Improving students’ vocabulary by using the recitation method at SMP Al-Hikmah Utan

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IMPROVING STUDENTS’ VOCABULARY BY USING THE RECITATION METHOD AT SMP AL-HIKMAH UTAN

By:

Latania Fizikrillah NIM. 180107055

PROGRAM STUDY OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM

2022

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Thesis of Sarjana

Submitted to State Islamic University of Mataram

As a Partial Fulfillment of The Requirement of Bachelor Degree at StudyProgram of English Language Education

By:

PROGRAM STUDY OF ENGLISH LANGUAGE EDUCATION FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF MATARAM MATARAM

2022

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v MOTTO

َو ُمَلْعَي ُ َّاللََّو ْمُكَّل ٌّرَش َوُه َو ًائْيَش اوُّب ِحُت ْنَأ ىَسَع َو ْمُكَّلٌرْيَخ َوُه َو ًائْيَش اوُهَرْكَت ْنَأ ىَسَع َو َلا ْمُتْنَأ

َن ْوُمَلْعَت ( ةرقبلا : ٢١٦ )

“But perhaps you hate a thing and it is good for you; and perhaps you love a thing and it is bad for you. And Allah knows, while you know

not.”

(Al-Baqarah: 216)

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DEDICATION

I dedicate this thesis to:

My beloved parents, Agusdianto and Harida, my brother, Yusron Kholid, also my sisters, Nur Farida and Yassirly Amriya as a gift for

always provide pray, love, and support in every journey during my education until this thesis arranged as happiness and pride for them.

The last, to Myself who have struggled and never gave up.

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ACKNOWLEDGEMENTS

Bismillahirrahmanirrahiim, Alhamdulillahirabbil ‘aalamiin

All praises and deepest gratitude to Allah SWT for the health, strength, opportunity, merciful and blessing me to completing this thesis.

Sholawat and Salam be given to great prophet Muhammad SAW (peace be upon him) and his family.

The researcher realizes that it would be impossible for her to complete this thesis without many contribution, guide, support, and help from the others. The researcher would like to express her deep gratitude and appreciation to:

1. Prof. Dr. Muhammad, M. Pd., M. S., as the first advisor and Najamuddin, S. Pd., M. Hum, as the second advisor for the evaluable guidance, suggestion, and feedback during arrangement of this final project.

2. Dr. Ika Rama Suhandra, M. Pd., as the Head of English Language Education Study Program and Kasyfur Rahman, M. Pd as the Secretary of English Language Education Study Program.

3. Dr. Jumarim, M. HI., as the Dean of Faculty of Education and Teacher Training.

4. Prof. Dr. H. Masnun Tahir, M. Ag., as the Rector of State Islamic University (UIN) of Mataram.

5. All lecturers of English Language Education Study Program who have been teaching and giving me a lot of worth knowledge during the years of my study.

6. My beloved and precious people (my father Agusdianto and my mother Harida) and all of my family who supports trough every journey during my education with love and patient.

7. Principals, English teacher and office staffs of SMP Al-Hikmah Utan for advice and giving permit for conduct research in the school.

8. My students at the eight grade of SMP Al-Hikmah Utan especially At VIII PI class who help me to conduct the data for complete my thesis.

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9. My big thanks go to all of my best friends who have patiently and sincerely helped, supported, and accompanied in completing this thesis.

10. Thanks to all my friends of B classmates 2018, my beloved members of English Student Association (ESA), and all of my friends that cannot be mentioned one by one who have given much help, motivation, support, laugh, and experience during my study in this college.

11. Last but not least, I want to thank myself. Thank you for being willing to compromise all this time. Thank you for not giving up even though you often feel defeated. Thank you for the smile and strong hug in every tear. Thank you for being such a strong and patient girl in facing every problem.

Finally, it has to be admitted that nobody is perfect and the researcher realizes that there are still a lot of weakness. Therefore, the researcher sincerely welcomes criticism and suggestion from the readers to improve the quality of this thesis. Furthermore, the researcher hopes that the good deeds of these various parties will receive multiple rewards from Allah SWT and the researcher hope this scientific work will be useful as a reading material and reference sources for the next research.

Aamiin

Mataram, 28 September 2022 Researcher,

Latania Fizikrillah 180107055

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TABLE OF CONTENT

APPROVAL ... i

ADVISORS’ OFFICIAL NOTE... ii

STATEMENT OF THESIS AUTHENCITY ... iii

THESIS RATIFICATION ... iv

MOTTO... v

DEDICATION ... vi

ACKNOLEDGEMENTS ... vii

TABLE OF CONTENTS ... ix

LIST OF FIGURE ... xi

LIST OF TABLE ... xii

LIST OF APPENDICES ... xiii

ABSTRACT ... xiv

CHAPTER I INTRODUCTION ... 1

A. Background of Research ... 1

B. Subject of Action ... 3

C. Statement of Problem ... 3

D. Objective of Research ... 3

E. Significance of Research ... 3

1. Theoretical Significance ... 3

2. Practical Significance ... 3

CHAPTER II REVIEW OF LITERATURE AND HYPOTHESIS . 4 A. Review of Previous Research ... 4

B. Theoretical Framework... 6

1. Vocabulary ... 6

a. The Definition of Vocabulary ... 6

b. The Level of Vocabulary ... 7

c. The Type of Vocabulary ... 8

d. The Importance of Vocabulary ... 9

2. Recitation Method ... 10

a. The Definition of Recitation Method ... 10

b. The Purpose of Recitation Method ... 12

c. The Steps of Teaching Vocabulary by Using The Recitation Method... 13

d. Advantages and Disadvantages of Recitation Method ... 14

C. Research Hypothesis ... 15

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CHAPTER III RESEARCH METHOD ... 16

