R E F O R M A
Jurnal Pendidikan dan Pembelajaran
ISSN :
2502 - 35856
Volume 02, No. 01
.
Mei 2016
Moh. Nurman
Analisis Afiks dalam Bahasa Arab, Bahasa Indonesia, dan Bahasa Inggris
Dian Luthfiyati
A Discourse Analysis on Politeness used by Mr. Bond in “Koran Pendidikan” Newspaper
Tiara Retno Haryani
Developing Contextual Lesson Planning to Engage Students’ Understanding in The Role Of Gender in Language Used in Daily Life
Riryn Fatmawaty
The Effect Of Using Flashcards On Student’ Vocabulary Mastery
Diah Astuty
A Psychoanalysis on Helena de Narbon’s Motives as Seen in William Shakespeare’s All’s Well That Ends Well
Addin Ro’sy Aulia
Reading Habits and The Students’ Writing Ability Among EFL learners
Eni Dwi Lestari
An Ethnography Study On Language Shift Of Migrant Families
M. Syaifurrizal Fahmi
A Critical Discourse Analysis, Street Vendor Arrested for Insulting Jokowi and Megawati, A Textual Analysis based on Norman Fairclough Method.
Madekhan
Tiga Model Peran Strategis Pesantren di Indonesia
Abdullah Farih
Developing Reading Comprehension Abilities
Diterbitkan Oleh:
Fakultas Keguruan dan Ilmu Pendidikan
REFORMA
FAKULTAS KEGURUAN DAN ILMU PENDIDIKANVol 2, No 1, Mei 2016
DEWAN REDAKSI
Penanggung Jawab : Rektor Universitas Islam Lamongan Ketua Penyunting : Madekhan, S.Pd., M.Si.
Wakil Ketua Penyunting : Moh. Nurman, M.Pd. Penyunting Pelaksana : Dian Luthfiyati, M.Pd.
Husen, S.Ag., M.Pd. Drs. Syarif Hidayatullah Diah Astuty, M.Pd. Ryrin Fatmawati, M.Pd. Tiara Retno Haryani. M.Pd. Abdullah Farih, M.Pd.
Penyunting Ahli : Drs. H. M. Tsalits Fahami, MM. R. Chusnu Yuli Setyo, M.Pd. Fathurrahman, S.Pd., MM. Hariyanto, S.Pd., M.IP.
Mohammad Faizal Mubarok, M.Pd.
PENERBIT
KANTOR
Fakultas Keguruan dan Ilmu Pendidikan
Universitas Islam Lamongan
Fakultas Keguruan dan Ilmu Pendidikan Gedung A Universitas Islam Lamongan Jl. Veteran No. 53 A Telp. (0322) 324706,
317116.
Email: fkipunisla@gmail.com
Mengutip ringkasan dan pernyataan atau mencetak ulang gambar atau tabel dari jurnal ini harus mendapatkan ijin langsung dari penulis. Jurnal ini diedarkan sebagai tukaran
R E
F O R M A
Jurnal Pendidikan & pembelajaran
Volume 2 Mei 2016 ISSN : 2502 - 35856
Moh. Nurman
Analisis Afiks dalam Bahasa Arab, Bahasa Indonesia, dan Bahasa Inggris
1
Dian Luthfiyati
A Discourse Analysis on Politeness used by Mr. Bond in “Koran Pendidikan” Newspaper
5
Tiara Retno Haryani
Developing Contextual Lesson Planning to Engage Students’ Understanding in The Role Of Gender in Language Used in Daily Life
10
Riryn Fatmawaty
The Effect Of Using Flashcards On Student’ Vocabulary Mastery 14
Diah Astuty
A Psychoanalysis on Helena de Narbon’s Motives as Seen in William Shakespeare’s All’s Well That Ends Well
23
Addin Ro’sy Aulia
Reading Habits and The Students’ Writing Ability Among EFL learners 27
Eni Dwi Lestari
An Ethnography Study On Language Shift Of Migrant Families
33
M. Syaifurrizal Fahmi
A Critical Discourse Analysis, Street Vendor Arrested for Insulting Jokowi and Megawati, A Textual Analysis based on Norman Fairclough Method.
42
Madekhan
Tiga Model Peran Strategis Pesantren di Indonesia
58
Abdullah Farih
Developing Reading Comprehension Abilities
65
R E F O R M A
1
Moh. Nurman
Abstract
:
Penelitian ini mencoba mendeskripsikan jenis afiks secara komprehensif melalui analisis afiks dalam tiga bahasa, yaitu: bahasa Arab, bahasa Inggris, dan bahasa Indonesia. Data jenis afiks diambil dari beberapa buku linguistik umum dan morfologi. Data ini kemudian dilengkapi dengan analisis kata berafiks yang ada dalam kamus setiap bahasa tersebut. Hasil penelitian menunjukkan pembagian jenis afiks yang lebih lengkap, yaitu delapan jenis afiks. Kedelapan jenis afiks ini adalah: prefiks, sufiks, infiks, konfiks, interfiks, simulfiks, superfiks, dan transfiks. Dari delapan jenis afiks ini, bahasa Indonesia memiliki jumlah afiks terbanyak, yaitu lima jenis afiks. Sedangkan bahasa Inggris dan bahasa Arab masing-masing memiliki empat jenis afiks.
Keywords: Morfologi, Afiks, Prefiks, Sufiks, Infiks, Konfiks, Interfiks, Simulfiks, Superfiks, Dan
Transfiks
Pendahuluan
Afiks adalah morfem terikat yang dilekatkan pada morfem dasar atau akar (Fromkin dan Rodman, 1998:519). Pembahasan mengenai afiks dapat ditemukan dalam setiap buku linguistik umum dan morfologi. Namun demikian, pembahasan pada buku-buku tersebut masih bersifat kurang menyeluruh dan berbeda-beda. Hal ini dapat disebabkan oleh terbatasnya jenis afiks dari bahasa yang dianalisis atau belum adanya analisis yang lebih mendalam mengenai afiks.
Analisis afiks dalam artikel ini akan dibatasi pada tiga bahasa, yaitu: bahasa Arab, bahasa Indonesia, dan bahasa Inggris. Penulis memilih bahasa Arab karena bahasa ini memiliki afiks yang unik yang disebut transfiks (Bauer 1988: 24). Bahasa Indonesia dipilih karena jumlah afiksnya yang cukup banyak. Sedangkan bahasa Inggris dipilih karena jumlah afiksnya yang dianggap hanya dua (prefiks dan sufiks) serta adanya kerancuan klasifikasi infiks (Katamba, 1994: 44-45). Dalam hal ini, penulis berusaha mencari jenis afiks yang lain dan menjelaskan
lebih lengkap mengenai fenomena infiks tersebut.
