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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

TEACHING VOCABULARY USING FLASHCARDS AND WORDLIST (A Quasi-Experimental Study of Fifth Graders at One Public Elementary

School in Binjai)

A Research Paper

Submitted to English Education Department in Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree

By

Elsa Yusrika Sitompul 0807302

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

TEACHING VOCABULARY USING FLASHCARDS AND WORD LIST (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in

Binjai)

Oleh :

Elsa Yusrika Sitompul

0807302

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat

Memperoleh gelar Sarjana Pendidikan Bahasa Inggris

Fakultas Pendidikan Bahasa dan Seni

© Elsa Yusrika Sitompul

Universitas Pendidikan Indonesia

Juli 2013

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

PAGE OF APPROVAL

Teaching Vocabulary Using Flashcards and Word List

(A Quasi-Experimental Study to Fifth Graders at One Public Elementary School in Binjai)

Elsa Yusrika Sitompul

0807302

A Research Paper

Approved by:

First Supervisor Co-Supervisor

Emi Emilia, M.Ed, Ph.D. Ernie D. Ayu Imperiani, M.Ed.

NIP. 196609161990012001 NIP. 197809222010122001

Head of Department of English Education

Faculty of Language and Arts Education

Indonesia University of Education

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

TEACHING VOCABULARY USING FLASHCARDS AND WORD LIST

(A Quasi-Experimental Study with Fifth Graders in One Public Elementary School in Binjai)

ABSTRACT

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

MENGAJARKAN VOCABULARY MENGGUNAKAN FLASHCARDS DAN WORD LIST

(Penelitian Quasi- Eksperimental di Kelas 5 di Satu Sekolah Dasar di Binjai)

ABSTRAK

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

TABLE OF CONTENT

1.6 Clarification of Related Terms ... 5

1.7 Organization of Paper ... 5

CHAPTER II THEORETICAL FRAMEWORK ... 7

2.1 Definition of Vocabulary ... 7

2.2 The Importance of Vocabulary in Learning Foreign Language ... 8

2.3 The Characteristics of Young Learners ... 9

2.4 Teaching Vocabulary to Young Learners ... 11

2.5 Definitions and Benefits of Flashcards ... 13

2.6 Flashcards as Strategy to Teach Vocabulary ... 15

2.7 Teaching Procedure Using Flashcards ... 16

2.8 Definitions and Benefits of Word List ... 17

2.9 Word List as Strategy to Teach Vocabulary ... 18

2.10 Teaching Procedure Using Word List ... 19

2.11 Related Research Studies ... 20

2.12 Concluding Remark ... 21

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

3.1 Research Design ... 22

3.2 Research Hypothesis ... 23

3.3 Population and Samples ... 24

3.4 Data Collection Techniques ... 24

3.4.1 Research Instrument ... 25

3.4.1.1 Pre-test ... 25

3.4.1.2 Post-test ... 25

3.4.1.3 Interviews ... 26

3.4.2 Research Procedures... 26

3.4.2.1 Preparing Lesson Plans ... 26

3.4.2.2 Administering the try-out test ... 26

3.4.2.3 Administering the pre-test ... 27

3.4.2.4Treatment... 27

3.4.2.5 A teaching program in both experimental and control groups ... 27

3.4.2.6Administering the post-test ... 29

3.4.2.7Conducting the interview ... 29

3.5.3.1 Normal Distribution Test ... 33

3.5.3.2 Homogeneity of Variance ... 33

3.5.3.3 Independent t-test ... 34

3.5.3.4 The Dependent t-test ... 35

3.5.4 Data Analysis on Post-test ... 36

3.5.4.1 The Calculation of Effect Size... 36

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

3.6 Concluding Remark ... 37

CHAPTER IV FINDINGS AND DISCUSSIONS ... 38

4.1 Findings and Discussions from Try-out Test ... 38

4.2 Findings and Discussion from Pre-test ... 40

4.2.1 The Result of Normal Distribution Test ... 40

4.2.2 The Result of Homogeneity of Variance Test ... 41

4.2.3 The Result of Independent t-test on Pre-test ... 42

4.3 Findings and Discussions from the Post-test ... 43

4.3.1 The Result of Normal Distribution Test ... 43

4.3.2 The Result of Homogeneity of Variance Test ... 44

4.3.3 The Result of Independent t-test on Post-test ... 44

4.3.4 The Result of Paired t-test an Experimental Group Scores ... 46

4.3.5 The Result of Paired t-test on Control Group Scores ... 47

4.3.6 Effect Size ... 48

4.4 Findings and Discussions from Interview ... 48

4.5 Concluding Remark ... 52

CHAPTER V CONCLUSION AND SUGGESTION ... 53

5.1 Conclusion ... 53

5.2 Suggestions ... 54

BIBLIOGRAPHY ... 56

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

CHAPTER I

INTRODUCTION

This chapter introduces the foundation and general overview of the study

undertaken. It consists of the background of the study, research questions, aims of

the study, scope of the study, the significance of the study, clarification of related

terms and organization of the paper.

