CHAPTER II. REVIEW OF RELATED LITERATURE
E. Concept of Noun
A noun is a word used for a thing, person or place. Everything, which has a name and we talk about it, that is a noun. We called everything by a name and that naming word is “noun”.
sometime a noun will be the name for something we can touch likes lamb, pen, table, but sometimes a noun will be the name for something we cannot touch lik happiness, truth, determinism.
Merriam Webster Dictionary defines noun as: a word or a phrase that is the name of something as a person, place, or thing and that is used in a sentence especially as subject or object of a verb or as a subject of a preposition.
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Oxford Learner’s Dictionary defines noun as a word that refers to a person, such as Ann or doctor, a place such as Paris or city, or a thing, a quality or an activity such as plan, joy or tennis.
2. Kinds of Noun
There are many types of noun depending upon some aspects a. Proper Noun
A proper noun is the given name of a person, or a specific place or thing, i.e. its own name Imran, Karachi, Rover. A proper noun always starts with a capital letter. All days and months are proper noun and start with capital letters Sunday, March, December.
Name of all Person, name of countries, name of oceans are counted in category of proper nouns Mashal, Pakistan, Atlantic
b. Common Noun
A common noun is a type of noun that we use for a class of person, place, or thing e.g., person, city, and dog. We do not capitalize common noun unless used in start of a sentence. There are some exception like in poetry where every word of new line is capitalized. Some thing that is personified in poetry is also capitalized e.g., “So Nature incites them in their hearts”
PrologueGeoffrey Chaucer, here word poetry is personified, therefore it is capitalized.
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F. Conceptual Framework
Seventh Grade Students of SMP Muhammadiyah 1 Makassar
Using Google CS First
Vocabulary Learning
The Application of Google CS First For English Vocabulary Learning
The Students Positive Response by The Using
of Google CS First Noun
Based on the conceptual framework above, the researcher wants to describe how the use of learning media using Google CS First with Scratch in learning English vocabulary of students and to see the response of first graders at SMP Muhammadiyah 1 Makassar to the use of Google CS First in learning English vocabulary, especially common nouns , the researcher will use descriptive qualitative method, in descriptive research itself there are several tools used to collect information, data collection tools that used by researcher include observation.
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CHAPTER III
RESEARCH METHOD
A. Research Design
This research was used qualitative decriptiv method, it was an approach that intends to understand the phenomenon of what was experienced by research subjects such as perception behavior,action , motivation and others, holistically and by way of description in the form of words and language, in a natural context and by utilizing various methods ( Moleong, 2005: 6). From the implementation of qualitative method produced data descriptive in the form of written or spoken words of people and behaviour which can be observed. Qualitative research had a descriptive nature, namely is where are the data collected in the form of words, pictures, not numbers ( Danin, 2002: 51)
In this case, descriptive qualitative research method was used to describe the researcher efforts to find out the opinions and effects of using Google CS First in English vocabulary learning at seventh group SMP Muhammadiyah 1 Makassar.
B. Research Variables and Indicators 1. Variables
In this research, researcher were used the application of Google CS first and students' response as a research variable
2. Indicators
The indicator of this research was the students positive respons to use google cs first in learning English vocabulary, especially common nouns
C. Subject 1. Population
The population that used in this research was seventh class students of SMP Muhammadiyah 1 Makassar which consisted of three classes.
Each class consisted of an average of 25 students so that the population was 75 students.
2. Samples
The research was conducted at A group at Seventh grade SMP Muhammadiyah 1 Makassar, where there were 25 students divided into 10 male students and 15 female students
D. Research Instrument
In this qualitative research, the research tool or instrument was the researcher himself. Therefore, the researcher as an instrument also must be validated to what extent qualitative researcher was ready to carry out research which then went to the field. In qualitative research, the main instrument was the researcher himself, but after the focus of the research became clear, it was possible to develop research instruments simple, which was expected to complete the data and compare with the data that has been found through Fieldnotes and Observstion Checklist . The instrument in this study was the author must master
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all related to research ranging from mastery of the theory used and the methods used in research. Researcher used Fieldnotes and Observstion Checklist to collect the data related to research.