Dalam menganalisis jenis afiks dari ketiga bahasa ini, penulis menggunakan metode kualitatif. Dalam hal ini, penulis mendeskripsikan jenis-jenis afiks yang ada dalam ketiga bahasa yang diteliti. Dalam mengumpulkan data, pertama-tama penulis mencatat jenis-jenis afiks dan definisinya dari buku linguistik umum dan morfologi. Selanjutnya penulis mencari contoh-contoh kata yang berafiks di setiap kamus besar dari ketiga bahasa ini. Penulis juga berusaha mencari kata yang nampaknya berafiks tetapi jenis afiksnya belum pernah diidentifikasi.
Tinjauan Kepustakaan
2
afiks berdasarkan perilaku fonologisnya, yaitu afiks non-netral dan afiks netral. Fromkin dan Rodman (1998:71-73) menyebutkan empat jenis afiks, yaitu: prefiks, sufiks, infiks, dan sirkumfiks. Alwi dll (1988:31) menyebutkan ada empat jenis afiks dalam bahasa Indonesia, yaitu: prefiks, sufiks, infiks, dan konfiks.
Pengelompokan afiks yang cukup menyeluruh disebutkan oleh Kridalaksana dll (1985) dan Bauer (1988). Kridalaksana dll (1985:19-21) menyebutkan enam jenis afiks, yaitu: prefiks, infiks, sufiks, simulfiks, konfiks, dan superfiks. Bauer (1988: 19-29) membedakan tujuh jenis afiks yang terdiri atas enam afiks segmental, yaitu: sufiks, prefiks, sirkumfiks, infiks, interfiks, dan transfiks; dan satu afiks suprasegmental, yang diistilahkan superfiks atau simulfiks.
Penulis mengumpulkan contoh-contoh kata berafiks dari dua kelompok sumber. Pertama dari buku-buku morfologi dan linguistik umum. Kedua dari kamus umum setiap bahasa tersebut. Untuk bahasa Arab penulis menggunakan kamus Al-‗Ashri (Ali dan Muhdar, 1996), untuk bahasa Indonesia digunakan Kamus Besar Bahasa Indonesia Edisi ketiga (Alwi ed, 2001), dan untuk bahasa Inggris digunakan kamus Webster‟s New
World College Dictionary Fourth Edition
(Agnes ed, 2001). Ketiga kamus ini dipilih karena isinya yang memuat jumlah lema yang cukup banyak dan penggunaannya yang dianggap cukup meluas. Khusus kamus bahasa Inggris di atas, penulis memilihnya karena dalam kamus tersebut ada informasi proses pembentukan kata dari lema tertentu.
Analisis Data
Dari tiga bahasa yang dianalisis di sini, penulis menemukan sembilan jenis afiks, yaitu: prefiks, infiks, sufiks, sirkumfiks (konfiks), trifiks, interfiks, simulfiks, superfiks, dan transfiks. Penjelasan dan contoh
setiap afiks dari ketiga bahasa ini adalah sebagai berikut:
1. Prefiks
Prefiks disebut juga awalan. Prefiks adalah afiks yang ditempatkan di bagian muka suatu kata dasar (Alwi dll, 1998: 31). Istilah ini berasal dari bahasa Latin praefixus yang berarti melekat (fixus, figere) sebelum sesuatu (prae). Ketiga bahasa yang dianalisis di sini semuanya memiliki prefiks.
Contoh:
Bahasa Arab: s-g-l ‗sibuk‘ + a- asyghal
‗menyibukkan.‘
Bahasa Inggris: tangible ‗kasat mata‘ + in-
intangible‗tidak kasat mata‘
Bahasa Indonesia: ajar + meng- mengajar
2. Sufiks
Sufiks atau akhiran adalah afiks yang digunakan di bagian belakang kata (Alwi dll, 1998:31). Istilah ini juga berasal dari bahasa Latin suffixus yang berarti melekat (fixus,
figere) di bawah (sub)1. Ketiga bahasa yang dianalisis di sini semuanya memiliki sufiks. Contoh:
Bahasa Arab: b-sy-r ‗manuasia‘ + -ibasyari
‗manusiawi‘
Bahasa Inggris: amaze ‗kagum‘ + -ment
amazement‗kekaguman‘
Bahasa Indonesia: beli + -kan belikan
3. Infiks
Infiks atau sisipan adalah afiks yang diselipkan di tengah kata dasar (Alwi dll, 1998:32). Dalam bahasa Latinnya adalah
infixus yang berarti melekat (fixus, figere) di dalam (in). Bahasa Arab tidak memiliki infiks. Bahasa Indonesia memiliki beberapa infiks, salah satunya adalah infiks –em- dalam kata
1
3
gemetar (dari kata getar). Dalam bahasa Inggris, beberapa ahli bahasa menyebutkan adanya infiks dalam situasi tertentu. Yule (1994) menyebutkan infiks bloody untuk ungkapan emosi, contohnya
Hallebloodyluyah! (dari kata Halleluyah). Katamba (1994: 44-45) menyebutkan bahwa infiks hanya ada dalam bahasa Inggris kontemporer yang mungkin tidak digunakan dalam kondisi yang sopan, contoh:
in-fuckin-stantiate. Menurut pendapat penulis, satu kata (yang mungkin memiliki lebih dari satu morfem)2 tidak seharusnya dimasukkan dalam kategori afiks, karena afiks adalah morfem terikat. Oleh sebab itu, menurut penulis, bahasa Inggris tidak memiliki infiks.
4. Konfiks
Konfiks disebut juga ambifiks atau
sirkumfix. Secara etimologis dari bahasa Latin, ketiga istilah ini memiliki kesamaan arti. Kon-berasal dari kata confero yang berarti secara bersamaan (bring together), ambi- berasal dari kata ambo yang berarti kedua-duanya (both), dan sirkum- berasal dari kata circumdo yang berarti ditaruh di sekeliling (put around) (Gummere dan Horn, 1955). Menurut Alwi dll (1198:32) konfiks adalah gabungan prefiks dan sufiks yang membentuk suatu kesatuan dan secara serentak diimbuhkan. Bahasa Arab dan bahasa Inggris memiliki kata yang dibentuk dengan prefiks dan sufiks.
Contoh:
Bahasa Arab: dh-r-b‗memukul‘+ ma- dan -un
madharabun‗tempat memukul‘
Bahasa Inggris: accept ‗menerima‘ + un- dan
-ableunacceptable ‗tidak berterima‘
Akan tetapi, contoh tersebut hanya merupakan kombinasi afiks, bukan konfiks karena tidak secara serentak diimbuhkan. Dalam bahasa Arab, ada kata madharab dan
2
Kata bloody terdiri atas dua morfem: blood dan –y.
Kata funkin‘ juga memiliki dua morfem: fuck dan -ing.
dalam bahasa Inggris ada kata acceptable. Konfiks dapat ditemukan dalam bahasa Indonesia, contohnya kata kelaparan (dari kata lapar). Konfiks ke-…-an diimbuhkan secara serentak (tidak ada kata kelapar atau laparan). Kridalaksana dll (1985:20) menyebutkan ada empat konfiks dalam bahasa Indonesia, yaitu:
ke-…-an, pen-…-an, per-…-an, dan ber-…-an.
