CHAPTER IV FINDINGS AND DISCUSSIONS
B. Discussion
Table 4.3 The Paired T-Test Value of Students’ Achievement
Variables Probably value Α Remarks
Pre-test and post-test 0,00 0,05
Significantly different
Based on the result of data analysis, the writer found that the p-value (probability value) was lower than α (0.00<0.05) and the degree of freedom was 29. The t-test value of pre-test and post-test was remarked significantly different. . It is indicated that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted and very appropriate. It showed that the using Vocabulary self-collection strategy was very influential to enrich students’
vocabulary.
There were various ways and efforts have been completed to build the students interest in vocabulary learning. The writer provided topics that were relevant to their daily lives in the form of the text and gave worksheets to each group to provide opportunities for discussion with their respective group friends.
Therefore students can be more active in learning English.
This research is conducted in three steps. The first step was giving pre test to know the extent of the students’ vocabulary before giving a lesson by using Vocabulary self-collection strategy. The next step were treatment and the implementation of Vocabulary self-collection strategy. And the last, was giving post-test to find out the students’ development of the vocabulary and to know how the vocabulary self-collection strategy in teaching can affect the students’
achievements.
From the result of this research, the mean score of the pre-test before the treatment was 58.50 and after the treatment the students gained score 83.83. In the pretest, there was none student of them categorized as very good. There were 1 (3,3%) students yielded good. In the next level categorized as fairy good which was by 3 (10%) students. There were 13 (43,3%) students positioned in category of fair and the students’ were categorized as very poor by 13 (43,3%) students’.
Relating to the data collected in the pre-test, it show that the students’
vocabulary mastery of the second year of SMP Negeri 8 Makassar was fair. There are some factors that can influence students’ achievement, those are teaching procedure, motivation, physical condition, students interest, student intelligence, attitude, language aptitude, and concentration. In hence, pretest was given to find
out prior knowledge of students, so the writer should give treatment for the students by using Vocabulary self-collection strategy as one technique to overcome the low mastery of students.
The data show that the result of rate percentage of the students post-test is higher than pre-test after giving treatment. Teaching by using vocabulary self- collection strategy gives progress significantly for students vocabulary achievement.
The statistical data based on the t-test through SPSS Version 16 to test the hypothesis indicated that the probability value of the experimental group is lower than alpha (α) in which (0.00< 0.05). It means that the H1 of the hypothesis was accepted.
Based on the findings of the research above, the difficulties that the students faced are especially to remember the meaning and the spelling. Furthermore, from the writer observation during the treatments conducted for six meetings in different topics that implementation the vocabulary self-collection strategy in the class, the students could improve their ability to master vocabulary and increase their motivation in learning English.
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the writer discussed about conclusion and suggestion.
A. Conclusion
In this chapter, a conclusion has been taken from the experimental research, which was done in eighth grade students of SMP NEGERI 8 MAKASSAR with 30 students as the subjects of this research. There are three steps : pre-test, treatment and post test. The writer concludes that using of vocabulary self- collection strategy in teaching English can improve the students’ motivation in learning English and increase the students’ vocabulary. That is proven with the mean score of the students’ in pre-test and post-test. The mean score of the pre- test before the treatment was 58.50 and after the treatment the students gained score 83.83. The students’ score in post-test were higher than that in pre-test. The mean scores of the two tests also improved significantly.
B. Suggestion
Based on the research result above, the writer put forwards some suggestions and recommendation as follows:
1. For students
The researcher suggests for students to remain passionate in learning English to increase their vocabulary mastery and continue to use the strategy to improve insights into vocabulary. The students are hoped to be
38
more active and interested in learning English especially in learning vocabulary through this strategy.
2. For Teacher
In teaching and learning English, the English teacher should have many ideas and strategy to make students interested in learning English. In order to make the class atmosphere more active, surely the teacher must be more creative in providing an attractive and non-monotone learning strategy.
English teacher should give attention to the teaching of English particularly the teaching of vocabulary because it is the basic and very principle requirement to learn English.
3. For the other researcher
For the other researchers who want to conduct a research about EFL young learners in learning English through Vocabulary Self-Collection Strategy, the result of the study can be used as an additional reference for further research with different discussion.