A. Setting of Research ... 16

B. Object of Research ... 16

C. Design of Research ... 16

D. Planning of Action ... 18

E. Taking Action ... 19

F. Observing ... 20

G. Reflecting ... 20

H. Instrument of Research ... 20

I. Data Analysis and Reflection ... 26

J. Indicator of Success ... 27

CHAPTER IV RESEARCH RESULTS AND DISCUSSION ... 28

A. Research Results ... 28

B. Discussion ... 43

CHAPTER V CONCLUSION AND SUGGESTIONS ... 44

A. Conclusion ... 44

B. Suggesstions ... 44 REFERENCES

APPENDICES

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LIST OF FIGURE

Figure 3.1 The model of action research by Kemmis and Mc Taggart

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LIST OF TABLE Table 3.1 Teachers’ Observation Checklist Table 3.2 Students’ Observation Checklist Table 4.1 Students’ Result of Pre-test Table 4.2 Schedule of activities in Cycle 1 Table 4.3 Teacher Activities in Cycle 1 Table 4.4 Students’ Activities in Cycle 1

Table 4.5 Students’ Result of Post-test in Cycle 1 Table 4.6 Schedule of activities in Cycle 2 Table 4.7 Teacher Activities in Cycle 2 Table 4.8 Students’ Activities in Cycle 2

Table 4.9 Students’ Results of Post-test in Cycle 2

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LIST OF APPENDICES Appendix 1 List of Subject

Appendix 2 Lesson Plan Cycle I Appendix 3 Lesson Plan Cycle II Appendix 4 Pra-Cycle Test Appendix 5 Test I

Appendix 6 Test II

Appendix 7 Documentation

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ABSTRACT By:

The purpose of this study was to improve students’ vocabulary by using the recitation method. This research took place at SMP Al-Hikmah Utan. The subjects in this study were 21 students of class VIII (PI). The type of research conducted was classroom action research which was carried out in 2 cycles. Each cycle consists of 4 stages, namely planning, acting, observation, and reflecting. The data taken in the form of the results of the final test of each cycle, the results of observation, and documentation.

Results based on the research, the activity in cycle 1 was good category and cycle to was excellent category. This indicates that there is a change in students’ activity for the better from cycle 1 to cycle 2. This can be seen from the results of the average score of students who continued to improve from before implementing the method was 50. 23, to cycle 1 was 78. 80, and cycle 2 was 90.

Thus, it can be concluded that the students’ vocabulary of class VIII (PI) SMP Al-Hikmah Utan can be improved by using the recitation method.

Keywords: Vocabulary, Recitation Method

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PENINGKATAN KOSA KATA SISWA MENGGUNAKAN METODE RESITASI DI SMP AL-HIKMAH UTAN

ABSTRAK Oleh:

Tujuan dari penelitian ini adalah untuk meningkatkan kosa kata siswa dengan menggunakan metode resitasi. Penelitian ini bertempat di SMP Al-Hikmah Utan. Subjek penelitian ini adalah 21 siswa kelas VIII.

Jenis penelitian yang dilakukan adalah penelitian tindakan kelas yang dilaksanakan dalam 2 siklus. Setiap siklus terdiri dari 4 tahap yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Data yang diambil berupa tes akhir setiap siklus, hasil observasi, dan dokumentasi.

Berdasarkan hasil penelitian, aktivitas pada siklus 1 kategori baik dan siklus 2 dalam kategori sangat baik. Hal ini menunjukkan adanya perubahan aktivitas siswa menjadi lebih baik dari siklus 1 ke siklus 2. Hal ini terlihat dari hasil nilai rata-rata siswa yang terus meningkat dari sebelum penerapan metode adalah 50, 23, ke siklus 1 adalah 70, 80, dan siklus 2 adalah 90.

Dengan demikian, dapat disimpulkan bahwa kosakata siswa kelas VIII SMP Al-Hikmah Utan dapat ditingkatkan dengan menggunakan metode resitasi.

Kata Kunci: Kosa Kata, Metode Resitasi

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ةطسوتمـلا ةمكحلا ةسردم يف ناتوأب

صخلمـلا ةبلاطلا دادعإ الله ركذ يف ايناتل

:ليجستلا مقر ١٨٠١٠٧٠٥٥

.ردسلا ةقيرط مادختساب بلاطلا تادرفم ةيقرت ةفرعمـل ثحبلا اذه فده امأ اذه يف ثحبمـلا مث .ناتوأب ةطسوتمـلا ةمكحلا ةسردم يف يرجي ثحبلا اذه ناكو

نم نوكتي ثحبلا ٢١

عون و .نماثلا فصلا نم ابلاط اهب تماق يذلا ثحبلا

نم نوكتي رودلا لك يف .نارود هيف و يبيرجت ثحب ةثحابلا ٤

:ينعي لحارم

يئاهن رابتخا نم نوكتت ةذوخأمـلا تانايبلاو .سكع و ةظحلام و ذيفنت و طيطخت .قيثوتلاو ةظحلامـلا ةجيتن و رودلا لك يف ةقبطب لولأا رودلا يف ةيلمعلا نوكتف ثحبلا ةجيتن ىلع ءانب يف و ديجلا

نوكي ةلطلا ةيلمع رييغت ّنأ ىلع لدت ةرهاظلا هذهو .ادج ديجلا ةقبطب يناثلا رودلا ةميقلا جئاتن نأ ترهظ ةيلمعلا هذهو .يناثلا رودلا ىلإ لولأا رودلا نم لضفأ ينعي ردسلا ةقيرط مادختسا لبق نم ةيقرت رمتست بلاطلا نم ةدعمـلا ٥٠،٣

ىلإ

ينعي لولأا رودلا ٧٠،٨٠

ينعي يناثلا رودلا مث ٩٠

.