1.1 Background of the Study

Vocabulary is an essential component in second/foreign language learning

(Mehring, 2005). In an EFL classroom, according to Carpenter & Olson (2011),

vocabulary is needed for expressing meaning and conveying thoughts through

both receptive and productive skills. Furthermore, Cameron (2001) believes that

vocabulary is central to the learning of a foreign language at primary level to

enrich their language. Thus, there should be a strategy to help students learn

vocabulary.

A number of studies have been conducted in vocabulary teaching.

According to Baleghizadeh and Ashoori’s study (2011) in one junior high school

in Iran, young learners cannot make an appropriate vocabulary learning strategy

for their learning process.

Many strategies can be done by a teacher to teach vocabulary effectively,

such as word list and flashcards. Some researchers discovered that teaching with

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

(Komachali and Khodareza, 2012: Schmitt and Schmitt, 1995). It is in line with

Thornbury (2002) and Logsdon (2013) who state that flashcards help teachers to

demonstrate a simple sequence of activities to the learners in the classroom.

Moreover, Komachali and Khodareza (2012) argue that flashcards have been used

for teaching a variety of purposes during the history of language teaching.

On the other hand, Baleghizadeh and Ashoori (2011) argue that word list is

a method largely used in teaching vocabulary to learners. Word list is still used as

a good strategy because it is very economical for students to learn vocabulary in a

short time (Thornbury, 2002). However, Komachali and Khodareza (2012) argue

that learners paid less attention in learning words through word list because of its

monotous. Moreover, Baleghizadeh and Ashoori (2011) who studied the impact of

two instructional strategies on EFL learners’ vocabulary knowledge: flashcards

and word lists revealed that there was no significant difference in the efficacy of

either of the two strategies.

Another study concerning the use of flashcards, Romjue, McLaughlin &

Derby (2011) studied the effect of reading race track and flashcards for teaching

sight words. Based on their study, reading racetracks and flashcards were effective

in increasing sight word reading. Moreover, Komachali and Khodareza (2012)

also investigated the effect of using vocabulary flashcard on Iranian pre-university

students’ vocabulary knowledge. The result showed that the students

outperformed in their vocabulary knowledge. Flashcards could lead the students

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

All of those previous studies are in the area of teaching vocabulary using

flashcards and word list (Baleghizadeh and Ashoori, 2011; Komachali and

Khodareza, 2012; Romjue, McLaughlin & Derby, 2011). However, studies on

teaching vocabulary using flashcards and wordlist for young learners are still rare.

Therefore, this study empirically analyzes the teaching vocabulary using

flashcards and word list for young learners.

1.2 Research Questions

Based on the background mentioned above, the research attempts to

investigate the answers of the following research questions.

1. To what extent can flashcards as a strategy help students’ vocabulary

mastery?

2. To what extent can word list as a strategy help students’ vocabulary

mastery?

3. How do the students respond toward both strategies in learning

vocabulary?

1.3 Aims of the Study

Based on the problems above, this study aims to examine:

1. To extent to which flashcards as a strategy can help students’ vocabulary

mastery

2. To extent to which word list as a strategy can help students’ vocabulary

mastery

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

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1.4 Scope of the Study

The study limits its investigation into three concerns: flashcards as a

strategy can help students’ vocabulary mastery; word list as a strategy can help

fifth grade students’ vocabulary mastery and their responses toward both

strategies in learning vocabulary.

1.5 The Significance of the Study

The outcomes of this study are expected to be significant theoretically and

practically.

1. Theoretically,

The findings of the study can enrich the literature on teaching

vocabulary and the use of flashcards and word list. The finding of the

study is also expected to give beneficial reference for further study

concerning about the use of flashcards and word list in teaching English

vocabulary to young learners.