E. Data Collection Technque
The instrument used by the researcher in this study was observation, according to Sutrisno Hadi (1986), observation is a complex process, where some process was composed of various biological and psychological processes. Two of the most important are processes of memory and observation,. This technique was used when the research is related to human behavior, natural phenomena, work processes and if the respondents who were observed are not too large (Sugiyono, 2010: 203),
In collecting data, researcher was used observation for describe the application of Google CS Firat and to see how the students respons of the use of Google CS First in English Vocabulary learning.
1. Field Notes
This field note could be in handwritten or computer form, in this field note the researcher described events, places, people, objects, activities and conversations. in this case it can helped researcher in expressing ideas, strategies, reflections in the form of notes, In this research, the researcher uses field notes to describe the application of Google CS First in learning English vocabulary.
2. Observation Checklist
The Observation Chacklist used in this research was to see the response to the use of Google CS First in learning English vocabulary.
The observations made in this study, require there was a reference used in the observation guidelines. As for The reference used is was follows
Table 3.1 Observation Table
NO Observstion Aspect
Assessment Observation
Yes No
1 Visual activities 2 Oral activities 3 Listening activities 4 Writing activities 5 Mental activities 6 Emotional activities
Grid of Observation (Lestari Puji : 2013)
Data on student responses to learning English vocabulary using Google CS first by looking at the percentage of student responses.
The criteria for success or student responses was said to be good if they are minimal 75% of the students involved gave a positive response to learning English vocabulary using Google CS First. Data on student responses analyzed by calculating the percentage of the number of students who responded by using formula:
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Note:
p = Percentage of student who responses f = The number of students who responds n = Total number of students
F. Data Analysis Technique
The data analysis that were used in this research was the Flow Chart Analysis where there was 3 stages that are carried out including
1. Data reduction
In data reduction, the record of analysed that concise, sharp, focused, discarding unnecessary data, and organize data as a way to describe and
verify the final conclusion. Data reduction includes data organizing activities so that it can assist and facilitate researchers in conducting further analysis. Data that has been collected in the field, such as the results of Field noetes and observation checklist that have been carried out, are then reduced to sorting and organizing them according to the research focus.
2. Data display
In the data display, the data that has been obtained as well as In relation to the focus of research carried out as a basis for making
appropriate conclusions, data presentation can be made in the form of narratives, graphs, matrices, tables, and so. In this study, the data that has been reduced based on the results of documentation and observations by researcher were presented as narrative form.
3. Verification
In the verification is activities to formulated research conclusions, both conclusions provisional and final conclusions. Tentative conclusions This can be made against any data found at the time research is ongoing, and final conclusions can be made after all research data were analyzed.
Thus, Verification is an analytical activity in which data that has been collected at the beginning is analyzed to determine whether something is meaningful or not having patterns, regularities, explanations, possible configurations, propositions, causal relationships, and propositions.
Verification aims to conclude research results based on the data obtained from the reduction and display of the data.
33 CHAPTER IV
FINDINGS AND DISCUSSIONS
In this chapter the researcher explained the result of the research and the data obtained from Fieldnotes and Observation Checklist
A. Findings
1. The Application of Google CS First for English Vocabulary learning
In this research the researcher first provided training for the use of google CS first to the teacher the day before, from the results of observations using the Checklist Field conducted by researcher on the seventh grade English teacher of SMP Muhammadiyah 1 Makassar based on the steps of using Google CS First in learning English, the following results were found. the application of google cs first in learning English vocabulary for the group A at seventh grade SMP Muhammadiyah 1 Makassar there are two stages, namely the preparation stage and the implementation stage.
a. Preparation stage
At this stage, the researcher assisted the teacher to prepare Google CS first to be used in learning English, a day before implementation must be prepared suches: Computer or laptop and English class VII K13 textbook revised edition, Internet Connection as well.