BIBLIOGRAPHY
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APPENDICES
APPENDIX 1
Vocabulary Test (Pre & Post Test) Instrument Penelitian
JUDUL : STUDENTS’ ACHIEVEMENT OF EFL YOUNG LEARNERS IN LEARNING ENGLISH THROUGH VOCABULARY SELF COLLECTION STRATEGY (VSS)
Keterangan :
1. Tujuan penelitian ini yaitu sebagai bahan untuk menyusun skripsi pada program strata satu (S1) Jurusan Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Bosowa.
2. Peneliti mengharapkan kiranya para siswa menjawab soal ini dengan jujur.
3. Atas partisipasi dan bantuan para siswa diucapkan terima kasih
Petunjuk Pengisian
1. Tuliskan nama, kelas serta NIS pada tempat tersedia 2. Lengkapi paragraph dengan memilih jawaban yang benar 3. Waktu pengisian selama 45 menit
Nama : Nis :
Read the questions carefully and choose the correct answers by crossing (X) either A, B, C, or D on the provided answer sheet.
Fill the blanks with suitable words (number 1-10) Trip to Bandung
Desi and her (1) ______ club had a (2) ______ to Bandung for a national junior basketball match. The match (3) ______ from Monday to Wednesday . They went to Jakarta on Sunday morning by (4) ______ . They stayed at a (5) ______ after they (6) ______ in Bandung. Desi and her team (7) ______ in semi final match.
They didn’t get any (8) ______ from all the matches, but they felt (9) ______ . Desi and her (10) ______ went home town on Thursday morning.
1. a. english c. scout b. basketball d. football 2. a. trip c. competition b. bussiness d. fight 3. a. finished c. ended b. started d. entered 4. a. teacher c. club b. money d. bus 5. a. train station c. hotel b. post office d. hospital 6. a. attended c. moved b. arrived d. lived 7. a. stood c. loved b. slept d. lost 8. a. ticket c. uniform
b. drink d. prize 9. a. happy c. curious b. fear d. sad 10. a. brother and sister c. club b. prize d. Car
http://www.bigbanktheories.com/contoh- soal-vocabulary-test-smp-dalam-bentuk- incomplete-text/
Descriptive
Peter is the youngest in our family. He is fourteen years old and four years younger than me. He has long, straight hair, bright eyes and a friendly smile.
Sometimes he is rather naughty at home, but he usually does what he is asked to do.
Peter is interested in sports very much, and at school, he plays football and tennis. He is the best badminton player in our family.
(sumber: pegangan guru untuk SMP/MTS oleh Bachtiar Bima Mustriana, 2009, PT Intan Pariwara)
11. How old is Peter? He is … years old.
a. Four b. Fourteen c. Forty d. Ten
12. The writer is … years old.
a. Fourteen b. Sixteen c. Eighteen d. Nineteen
13. Which of the following statement is not true about Peter?
a. He has long and straight hair.
b. He has bright eyes.
c. He is not interested in sports.
d. He plays football and tennis.
14. According to the passage, we know that Peter is ….
a. The writer’s youngest brother b. The writer’s elder brother
c. A naughty boy d. A friendly boy
15. It is implied in the passage that ….
a. Peter is naughty.
b. Peter is lazy.
c. Peter is unfriendly.
d. Peter is diligent.
16. From the text, we may conclude that….
a. Many people do not like Peter.
b. People is older that the writer.
c. Peter is a welcoming person.
d. Peter is not diligent at all.
17. What is the text mostly about?
a. Peter
b. Peter’s hobby c. Peter’s family d. Peters’ elder brother
18. ”He is fourteen years old . . . Than me.”
The underlined word refers to ….
a. Peter b. The writer
c. The writer’s brother d. the writer’s family
19. “Peter is interested in sports very much, and at school he plays football and tennis.” The underlined phrase can be replaced by ….
a. Dislike sport b. Really likes sport c. Hates sport very much
d. Finds sport not really entertaining 20. “But he usually does what he is asked to do”
The underlined phrase means … a. He does anything he wants.
b. He always asks.
c. He is lazy.
d. He is diligent.