2. Practically,

The result of the study is also expected to provide the English

teachers some benefits in teaching English vocabulary to young learners

by using flashcards and word list. Furthermore, it is also hoped that this

study can motivate the students to learn English so that they are more

interested in learning and helping their vocabulary knowledge. Finally, the

result of the study is hoped to facilitate the students and the teachers with

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

1.6 Clarification of Related Terms

Some terms need to be clarified in order to avoid misunderstanding and they

are as follows:

1. Flashcards are a cardboard consisting of a word, a sentence, or a simple

picture on it (Komachali and Khodareza, 2012).

2. Word list is a sheet of paper where learners write the second language

(L2) along with their first language (L1) definition to one side of each

word (Baleghizadeh and Ashoori, 2011).

3. Teaching vocabulary means teaching a list of words that teacher prepares

for their learners to memorize and learn by heart (Fusaro, 2009).

4. Young learners are a group of students of five to twelve years old who

learn English inside or outside classroom (Pinter, 2006).

1.7 Organization of Paper

The present research paper is organized into five chapters as follows:

1. Chapter I: Introduction

This chapter discusses information on background which elaborates

basic thought of why this research is administered; research questions;

aims of the study; scope of the study; significance of the study;

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

2. Chapter II: Theoretical Foundation

This chapter provides the elaboration of the theoretical foundation in

the research. It consists of the definition of vocabulary, the importance

of vocabulary in learning foreign language, the characteristics of young

learners, teaching vocabulary to young learners, definitions and benefits

of flashcards, flashcards as strategy to teach vocabulary, and the

teaching procedure using flashcards, definitions and benefits of word

list, word list as strategy to teach vocabulary, and the teaching procedure

using word list. This chapter also presents the discussions of previous

studies related to the topic of this study.

3. Chapter III: Research Method

This chapter elaborates the methodology of research conducted to

answer the two research questions previously stated in chapter one. It

covers research design, research hypothesis, population and samples,

data collection techniques which include research instrument and

research procedures, and data analysis.

4. Chapter IV: Findings and Discussion

This chapter provides the results of the research and discussions of the

research findings.

5. Chapter V: Conclusion and Suggestions

This chapter presents the conclusions of the research based on the

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

been described in chapter III. In addition, suggestions are also

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

CHAPTER III

RESEARCH METHODOLOGY

This chapter mostly discusses research methodology applied in the study

to investigate to what extent flashcards or word list as strategies in helping

students’ vocabulary mastery, and to examine students’ responses toward both

strategies in learning vocabulary. It comprises research design, population and

sample, data collection techniques which include research instrument and research

procedures and data analysis.

3.1 Research Design

This study used a quasi-experimental design to investigate whether or not

the use of flashcards and word list could help students’ vocabulary mastery.

According to Hatch and Farhady (1982), a quasi-experimental design is practical

agreement between true experimental and the nature of human language

behaviour. Porte (2002 cited in Nurjanah 2012), also explains that quasi

experimental design is appropriate for educational study since many studies of

that field usually involved the use of classes that have already been assigned

before. Hatch and Farhady (1982) also state that pre-test and post-test are often

used in classroom experiments when experimental and control groups are

naturally assembled groups.

Two classes were employed in this study. One class was the experimental

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

control class which got word list as a treatment. The formula of

quasi-experimental design is described as follows:

G1 T1 X T2

G2 T1 T2

 G1 : Group 1 (experimental group)

 G2 : Group 2 (control group)

 T1 : Pre-test

 X : Treatment

 T2 : Post-test

(Hatch and Farhady, 1982)

3.2 Research Hypothesis

According to Fraenkel and Wallen (2009), a hypothesis was a prediction,

an explanation of the research outcome. Hatch and Farhady (1982) stated that a

null hypothesis predict neither a positive nor a negative relationship between two

variables. Therefore, the hypothesis must first turn into null hypothesis (H0) along

with the alternative hypothesis (Ha). In short, the hypothesis was stated as follows:

H0= there is no significant difference between students’ vocabulary in pre-test and

post-test score; means the use of flashcards and word list cannot help students’

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

The null hypothesis was chosen because there is no specific study which

discusses the use of flashcards and word list in helping students’ vocabulary

mastery.

