
Unplanned vocabulary teaching is extemporaneous teaching of
vocabulary items that come up without planning in course of lesson,
while planned vocabulary teaching where the teacher goes into classroom
with an item or a set of vocabulary items that the teacher has decided
before hand. The planned vocabulary teaching can be described as “the
18
vocabulary lesson” since the primary objective of the teaching activities
is the presentation and practice of the lexical item themselves.
While Lewis and Hill mention some ways to teach vocabulary.
They are:19
1) Demonstrate
Demonstration is the way of teaching vocabulary by doing physical
demonstration together verbal explanation. The demonstration helps to
make the meaning clearer and to fix the word in the students' minds.
Beside that it also helps students to memorize both of visual and aural
memories. For examples, stagger, chuckle, etc.
2) Use the real thing
In this way, the teachers present vocabulary items by bringing the
real things into classroom. The objects of the real things can be in the
class or probably through the window. Sometimes the explanation is no
more complicated than pointing
3) Draw or sketch
Teachers do not need to be artists to make simple sketches which
illustrate meaning. For example the meaning of bush was explained by
two very simple sketches.
4) Use the blackboard to show scales or grades
Words like cool, orange (color), or probably may be explained by
presenting them with groups of related words:
Hot Red certainly / definitely
warm orange probably / possibly
Cool yellow
cold
5) Antonyms
This is the way of teaching vocabulary by giving the opposites or
antonyms of the word. Here, the learners have to be aware that a word
may have different opposite in difficult context. It is worth 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-productive.
For example:
light bag >< heavy bag poor >< rich
light word >< strong word dirty >< clean
rough area >< quite area happy >< sad
20
6) Synonyms
Synonyms are the way of teaching vocabulary by giving same
meaning of two or more words. Though words may have similar
denotation meaning, their connotation meanings often differ. Besides
that, using the former phrase also helps to build up in the students' mind
ides that language consists of choice, that words do not mean the same as
each other.
7) The dictionary
This is the way of teaching vocabulary by using dictionary to know
vocabulary items. One technique for explaining these which teachers too
frequently overlook is asking the class whether anybody knows the word
and, or not, asking one or more students to look the word up in a
dictionary. A bilingual dictionary can be used at low levels and
monolingual dictionary at the high levels.
8) Verbal explanation
Verbal explanation refers to the way of teaching vocabulary by
explaining the meaning of vocabulary items in students' own language.
9) Translation
It is a way of teaching vocabulary by translating some words or
individual words from the target language into other language. It is seen
to translate the word(s) into all languages, if the class consists of different
nationalities.
Gairns says that there are some techniques used in presenting new
vocabulary. They are:20
1) Visual techniques
a. Visual
These include flashcards, photographs, blackboard
drawings, wallcharts, and realia (i.e. objects themselves). They are
extensively used for conveying meaning and particularly usefulfor
teaching concrete items of vocabulary such as furniture, and certain
areas of vocabulary such as places, professions, descriptions of
people, actions, and activities.
b. Mime and gesture
These are often used to supplement other ways of conveying
meaning. When teaching an item such as “to swerve”, a teacher
might build a situation to illustrate it, making use of blackboard
and gesture to reinforce the concept.
2) Verbal Techniques
a. Use illustrative situation (oral or written)
22
This is most helpful when items become more abstract. To
ensure that students understand, teachers often make use of more
than one situation or context to check that students’ have grasped
the concept.
b. Use of synonymy and definition
Definition here is the way of teaching vocabulary by defining or
describing objects. Synonymy is also the way of teaching by
giving more than one meaning for a word.
c. Contrast and opposites
Contrast and opposites are they way of teaching vocabulary by
giving the opposites of the words. However, it is vital to illustrate
the contexts in which this is true.
d. Scales
Once students have learnt two contrasting or related gradable
items, this can be a useful way of revising and feeding in new
items. This is the example of adverbs of frequency.
e. Examples of type
This is the way of teaching vocabulary by exemplifying things
itself. The example of “furniture” is “table, chair, bed, sofa, etc”.
Some of these can of course also be dealt with through visual
aids.
Translation can be very effective way of conveying meaning. It can
save valuable time in teaching process but it seen as boring and
traditional. The teacher will find difficulties if the students come
from different nationalities.