Answer key:
1. B. Basketball 2. A. Trip 3. B. Started 4. D. Bus 5. C. Hotel 6. B. Arrived 7. D. Lost 8. D. Prize 9. A. Happy 10. C. Club 11. B 12. C 13. C 14. A 15. D 16. C 17. A 18. B 19. B 20. D
APPENDIX 2 LESSON PLAN
School : SMPN 8 MAKASSAR Subject : English
Grade/Semester : VIII
Subject Matter : Teks Lisan dan Tulis untuk
Menyatakan dan Menanyakan Sifat Orang, Binatang, dan Benda Number of Session (s) : 2 meetings (4 hours lesson) A. Core Competencies (Kompetemsi Inti)
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2: Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3 :Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata
KI 4 :Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori
B. Basic Competencies and Indicators of Competence Achievement No Basic Competencies
(Kompetensi Dasar)
Indicators of Competence Achievement
(Indikator Pencapaian Kompetensi)
1 1.1Mensyukuri kesempatan dapat mempelajari bahasa
1.1.1 Having enthusiasm to do every
Inggris sebagai bahasa pengantar komunikasi
internasional yang diwujudkan dalam semangat
belajar.
activity in English learning.
(Bersemangat dalam
melaksanakan setiap kegiatan pada pembelajaran Bahasa Inggris).
1.1.2 Having seriousness to do every
activity in English learning.
(Serius dalam melaksanakan setiap kegiatan pada
pembelajaran Bahasa Inggris).
2
3
2.2 Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab dalam melaksanakan komunikasi transaksional dengan guru dan teman.
3.7 Memahami fungsi sosial, struktur
teks, dan unsur kebahasaan pada
2.2.1 Having a sense of responsibility for the action of his or her members when he or she becomes a leader of the group.
(Bertanggung jawab atas tindakan anggotanya saat menjadi pemimpin kelompok).
2.2.2 Admitting when he or she makes a mistake.
(Mengakui ketika membuat kesalahan).
3.7.1 Determining the
communicative purpose of the text.
4.
teks untuk menyatakan dan
menanyakan sifat orang, binatang, benda, sangat pendek dan
sederhana, sesuai dengan konteks penggunaannya.
4.8 Menyusun teks lisan dan tulis untuk
menyatakan dan menanyakan sifat orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur teks dan unsur kebahasaan yang benar dan sesuai konteks.
(Menentukan tujuan komunikatif teks).
3.7.2 Identifying structure of the text.
(Mengidentifikasi struktur teks).
3.7.3 Identifying the language features of the text.
(Mengidentifikasi unsur kebahasaan dalam teks).
4.8.1 Asking the nature and physical
characteristics of animals orally, accurately, fluently, and
appropriately.
(Menanyakan sifat dan ciri fisik binatang secara lisan dengan akurat, lancar dan berterima).
4.8.2 Stating the nature and physical
characteristics of animals orally, accurately, fluently, and appropriately.
(Menyatakan sifat dan ciri fisik binatang secara lisan dengan akurat, lancar dan berterima).
4.8.3 Asking the nature and
physical
characteristics of animals in written language, accurately, coherently, and appropriately.
(Menanyakan sifat dan ciri fisik binatang secara tertulis dengan akurat, runtut dan berterima).
4.8.4 Stating the nature and physical
characteristics of animals in written language, accurately, coherently, and appropriately.
(Menyatakan sifat dan ciri fisik binatang secara tertulis dengan akurat, runtut dan berterima).
C. Objectives Meeting 1
After carrying out a series of learning activities, the students can:
1. have enthusiasm to do every activity in English learning.
2. have seriousness to do every activity in English learning
3. have a sense of responsibility for the action of his members when becoming a leader of the group;
4. identify the suitable words (adjectives) to describe animals;
5. identify the meaning of the words to describe the parts of animals’ body.
6. match the words with the picture provided.
7. fill the gap-sentences with the words provided.
8. identify the verbs found in the sentences;
9. identify the verb phrase found in the sentences;
10. identify the adverbs found in the sentences;
11. guess the name of animals based on the sentence description provided.