5. Interfiks
Bauer(1988: 23-24) menyebut interfiks sebagai afiks yang muncul di antara dua elemen yang membentuk kata majemuk. Kata
interfiks berasal dari bahasa Latin inter yang berarti berada di antara, dan fixus yang berarti melekat. Dengan demikian, dapat dibedakan dengan infiks yang berarti melekat di dalam. Contoh interfiks dapat dilihat dalam bahasa Arab. Interfiks -ul- muncul di antara kata birr dan walad, sehingga menjadi birr-ul-walad
‗bakti anak‘. Penulis tidak menemukan
interfiks dalam bahasa Indonesia. Untuk bahasa Inggris, penulis berpendapat bahwa bahasa Inggris dapat dianggap memiliki interfiks karena pengaruh bahasa Latin. Contohnya interfiks -o- dalam kata
morphology. Morph dan logy memiliki lema tersendiri dalam kamus Webster‟s New World. Gabungan kedua kata ini memerlukan interfiks
-o- sehingga gabungannya bukan morphlogy melainkan morphology3. Istilah morfologi dalam bahasa Indonesia tidak dapat dianggap memiliki interfiks -o- karena hanya kata morf yang ada dalam lema KBBI, tidak ada lema
logi.
6. Simulfiks
Definisi simulfiks dapat dilihat dari asal katanya dalam bahasa Latin simulatus
‗bersamaan, membentuk‘ dan fixus ‗melekat‘.
Menurut Kridalaksana dll (1985: 20),
3
4
simulfiks adalah afiks yang dimanifestasikan dengan ciri-ciri segmental yang dileburkan pada bentuk dasar. Dalam bahasa Indonesia, simulfiks dimanifestasikan dengan nasalisasi dari fonem pertama suatu bentuk dasar. Simulfiks masih dianggap hanya terdapat dalam bahasa Indonesia tidak baku, contoh: kopi ngopi. Bahasa Arab dan bahasa Inggris tidak memiliki simulfiks.
7. Superfiks
Superfiks atau suprafiks adalah afiks yang dimanifestasikan dengan ciri-ciri suprasegmental atau afiks yang berhubungan dengan morfem suprasegmental (Kridalaksana dll, 1985: 21). Bauer (1988:29) menyamakan istilah superfiks dengan simulfiks. Dari asal kata bahasa Latin, supra berarti di atas (above) atau di luar (beyond), sedangkan simulatus berarti bersamaan. Dari contoh suprafiks
dalam bahasa Inggris, ‗discount (n)
dis‟count (v), dapat kita lihat bahwa suprafiks berada pada tataran suprasegmental sehingga istilah suprafiks lebih tepat dari pada simulfiks. Bahasa Arab dan bahasa Indonesia tidak memiliki suprafiks.
8. Transfiks
Transfiks adalah afiks yang muncul di keseluruhan dasar (throughout the base). Dalam bahasa Latin trans berarti disepanjang (across) atau di atas (over). Bahasa Indonesia dan bahasa Inggris tidak memiliki transfiks. Afiks yang termasuk transfiks dapat ditemukan dalam bahasa Arab. Contohnya transfiks a-a-a:
f-r-h ‗senang‘ + a-a-a farraha
‗menyenangkan‘
m-d-d ‗memanjangkan‘ + a-a-a maddada
‗memanjang-manjangkan‘
k-f-r ‗mengkafiri‘ + a-a-a kaffara
‗menisbatkan kekafiran‘
Kesimpulan
Dari pembahasan jenis afiks di atas, penulis menyimpulkan bahwa dalam bahasa Inggris, ada empat afiks, yaitu: prefiks, sufiks, interfiks, dan superfiks; dalam bahasa Indonesia ada lima afiks, yaitu: prefiks, sufiks, infiks, konfiks, dan simulfiks; dan dalam bahasa Arab ada empat afiks, yaitu: prefiks, sufiks, interfiks dan transfiks.
Pustaka Acuan
Agnes, Michael (Ed). 2001 (1999). Webster‟s New World College Dictionary (Edisi ke-4). Cleveland: IDG Books Worldwide, Inc.
Ali, Attabik dan Ahmad Zuhdi Muhdar. 1996. Kamus Al-„Ashri. Yogyakarta: Yayasan Ali Maksum.
Alwi, Hasan dll. 1998. Tata Bahasa Baku Bahasa Indonesia (Edisi ke-3). Jakarta: Balai Pustaka. Alwi, Hasan (Ed). 2001. Kamus Besar Bahasa Indonesia (Edisi ke-3). Jakarta: Balai Pustaka. Bauer, Laurie. 1988. Introducing Linguistic Morphology. Edinburgh: Edinburgh University Press.
Fromkin, Victoria dan Robert Rodman. 1998. An Introduction to Language (Edisi ke-6). Orlando: Harcourt Brace College Publishers.
Gummere, John Flagg dan Annabel Horn. 1955. Using Latin. Chicago: Scott, Foresman and Company.
Katamba, Francis. 1994 (1993). Modern Linguistics: Morphology. London: The Macmillan Press Ltd.
Kridalaksana, Harimurti dll. 1985. Tata Bahasa Deskriptif Bahasa Indonesia: Sintaksis. Jakarta: Pusat Pembinaan dan Pengembangan Bahasa. Matthews, Peter. 1997. The Concise Oxford Dictionary of Linguistics. Oxford: Oxford University Press.
5
USED BY MR. BOND IN “KORAN PENDIDIKAN” NEWSPAPER
DIAN LUTHFIYATI
dian.luthfiyati@gmail.com
Universitas Islam Lamongan
Abstract:
In communication, people express their thought with or without words. We may understand what they want by listening to their words carefully, but it cannot be denied that it would be better for us if we also could read their thought by their gestures. Politeness is the expression of the speaker‟s intention to mitigate face threats carried by certain face threatening acts toward another (Mills, 2003). Being polite therefore consist of attempting to safe for another. Politeness theory states that some speech acts threaten other‟s face needs. The purpose of this paper is to give new source by
applying a well known Brown and Levinson‟s model (1978 and revised in 1987). This study using
descriptive qualitative research since this study describe the kinds of politeness that used by Mr. Bonds. The results of this study are Mr. Bond using negative and positive politeness in his speech based on the situation and condition. The politeness that more appear in his speech is negative politeness. Because he often in uncomfortable situation and feel angry.
Keywords:Politeness, Koran Pendidikan
Introduction
Politeness is the expression of the
speaker‘s intention to mitigate face threats
carried by certain face treathening acts toward another (Mills, 2003, p.6). beign polite therefore consist of attempting to safe for another. Politeness theory states that some
specch acts threaten other‘s face needs. First
formulated in 1987 by Penelope Brown and Stephen Levinson, politeness theory has since
expanded academia‘s perception of politeness (Mills, 2003). This text has influenced almost of the theoretical and analytical work in this field (Mills,2003, p.57).