In this study, the researcher uses mime and gesture,
techniques to improve students’ vocabulary mastery. Then, it is
also hoped that by using this technique, the students can understand
and grasp the vocabulary easily.
2. Mime Story Technique
a. Definition of Mime Story Technique
In this part the writer wants to explain the definition of mime
story technique. Mime story has several definitions from the expert,
here are some explanations. The first one, mime is defined as a facial
expression. In Examination, “mime is mimicry performed by an actor
or comedian who specializes in the art of narration, portrayal of
character, ideas or moods by bodily movement alone”21
Mime story is one of drama activities, Wessels cited in Rahmat,
said, “There is a scope within application of drama techniques such as
improvisation, mime, character analysis, observation, interpretation
21L. Examination, Mime Matters: A reference document to support teachers and students of
24
and invention to help the learners in their acquisition of the
language.”22
According to, “Mime is a non verbal representation of an idea
or a story through gesture, bodily movement and expression.”23 Mime
story in in learning language is imitating or pretending story to guess
the meaning of words.
According to Scotts and Ytreberg, “Mime story technique is a
technique applied by the teacher in which the teacher tells the story to
the pupils and pupils do the action.”24 Based on the explanation, by
showing your facial expression, it may help the student to understand
the meaning of the words by showing the gesture and performing the
action.
Mime also has educational value because it is an art form that
encourages students to laugh, think and feel. According to Arterberry
and Sawatzky “Mime challenges students to think abstractly, create
meaning through observation, imagination and movement. This allows
the students to experience and express their understanding to find the
words of what they see and create”25. It means that students have a
chance to think freely. It can make students able to show their
creativity of their understanding about something.
22Muhammad Rahmat, Mime Story Technique (2014), p. 15, accessed 19 May 2015.
23John Dougill, Drama Activities for Language Learner (London: Macmillan Publishers Ltd, 1987), p. 13.
24Wendy A. Scott and Lisbeth H. Ytreberg, Teaching English to Children (New York: Longman Pub Group, 1990), p. 23.
Mime is to act or express (feeling, act) it can be done through
gesture, body movement, and facial expression. Moreover, mime is an
interesting and fun activity in learning, so that the students will not feel
bored in learning. It can help them memorize the activities that the
teacher and students do.
Students learn differently from adult. Every age group has
specific need when learn a foreign language. According to Gengross
and Puchta, foreign language teacher develop a method which
appropriate for the student based on the following principles:
1. Language learning takes place best of all in anxiety-free and joyful
atmosphere.
2. The development of receptive skills (listening) takes place before
the development of productive skills (speaking).
3. Students learn by what they see, hear, and do.26
The teacher at school requires additional strategies which allow
the students to become more efficient learner to receive, process store
and remember the information quickly and effectively. When the
learners are processing information, thinking or remembering their
visual, auditory and movement are activated. The learners’ memory of
vocabulary works associatively. By mime story technique the teacher
carry a strong motivation for the learners.
26
This technique is useful for explanation of the actions and
grammar items. Such concepts as: jumping, smoking; are easy items to
explain through performing those actions. Mime, action is a great fun
for children who like acting and moving very much.27
When students start to learn a foreign language, it is going
mainly through their ears and what students listen is their main source.
Of course, the teacher also give them as much visual back up as
possible through facial expression, movement, miming and so on. It
means that in miming story telling the teacher makes the combination
between telling the story and doing the movement. It can help students
establish the link between words and meaning.
b. Kinds of Mime in the Language Classroom
Tan stated that English language teachers generally want to
plan engaging, motivating, challenging learning experiences for the
students. However, many factors contribute to making this goal
difficult to achieve. Overcrowded classrooms, curricular demands, and
outdated teaching materials can be de-motivating for students.28
Sometimes, the teaching methods may be boring, particularly when the
teacher fall back on traditional lectures about vocabulary that the
teacher only drilling the students.
The opportunity that the teacher can use is by conducting
games, role-play, and other fun activities as a means of brightening up
the lessons and cheering up the students. When they can laugh and
smile, they are more inclined to participate and to discover that
language learning can be extremely pleasant. Mime requires a person
to use body language, facial expressions, and gestures to convey
meaning. Mime activities can be successfully incorporated into a
variety of language lessons as the examples below illustrate by Tan.29
1. Using Mime to Show Sentence Meaning
Example of sentence to be mimed: I was walking along the road when a mad dog bit my leg.