Meeting 2
1. Identify the communicative purpose of the text.
2. Identify the structure of the text.
3. Identify the language features of the text.
4. Identify the meaning of the unfamiliar words based on the context.
5. Define the unfamiliar words into the Indonesian expressions by using Vocabulary Self-Collection Strategy (VSS).
6. Answer the questions related to the text.
7. Present their answers orally.
D. Materials
Social Function : Describing and identifying the animals Text Structure :
An introduction to the subject of the description;
Characteristic features of the subject, e.g. physical appearance, qualities, habitual behavior, significant attributes.
Language features:
Adjectives (big, small, tall, short, fast, long, sharp, etc.)
Adverbs (very, so, really, extremely, etc.)
Short Form (It‟s, they‟re, etc.)
Sentence/Expression (What does it look like? What do they look like?
What do you think? How nice they are! It is very beautiful)
Question words (what, which, how)
Pronouns (this, that, those, these, it, they, etc.)
Introductory there (there is, there are)
Names of animals
Verbs in the form of the simple present tense: have, has, be, etc.
Expression, stress, intonation, and spelling.
E. Teaching and Learning Method
F. Media, Tools, and Learning Resources 1. Media
Worksheet 2. Tools
Whiteboard, laptop, LCD and board marker.
G. The Steps of Learning Activities Meeting 1
Introduction (10 minutes)
1. The teacher greets the students.
2. The teacher invites the students to begin the activities with prayer.
3. The teacher checks the students’ attendance.
4. The teacher asks the students about the materials learned before.
5. The teacher explains the objective of the study or the basic competence that will be achieved.
6. The teacher explains the range of the materials and the description of the activities based on the lesson plan.
The Core Activity (60 minutes) Observing
1. The students observe the picture of animals.
2. The students interact with the teacher to ask the things that they do not know yet or want to know.
3. The students write the important things related to the picture.
Formulating Questions
1. The students ask the questions about how to describe animals based on the picture, and the other things that they want to know in the simple way.
2. The students ask the questions about how to ask the nature of animals.
3. The students ask the questions about how to state the nature of animals.
Collecting the Data
1. In group of four, the students define the words provided to describe the animals.
2. In group of four, the students match the words with the part of the animals’
body in the picture.
3. In group of four, the students fill the gap-sentences by matching them with the words provided.
4. In group of four, the students guess the name of the animal based on the description provided.
5. In group of four, the students write the unfamiliar words in their notebook.
Closing (10 minutes)
1) The teacher and the students make a summary of the materials that have been learnt in this meeting.
2) The teacher asks questions to the students to help them reflect on the learning activities that they have done.
3) The teacher explains the lesson plan of the upcoming activities.
Meeting 2
Introduction (10 minutes)
1) The teacher greets the students.
2) The teacher invites the students to begin the activities with prayer.
3) The teacher checks the students’ attendance.
4) The teacher asks the students about the materials learned before.
5) The teacher explains the objective of the study or the basic competence that will be achieved.
6) The teacher explains the range of the materials and the description of the activities based on the lesson plan.
The Core Activity (60 minutes) Collecting the Data
1) The students are divided into some groups consisting of four students for each group.
2) The teacher gives a text describing an animal to each group.
3) Each group lists some unfamiliar words in the table provided and the teacher writes those words in the whiteboard.
4) The students give their reason of choosing the words and define the meaning of the words by guessing them from the context of the text (the implementation of VSS).
Associating
1) The students identify the function and kind of words defined in the simple way.
2) The students receive a feedback from the teacher and friends about the social function and language features used.
Communicating
1) The students answer the questions related to the text.
2) Each leader of the group presents their answers.
Closing (10 minutes)
1) The teacher and the students make a summary of the materials that have been learnt in this meeting.
2) The teacher asks questions to the students to help them reflect on the learning activities that they have done.
3) The teacher explains the lesson plan of the upcoming activities.
H. Assessment
1. Spiritual Competence Indicators :
1. Having enthusiasm to do every activity in English learning.
2. Having seriousness to do every activity in English learning.