نماثلا فصلا نم بلاطلا تادرفم ناقتإ نأ جتنتست نأ عيطتست ةثحابلا ذكهو .ردسلا ةقيرط مادختساب اهتيقرت نكمتف ناتوأب ةطسوتمـلا ةمكحلا ةسردم يف

.ردسلا ةقيرط ،تادرفمـلا :ةدشرمـلا ةمكلا

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1 CHAPTER I INTRODUCTION A. Background of Research

In learning English, there are four fundamental skills that are imperative to learn including speaking, reading, writing, and listening. In the teaching and learning process, these language skills are linked together. But rather than that, mastery of vocabulary is very important before learning and mastering these four skills. To make a correct sentence when learning writing, we need vocabulary, to understand the reading and what we listen when learning reading and listening, we need to know the vocabulary, and when we are speaking, we need master in vocabulary.

Therefore, vocabulary is the basis that students must master to be proficient in those language skills.

Vocabulary is a language component that has meaning.¹ Vocabulary is the center of language and critically important for a typical language student.² The expansion of one’s vocabulary is typically seen as an important aspect of the learning process or the development of one’s competence in a language that has already been acquired. Many adults consider vocabulary building to be an entertaining and educational activity and many students are taught new terms as part of various disciplines.³ Students say that learning English is very difficult, and it is because they are more focused on studying the grammar than the vocabulary.

In SMP Al-Hikmah Utan, the factors that influence a lack of vocabulary are both internal and external. The internal includes low self- confidence and motivation in students while the external includes the teacher’s teaching method that was difficult to understand and the method used are not suitable for students. It was shown during class learning, where students did not pay attention to the teacher’s explanation, students

1Gunawan Tambunsaribu, “Say It Keunikan Bunyi Bahasa Inggris”, (Yogyakarta:

Deepublish, 2019), p. 1

2Hilmi Mufida Hadi, “Improving The Vocabulary Mastery Using Inquiry-Based Learning (A Classroom Research in the Fifth Grade of SDN Wates Tanjunganom Nganjuk in Academic Year 2016/2017)”, Simki-Pedagogia, Vol. 1, No. 4, 2017, p. 2

3Tri Fariha Azizah, “Peningkatan Kemampuan Vocabulary Bahasa Inggris Menggunakan Media Jumbled Letters Siswa Kelas IIIB MI Islamiyah Geluran Taman Sidoarjo” (Thesis: Fakultas Tarbiyah Jurusan Pendidikan Guru Madrasah Ibtidaiyah Institut Agama Islam Negeri Sunan Ampel Surabaya, 2012), p. 3

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become very passive, and few dare to come forward to explain the lesson or assignment that have been given by the teacher.

In developing vocabulary, English teachers should have the initiative to inspire students to form them additional active and comprehend regarding basic vocabulary that craves to be down by students. Therefore, the technique and the method of teaching and learning English vocabulary conjointly crave to be maximized to urge students' vocabulary achievement to improve within the teaching. Referring to Sanjaya, methods are used to implement the plans drawn up in real activities so that the goals set are achieved optimally.⁴ That is why the teacher needs to choose a suitable method of learning.

From the stated problem, the researcher was tried to use a new method in teaching vocabulary, namely recitation method. Recitation method also called as task method is a learning method in the form of assignment for students to report on the implementation of tasks that have been given by the teacher. As stated by Sagala, the recitation method can be in the form of a way of delivering material where the teacher gives certain tasks so that students carry out learning activities individually or in groups and must be accountable for the task in front of the class. The assignments given by the teacher would deepen the materials and check the treads that students had understood. These assignments would stimulate students to learn actively individually and in teams.⁵ Therefore, a recitation method seems to be more successful than other types of method when it comes to learning vocabulary because this method affects students more interested in learning vocabulary, students became more active in the class, and helps students to improve their vocabulary especially students of SMP Al-Hikmah Utan.

Based on the explanation, the researcher wants to research how far the improvement of students' vocabulary by using a recitation method.

4Meyta Pritandhari, “Implementasi Penggunaan Metode Resitasi Terhadap Minat Mahasiswa untuk Berkoperasi pada Mata Kuliah Koperasi”, Jurnal Pendidikan Ekonomi UM Metro, Vol. 4, No. 1, 2016, p. 56

5Syaiful Sagala, “Konsep dan Makna Pembelajaran”, (Bandung: CV. Alfabeta, 2007), p. 129

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3 B. Subject of Action

The subject of this research is 21 students from VIII class of SMP Al-Hikmah Utan in the academic year 2022/2023.

C. The Statement of Problem

Based on the background of the study, the problem of the study is:

How is the improvement of students' vocabulary by using the recitation method for VIII class of SMP Al-Hikmah Utan in the academic year 2022/2023?

D. Objective of Research

This study aims to measure the improvement of students’

vocabulary by implementing the recitation method for VIII class of SMP Al-Hikmah Utan in the academic year 2022/2023.

E. Significance of Research

In this stage, the researcher was discussed about theoretical and practical significance of the research, which would be explained as follows:

1. Theoretical Significance

For theoretical implications, the findings of the research would be usedas a guide and hope this research can positively influence teacher learning, especially in the use of the recitation method to improve students' English vocabulary.

2. Practical Significance a. For student

This research can provide students an understanding that using the recitation method is one of the influences in improving their vocabulary.

b. For teacher

Teachers can use this research at SMP Al-Hikmah Utan in developing method and technical implementation of the English language teaching-learning process. This research would assist teachers in improving students' vocabulary with using the recitation method.

c. For Further Researchers

This research can be a reference and information that can support further researchers who are performing similar studies and methods.

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4 CHAPTER II

REVIEW OF LITERATURE AND HYPOTHESIS A. Review of Previous Research

In this study, the researcher takes three of previous research to support the research. All the research would be described as follows:

The first thesis is entitled "The Effect of Using Recitation Method to Improve Students' Vocabulary at MTS DDI Mattoanging."

The study's objectives are to find out is there an effect of using the recitation method on improving students' vocabulary in terms of nouns and verbs. The subject of this research was the second-grade students of MTS DDI Mattoanging, which consisted of 20 students.⁶

Quantitative research was used in this study as the method.