3.3 Population and Samples

According to Fraenkel and Wallen (1990), population means the group

interest to the writer that would like to generalize the result of the study. The

population of this study was the fifth graders of a private elementary school in

Binjai, North Sumatra. The fifth grade students were chosen based on the

consideration that they were still learning basic vocabulary. In this stage, they

need more guidance and learn vocabulary with an effective way. Due to the

limited time, not at all the students were considered as sample.

Sample is “the group in the research on which the information is

obtained, preferably selected in such a way that the sample represents the larger

group (population) from which it was selected” (Fraenkel & Wallen, 1990). The

sample of the study was two classes, it had been chosen based on purposive

sampling technique to become sample of the research. The two classes were

chosen based on teacher’s recommendation because the two classes have the same

proficiency level of English lesson.

There are two classes employed as the sample of the study. Class 5A,

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

treatment. The second class is 5B consisting of 30 students took part as the control

group of this study and received word list.

3.4 Data Collection Techniques

The data in this study were collected by administering some instruments.

These included: The instruments were adjusted based on study need in order to

answer the research questions. Each of them will be elaborated further in the

following sections.

3.4.1 Research Instrument

In this study, pre-test, post-test are the instruments to answer the research

question about the use of flashcards and word list in teaching vocabulary. While

interview is used to investigate the responses of the students toward the use of

flashcards and word list in learning vocabulary.

3.4.1.1 Pre-test

Pre-test was employed to both groups as the first step of the study. This

was purposed to obtain the data of the students’ vocabulary knowledge and to find

out that students from both groups had the same capability of English before they

received the treatment. It comprised twenty five multiple choice questions related

to the material which consisted of vocabulary taught. The example of pre-test can

be seen in Appendix C.

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

The study employed the post-test at the end of the study. It measured the

students’ vocabulary mastery after the treatments. It was employed in both

groups; experimental and control group. This was intended to find the differences

between students’ score of both groups. This test comprised twenty five multiple

choice questions. It was same as the pre-test which consisted of flashcards and

vocabulary taught. While in the post-test, the numbers of items were changed. The

example of post-test can be seen in Appendix C.

3.4.1.3 Interviews

Interview is useful and crucial since the researcher can clarify questions

that are needed to gain more information from the respondents (Alwasilah, 2011).

The interviews were conducted at the last section of the study. The interviews

were done individually in the form of open ended questions. The open ended

questions are used to get students’ responses and more information about the use

of flashcards and word list in learning vocabulary.

3.4.2 Research Procedures

There were some steps which were taken in collecting data.

3.4.2.1 Preparing lesson plans

There were some lesson plans which were used during the treatment

sessions. Those lesson plans were designed for six meeting. The first and last

meetings were allocated for pre-test and post-test, while the rest four meetings

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

3.4.2.2 Administering the try-out test

Before the instrument used in the study, the researcher administered try

out test to investigate the validity and reliability of the instrument. Try-out test

comprised fifty multiple choice questions related to materials. The test materials

were adapted from several textbooks used by the fifth graders elementary school

students. The try-out test was administered out of the samples of the study. The

example of try-out test can be seen in Appendix C.

3.4.2.3 Administering the pre-test

After getting the valid and reliable questions from try-out test, the

pre-test was administered to 60 students in two classes. Then the pre-pre-test score from

experimental and control group were analyzed.

3.4.2.4 Treatment

In this study, the flashcards was used for implementing the treatment in

teaching vocabulary to the experimental group, yet the control group was treated

by using word list.

3.4.2.5 A teaching program in both experimental and control group

In conducting a teaching program in experimental and control groups, the

researcher acted as a teacher who used flashcards strategy in experimental group

and word list in control group during teaching-learning process. The teaching

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

procedure by using pre-activities, whilst-activities and post-activities. (see lesson

plans for experimental and control groups in Appendix B). The following table

shows a brief sample of classroom activities for experimental and control groups.

Table 3.1

 The teacher greets the students

 The teacher asks something about the vocabulary that had been discussed in previous meeting

 The teacher tells the objective of the lesson and explains the activity that students will do

 The teacher presents flashcards related to the topic once

Pre activities

 The teacher greets the students

 The teacher asks something about the vocabulary that had been discussed in previous meeting

 The teacher tells the objective of the lesson and explains the activity that students will do

 The teacher attracts the students to mention some words related to the topic

2 Whilst activities

 The teacher presents flashcards and pronounce the words repeatedly

 The teacher ensures all the students know the meanings of the words

 The teacher gives the students opportunity to ask something related to their activity