Politeness can be also said to be universal only in the sense that every society has some sort of norms for the appropriate behaviour, although this norms are vary. The purpose of this paper is to give new source by
applying a well known Brown and Levinson‘s
model (1978 and revised in 1987).
In communication, people express their thought with or without words. We may understand what they want by listening to their words carefully, but it cannot be denied that it would be better for us if we also could read their thought by their gestures. Language is social phenomenon (Chaika, 1982 ; 03)
6
think of speech as a way of stating proposition and conveying the information.
In using language people must concern not only in social characteristic of the speaker such as ethic, sex and age but also they have to concern with the social aspect or context. Chaika (1982;10) state that the context can determinate meaning include among the other thing, such as social status, of speaker, the social events and social convention governing it, the social cultural and physical environment, previous discourse between the speaker known them and the intent of the speaker. He argues that the meaning has social base, word does not just mean. He means in the social interaction in particular society.
Brown and Levinson have developed the politeness phenomena. They claim that there are two aspect of face, which are positive
and negative. Positive face is a person‘s wish
to be well thought of. Its manifestations may include the desire to have what we admire admired by others, the desire to be understood by others, and the desire to be treated as a friend and a confidant. Thus a complain about
the quality of someone‘s work threatens their
positive face. Negative face is our wish not to be imposed on by others and to be allowed to go about our business unimpeded with our rights to free and self-determined action intact. Thus telling someone they cannot see the doctor at the time they expected to is a threat to their negative face. In dealing with each other, our utterances may be oriented to the positive or to the negative face of those we interact with.
In the case of communication, the speaker should use the strategies to have a polite conversation. The use of politeness is in order to get their conversation runs well and goes smoothly. Brown and Levinson two person who have developed the concept of politeness strategies, state that one recognizes what people are doing in verbal exchange (e.g
requesting, offering, complaining and suggesting). Generally, speaking politeness involves feelings of others. A polite person will absolutely make others comfortable. (Brown and Levinson 1993:324)
The researcher chooses ―Koran Pendidikan‖ as the object of the research based
on many reasons. First, Koran Pendidikan has a good aim that is developing the education in our country especially in Malang city. Koran
Pendidikan has a good motto ―bernalar dan berhati nurani‖. Second, the researcher choose
the column of Mr Bond not other column
because it‘s reflect our daily life as the people
in society. Almost the particular topic in this column is to critize the systematic government and the behavior of legislative candidate through their joke and their background of knowledge. Third, the language they used is truly Javanese way, sometimes they used
―krama inggil‖ to respect older people or the
person who has power.
The segmentation of “Koran
Pendidikan” is very clear. It is around the students in Elementary School, Junior High School, Senior High School, the teacher, the lecturer and the large society.
Based on the concept of politeness mentioned by some experts of linguistic and its reasons stated above, the researcher is interested in knowing deeply about politeness strategies used on Koran Pendidikan in Mond column.
Research Method
7
kinds of politeness; explain the politeness in the word, and the last draws conclusion from that analysis.
Result and Discussion
Data 1, Koran Pendidikan,14-20 April 2009
“(Mr. Bond) Setelah Mencontreng”
In this case the researcher will not analyze the whole conversation from the beginning until the end, but only the utterances which is rich with an imply message or showing the politeness. Thus conversation happened to Mr Bond, Pak Becak, Pak Bengkel and Pak Hansip. All of them are friend and have an equal social status in society (there is no super ordinate and subordinate). Before analyzing the data, the researcher will introduce the case in order the reader understand the topic they talk about. At that time there is a general election. Many people try to influence other people to choose their party. Due to the fact that it is happened in the village of Mr Bond, so he tries to choose the legislative candidate by his own way. He
doesn‘t want to follow other people in
determining the leader of our country. The way he used is by taking notes on the phone number of legislative candidate. His aim is to remain the legislative candidate if they make a
mistake. Mr Bond feels that it‘s his right to
remind the legislative candidate. He assumes that the legislative candidate can sit in the government because of him.
“Wuik...., cik ekstrime rek!” komentar Pak
Becak setelah tahu pikiran Mr Bond yang baru pulang dari desa.
The utterance “wuik” above is indicating Javanese way when they feel
surprised. And the utterance ―ekstrime‖ is not
ordinary from Javanese, it is belongs to English language. The reason of why Pak Becak used it is to emphasize that the way which taken by Mr Bond is too hard. It is also
has potentially to threat Mr Bond‘s face. And
the word “rek” is to show the equality in their social status and to make the power of the word stronger. And we can classify the comment above become a positive politeness.
“Sakjane yo gak ekstrime. Cumak, mergo
durung onok sing nglakoni koyok aku,
sampeyan ngarani ekstrime,” jelas Mr Bond
enteng.
It seems that Mr Bond feels threaten. He shows disagreement by seeing that his way is not extreme. It is just because there is no one wants to do the same thing like him. He tries to provide reason that his way is not extreme.
Data 2, Koran Pendidikan, 21-27 April 2009
“(Mr. Bond) Benteng-bentengan”
In this case I will not investigate the whole conversation but only several utterances which are very interested to be analyzed. In order the reader easily to understand about the topic which happened in this conversation, the researcher will give an introduction. This conversation is about “benteng-bentengan”. It is kind of traditional game in Java. This game is very interesting because if we want to be a winner we must have such kind of strategies.
“Arek-arek iku laopo ae se kok gak ndang main benteng-bentengan?” tanya Mrs Bond ke suaminya meski matany atertuju kekerumunan anak-anak.
The word “arek-arek” is Javanese way to say about the chidren or the person who has equal status. In this case Mrs Bond asking question to Mr bond. The utterance “laopo ae
se” make our question is stronger.
“Jarno ae, cik dimarikno arek-arek dewe,”
jawab Mr Bond.
8
“Selak sore, Pak. Sa‟aken arek-arek iku dorong adus barang. Isok-isok malah onok
sing durung salat Ashar,” naluri keibuan Mrs
Bond, muncul.
The word “selak sore” shows disagreement of statement that given by Mr Bond. The utterance “pak” is to emphasize it. The diction of the language used by Mrs Bond is not “kromo inggil” because they are equal.
“Yo di delok ae. Nek kiro-kiro seperempat jam
maneh durung main, yo dikongkon mulih ae,”
jawab Mr Bond sekenanya.
The utterance “yo” is showing an agreement. He agrees that the children should go home than doing nothing there.
“Sampeyan iki koyok gak nduwe anak ae,”
gerutu Mrs Bond.
The utterance “koyok” has an imply message. Mrs Bond tries to make Mr bond realize that the children need time to play game with their friend. It can be categorized negative politeness.
“Siktalah, Mom. Aku sik nikmati arek-arek
belajar politik iki lho....”
The utterance above shows positive politeness. He tries to provide more reason what makes him interested in seeing the chidren.
“Belajar politik opo ae? Wong jelas-jelas arek dulinan benteng-bentengan kok diarani
belajar politik.”
The statement above definitely can be categorized as disagreement. It seems from the utterance of “wong”. It is Javanese way to talk about different opinion.