Table. 4.1 Preparation Stage Table
No The Steps of Using Google CS First Yes No Note
1
Make sure the device is connected to the internet
√ Mastered By
Teacher 2 Enter the browser via GOOGLE Chrome √ Mastered By
Teacher 3 Enter the address CSFirst.withgoogle.com in the
browser √ Mastered By
Teacher
4 Click "Sign In" √ Mastered By
Teacher
5 Click " I'm a teacher √ Mastered By
Teacher 6 Create Account with Google Email √ Mastered By
Teacher 7 Login to Google CS First Dashbord √ Mastered By
Teacher 8
Click on the "Plus" icon to create a new
project or create a class √
Mastered By Teacher
9
Once you click "New Project" you can create a project with all of the original Scratch blocks
√ Mastered By
Teacher
10 Save The Project √ Mastered By
Teacher
From the observations, it was known that from the 10 steps of using Google CS First quoted from the Google CS First website itself, it was known that the teacher has mastered the 10 steps so that it is included in the Very Good category
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b. Implementation stage
At this stage was where learning using Google CS first was carried out with the help of a projector, the teacher just presses the red button to run the Scratch animation.
Table, 4.2 Implementation Stage Table
No The Steps of Using Google CS First Yes No Note
1 Connect the Computer To Projector √ Mastered By Teacher 2 make sure the device is connected to the
internet √
Mastered By Teacher 3 Enter the browser via GOOGLE Chrome √ Mastered By
Teacher 4 Enter the address CSFirst.withgoogle.com in the
browser √ Mastered By
Teacher 5 Click "Sign In"
√ Assested By
Resarcher 6 Login to Google CS First Dashbord √ Mastered By
Teacher
7 Click on “Project” icon √ Assested By
Resarcher 8 Chose the Projeck That Has been Created √ Mastered By
Teacher 9 Click the “Flag’ icon to play the progreme √ Mastered By
Teacher
At the preparation stage, it seems that the teacher had dominantly mastered the use of Google CS First in Prepertion Stage and implementation Stage, but the teacher has difficulty at the Implementation stage suches “Click the Project Icon” because the teacher does not understand how to display the results of learning media that has been made previously, for that with the help of
researcher then show it, in a way teacher was first asked to open the Gooogle CS First Dashboard then click the "Project" item then selected the previously created project and run it by clicking the flag item, the project will run automatically.
2. Students response by the use of Google CS First for English Vocabulary Leaning
From the observational data obtained by the researcher using the observation checklist, which was carried out twice, to see students responses when studying without using Google CS First and when lerarning with Google CS First
a. Observation Day-1 Studying without using Google CS First Table. 4.3 Oservation Table of the Group Respons Day -1
NO Observations Aspects
Observation Result
Yes No
1 Visual activities
Students pay attention to
the teacher's explanation
√
2
Oral activities
Students ask about the material given by the teacher
√
Students actively ask questions during presentations
√
Students respond to their
friends' answers
√
3 Listening activities
Students listen to the
teacher's explanation well
√
Students listen to their friends' answers or
responses well
√
Students take notes on
important things explained
√
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4 Writing activities by the teacher
Students make a summary
of the material
√
5 Mental activities
Students can quickly form
groups.
√
Students cooperate with
their group of students
√
Students dare to present the results of the discussion
√
6 Emotional activities
Students are enthusiastic in
the learning process.
√
From the results of observation table made by researcher in the classroom on day 1, Bbased on several aspects of the activity observed, the first was in visual activity, students paid less attention to the teacher's explanation, this was seen from some students who were not seated when the teacher was explaining.