Whilst activities

 The teacher writes the words on the whiteboard

 The students pronounces the words

 The students follow the teacher pronouncing the words

 The teacher asks the students the meanings of the words

 The students writes the word list in their note book

 The teacher gives the students opportunity to ask something related to their activity

3 Post activities

 The teacher asks the students the meanings of the words

 The techer asks the students to pronounce the words at home

 The teacher and the students summerize the lesson

Post activities

 The teacher gives a task according to the lesson which they learn

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Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

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The next is the schedule of teaching phase in both experimental and

control groups. The schedule of teaching phase is presented in the table below:

Table 3.2

Time Schedule of Research

No Experimental Group Control Group

Date Material Date Material

1. February 19th, 2013 Pre-test February 19th,2013 Pre-test

The post-test was given to both experimental and control group after the

treatments were given to both groups for several sessions.

3.4.2.7 Conducting the interview

The interview as conducted to the experimental and control group to

discover students’ responses toward using flashcards and word list in helping

students’ vocabulary mastery. Ten students in each group were selected to be the

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Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu

and was transcribed for further analyses. The questions of interview and the

transcription can be seen in Appendix E.

3.5. Data Analysis

After collecting data, the result from the three instruments (pre-test,

post-test and interview) were analyzed in order to answer the research questions. The

analysis of each instrument is presented in descriptive explanation.

3.5.1. Scoring System

The test used in this study was multiple choice tests. Two types of

formula can be used to process the multiple choice item data; the formula with or

without punishment (Arikunto, 2002). This study used the formula without

punishment. The formula is stated as follow:

In which S is score and R is the right answer.

3.5.2 Data analysis on Try-out Test

Try-out test was administered to check the validity, reliability, difficulty

index of the instrument and discrimination power. Fifty multiple choices

questions were tested to the students out of sample.

3.5.2.1 Validity

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According to Arikunto (2002), validity is measurements which show the

validity level of quality level of an instrument. The data were calculated using

Anates. The criteria of validity are shown in the following table:

Table 3.3

Category of Coefficient Correlation of Validity

Raw Score Interpretation

instrument is valid or not (Rudiwan and Sunarto, 2010). Thus, the instrument can

reveal the result from the variable.

3.5.2.2 Reliability

According to Hatch and Farhady (1982), reliability is the extent to which

a test procedure reveals a consistent result when administered under similar

condition. This study used Anates to reveal the item’s reliability. It was used to

assure whether or not the test was reliable to be used in pre-test and post-test. The

criteria of reliability are shown in the following table

Table 3.4

Category of Coefficient Correlation of Reliability

Coefficient Correlation Interpretation

0.0-0.20 Low

0.20-0.40 Moderate

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Above 0.70 Very high

(Arikunto, 2002)

The table shows the criteria of reliability whether the test items are

consistent or not (Riduwan and Sunarto, 2010). The test item is reliable if the raw

scores are 0.40-0.70.

3.5.2.3 Difficulty Level

Difficulty level was used to measure how far the test items were relevant

with the participants’ ability (Arikunto, 2006). It aimed to investigate whether the

test items were too easy or difficult for the participants. It can be analyzed using

items difficulty index or facility value.

Table 3.5

Criteria of Difficulty Index

Index of Diffuculty Interpretation

0.00-0.30 Diffucult 0.30-0.70 Moderate

0.70-1.00 Easy

(Arikunto, 2006)

The table shows the criteria of difficulty level whether the item test was

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3.5.2.4 Discrimination Power

Arikunto (2006) suggests that discrimination index is used to indicate

how far a single test item can distinguish the upper group from the lower group of

the class.

Table 3.6

Criteria of Discrimination Power

Discrimination Index Interpretation

00.00-0.020 Poor 0.20-0.40 Moderate

0.40-0.70 Good

0.70-1.00 Excellent

(Arikunto, 2006)

The table shows the criteria of discrimination power which differ the

upper and lower group.

3.5.3 Data Analysis on Pre-test

The data collected from pre-test was analyzed using SPSS 17.0 because

SPSS 17.0 had characteristics which were needed in analysing the instruments.