Furthermore, the techniques of collecting data were pre-test and post- test to find out the improvement of students' vocabulary (noun and verb) using the recitation method. The data analysis is the independent variable and dependent variable. Based on the findings and discussion, this research concludes that recitation method has an effect in improving students’ vocabulary.

There are similarities and differences between previous research and current research. The similarity of this research was using the recitation method as a teaching strategy for junior high school students (SMP/MTS). There are several differences in terms of the number of students, research subject, and research location. Also, the research method uses classroom action research, while the previous research uses quantitative research. This research took place at MTS DDI Mattoanging Bantaeng in the academic year 2019/2020 at the second- grade students, consisting of 20 students. The current research would examine at SMP Al-Hikmah Utan at VIII class with 21 students.

The second journal is entitled "Effect of Recitation Method on Students' Interest and Learning Results". This study aims to determine whether the recitation method affects students' interest in learning and students' learning outcomes on the equality of citizenship status. The

6Nurcholis Hafid, “The Effect of Using Recitation Method to Improve Students’

Vocabulary at MTS DDI Mattoanging” (Thesis : English Education Department Faculty of Teacher Training and Education Muhammadiyah University of Makassar, 2020)

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subject of this study was the tenth-grade students of SMKN 1 Kelam Permai, which consisted of 46 students.⁷

Quantitative research was used in this study as the method. The form of research was quasi-experiment with a non-equivalent control group design and the technique of collecting data was test and questionnaire. After the treatment, the final test was conducted again which showed a significant difference in student learning outcomes regarding citizenship equality between the experimental class and control class, which means that there was a significant effect of interest and student learning outcomes using the recitation method. It concludes that the recitation method is effective in increasing student interest and learning outcomes in students’ citizenship equality.

There are similarities and differences between previous and current research; the similarity of this research was using the recitation method as a teaching strategy. There are several differences in terms of the aim of the research, the number of students, the subject of research, and the research location. The research method uses classroom action research, while previous research used quantitative research. This research took place at SMKN 1 Kelam Permai with the tenth-grade students, consisting of 46 students, while the current research would examine at SMP Al-Hikmah Utan at VIII class with 21 students.

A third journal is entitled "Application of the Recitation Method to Improve Analytical Thinking Ability and Learning Outcomes". The purpose of this study was to describe how the recitation method can improve students’ analogical thinking skills and student learning outcomes in SMP Satya Dharma. The subjects of the study were students of class VIII A SMP Satya Dharma Jalan Puger, Balung District, Jember Regency.⁸

Classroom Action Research was used in this study as the method. The design used in this study is in accordance with Kemmis

7Cahyadi Dwi Wibowo et al., “Effect of Recitation Method to the Students’

Interest and Learning Results”, Jurnal Studi Guru dan Pembelajaran, Vol. 1, No. 1, 2018, p. 16

8 Maria Marlin Sutejo & Dwi Noviani Sulisawati. “Application of the Recitation Method to Improve Analytical Thinking Ability and Learning Outcomes.” Journal of Education and Learning Mathematics Research (JELMaR), Vol. 2, No. 1, 2021, p. 82.

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and Mc. Taggart that was dividing into 4 stages, namely, planning, implementation, observation, and reflection. The technique of collecting data was observation sheets, tests, and documentations.

Learning results of this study may be shown in the acquisition of 94.87% and 87.71% of teacher and student activities in the first cycle, respectively, while the proportion of teacher and student activity in the second cycle is the same, namely 97.43%.In the first cycle, analogy thinking ability and student learning outcomes averaged 41.26% and 60%, respectively, while in the second cycle, analogy thinking ability and student learning outcomes averaged 66.98% and 80.47%. As a result, it can be argued that using the recitation method to increase analytical thinking skills and student learning outcomes is a good idea.

There are similarities and differences between previous and current research; the similarity of this research was using the recitation method as a teaching strategy and classroom action research as a method and the number of students that consist 21 students. There are several differences in terms of the aim of the research, the subject of research, and the research location. This research took place at SMP Satya Dharma, while the current research would examine at SMP Al- Hikmah Utan.

B. Theoretical Framework 1. Vocabulary

a. The definition of vocabulary

A vocabulary is the vocabulary or collection of words of a language. Vocabulary is the most important thing in improving aspects of students’ language development. The greater students’

vocabulary, the more language they will be able to express.

The Webster dictionary defined vocabulary as follows: a list or collection of words and phrases, generally arranged alphabetically and explained or defined, a sum or inventory of words derived from a single work of a language group or relating to a subject used: extent of the language and a list from a foreign language textbook of the words and phrases taught or used.⁹

9Siti Nurmeliya Baskarani, “The Teaching of English Vocabulary”, (Thesis:

Department of English Education Faculty of Educational and Sciences State Islamic University Syarif Hidayatullah Jakarta, 2016)

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Another definition states that vocabulary is the wealth of words owned by a language.¹⁰

Vocabulary cannot be separated from language; it is an essential component of language. "Vocabulary is a component of a language that maintains all of the information about meaning and using words in language".¹¹ It means that vocabulary is an important part of language; without vocabulary, the language cannot be used to store all information.

Vocabulary is defined as a sound that expresses meaning and functions as an independent unit in a language. Vocabulary can be defined as the smallest unit of speech that processes individual meaning to speak and can be used to interact with one another.