“Sampeyan delok a,” kata Mr Bond sambil menunjuk ke kerumunan anak-anak tersebut.
“Arek-arek iku sik kate mbentuk koalisi
supoyo nduwe tim sing kuat”
The utterance sampeyan is a positive politeness. It used to show our respect to older people. Ant the word “a” is truly Javanese way. It is the characteristic of Malang people. It used to ask an agreement or asking question.
“Sampeyan iki pancen kebanteren mikire.
Benteng-bentengan yo bentengan, gak onok
hubungane karo koalisi.”
The utterance above is including as negative politeness. It has made Mr bond felt threatened. Due to the fact that Mrs Bond say
―kebanteren‖ it means not appropriate
comment to say that benteng-bentengan is a koalisi.
Data 3, Koran Pendidikan, 5-11 Mei 2009 “(Mr. Bond) Kesandung Kodew”
In this case, the title of Mr Bond is
“kesandung kodew”. Kodew here is the slang language from Malang. It means “wedok”. It is very common to the people in Malang to use
“walikan language”. It happened also to Mr Bond. At that time Mrs. Bond find the
student‘s photo. Mrs Bond thinks that Mr. Bond has a personal relation with her. She is very angry but finally Mr Bond can convince Mrs/ Bond that he does not recognize that girl. It makes Mrs Bond feel calm than before.
“Onok pejabat tinggi sing sifate tuueges,
penuh wibawa, anti korupsi, jelas-jelas nduwe potongan wong apik. Gak nduwe blas potongan wong jahat, wong nakal, wong seneng wedok-an. Tapi malah dadi tersangka paten-patenan perkoro wedok-an. Opo gak ngisin-ngisini?” Mrs Bond nyerocos lagi, tapi kali ini umpatan kemarahannya bukan ditujukan pada suaminya, melainkan pada pejabat tingggi yang dimaksudkan itu.
Many utterances above show that Mrs
Bond‘s face is being threatened then she tries
to provide more examples to emphasize her reason. She knows that Mr Bond is not false then she tries to tell something which has similar problem. The reason which given by Mrs Bond is string because the example she takes is real. She is not lie. The utterance
9 “Wis wis, aku wis ngerti sing mbok maksud.”
sela Mr Bond. Menyadari bahwa pembicaraan istrinya sudah masuk wilayah yang agak
sensitif, ia langsung mengingatkan, “Awake
dewe yo gak oleh menghakimi wong sing during mesti bersalah. Yo koyok aku mau lho, mbok kiro bersalah tapi kan asline gak salah. Mangkane, dienteni ae yok opo kelanjutan
kasuse.”
The utterance “wis” shows that Mr Bond use on record. The possibility to lose face is higher because Mr Bond spontaneously stopped Mrs Bond speaking. He tend to use it because he knows that Mrs Bond talk in a sensitive area. The word “mbok kiro” also represent on record because Mr. bond directly saying that Mrs bond is wrong. And the utterance “mangkane” is such kind of negative politeness in saying an advice instead more than it. He wants Mrs Bond will not repeat her mistake twice.
“Tapi aku pegelen, soale aku wis kadung
ngidolakno Pak Pejabat mau. Opo meneh
brengose tuueges tenan. E….kok ngglethek, kesandung kodew,” kata Mrs Bond.
The utterance “tapi” above is one way to safe her face from embrassing. And she tries to provide more example once more.
“Sssst…..wis-wis, gak usah diterus-terusno, mending lhang totalen bon-e arek-arek
sekolah mau,” tutup Mr Bond.
It seems that Mr bond does not want to talk about that topic anymore. Because he asks Mr Bond to stopped from discussion that topic. He uses negative politeness by saying “wis” and “mending”.
Conclusion
From research findings in the previous chapter, the researcher can draw some conclusions as stated below:
The politeness that used by Mr. Bond are negative and positive politeness. That politeness appears based on the situation. For
example, when Mr. Bond felt threatened he will use negative politeness. For positive politeness, he use when he respect to older people, to provide more reason what makes him interested in seeing the children, etc. shortly, the positive politeness used in positive condition and the speakers feel interested. While, negative politeness used in uncomfortable condition and when the speakers feel angry.
References
Austin, J. L. 1962. How to Do Things with
Words. Oxford: Clarendon Press.
Coulthard, Macom. 1985. An Introduction to
Discourse Analisis. Longman: London and New York.
Halliday, M. A. K. & Hasan, R. (1985).
Language, Context and Text: Aspects of Language in a Social-Semiotic Perspective.
Oxford University Press.
Langacker, Ronald W. 1972. Fundamentals of
Linguistic Analysis. New York: Harcourt Brace Jovanovich.
Searle, John. 1969. Speech Acts: An Essay in
10
DEVELOPING CONTEXTUAL LESSON PLANNING
TO ENGAGE STUDENTS’ UNDERSTANDING IN THE ROLE OF
GENDER IN LANGUAGE USED IN DAILY LIFE
TIARA RETNO HARYANI
tiara.03march@gmail.com
Universitas Islam Lamongan
Abstract:
Language is not only simply a means of communicating information, but also means of establishing and maintaining relationship with other people (Trudgil, 2000). In social life, the first thing that you will notice is the gender of the person we met. It is a fundamental and obvious thing before we can have an interaction or communication with somebody else. The objective of the activity is to direct the students in understanding the role of gender in language for daily life more deeply. The students are expected to be able analyze the language phenomena in their daily life. The activity is started by explaining the materials to the students about gender role, gender bias, and gender dialect used. The second step is that grouping the students and asks them to discuss about the phenomena of gender in language used in their society so that they know how the characteristic of each gender in their society. The last step is discussing the results together in class. This activity is probably appropriate for the advanced learners, such as university students. It can gain the
students‟ knowledge and raising the students‟ confident in stating their opinion in discussion.
Keywords: contextual, lesson planning, role of gender
Introduction
In our social life, we live and communicate with others by using appropriate language. Language is not only simply a means of communicating information, but also means of establishing and maintaining relationship with other people (Trudgil, 2000). In social life, the first thing that is very important to be noticed is the gender of the person we met. We may meet people from different area which have different characteristic, accent, dialect, and even language. However, the first thing that you will notice is the gender of the person we met. It is a fundamental and obvious thing before we can have an interaction or communication with somebody else. Sometimes, people may be irritated if we call them wrong in a
conversation. If we misrecognize the gender of people we met and give wrong title or salutation her/him, it may put you in difficult situation, or event a terrible problem. The language used by particular gender is dissimilar. The differentiation of sex or gender exists and obvious in society all over the world. It may be used to determine the status, degree, hierarchy, or even to determine the language that must be used for the types of gender.
11
being that, amongst speakers from similar social class background, women tend to use
more standard or ―prestige‖ language features
and men more vernacular language features. It shows that women and men have different communication styles that distinct them in society.