1. A student writes these words on the board: . . . the road….bit ..
2. He acts out the first action of walking.
3. A partner acts out the second action of the dog bite.
4. The class guesses what the complete sentence is.
5. Another pair of students takes a turn at miming a sentence.
This activity can be varied by having one student, rather
than a pair, try to act out the sentence. In a large class, students can
work with the sentences in smaller groups so that more are likely
to be actively engaged at one time than if the whole class is
observing only one or two people.
2. Using Mime to Describe Objects and Their Use
1. A student stands in front of the class and holds an imaginary
telephone.
28
2. Without speaking, she mimes using the telephone to chat with
someone.
3. The rest of the class, or a pair of students working together,
names the imaginary object, describes it, and explains its
function in five sentences.
4. New students take turns acting and describing. Example
student answer:
It is a telephone. It is used for communication. It is found in
most homes and offices. We use the telephone to call our friends.
It is fun to chat with friends and relatives. Other objects that work
well for this activity include a basket, shoes, scissors, spectacles, a
tennis racket, a book, a ring, a toothbrush, and a ball. The
possibilities are endless.30
3. Using Mime to Tell a Story
1. Students are divided into groups.
2. In each group, one student is the narrator. He reads or tells the
story.
3. The other students listen carefully and mime what is
happening.
An example story that works well with groups of three:31
30Ibid., p. 57.
One morning John woke up, stretched, and took a
shower. He turned on the tap but the water was too hot. Ouch!
The water burned his shoulder. Then he wiped himself dry, put
on his clothes, and combed his hair. He cooked eggs for
breakfast. He put some salt and pepper on his eggs and ate his
breakfast hungrily. Next he put on his shoes and went to his
car. It was a very hot day, so he was perspiring. He drove to
the library and read a few books. After that, he went to visit his
friend. He knocked on the door. His friend was happy to see
him. They drove to the discotheque. They had drinks and
danced. They enjoyed themselves thoroughly. This activity can
also be done without the narrator. Students write key words
and phrases on the board or on cue cards and then mime their
story. Some additional storylines that work well include a
robbery, a drowning incident, a love story, and a visit to the
doctor or dentist.32
4. Using Mime to Explain a Procedure33
1. Make groups of three of four.
2. Depending upon the proficiency level of the students, give
them, or have them create, a topic and steps to describe a
familiar process such as how to bake abutter cake, how to
check a book out of the library, or how to check into a hotel.
30
3. Students work together to determine the key words and phrases
that their audience will need. For example: For the cake baking
procedure, they may choose bowl, grams, sugar, butter, flour, eggs, mix, and so forth.
4. They decide on roles and practice their mime.
5. The groups take turns presenting their mimes.
6. They begin by writing their key words on the board.
7. Then, they act out the process.
8. The rest of the class tries to describe the process.34
c. The Strength of Mime Story Technique
Mime emphasizes the paralinguistic features of communication. It
builds up the confidence of learners by encouraging them to get up and do
things in front of one another. Mime helps develop students' power of
imagination and observation and can also be quite simply "a source of
great enjoyment" with students tending "to be very enthusiastic about this
aspect of drama",35Savignon says that the mime helps learners become
comfortable with the idea of performing in front of peers without concern
for language and that although no language is used during a mime it can be
a spur to use language.36Mime is a great way of reinforcing memory by
means of visual association, and recall of language items is assisted
whenever an associated image is presented. Mime can help to fix language
34Ibid.
35Suane Karbowska Hayes, Drama as a Second Language: A Practical Handbook for Language
Teachers (National Extension College, 1984), p. 15.
in the minds of the students, and the following activity demonstrates how
vocabulary items can be revised and reinforced.37Mime can generate
language use where explanation is required teacher's instructions and the
discussion of the students-if the mime involves pair work or group work,
learners normally find it easier and more motivating to produce language
when they have to accomplish a task. If the mime is then performed before
the rest of the class, the target language can be usefully employed for
evaluating and interpreting what has been seen, as in the following
example which aims at practicing fluency.38
Mime story as a medium that involves performing arts is used in
teaching vocabulary, speaking, listening, writing and also reading.