The procedure of analyzing the data comprised several steps. First, the data

collected from experimental group and control group were computing to get the

score of both groups. Second, the scores were calculated in order to find out the

means of both groups. After that, the means of these tests were compared using

independent t-test with the assist of SPSS 17.0 to find out whether or not the

flashcards strategy can help teaching vocabulary for young learners. Before

conducting independent t-test, the normal distribution and homogeneity variance

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Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

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3.5.3.1 Normal Distribution Test

Normal distribution test was calculated before t-test. It aimed to

investigate whether or not the distribution of pre-test and post-test scores in two

groups were normally distributed. The statistical calculation of normal test used

Kolmogorov-Smirnov because it had characteristics which were needed in the

study (Riduwan and Sunarto, 2010). The steps are as follows:

1. Setting the level of significance (p) at 0.05 and establishing the hypothesis

as follows:

H0: the variances of experimental and control group are normally

distributed.

H1: the variances of experimental and control group are not normally

distributed.

The level of significance at 0.05 is used because it is a standard which is

applied in social studies (Rudiwan and Sunarto, 2010).

2. Analyzing the normality distribution with One-Sample

Kolmogorov-Smirnov test.

3. Comparing the asymp.sig with the level of significance (p) to test the

hypothesis. If the asymp.sig>0.05, the null hypothesis is not rejected and

the distribution of data is normal. Hence if the asymp.sig<0.05, the null

hypothesis is rejected and it means the data is not normally distributed.

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The homogeneity of variance test used a SPSS program namely Levene

test because it had characteristics which were used in the study (Riduwan and

Sunarto, 2010). Homogeneity of variance in the pre-test are needed to find out the

initial vocabulary mastery before treatment.The steps are as follows:

1. Setting the hypothesis of variance, H0= data between the two groups are

homogeny

2. Setting the level of significance (p) at 0.05

3. Measuring the homogeneity variance using Levene’s test

4. Comparing the result of Levene’s test and alpha level of significance if

asymp.sig<0.05, the null hypothesis is rejected which means the two

groups are not equal. In contrary, if asymp.sig>0.05, the hypothesis is not

rejected which means variance data of two groups are equal or the data

are homogenous.

3.5.3.3 Independent t-test

The independent t-test was used in this study to see whether the

difference of mean between the experimental and control groups,. Moreover, the

independent t-test had characteristics which were needed in conducting the study

(Rudiwan and Sunarto, 2010). There were three steps in analyzing the

independent t-test.

1. Stating the hypothesis and setting the alpha level at 0.05. The null

hypothesis (H0) is that there is no significant difference between the

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Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

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there is significant difference between the means in experimental and

control groups.

2. Calculating independent t-test by using SPSS 17.

3. Comparing (t) significance 2 tailed with level of significance. It (t)

significance 2 tailed >0.05, the null hypothesis is accepted which means

there is no difference of means between experimental and control groups.

On the contrary, if (t) significance 2 tailed<0.05, the null hypothesis is

rejected that means there is difference of means between experimental

and control groups. (t) significance 2 tailed is used in the study because it

is needed to see whether the means in the experimental and control

groups are different or not.

3.5.3.4 The Dependent t-test

The dependent t-test was used to compare the score of pre-test and

post-test of experimental group. The pre-post-test score of experimental class are compared

to the post-test score (Collidge, 2000). Moreover, Hatch and Farhady (1982) state

that dependent t-test or matched t-test is used to analyze the pre-test and post-test

score and to investigate whether or not the difference of pre-test and post-test

means of each group are significant. The steps are as follows:

1. Setting the level of significance (p) at 0.05 and establishing the null

hypothesis for the pre-test and post-test data analysis. Null hypothesis

(H0) is that there is no significant difference between the pre-test and

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

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2. Analyzing the dependent t-test by using SPSS 17 for windows.

3. Comparing (t) significance 2 tailed with the level of significance for

testing the hypothesis. If (t) significance 2 tailed >0.05, the null

hypothesis is accepted, we can conclude that there is no significant

difference between the pre-test and post-test scores of experimental

group. Meanwhile, if (t) significance 2 tailed < 0.05, the null hypothesis

is rejected which means there is significant difference between the

pre-test and post-pre-test scores of experimental group.

3.5.4 Data Analysis on Post-test

Data analysis on post-test employed exactly the same steps as in the

pre-test data analysis which is included normality pre-test, homogeneity pre-test and

independent t-test by using SPSS 17 for windows.