The teaching of language and gender is widespread, at least across the ―western‖ country, whether in the form of coherent modules on the topic, or as sessions in modules, or within non-language programs. Though it is a very crucial issue, there is no a settled curriculum provided, particularly in Indonesia. It makes many gender bias phenomena occurred in society, especially in education field. Sometimes, sexist language can also be elicited because there is no settled subject discussed about it. Sexist language is language that expresses bias in favour of one sex and thus treats the other sex in a discriminatory manner (Lei, 2006). Sexist language is one of the gender bias occurred in the society. In avoiding this phenomenon, teacher should, at least, implicitly explain it to the students so that they can be more aware of it.
Hence, the aim of this paper is to introduce the phenomena of gender role, gender bias, and the dialect that usually applied of each gender. The students are expected to be more aware of the phenomena so that they can have gender equality in their daily life, especially in their education environment.
The Topic
In the past, women are supposed to stay at home, remaining powerless and generally subordinate to man, whereas men are considered as the centre both in the family and society. Hence, women became the ―weaker
gender‖ at that time since gender is both
cultural and individual concept. According to
Sunderland, gender characteristics are thus not just given, but rather socially constructed. That
is why gender bias can influence the students‘
behaviour, point of view, and their language. In education field, the practice of gender bias can be explicitly and implicitly occurred. For instance, it may be in the form of materials or pictures provided in the course book used at school, different methods in classroom activities and management related to gender, different assessment given for different gender of students, etc as it usually related to gender role and gender discrimination. For instance, have you once notice that people tend to point boys to be the leader or captain, and girls are usually be a secretary or treasurer in class? Well, you have witnessed the practice of gender stereotype or gender role in a small unit of education field. Some people say that boys can do more than girls in leading particular things. Yet, some people argue that girls also have the ability as well as boys do. Thus, we may find many females become leaders or have high position in western or other advance country, but not that often in developing countries.
According to Aoyagi, Suda, and Shinada (2011), gender roles are those behaviours, tasks and responsibilities that a society considers appropriate for men, women, boys and girls. Then, gender discrimination is any exclusion or restriction made on the basis of gender roles and relations that prevents a person from enjoying full human rights. The existence of these phenomena in school context can have a great influence toward the students in their daily life.
12
bias, gender discrimination, and gender role in society, especially in education field. Moreover, the students may enlarge their knowledge about the gender problem phenomena, which is not very popular in Indonesia.
Sample of The Teaching Procedures In The Lesson Plan
Since the objective of this paper is to introduce the students about gender in language used in their daily life by using contextual lesson plan, there is a necessity to apply an appropriate approach in implementing the lesson plan. In order to understand the material deeply about the gender and language, the students are needed to be given Contextual Teaching and Learning
(CTL). This approach emphasizes teacher‘s effort to relate teaching contents to students‘ environment, and to relate students‘
knowledge to its implication in real life (Fachrurrazy, 2010:46). Therefore, the lesson
plan applied is more focused on the students‘
works and activities based on their contextual daily life.
The teaching procedure is quite simple, yet it can influence the students‘ point of view toward the phenomena occurred in their daily life. The teaching procedure covers the pre-teaching activities, whilst pre-teaching, and post teaching activities.
Pre-Teaching
1. The teacher greets the students.
2. The teacher asks the students about the previous meeting materials
3. The teacher answers the students‘ questions about the previous materials (if any)
4. The teacher asks the students‘ background knowledge about gender problems phenomena.
Whilst-Teaching
1. The students are divided into groups of five students.
2. Each group of students is given a list of words and they are asked to categorize it according to gender (Task 1).
3. The teacher/lecturer starts discussing the answer of the task.
4. The teacher/lecturer explains the materials of gender dialect and gender bias to the students.
5. The students assigned to discuss the gender dialect used that they know and explain the characteristic of each term (Task 2).
6. The students are assigned to discuss about the phenomena occurred in their daily life related to gender bias and sexist language and give the example of each term (Task 3).
7. The teacher/lecturer collects the
students‘ works.
8. The teacher/lecturer leads the discussion of the groups based on the answers they have submitted.
Post-Teaching
1. The teacher/lecturer asks to conclude the materials orally
2. The teacher/lecturer gives the opportunity for the students to ask their difficulty in the lesson (if any).
Conclusion
13
analyze it in contextual situation in their daily life. After the students understand the material, they should be more aware of the phenomena discussed since education field can also give a
big influence toward the students‘ point view,
behavior, and other aspects of their life.
References
Aoyagi, Midori, Eiko Suda, and Tomomi Shinada. 2011. Gender Inclusion in Climate
Change Adaptation. ADBI Working Paper Series, (103): 1-19
Fachrurrazy. 2010. Teaching English as
Foreign Language for teachers in Indonesia. Malang.
Lei, Xiaolan. 2006. Sexism in Language.
Journal of Language and Linguistic, 5 (1): 1-8.
Surnderland, Jane and Joan Swann. Teaching
Language and Gender, (Online),
(www.llas.ac.uk/resources/gpg/2827), accessed November 24th, 2012.
Trudgil, Peter. 2000. Sociolinguistics: An
introduction to Language and Society.
London: Penguin Books.
Appendix
Task 1
Read though the term below and sort them into two lists, according to whether you think the terms are more commonly used for women or men.
Dominant
Independent
Competitive
Beautiful
Physique
Athletic
Pretty
Nurturing
Graceful
Emotional
Elegant
Strong
Fragile
Ambitious
Aggressive
Emphatic
Muscular
Tearful
Chatty
Handsome
Well-built
Slim
Neat
Hysterical
Task 2
Discuss the gender dialect used that you know and infer the characteristic of each gender. a. Woman
... ... b. Man
... ...
Task 3
Discuss the phenomena occurred in your daily life related to gender bias and sexist language and give the example of each term.
14
THE EFFECT OF USING FLASHCARDS ON STUDENT’
VOCABULARY MASTERY
RIRYN FATMAWATY
fatmawatyriryn@ymail.com
Universitas Islam Lamongan
ABSTRACT:
As we know that vocabulary is as a major component of language learning. Without having adequate vocabulary we will get difficulty to learn English. So that way it has to be mastered by learners. It should be the first priority in English language teaching and learning because as a central of language teaching and learning. It means that by mastering vocabulary, of course with grammar, the learners will produce so many sentences easily either in spoken or written one.
Actually, there are many methods that used by teacher in English‟s teaching in order to reach the
goal in teaching and learning English, such as using cartoon movies, pictures, jigsaws, games, song and etc. Another way is learning through vocabulary card or flashcard. As we listen and read, we often meet new words by flashcard. A flashcard is a set of cards bearing information, as words or numbers, on either or both sides, used in classroom drills or in private study”. The problem of the study is the students vocabulary mastery of MI. Babul Ulum Dorogede Gedangan Sukodadi Lamongan is very low, so researcher does a research in that school in a month, there are two meetings for doing pre test and post test, while four time for teaching and learning activities for each class by using flashcard. In doing research, the experimental class were given several treatments, while the control group get the lesson as usual. The topics lessons, teacher, pre-test and post test were same, but the method of teaching was different.