Next in the oral activity, it is seen that there was no students who ask the teacher during the presentation so that there are no students who provide responses to their friends' answers, in the listening activity, the students did not listen to the teacher's explanation well, so that no student is able to answer or listen to the responses of other students
In writing activities, there was no students who was seen writing or summarizing the material explained by the teacher, furthermore, in mental activities, students was quite active when asked to form and work together in groups and present the results of their group discussions, and finally, the emotional activity could showed that students was less enthusiastic in participating in learning, as can be seen from the condition of students in the class that was not conducive during learning.
b. Observation Day-2 Studying with using Google CS First
In day 2 the teacher was using Google CS Fist for teaching English Vocabulary in the Class, and the researcher was observed the students repons during the the study with used observation checklist
Table. 4.4 Observation Table of the Group Response Day -2
NO Observastions Aspects
Observation Result
Yes No
1 Visual activities
Students pay attention to the teacher's explanation
√
z
2
Oral activities
Students ask about the material given by the teacher
√
Students actively ask questions during presentations
√
Students respond to their
friends' answers
√
3 Listening activities
Students listen to the
teacher's explanation well
√
Students listen to their friends' answers or responses well
√
4 Writing activities
Students take notes on important things explained by the teacher
√
Students make a summary
of the material
√
5 Mental activities
Students can quickly form
groups.
√
Students cooperate with
their group of students
√
Students dare to present the results of the discussion.
√
6 Emotional activities
Students are enthusiastic in the learning process.
√
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From the results of observations made by researchers in the classroom on day 2, at this meeting the teacher delivered learning materials using Google CS First.
Based on several aspects of the activity observed, the first is in the visual activity, students seem to focus on paying attention to the teacher's explanation, this can be seen from the absence of students moving from their seats and all their views going forward when the teacher is explaining, next in the oral activity, it is seen that there are students starting to ask the teacher during the presentation, but there are no students who respond to their friends' answers.
In listening activities, students listen to the teacher's explanation well but when the teacher asks questions to students, other students pay less attention to the answers from these students, riting activities, here the students are seen writing and summarizing the material explained by the teacher, urthermore, in mental activities, students are quite active when asked to form and work together in groups and present the results of their group discussions the same as in the previous meeting.
And finally, the emotional activity here shows that students are very enthusiastic in participating in learning, as can be seen from the conditions of students in the class that are conducive during learning
B. Discussion
At this stage, the findings of the researchers in the field using several instruments were discussed regarding the application of Google CS First and student responses to the use of Google CS First in English Vocabulary learning.
1. The preparation and implementation stage by teacher in using Google CS First
Based on the findings, to use Google CS First as a teaching media there are several things that the teacher must prepare first, namely a computer or laptop, an Internet connection and a revised edition of grade VII K13 English textbook, and There has 19 steps the use of Google CS First devided into two Stages as folloews:
1) Preparation Stage
a) Make sure the device is connected to the internet b) Enter the browser via GOOGLE Chrome
c) Enter the address CSFirst.withgoogle.com in the browser d) Click "Sign In"
e) Click " I'm a teacher
f) Create Account with Google Email g) Login to Google CS First Dashbord
h) Click on the "Plus" icon to create a new project or create a class
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i) Once you click "New Project" you can create a project with all of the original Scratch blocks
j) Save The Project 2) Implementation Stage
k) Connect the Computer To Projector
l) make sure the device is connected to the internet m) Enter the browser via GOOGLE Chrome
n) Enter the address CSFirst.withgoogle.com in the browser o) Click "Sign In"
p) Login to Google CS First Dashbord q) Click on “Project” icon
r) Chose the Projeck That Has been Created s) Click the “Flag’ icon to play the progreme
From a total of 19 application steps above, the teacher has mastered 18 of them, for that the researcher then measured the percentage of teacher mastery of the use of Google CS First. The mastery obtained by the teacher was 94%, this result implies that the teacher was very good at using Google CS First in teaching English vocabulary, this also proves that Google CS First is quite easy to use, considering the training in using Google CS First provided by the researcher to the teacher only once,
This is in line with the theory put forward by Obari (2014) which says that Scratch is a Simple and Easy programming environment.