According to Webster, The performing arts emphasis helps students
develop vocabulary mastery through the performing arts: storytelling, oral
interpretation, reader’s theatre, story theatre, creative drama, puppetry,
mime or movement, and music. Courses in these subjects are offered in
rotation and taught in variety formats. Students in the emphasis become
active participants in processes that lead to original works incorporating
the performing arts.” Based on the above explanation, the writer assumes
that mime story technique is a suitable technique in teaching vocabulary.
This will make the vocabulary easier to memorize by the students, and
they will become active participants in learning process.
32
When the students do mime the students can work on using their
bodies to express meaning. This change in focus can be very powerful for
language learning: the children acquire the language at a more
subconscious level because they are not thinking about what they are
saying, but how to show the meaning.39mime story technique are a
combination of the TPR and stories and are great technique for getting
children to memorize substantial chunks of useful language.
The advantages of using mime story technique are They’re fun and
motivating, They activate auditory, visual and kinesthetic learners, They’re
easy for children to memorize They help children learn whole chunks of
language at a time, Teachers can easily write them so they include the
language areas they are working on.40 From those explanations about
mime story technique above, it can be conclude that mime story technique
has good effect in students’ vocabulary mastery.
d. The Implementation of Mime story Technique
Based on the explanation about mime story technique above,
Jones arranges several teaching sequence that may be followed by the
teacher in teaching learning activity:
1. Before the teacher start teaching they will need to pre-teach any
unfamiliar lexis.
2. The teacher tells the story and does the actions. The students listen
and watch.
3. The teacher tells the story and does the actions. The students listen
and do the actions.
4. The teacher tells the story but does not do the actions. The students
listen and do the actions.
5. The teacher tells the lines of the story in a jumbled order. The
students listen and do the actions.
6. The students tell the story and do the actions.
7. The students do a reading or writing task.41
This technique is helpful for the beginners (elementary school
student or the first grade of junior high school) in a small class which
consists of 10-15 students, but it does not mean that this technique
cannot be used in a big class such like in Indonesia. Using mime story
technique in a big class has a certain challenge for the teacher who
used this technique. But the teacher have to remember that the success
of using this technique is depend on the background of the students
also, for example the student basically have good ability in English
from their family because of their parent are native speakers.
34
B. Previous Study
There are many studies that have been done in this field. Related to this
study, there are three relevant studies worthy to explore.
The first study titled the use of jigsaw II technique and still pictures
combination to improve students' vocabulary mastery by Silviana Dilla. This
study was conducted to investigate the improvement of the students’ vocabulary
mastery after learning using Jigsaw II technique and Still Pictures. There were
two cycle of this research. They were planning, action observation, and
reflection. The result of the study showed that the combination of Jigsaw II
technique and Still Pictures can improve students’ vocabulary mastery. And give
a good contribution in English teaching and learning, especially in the area of
vocabulary learning.
The second researcher conducted a study titled using pictures media in
improving students' vocabulary mastery by Heri Marzuki. A Mime game is one
of the guessing games besides guessing pictures, and guessing sentences.
Guessing game could be an effective technique to develop and reinforce some
concepts of grammar. The finding showed that teaching using mime game was
more effective than that of without using mime game. In addition, during the
experimental study, learners showed their enthusiasm, enjoyment, excitement,
motivation, and involvement. In other words, the students enjoyed learning
The next researchers conducted a study titled the use of vocabulary
journal in enriching students' vocabulary mastery and the students' attitudes
toward its use by fika Nurul. The research was aimed at discovering the effects of
vocabulary journal on the students’ vocabulary mastery and also their attitudes
toward its application in the class. Through vocabulary journal they could write
their new vocabulary when they learn English at class, it also could be
remembered and used in their daily life. Finally, there are many new vocabularies
that can be used continually by students orally or in written product. The result
show that 2 of 10 students (20%) stated that the use of vocabulary journal
facilitating them to review the vocabulary. Many students learn new words
relatively quickly but they also forget them quickly too. Taking this into account,
the vocabulary journal can facilitate the learners review the material any time.
