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P survei .Untukmemperolehdata , r p p a d a h r e t i s a v r e s b o n a k u k a l e m s il u n e
p ose sbelaja rmengajar .Penuil sjuga s u l u a P . t S P M S A 8 s a l e k a w s i s a d a p e k t e k g n a n a k i g a b m e
m Pangud iLuhu r
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
p raan kata para siswa em ningkat .Berdasarkan hasi langket ,penu il s e
m ngetahui bahwa ssiwa kela s 8A memiilk i perseps i posiit f terhadap t u b e s r e t u k u b a w h a b u j u t e s a k e r e M . k n a B y g g i P d r o W y M u k u b n a a a n u g g n e p H . a t a k n a a r a h a d n e b r e p r a j a l e b k u t n u a k e r e m g n o r o d n e
m aslinya ,mereka dapa t
ir e t a m i m a h a m e
m danmenge jrakan t es tbahasa I nggri ssecaral ebihmudah .Ha l l u c n u m g n i r e s k n a B y g g i P d r o W y M u k u b a d a p a d a g n a y a t a k n a k a n e r a k i d i n i n a a n u g g n e p n a k g n a b m e g n e m k u t n U . s e t n u p u a t a n a r a j a l e p i r e t a m m a l a d k i a b u k u
b My Word Piggy Bank ,para siswa memberikan saran aga rguru Bahasa n a k i r e b m e m s i r g g n
I laithan yang l ebih banyak .Mereka j uga menyarankan aga r n a li p m a n e
p bukudibuatl ebihmena irkdandisediakancarapembacaankata.
i c n u k a t a
ii i v
S T N E M E G D E L W O N K C A
t s ri
F o fall , Iwould ilke to thank Jesus Ch irst da n Mothe rMary fo rthe
o r p e h t f o l l a s s a p n a c I o s , e c n a d i u g d n a g n i s s e l
b cesse sin w iritng my thesis .
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M sincere grattiude goe s to m y thesi s adviso r Agusitnu s Hard i
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f o s s e c o r p e h t g n ir u
d w iritng my t hesis .It hank him fo ralway sgiving feedback ,
s n o it s e g g u s , s t n e m m o c , s e c i v d
a and moitvaitonst ome . Iwould ilketot hank my
c i m e d a c
a adviso rDrs .Barl iBram ,M.Ed. ,Ph.D .fo rhi scare to al lo fthe
e h t f o l l a k n a h t I .) 0 1 0 2 ( B s s a l c f o s t n e d u t s P S E L E y ll a i c e p s e , s t n e d u t
s lecturer s
f f a t s d n
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s y t .I hankal loft he ilbrairans tafffort hei rhelpandkindness .
o t o g s k n a h t t s e t a e r g y
M BapakJunianto ,S.Pd, t heheadmaste ro fSMP
e m o t n o i s s i m r e p n e v i g d a h o h w 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
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h c r a e s e r e h
t . Iwould ilket ot hank uIb Ch .Yen iFartia ,S .Pd, theEngilsht eache r
y M . h c r a e s e r e h t g n ir u d p l e h r e h r o 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 f o
s t n a p i c it r a p l l a o t s e o g o s l a e d u ti t a r g l a i c e p
s in clas s8A f ort heparitcipaitonand
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
c ei nvolvedi nt hisr esearch .
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
I ,AlexanderBambangIrianto
d n
a Chris itnaTi itkKismiya it . Iamso gratefu lhavingt hemi n myl fie . Ideeply
k n a h t o s l a I . r e y a r p d n a , tr o p p u s g i b , e v o l s s e l d n e r i e h t r o f m e h t k n a h
t mybrother ,
o t n a it p e S l a g g n E s e n a h o
x i
m ay un tanduncle ,Ibu Th .Tiw iWastut iand BapakGregoriu sSugiyono, who
t r o p p u s s y a w l
a andgiveadvicest omedu irngw iritngt hist hesis .