Based on the result of statistic test, it is known that the result scores of experiment class is higher than control class and it is described as follows; based on the normality test, that the result from experiment class is (-2,7756 < 11,3449), and from control class is (-19,6799 < 11,3449). That means H0 received, both samples is from population distributes normal. Based on the homogeneity test is (2,25 < 3,69), that H0 us received. So that, both samples is from variant homogeneity. Based on the differences between mean with the t-test, that is (2,12 < 6,69), means that H0 is refused. So, the final score of students who taught by using flashcard is better than the students who do not use.
Keywords: Flashcard, Vocabulary mastery
Background of The Study
Actually, there is big problem in
students‘ vocabulary mastery in the school MI.
Babul Ulum Dorogede Gedangan Sukodadi Lamongan. Students are very low in their vocabulary mastery. They disable to tell some words or meanings even it is the simple word.
They also difficult to pronoun and write it, whereas, in general the students must have enough words since their child. As cited
William, ―During early childhood, children
15
1987) it means that children can memorize vocabulary 5-10 words a day. How is the
condition in our country? As researcher‘s
experience in that school, students learn vocabulary at the rate 10 to 20 words a day but they have memorized only 5-10 words and they forgot in after. Of course, this problem has to handle as soon as possible.
As known, the problem is not only happens in the first but also in other class. Researcher indicates it is caused by some reasons. First of all, it is caused by the method of teaching and learning that less interest for student. Second, it is caused less motivation. The problem is students consider that English is difficult, they do not have word to say or have word but disable to pronoun it, so they
are not confident. Nation (2001) stated,‖
Without an extensive knowledge of vocabulary and strategies for learning new words, learners may feel disappointed and lose
their confidence‖. This condition caused them lazy to study. In the process of teaching and learning, researcher often find situations when students are not motivated because they got bored, if they are bored or emotionally upset they will find it difficult to concentrate and participate in the classroom activity. The last, the school is very less in some facilities. Actually, there is not language laboratory, some computers and etc. There is a little library but the books are vey less. So, the students cannot use the facilities, of course they cannot search and get information that they need.
Based on condition above, researcher thinks that solution of this problem is should any improvement in vocabulary. So that way researcher is very enthusiastic to take vocabulary subject as research material in this study, because, it is as the basic of language. It is as a major component of language learning.
Laufer (1997) says,‖that vocabulary learning is
at the heart of language learning and language
use. As we know, Language is a means of communication. People communicate with each other by using language. It brings idea, opinions, thoughts, and feelings. It is the first foreign language which is very important to transfer and gain knowledge, science and technology, art and culture, and establish international relationship. Douglas (2000:5)
says, ―Language is a system of arbitrary
conventionalized vocal, written, gesture, symbols that permit members of a given community to communicate intelligibly with
each other‖. Without having adequate vocabulary, the students will get difficulty to learn English. It is what makes the essence of a language.
Vocabulary learning is an intrinsic part of language teaching. As the basic components of the four language skills (listening, reading, writing and speaking) vocabulary has to be mastered by learners. Vocabulary should be the first priority in English language teaching and learning. It is central of language teaching and learning. It means that by mastering vocabulary, of course with grammar, the learners will produce so many sentences easily either in spoken or written one. Dewey (1910) says that vocabulary is critically important because a word is an instrument for thinking about the meanings which it expresses. They can also communicate with other people fluently and express their opinion or ideas conveniently. Vocabulary is necessary for communication and in expressing meaning through the productive and receptive skills, as cited William, Neuman & Dwyer (2009:385) say that vocabulary can be defined as ―the words we must know to communicate effectively: words in speaking (expressive vocabulary) and words in listening (receptive
vocabulary)‖.
16
write, at one time it was widely assumed that lexical instruction is not essential as it can happen by itself; therefore, the teaching of vocabulary was not popular (Nation, 1990). However, nowadays, the significance of vocabulary and its significance in learning a language have become more accepted. Griffiths (2003, 2006) point out, for example, that recently the significance of teaching vocabulary has been acknowledged.
There are many methods that used by
teacher in English‘s teaching in order to reach the goal, the student can speak English fluently such as using cartoon movies, pictures, jigsaws, games, song and etc. researcher try to apply another way. It is learning through vocabulary card or flash card. As we listen and read, we often meet new words by flash card.
―A flashcard or flash card is a set of cards
bearing information, as words or numbers, on either or both sides, used in classroom drills or
in private study‖ (wikipedia).
One main advantage of flash cards is that they can be taken almost anywhere and studied when one has a free moment (Brown, 2000). Another is that they can be arranged to create logical grouping of the target words (Gairns & Redman, op.cit.Cohen, 1990). Vocabulary flashcards are great tools for studying. They can be fun, colorful, and creative ways to aid in memory and retention of vocabulary words. Nicholson (1998) states
that, ―the positive effects of flash cards on
language learning despite the fact that some researchers have argued that they should be used as a device to create fun classrooms‖.
Flashcard is great tools for studying. It can be fun, colorful, and creative ways to aid in memory and retention of vocabulary words.
As cites Maryam, ―some researchers indicate
that working with flash cards help learners in acquiring vocabulary more effectively than word lists (Mondria & Mondria-de Vries,
1994; Schmitt, 1995)‖. It can be seen that flash
cards have been used for teaching a variety of purposes during the history of language teaching. An example is to help students to improve word recognition if they are poor readers (Culyer, 1988).
Method
This study is classified as experimental research. As defined by Arikunto (1998:03) states that it is a way to find the relation of cause-effect (causal relation) between two factors or to find the effect of a treatment. It is research that does an experiment to groups of
experiment. Fuchan, A. (2004) states that,‖
experimental research can be interpreted as an objective study, systematic, and controlled for predict or control phenomenon. The aim is to investigate causality (relationship effect and
cause).‖ Experiment have two criteria: first,
there are at least two groups included in the study, a control and experiment group;and second, the subjects are randomly assigned to one of those groups, Diane L, Freeman and Michael, (1991:20-21).
The opinion above related with true experimental research design because the writer can control all of other variables that influence the way of research, Sugiono (2008:75) says that the characteristic of this design is the sample that used for experiment and control group taken randomly. In here, both of experimental and control group chosen randomly by lottery. It means that the entire act, varieties or giving condition that would be scored or knew the influence (www.unhalu.ac.id, 2009).
17
topics lessons, teacher, pre-test and post test were same, but the method of teaching was different, using flashcatd used in the experimental group but not for control group.