Vocabulary can also be defined as a group of words on a specific language that plays a role in teaching and learning.¹²

From the definitions above, vocabulary is one of the skills that we have to master. The greater students’ vocabulary, the more language they will be able to express.

b. The level of vocabulary

The vocabulary is divided into three levels: basic, intermediate, and advance.¹³

a) Basic vocabulary, words that are easy to learn. Usually made up of simple words like people, animals, or classroom items. At this level, the mines are involved. If students are to succeed in learning the language, they must be able to memorize the vocabulary that is being taught.

b) Intermediate vocabulary, a vocabulary with a medium level or difficulty. Food, clothing, work, the human body, education,

10Burhan Nurgiyantoro, “Penilaian dan Pengajaran Bahasa”, (Yogyakarta:

BPFE, 2011), p. 213

11Harimukti Kridalaksana, “Kamus Linguistik”, (Jakarta: PT Gramedia Pustaka Utama, 1993), p. 127

12Neaty Muttahidah, “Improving Students' Vocabulary trhough Vocabulary Card (a classrooms’ action research in the first grade of MTs. Nurul Falah School at Pondok Ranji Ciputat Tangerang)”, (Thesis: Departement of English Education Faculty of Tarbiyah and Teachers Training Syarif Hidayatullah State Islamic University, Jakarta, 2011), p.8.

13Stainback, “Educating Children with Severe Maladaptive Behaviors”, (New York: Stratton, 1980), p. 89

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and government are all examples of contexts for teaching intermediate vocabulary. A dictionary is extremely useful in this case for obtaining meaning or explanation.

c) Advance vocabulary, students will learn new more difficult vocabulary at this level. An English dictionary can be extremely helpful.¹⁴

c. The types of vocabulary

There are several types of vocabulary:

a) Reading vocabulary, a person's reading vocabulary consists of all the words that they can recognize while reading. This is the most extensive type of vocabulary because it encompasses the other three.

b) Listening vocabulary, a person's listening vocabulary is comprised of all the words that they can recognize while listening to speech. Context and tone of voice help to expand this vocabulary.

c) Writing vocabulary, a person's writing vocabulary is made up of all the words that they can use in writing. In contrast to the previous two types of vocabulary, the writing vocabulary is stimulated by the user.

d) Speaking vocabulary, a person's speaking vocabulary is made up of all the words they can use in conversation. Words are frequently misused due to the spontaneous nature of the speaking vocabulary. Though slight and unintentional, this misuse may be compensated by facial expressions, tone of voice, or hand gestures.

e) Focused vocabulary, refers to a specialized set of terms and distinctions that are especially important to a specific group;

those with specific areas of experience or activity. A lexicon, also known as a vocabulary, is a language's dictionary, or a collection of names for things, events, and ideas.

The Sapir-Whorf hypothesis holds that lexicon influences people's perception of things. The Nuer of Sudan, for

14Tri Fariha Azizah, “Peningkatan Kemampuan Vocabulary Bahasa Inggris.... p. 3

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example, has a sophisticated vocabulary for describing cattle.

Because of the cattle's unique histories, economies, and environments, the Nuer has dozens of names for them. This type of comparison has sparked some linguistic debate, such as the number of "Eskimo words for snow." When necessary, English speakers can expand their snow and cattle vocabularies.

f) Vocabulary expansion. Initially, during the infancy stage, there is no effort required to expand one's vocabulary. Words are heard and mimicked by infants, who eventually associate them with objects and actions. This is the vocabulary for listening. As a child's thoughts become more reliant on its ability to express itself without gestures and sounds, his or her speaking vocabulary develops. The anomalies and irregularities of language can be discovered once the reading and writing vocabularies have been attained through questions and educations.¹⁵

d. The importance of vocabulary

Vocabulary is very important in communication because people communicate using words. They come into contact with words. When a person wants to be able to communicate in certain language, they must know about vocabulary language. We will discover vocabulary as we learn reading, pronunciation, and structure and create dialogue. There are always vocabulary items that must be learned in all English learning books in class apart from reading, structure, dialogue, and pronunciation. From the statement above, it is clear that when students do not have sufficient vocabulary, they will not understand the English text well.¹⁶

Vocabulary mastery is a person’s mastery in recognizing, understanding, and using words properly and correctly by

15Irwan Ro’iyal Ali, “The Correlation between Students’ Vocabulary Mastery and Reading Comprehension”, (Thesis: English Department Tarbiyah and Teachers’ Training Faculty State Islamic University Syarif Hidayatullah Jakarta, 2010), p. 10-11.

16Richar and Rodger, “Approaches and methods in language teaching.”

(Australia: Cambridge university press, 1987), p. 7

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listening, speaking, reading, and writing.¹⁷ A learner’s ability to talk, listen, read, and write is based on their vocabulary, which is a crucial component of language.¹⁸ Tarigan states that the quantity and quality of a person’s vocabulary determine the quality of their language skills. The greater our vocabulary, the more likely we are to be proficient in language. A student’s success in life also determines by the quantity and quality of his vocabulary.¹⁹ These are concluded that mastery of vocabulary has an important role in life, especially in school communication. With adequate vocabulary mastery, a person will be able to speak well and fluently.

2. Recitation method

a. Definition of Recitation Method

According to Djamarah, the recitation method (assignment) is a method of presenting the material. The teacher assigns specific tasks to students to engage in learning activities.²⁰

Students' tasks can be completed in the classroom, the schoolyard, the laboratory, the library, the workshop, the student's home, or anywhere else as long as the task can be completed. This method was chosen because it was felt that the lesson material was too expensive for the time available. That is, there are fewer materials available with less balanced time. Teachers typically use this method to overcome them for the learning materials to be completed within the allotted time.

According to Syaiful Sagala, the recitation method is a method of delivering learning material in which the teacher assigns certain tasks to students for them to learn which is then to be

17Umi Atun Zahro, et. al., “Penguasaan Kosakata Bahasa Indonesia Anak dari Segi Umur, Jenis Kelamin, Kosakata, Sosial Ekonomi Orang Tua, dan Pekerjaan Orang Tua”, https://ejournal.unib.ac.id/index.php/semiba/issue/view/956/. 2020, p. 189

18Nurul Lailatul Khusniyah & Lukman Hakim, “Enriching English Vocabularies Using Movie Script in Reading Class”, Research and Innovation in Language Learning Vol. 2(3) September 2019, p. 208

19Henry Tarigan Guntur, “Berbicara Sebagai Suatu Keterampilan Berbahas”, (Bandung: Angkasa, 2013) p. 2

20Syaiful Djamrah Bahri, “Strategi Belajar Mengajar”, (Jakarta: Asdi.