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
, r e v l o s m e l b o r p t s e s i w y
m Elsa Putr i Arbtiasari . I thank he r fo r alway s
e m g n it r o p p u s d n a g n i y n a p m o c c
a when Iam down . Ialso say thank sto my
s e it s e
b Veronika Meidika Eilana SariandRosaila Dew iRatnaningsih .It hank
. s n o it a u ti s ll a n i e m d n a t s r e d n u s y a w l a o h w s d n e ir f t s e b g n i e b r o f m e h t
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 ,
e d n a N , i w i
T and aBti .I t hankt hemf ort heril ove,s uppo tr ,careands pirti .It hank
e h t r o f m e h
t ‘sweetfirendship’, laugh,j okes ,expeirences ,itme sandunforgettable
. r e h t e g o t d e r a h s e v a h e w s t n e m o
m My deepes tthank also goe sto Gown Play
o f r e
P rmance ,PPLfirends (Gtia ,MbakTata ,Edwin ,WawanandSusterRtia ,)
N K K y
m buddies (Leo ,Ade ,Vtia ,Agnes ,Dian ,Ika ,Putr iand Wiwik )a nd
s d n e ir f K M
O (Mbak Yuil ,Manda ,Nex , Ian ,Gerbul ,Yoga ,Ina ,Rlia and
p u c
U ). Iwould also ilke to thank al lo fPB Istudent s2010 ,especially Brigti ,
s i n r A , i v e
G ,Heni ,RsikaandRin.iIt hankt hemf o rou rgreates tmoment sdu irng
r u
o studyi nt hi scampu .s
o t o g s k n a h t l a i c e p s y
M Yohane sMar itnNugrohoSaputro, whosel ove ,
n e v i g y l e r e c n i s e r a e c n e it a p d n a , tr o p p u s , g n ir a
c to mei n al lcondiitons .It hank
g n i h s i n if f o s s e c o r p e h t g n ir u d e m o t g n i n e t s il d n a g n i d n a t s r e d n u s y a w l a r o f m i h
x
n d l u o c s e m a n e s o h w e l p o e p e h t f o l l a k n a h t e k il d l u o w I , y ll a n i
F o tbe
tr o p p u s e h t r o f d e n o it n e
m andprayers .
i x
S T N E T N O C F O E L B A T
e g a P E
G A P E L T I
T ... i S
E G A P L A V O R P P
A ... ii A
T
S TEMENTOFWORK’SORIGINALITY ... i v I
S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... v T
C A R T S B
A ... vi .. K
A R T S B
A ... v i i S
T N E M E G D E L W O N K C
A ... v i ii S
T N E T N O C F O E L B A
T ... xi S
E L B A T F O T S I
L ... xv E
R U G I F F O T S I
L ... vx i S
E C I D N E P P A F O T S I
L ... x i vi
O R T N I .I R E T P A H
C DUCTION
.
A ResearchBackground ... 1 .
B ResearchProblems ... 4 .
C ProblemLimtiaiton ... 4 .
D ResearchObjecitves... 5 .
E ResearchBeneftis ... 5 .
F D iefniitono fTerms... 6
O W E I V E R . I I R E T P A H
C F RELATEDLITERATURE .
A Theoreitca lDesc irp iton ... 8 .
1 Percepiton ... 8 .. .
a TheDe ifniitono fPercepiton ... 8 .
b FactorsI n lfuencingPercepiton... 9 g
n i p y t o e r e t S )
1 ... 1 0 y
ti v it c e l e S )
2 ... 1 0 )
ii x fl
e S )
4 - Concept ... 11 s
d e e N )
5 ... 1 1 )
6 Emoitons ... 1 1
.
2 Word ilsts ... .... 1 2 .
a Deifniitono fWordli s st ... 1 2 .
b Crtieirao fAGoodWordlist sBook ... 1 2 )
1 Frequency ... 1 2 )
2 Avaliab litiyandFamiilartiy... 1 2 )
3 Coverage ... 1 3 )
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 ’Percep itonont 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 ’Percep itonont 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 sbecauseEngilshi 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
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
. 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
.
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