Other researcher conducted a study titled The Effectiveness of Mime
Game in Teaching English Grammar by Angelina Linda Hartani.. A Mime game
is one of the guessing games besides guessing pictures, and guessing sentences.
Guessing game could be an effective technique to develop and reinforce some
concepts of grammar. The finding showed that teaching using mime game was
more effective than that of without using mime game. In addition, during the
experimental study, learners showed their enthusiasm, enjoyment, excitement,
motivation, and involvement. In other words, the students enjoyed learning
grammar using mime game better than doing deskwork.
These previous studies demonstrated that the use of media and technique
36
result of those studies showed that after giving the treatment the vocabulary
mastery of students are increased. While those previous studies have explored the
various teaching technique and media use d to teach vocabulary mastery that
show high degree of motivation from students. Because those of previous studies
have not explored the use of mime story technique in vocabulary mastery, I
initiatively use mime story technique in teaching vocabulary mastery, through
mime story technique students can easily remember the vocabulary because they
learn with body movements. I conducted the research titled “The Effect of Mime
Story Technique in Students Vocabulary Mastery of Surrounding Objects”. This
research determined whether there was a significant difference in the
achievement before and after treatment by using mime story technique and found
This chapter discussed several things such as research design, population
and sample, hypothesis, instrument to collect the data, data collection technique,
data analysis procedure and testing hypothesis.
A. Research Design
This method use experimental reserach. Experimental is the best of the
quantitative designs which is used to decide probable cause effect.1Experimental
research is the way to find a causal relationship (relationship clause) in
determining cause and effect.
The experimental research design is classified into pre-experimental
design, true experimental, and quasi-experimental. Pre-experimental research does
not have random assignment of objects to groups or other strategies to control
extraneous variables. True-experimental research use randomization and provides
maximum control of extraneous variables. Whether quasi-experimental research
lack randomization but employ other strategies to provide some control over
extraneous variables.2 In this research, the researcher used pre-experimental
research. Pre-experiment research involved only one group which was pretested,
exposed to treatment, and post tested. The success of the treatment was
determined by comparing the pretest and the posttest score.
1John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 4th edition (Boston: Pearson, 2011), p. 295.
2Donald Ary, Introduction to Research in Education (United States of America: Wadsworth
38
The researcher gave treatment to the student. Before and after treatment,
students were tested using (pre-test and post test). These tests will chose as they
were available. To know the effect of mime story technique in students'
vocabulary mastery, the scores of pre-test and post-test were compared. If the
result of the pos-test after the treatment was higher than the pre-test, it means that
mime story technique has affected the students’ vocabulary mastery. The research
design is as follows:
Notes:
X1: Pre-test
X2: Post-test
X: Treatment
X1 X2
3.1 Pre-experimental research plan
Table 3.2 Treatments’ Schedule
No Activities
Date
25th July 28th July 1st August 4th August
1. Pre-test
2. Treatment
3. Post-test
Preparing Test Instrument
Pre-Test
Post-Test
Result
Treatment of mime story technique
40
B. Population and Sample
This study is conducted at SMP Al-Ikhlas Gresik. It takes place at
Mulyorejo Village Panceng Gresik. The populations are students of the seventh
grade. There are 35 students of the seventh grade.
C. Data Collection Technique
Data collection technique is the technique to collect the data that is
needed by the researcher. In this research, the technique that is used by the
researcher is administering test. The test was in form of students’ worksheet. The
test was unscrambling word. The students rearrange unscramble vocabulary word
and give the number of the picture (see Appendix 3 and 4).
The researcher used vocabulary worksheet test to get the data. The
researcher administered the test to all of respondents. The tests were conducted
two times before and after getting treatment. Then it would be give scored in order
to find out the score of the test. In this research, the techniques to collect the data
were pretest, treatment, and posttest. The researcher conducted pretest before gave
treatment to the students.
Treatment was conducted after the researcher gave pretest to the students.
The researcher conducted treatment two meetings by giving mime story technique
related to the topic in school standard at the school. This school use (KTSP) for
standard curriculum.
Standard Competence Basic Competence
According to school-based curriculum (KTSP), the seven grade students
are demanded to be able to express interact with the environment. The instruction
of the pre-test test was “Unscramble bad room vocabulary and number the
picture”. Therefore, based on the school-based curriculum (KTSP), the test had
the appropriate content validity.