Mahasatya, 2010), p. 85.

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accounted for, while the tasks assigned can deepen the lesson material and also check the material that has been studied.²¹

Mulyani argued that recitation is a method of teaching by requires students to create resumes with their own sentences. With this method of recitation, students will be encouraged to write in their own style, to take responsibility for the outcomes of their writing, and to remember the material that has been taught. So, recitation means that students quote or take their own parts of the lesson from specific books, then self-study and practice until it is ready.²² The method of recitation or assignment is a method of presenting material in which the teacher gives certain tasks so that students carry out learning activities.²³

From the definitions above, recitation is a teaching method in which students create resumes with their own sentences.

Moreover, recitation can help to deepen the lesson material as well as check students’ understanding of the material that has been studied.

The Recitation method is applied in three stages: 1) the phase of giving assignments by the teacher, 2) the phase of implementing assignments by students, and 3) the phase of being responsible for assignments by students. When using the recitation method, the teacher is required to give students rewards in the form of an assessment of students work; this can motivate students to be more enthusiastic about completing the tasks assigned by the teacher.²⁴

21Syaiful Sagala, “Konsep dan Makna Pembelajaran”, (Bandung: Alfabeta, 2011), p. 219.

22Dwi Cahyadi Wibowo et. al., “Effect of Recitation Method to the Students’

Interest and Learning Results”, Jurnal Studi Guru dan Pembelajaran, Vol. 1, No. 1, 2018, p. 16-17.

23Melania Ranti Asriani Idus & Fahmi Wahyuningsih, “Penerapan Metode Resitasi dalam Pembelajaran Keterampilan Menulis Bahasa Jerman Kelas XI Bahasa SMA Negeri 13 Surabaya”, Laterne, Vol. V, No. 02, 2018, p. 2

24Maria Marlin Sutejo & Dwi Noviani Sulisawati. “Application of the Recitation Method ..., p. 83.

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b. The Purpose of Recitation Method

According to the traditional view, assignments are created because lessons are not given in class. To complete the lesson plan that has been developed, students will be given study assignments through problems to be completed at home. According to the new view, the task is given because it is in accordance with the assumption that the curriculum is an activity carried out by the school, both curricular and extracurricular.²⁵

Halimah stated that the purpose of the recitation method is stimulate students to be active in completing assignments both individually and in groups and increase the effectiveness of lecture method.²⁶ The purpose of the recitation method is generally used to a) so that the knowledge that has been received by students is more stable, b) allows students to study problems on their own by reading alone, doing assignments or questions on their own, c) so that students are more diligent.²⁷

The purpose of recitation method used by the teacher is as follows:

a) So that students have more stable learning outcomes, because students carry out exercises while carrying out assignments, so that the experience of students can learn something can be more integrated, this happens because students explore different situations or experiences, when facing problems new b) Students can gain knowledge by carrying out tasks will

broaden and enrich students’ knowledge and skills at school through activities outside the school

c) With activities carrying out tasks, students will actively learn d) Can stimulate students to improve learning better

e) Expected to be able to foster initiative and dare to be responsible in students

25Wahyudin Nur Nasution, “Strategi Pembelajaran”, (Medan: Perdana Publishing, 2017), p. 149

26Siti Halimah,“Strategi Pembelajaran”, (Bandung: Cita Pustaka, 2008), p. 75

27Muhammad Habibie Ainul Mubarok, “Implementasi Metode Resitasi dalam Pembelajaran PAI di SMKN 29 Blok M Jakarta”, (Thesis: Program Studi Pendidikan Agama Islam Fakultas Tarbiyah Institut Perguruan Tinggi Ilmu Al Qur’an Jakarta, 2020), p. 16.

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f) It is expected to be able to awaken students to always use their free time for things that support their learning by filling in useful and constructive activities.²⁸

c. The Steps of Teaching Vocabulary by using Recitation Method

According to Wiryawan, the recitation method procedures that must be considered in carrying out teaching are six steps:

a) Deepening students' understanding of the lessons received.

b) Training students towards independent learning.

c) Being able to divide time regularly.

d) Taking advantage of free time.

e) Training themselve to find appropriate ways to complete assignments.

f) Enriching the experience.²⁹

Sudirman also formulated the steps taken in the implementation of the recitation method, namely:

a) The tasks given must be clear

b) The place and time of completion of the task must be clear c) The task given first is explained or given clear instructions,

so that students who have not been able to understand the task try to complete it

d) Teachers must prioritize their guidance to students who have learning difficulties or are misguided in doing assignments

e) Provide encouragement, especially for students who are slow or less enthusiastic about doing assignment.³⁰

In another reference, it is stated that the application of the recitation method has the following steps:

A. Assignment Phase

Assignments assigned to students should consider:

1) Goals to be achieved

28Roestiyah, Strategi Belajar Mengajar, (Jakarta: Rineka Cipta, 2008), p. 133

29Frida Akmala & Khoirul Faizin, “Recitation: An Alternative Method for Virtual Nahwu Learning”, Ta’limal-‘Arabiyyah: Jurnal Pendidikan Bahasa Arab &

Kebahasaaraban, 5 (1), 2021, p. 101, DOI: 10.15575/jpba.v5i1.12435

30Sudirman, Ilmu Pendidikan, (Bandung: Rosda Karya, 1984), p. 145

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2) The type of task is clear and precise so that the student understands what is given according to the ability of students

3) There are hints or resources that can help student work 4) Provide sufficient time to do the task. In this phase, the

task given to each student must be clear and the instruction given must be directed.