The design of present study (non equivalent pre-test and post-test control group) can be illustrated as below:
Note:
EG : Experimental group CG : Control group
O1 : Observation 1 – pre test O2 : Observation 2 – post test X : Treatment
There are several steps that the writer will do to collect the data in MI. Babul Ulum Dorogede Gedangan Sukodadi Lamongan. To collect the data, the researcher gives pre test, the post test and several treatments to the two classes (A and B). The writer will give the treatment four times in three weeks. The pre test will be given before students get the treatment, after that, will be given treatment. The post test did after treatment activity finish. In this study, the data is from quantitative data named test score. This analysis used some statistic test such as; the normality test, the homogeneity test, the differences between means and t-test. The explanation as follows:
1. The Normality Test
Subana (2000:123-126) states that is a test to measure whether or not the data (sample) from the population distributes normal. The procedures of this test as follows:
a. Making distribution frequency list of each group
b. Determining alpha of each class
c. Calculating mean
n x x
n i
i
1
d. Calculatingstandard deviation
1
2
2
n x x = s i
Note:
x= Final score of mean
x
i = Mean scoren = Many data
e. Calculating list of expectation frequency. The procedures are as follows:
- Determining under limits (
x
i) of each interval Class limit = x- 0,5 =(BK1,2…)
- Calculating standard number (
z
i) of each intervals x xi
i
z
; for I = 1,2,3…n Note:z
i = Standard numberx
i = Under limits I classx = Mean of score (from frequency
distribution)
s = Standard deviation (from frequency distribution)
- Calculating wide of each class interval (L)
- Calculating expectation frequency: (
E
i)= L.nNote:
E
i = Expectation frequencyL = Area of each interval class n = Many data
f. Determining Hypothesis
H
0 : Sample is from populationdistributes normal
18
H
1 : Sample is from population doesnot distributes normal g. Determining alpha ( )
h. Calculating the value of
x
2 by chi square, the formula is as follows:
2 1 2
k i i i iE
E
O
x
Note:k = Many interval classes
O
i= Research frequencyE
i = Expectation frequencyi. Looking for the value from
1
3
2
k
x
j. Determining experiment criteria:
H
0is received ifx
hit2
,<
x
2
1
k3
,therefore sample distributes normal
H
1 is refused ifx
hit2
x
2
1
k3
, therefore sample does not distribute normalk. Concluding
2. The Homogeneity Test
As defined by Ma‘unah that
homogeneity test is comparison of the biggest and the smallest variants. The researcher uses variants homogeny test by Hartley test, the formula is:
S
S
small big F 2 2 The procedure is as follows: a. Arranging Hypothesis
H
0 : Sample is from population that has variants homogeneityH
1 : Sample is from population that hasnot variants homogeneity b. Determining alpha ( )
c. Calculating test statistic
S
S
F
small big hit 2 2 F
tabel; F;s big, n smallF
hitF
tabel=H
0 is refusedd. Concluding
3. The differences between Means
This study is used one side namely right side: If the classes distribute normal by variant homogeneities, therefore test procedures are as follows:
a. Determining Hypothesis
H
0 : The final score of students who havebeen taught by using flashcard
have increasing in students‘
vocabulary mastery than those taught by non-using flashcard
H
1 : The final score of students whohave been taught by using flashcard have not increasing in
students‘ vocabulary mastery than
those taught by non-using flashcard
b. Determining alpha ()
c. Determining receiving criteria
H
0
H
0 is received ift
hit
,vIn contrast
H
0is refusedd. Calculating test statistic, the formula is:
n
n
t
hit xs xs19
Note:
x
1= Mean score sample 1x
2= Mean score sample 2n
1= Many of sample data 1n
2= Many of sample data2s
21= Sample variants 1
s
22= Sample variants 2
Result and Discussion
In preliminary study that was done before the research, the researcher collected the data from the teacher who teach the class. Then the rearcher got some data. There are some difficulties in doing research. In that school there is not facilities that can help activity of teaching and learning, such as; electronic media, books and etc. So, researcher used her own notebook for presenting the using flashcard, brows the materials in internet also made the cards.
The researcher conducted two kinds of tests, pre and post test. It is for both of class, experiment and control class. Pre test held before treatment and it to know or measure the vocabulary mastery of the students. Post test held after treatment and it to know success or not method that applied by the researcher by using flashcard. Pre test given to both of groups before researcher applies flashcard. Researcher made the test and it consist 10
numbers Researcher also got the students‘
score of pre test, the average score of both of class was only 62. This score was still low. It could be seen in the table as follows. From that
table it could be concluded that students‘ score
was very low, so it could be assume that their vocabulary mastery was very poor.
No Score of Control
Group
Score of Experiment Group
1 55 50
2 50 55
3 60 55
4 50 70
5 75 75
6 65 65
7 80 80
8 60 50
9 60 55
10 60 85
11 50 80
12 50 60
13 65 55
14 55 85
15 65 60
16 75 75
17 55 70
18 60 55
19 55 50
20 60 55
21 60 65
22 65 50
23 85 55
24 60 55
25 70 50
Table 1. (Score of Both Groups)
After doing pre test, researcher given treatment. The other problem in the first meeting, students still were not motivated and lazy in the classroom, they were still difficult in memorizing vocabulary and poor pronunciation. But researcher tries to decrease that problem. Researcher given spirit for them, and entered a little fun story in order to get back fun classroom.
20
researcher appropriated with the level of students. As explained before, the students vocabulary mastery were very low, they can memorize 3-5 words only. So that, researcher used common topics in teaching vocabulary such as; human body, flower and fruit, animals and food and drink. It was supported the ideas in selecting the criteria of vocabulary by Rosa. The last part is conducting post test, the
students‘ score of experiment class was
changed, the average is 78 while control group get 68. it showed that students who have been taught by using flashcard increased in their vocabulary mastery than who have not been taught by using flashcard.
Same with pre test, researcher made the test and its consist 10 numbers. The result showed that the score of experiment class is increase after given treatment by using flashcard while the score of control class is same with the score of pre test. The result as follow:
No Score of Control Group
Score of Experiment Group
1 60 70
2 50 80
3 65 75
4 60 80
5 75 85
6 70 75
7 75 85
8 60 75
9 60 75
10 60 90
11 55 85
12 55 75
13 65 70
14 55 90
15 65 75
16 80 80
17 55 80
18 60 75
19 55 70
No Score of Control Group
Score of Experiment Group
20 60 75
21 60 80
22 70 75
23 85 75
24 70 80
25 75 75
Table 2. (Score of Both Groups)
Conclusion
Based on the result of statistic test, it is known that the result scores of experiment class is higher than control class and it is described as follows:
1) Based on the normality test, the result from experiment class is (-2,7756 < 11,3449), and from control class is (-19,6799 < 11,3449). That means H0 received, both samples is from population distributes normal
2) Based on the homogeneity test is (2,25 < 3,59), that H0 us received. So that both samples is from variant homogeneity. 3) Based on the differences between mean
with the t-test is (2,12 < 6,59), means that H0 is refused. So, the final score of students who taught by using flashcard is better than the students who do not use.
According to the final result, researcher concludes that the effect of using flashcard on
students‘ vocabulary mastery at the of MI.
Babul Ulum Dorogede Gedangan Sukodadi
Lamongan is good, we can see from students‘
score, pointing with the flashcard, students feel better, comfortable, fun and interest to the topic. Flashcard is attractive media for teaching and learning, especially in vocabulary. It can be alternative media for
teacher in increasing students‘ vocabulary
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