D. Instrument of Data Collection
Research instrument refers to any equipment used to collect the data.3
Based on Ary, selecting appropriate and useful measure instruments is critical to
3Suharsimi Arikunto, Prosedur Penelitian (Suatu Pendekatan Praktik) (Jakarta: Rineka Cipta,
42
the success of any research study.4 One valuable technique to measuring
instruments for educational research is use tests. A test is a set of stimuli
presented to an individual in order to elicit responses on the basis of which a
numerical score can be assigned. This score, based on a representative sample of
the individuals’ behavior, was an indicator of extend to which the objects has the
characteristic being measured.
There were two kinds of test that was used by researcher. The tests were
called by pretest (X1) and posttest (X2). In this research, the researcher also gave
treatment (X) to the students. As in the explanation in the research design, the
researcher gave pretest first and continued by conducting treatment then the last
were posttest.
1. Pre-test is a test which is given before the treatment. The purpose of giving
pre-test was to know about the students’ vocabulary mastery. The test was
in the form of written test (see appendix 3). The test would administrate in a
classroom during school hours. The research instructed the students to do
the test. There were 15 number of tests that was tested before conducted the
treatment. The researcher gave 30 minutes to do the pretest.
2. Post-test is a test which is given at the end of the research. The purpose was
to measure how far the students understand the lesson and also to know
whether the mime story technique has affect students vocabulary mastery at
seven grade of SMP Al-Ikhlas Gresik. Same as pretest, the researcher gave
4Donald Ary, Lucy Cheser Jacob, and Chris Sorensen, Introduction to Research in Education (USA:
15 number test and limit the time 30 minutes to do the entire test. (For more
detail about posttest, see appendix 4).
E. Data Analysis
After the pre-test and post-test were conducted, the next step was
analyzing the result of the treatment based on the data. The researcher uses
statistics to analyze the data. Parametric statistics is used to know the result of the
hypothesis. The test is compared with the average of two samples with the
interval. It means two sample that have the same of population and sample in the
different time.5
In this research, the researcher wants to know the improvement of the
different mean. So, the researcher uses t-test to test the hypothesis. The
independent-samples t test evaluates the difference between the means of two
independent or unrelated groups. That is, the researcher evaluate whether the
means for two independent groups are significantly different from each other.
The independent-samples t test is commonly referred to as a between-groups
design, and can also be used to analyze a control and experimental group. With
an independent-samples t test, each case must have scores on two variables, the
grouping (independent) variable and the test (dependent) variable. According to
Suharsimi Arikunto, the t-test formula can be used to analyze pre-experimental
results using a pretest and posttest with one group design6. The function of t-test
44
is to evaluate whether the mean value of the pre-test differs significantly from the
mean value of the post-test. The formula is used in the t-test formula is:
t= ∑
( )
Notes;
Md = mean from difference of pretest and posttest
Xd = deviation of each objects (d-Md)
Σ = the squared deviations
N = Objects of sample
d.b = determined by N-1
F. Research Variables and Hypotheses 1. Variables
According to Arikunto variables are the objects of the experiment or
the focus on an experiment.7 Another definition, variable is something that
may vary. There are two types of variables. They are:
a. Independent variable is one condition which is manipulated by the
experimenter. Creswell states that independent variable called treatment
conditions or factors in an experiment.8Mime story technique is the
independent variable.
b. Dependent variable is the one that measures the influence of the
independent variable. Creswell defines that dependent variable is the
7Ibid., p. 161.
response or the criterion variable presumed to be caused or influenced
by the.9 Independent treatment conditions. Based on the definition, the
dependent variable of this study is the students’ vocabulary mastery of
surrounding objects. Score of oral performance test.
2. Hypotheses
Tuckman explains that a hypothesis can be defined as an expectation
about events based on generalizations of the assumed relationship between
variables.10 There were two hypotheses of this study. There are:
a. There is significant effect of using mime story technique in students’
vocabulary mastery of surrounding subjects.
b. There is no significant effect of using mime story technique in students’
vocabulary mastery of surrounding subjects.
9Ibid., p. 129.