B. Task Implementation Steps

1) Provided guidance or supervision by the teacher 2) Give encouragement so that children want to work 3) Done by the students themselves, do not tell others 4) It is recommended that students record their results well

and systematically. In this phase, students learn (perform tasks) according to the goals and instructions of the teacher.

C. Task Accountability Stage

1) Students report both orally and in writing about what they have done

2) There is a question and answer class discussion

3) Assessment of students work either by test or non-test or other means. In this phase, students are responsible for their learning outcomes, both in the form of reports and in writing.³¹

After knowing the steps of the recitation method implication, we should know the advantages and disadvantages of this method.

d. Advantages and Disadvantages of recitation method

Every method there is advantages and disadvantages in teaching, there are:

The Advantages of the Recitation Method:

a) Encourage students to participate in individual or group learning activities.

31Syaiful Djamarah Bahri & Zain Azwan, Strategi Belajar Mengajar, (Jakarta:

Rineka Cipta, 2006), p. 86

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b) Can help students develop independence outside of teacher supervision.

c) Encourages students' responsibility and discipline.

d) Has the potential to foster student creativity.

The Disadvantages of Recitation Method:

a) Students are difficult to control; is it true that he or others do the work?

b) It is not uncommon for certain children to do and finish group assignments while other members do not participate properly.

c) It is difficult to assign tasks based on the individual differences of students.

d) Giving students a monotonous (unchanging) task can lead to boredom.³²

So, this method of assigning tasks has a good side or advantage and a bad side or disadvantage. Thus, the method of giving the desired task is that the teacher directly guides and supervises the implementation of the given task. Therefore, the ability of an educator to the situation of students must be adjusted, whether students can accept and do the assignments given or not.

So, the method of conveying the material must be adjusted systematically and judiciously.

C. Research Hypothesis

Hypothesis is temporary answers to problems in any researches that are still in the form of assumption because the truth still has to be tested. The hypothesis of this study is an alternative hypothesis. There is an improvement in students’ vocabulary by using the recitation method.

32Hafid Nurcholis, “The Effect of Using Recitation Method...p. 20

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16 CHAPTER III RESEARCH METHOD A. Setting of Research

The location of this research was in SMP Al-Hikmah Utan that is located in Bina Marga, Stowe Brang, Utan district, Sumbawa regency, West Nusa Tenggara province. The researcher takes SMP Al-Hikmah Utan for research because this school had never been done any research using the recitation method in learning vocabulary.

B. Object of Research

This research aims to improve students' vocabulary by using the recitation method.

C. Design of Research

In this research, the researcher applied Classroom Action Research (CAR). It was conducted by the teacher who wants to help the students to master the materials. Teachers or other professionals in an educational context employ action research designs as systematic methods to collect and improve information about their specific educational setting, teaching, and student learning.³³ The main goals of Classroom Action Research are to identify and solve the problem of students during learning in the class. CAR is made up of three words:

classroom, action, and research. Research isactivity that involves investigating an object using specific methodology to obtain data or information that can be usedto improve the quality of anything that researchers find interesting and important. An action is a planned activity undertaken to achieve a specific goal. A classroom is defined as a group of students at a specific time and receiving similar instruction from a similar teacher. In this context, a classroom is defined not only a physical space, but also as a group of students engaged in the learning process.³⁴ Action research is defined by Kemmis as a type of self-reflective inquiry undertaken by participants in a social (including educational) situation in order to improve the

33Kasyfur Rahman, Soni Ariawan, & Ribahan, Research Methods In English Language Teaching, (Mataram: Sanabil, 2021), p. 94

34Purnama SyaePurohman, “Classroom Action Research Alternative Research Activity for Teachers”, in https://www.researchgate.net/publication/326083037 accessed on Monday, March, 21, 2022, 10.10

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rationality and justice of (a) their social or educational practices, (b) their understanding of these practices, and (c) the situations in which these practices are carried out.³⁵

In concluding, action research is a study that requires practical concerns in order to solve problems. It was simply self-reflection of the research subject toward the action given. Moreover, action research according to Jean McNiff involves learning through action and reflection and is conducted in a variety of contexts, including the social and caring sciences, education, organization and administration studies, and management. Many people consider action research to be a type of educational research because it is always about learning and learning is about education and growth.³⁶

Each research design has a distinct goal and benefit. The goal of action research is to combine the research function with the evolution of the teacher in areas such as objectivity, research skill, thinking habits, and ability to work in group. It suggests that the researcher might perform the study in their own style or with their own way of thinking. Through the research, the researcher was able to communicate their thoughts.

Kurt Lewin introduces 4 stages in the implementation of action research, namely: planning, action, observation, and reflection.³⁷ Related to these four stages, Kemmis and McTagarrt introduced the following line of action research.³⁸

35Dr. Alek, Classroom Action Research dalam Pendidikan Bahasa, (Jakarta: UIN Jakarta Press, 2016), p. 1-2

36Mc Niff J & Whitehead J, Action Research: Principle and Practice, (London:

Routledge Falmer, 2022)

37Husna Farhana et. al., Penelitian Tindakan Kelas, (Jakarta: HC Publisher, 2020), p. 27

38Ibid, p. 28-29

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Figure 3.1 The model of action research by Kemmis and Mc Taggart D. Planning of Action

The researcher explains what, why, when, where, who, and how the research would be conducted in this step. The equepment of this research was used a timetable. The researcher would be observed the school's condition, the condition of the class and students, the school's facilities, and the learning method used in class by the teacher. The researcher also creates a teaching material because it has the important rule in learning. In this regard, Ribahan and Rahman stated a teaching materials form the basis of lesson content, the balance of skills taught and students’ language training.³⁹

The following are the instruments available to the researcher:

a. The lesson plans

In this study, the lesson plan would be used to guide the teaching and learning activities. It was used as a guide by the researcher to manage time and activities in the classroom during the teaching and learning process.