3.5.4.1 The Calculation of Effect Size

Effect size is the effect of the influence of independent variable upon the

dependent variable (Coolidge, 2001). It means that effect size is a way to consider

how well the treatment works if there is a large different between the two group’s

means. It states that the treatment really works, and then there is said to be a much

effect size. If the differences between the two groups’ means are small, then there

are said to a small effect size.

r = √

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Elsa Yusrika Sitompul, 2013

Teaching Vocabulary Using Flashcards And Wordlist (A Quasi-Experimental Study of Fifth Graders at One Public Elementary School in Binjai)

Universitas Pendidikan Indonesia | repository.upi.edu r = Effect size

t = t obt or t value from the calculation of independent t-test

df = N1 + N2 -2

After gaining the effect size, then the score will be matched with the

following scale to interpret the effect size.

Table 3.7 Effect Size Value

Effect Size r value

Small Medium

Large

.100 .243 .371

(Coolidge, 2000)

3.5.5 Analysis of Interview Data

The data from interview were transcribed to reaffirm the issue. The

transcriptions were labeled and coded based on the respondents’ answers and then

the answers were classified into some aspects. The result of the interviews will be

more discussed in Chapter 4. The transcription of the interviews can be seen in

Appendix E.

3.6 Concluding Remark

This chapter explained the research design, population and samples, data

collection, research procedures and data analysis. The following chapter will be

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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusions of what has been investigated in

this research and the suggestions for further research.

5.1 Conclusions

This study investigated the teaching vocabulary using flashcards and

word list as strategies in experimental and control group. It is aimed at finding out

whether both strategies can help students’ vocabulary mastery. Moreover, the

students’ responses toward the flashcards and word list are also discussed.

The result of this study indicated that there was a significant

improvement in vocabulary mastery using flashcards and word list to help

students’ vocabulary mastery in the pre-test and post-test. The result was obtained

through comparing the means scores of control and experimental groups in

post-test which were 74.00 and 80.53. In addition, it is proven that the independent t

-test result which depicts that the probability is lower than 0.05 (0.043<0.05).

Although the scores of both groups was increased, the experimental group shows

greater growth on overall vocabulary knowledge from pre-test and post-test.

The result of the study was in line with the results of related previous

studies such as those done by Komachali and Khodareza (2012); Baleghizadeh

and Ashoori (2011); Derby, McLaughlin, Schletter, and Treacy (2012); Derby,

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students learning vocabulary. Moreover, flashcards led to a higher level of

vocabulary improvement.

The students’ responses toward the flashcards and word list have been

investigated by conducting interview in the experimental and control groups. The

interview result from the experimental group showed that the students are

interested in learning English especially vocabulary toward flashcards because it

brings a lot of benefits for them, such as: students can understand and memorize

new words easily; they are motivated to learn English vocabulary. This is in line

with Doff (1988) who states that flashcards can help students to focus on the

learning and make the class interesting. Meanwhile, the interview result in the

control group showed that word list is considered as a monotonous and tedious

strategy. This makes the students feel uninterested and pay less attention on

teacher’s explanation.

5.2 Suggestions

Regarding what have been done in this research, there are some

suggestions for further research in the field of teaching vocabulary using

flashcards and word list. The suggestions are expected to be taken as

consideration by the researchers who are willing to do research in the same field.

Moreover, it is also expected to be suggestions for teachers to teach better.

Firstly, since this study concerned only on vocabulary in elementary

students, it is suggested for further study to conduct the study in the other

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In addition, if a researcher conducts a study in another level of students

(secondary school), it will be better to relate the vocabulary teaching to one

language skill or two integrated language skills such as reading and writing, or

listening and speaking.

Secondly, it is recommended that teacher can present interesting pictures

on the flashcards to lead teacher’s performance better. Teacher can download the

flashcards from internet and then printed it easily. It is very crucial since the

students will enjoy seeing the flashcards while the learning activity presents.

Thirdly, if teacher uses word list as a strategy to teach vocabulary, she or

he may create fun learning process, such as playing games. Even though word list

is a common strategy in learning and teaching process, the students can still enjoy

the material.

However, due to the limitation of this research, the result of this study

cannot be generalized. Since this study employed quasi-experimental research

design, the samples and time are limited. Therefore, it is recommended that a

further study comprises as many samples as possible from different schools and

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Universitas Pendidikan Indonesia | repository.upi.edu

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Universitas Pendidikan Indonesia | repository.upi.edu

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Gambar

Table 3.1 The Sample of Teaching Procedures
Table 3.2 Time Schedule of Research
Table 3.3 Category of Coefficient Correlation of Validity
Table 3.5 Criteria of Difficulty Index
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