39Ribahan & Kasyfur Rahman, “Desain Perangkat Pembelajaran Bahasa Inggris Komunikatif Integratif (Teori, Teknik dan Implementasinya)”, (Mataram: Sanabil, 2020), p. 43

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Meaning, purpose, generic structure, examples, and language features consist of teaching materials that have been provided.

c. Checklist of Observations

The observation checklist was created to help the teacher and students get to know each other during the teaching and learning process.

d. Research Device

To support research activities, the researcher would be prepared the materials and several instruments. Such as board markers as well as flyers for students (design recitation methods for group discussions).

E. Taking Action

In this step, there are several activities carried out by the researcher, including introduction, main activities, and closing. In the introduction, there are several activities carried out by researcher, such as: (1) The teacher explains the objectives and procedures of learning.

(2) The teacher greets by saluting students, checking student attendance lists, and motivating students to improve their vocabulary. In the main activities, there are several activities carried out by researcher, such as:

(1) The researcher provides text. (2) The researcher asks students about the vocabulary they knew in the text. (3) The researcher asks the students to write down the vocabulary. (4) The researcher asks students to ask some questions from the text given. (5) Students try to make some questions themselves. (6) Students ask the researcher from the questions they made themselves. (7) The researcher gives time to other students to answer the question. (8) The researcher asks students to answer the questions that have been provided by the researcher. (9) Students answer questions. (10) The researcher asks the students to present their answers. The last activity of the action was closing. In closing, there are several activities carried out by researcher, such as:

(1) Researcher gives appreciation to students and provides the motivation to be more active in teaching and learning than before. (2) The teacher and students conclude the material.

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20 F. Observing

Observing is a method for gaining information about the researcher’s actions in the classroom. The purpose of this observation is to observe what students did during the teaching-learning process. It is all about behavior, attitude, and activities that have occurred during the activation process. As the result, the observation result would collect as data that would be usedas a basic reflection.

At this stage, there are two types of observation results, quantitative and qualitative, and the researcher would administer the post-test in this first cycle. The results of the post-test in the first cycle would show that’s using the recitation method in teaching learning process improves students’ vocabulary or not.

G. Reflecting

In this stage, feedback on teaching and learning process would be taken from results of observations, tests, documentations, and interviews. The researcher would evaluate the teaching and learning process at the end of the meeting. The researcher would ask students how they felt when they learned vocabulary using the recitation method, their difficulties, and problems while learning. All that would ask by the researcher at the end of the meeting.

H. Instrument of Research

Instrument is a tool that’s used by researchers in conducting a research method.⁴⁰ The data collection instrument in this study is a poetry-based test designed to assess students’ ability to pronounce word. Tests, questionnaires, observations, rating scales, and documentations are examples of the instruments used. The researcher would use a test as an instrument in this study. To collect data for this study, the researcher would use a pre-test and post-test. The researcher would explain the directions as clearly as possible to ensure that the material being tested was understood by the students. The purpose of this test was to assess the students’ vocabulary improvement.

40Suharsmi Arikunto & Suhardjono, Penelitian Tindakan Kelas, (Jakarta: PT Bumi Aksara, 2014), p. 23.

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Instruments are tools used by researchers when students apply certain methods to obtain the data. The research instruments were as follows:

a. Test

The test would be used to find out the improvement in students’

vocabulary by using recitation method for VIII class of SMP Al- Hikmah Utan. The researcher would use pre-test and post-test.

1. Pre-test

The pre-test would be given by teacher to students before teaching using the method from the research. The purpose is to find out the extent of the students’ vocabulary before being given the treatment. The teacher requires the students to read a material during the pre-test of cycle 1. Students would be divided into several groups. Before providing the material to the students, the researcher would give them a text and asks them to find the vocabulary that they already know. The following step is reading. The researcher would instruct students to read the material and highlight or underline the difficult words in the text. The last, the researcher asks the students to write down the vocabulary and look for the meaning of the vocabularies.

2. Post-test

The post-test would be given by teacher to students after the researcher apply the method. The purpose of the post-test was to determine the improvement in students’ vocabulary skill after they receives the treatment. In the post-test of cycle 1 and cycle 2, the teacher was use the recitation method by asking students to read the text and do the assigned task.

b. Observation

Observation is the process of watching and listening to professional action, either live or from a recorded sequence.

Observation is a data collection method that entails directly observing the object under examination. The researcher would be observed students’ learning processes and recorded them in a data paper during data collection. This data would include the names of students who are actively engaged in the learning process. The data are created in order to understand the development of students and

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to serve as a reference for the teacher in order to elicit the participation of previously uninvolved students. Furthermore, during the learning process, the researcher would be observedthe students’ behaviors and activities to determine how the learning process was carried out. The observation checklist consists of the teachers’ observation checklist and the students’ observation checklist. The table below summarizes the teacher and students’

activities that would be referenced in the observation checklist.

1) Teachers’ Observation Checklist

Teachers’ Observation Checklist

No Activities Score

1 2 3 4

1 The teacher explains the objectives and procedures of learning.

2 The teacher greets by saluting students, checking student attendance lists.

3 The teacher explains the concept and the step of Recitation Method.

4 The teacher gives the text to students and asked them to find the difficult

vocabulary

5 The teacher asked the students to underline the vocabulary.

6 The teacher asked students to ask some questions from the text given

7 The teacher helps students to find out the meaning of the vocabulary.

8 The teacher gives time to

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23 students to ask a question.

9 The teacher gives time to other students to answer the question.

10 The teacher asks students to answer the questions that have been provided by the teacher.

11 The teacher asked the students to present their answers.

12 The teacher gives

evaluation and checks the students’ assignment.

13 The teacher concludes the material.

14 The teacher motivates and closes the teaching and learning session.

Total Score Percentage of Activities