As stated previously, the objective of this research was to prove if the effect of using crossword puzzle media in teaching vocabulary mastery was more significant than without using crossword puzzle media. In order to achieve the objectives of the research, the researcher did some steps to collect the data. The first step was administering pre-test to know students’ vocabulary before being taught using crossword puzzle media. Then, the second step given treatments to the students. The treatment here was teaching vocabulary by using crossword puzzle media. In this treatment, the researcher invited students to answer the question by crossword puzzle media.
Regarding on the result of data analysis above, it was strongly related to some advantages served by using crossword puzzle media. Njoroge (2013) The crossword puzzle is a game that makes the teaching-learning process attractive. Not only does the crosswordpuzzle offer a challenge that will motivate the students to try to solvethe puzzle by making learning fun and relaxed. The students can improve their participation, self-esteem, and vocabulary usage and allow the students to see that there are many ways to solve the same problem. Crossword puzzle media allow the students to work as a team and to work collaboratively towards as a common goal. He added that games are not only to make the students have fun, but also to increase their learning. Based on the writer did research crossword puzzle media was not helping the students in one English language but more than, it means that by crossword puzzle media the students can improve two or more skills together.
V. Conclusion
After conducting the research, the effect of games on students’ vocabulary mastery, the researcher concludes that:
1. Using games significantly effects the students’ vocabulary mastery, it is shown by the score of the students in the experimental group was higher (∑Sum = 2550) than before (∑Sum = 850).
236 2. The students who are taught by using crossword puzzle more focused, more enthusiastic, felt enjoy and felt interest to learn than the students who are taught without using crossword puzzle.
3. The students are also more active in learning English when they are taught by using crossword puzzle.
References
Al zabi, Haifa Rashed. 2004. The Use of Memory and Guessing Games in Teaching Vocabulary. Al Ain Women’s College: Haifa
Allen, Virginia F. 1983. Techniques in Teaching Vocabulary. Oxford University Press.
Arikunto, Suharsimi. 2013. Prosedur Penelitian. Jakarta: PT Rineka Cipta Arsyad, Azhar. 2002. Media Pembelajaran. Jakarta: Raja Grafindo Persada
Cohen, et.al.(2007). Research Methods in Education. USA and Canada: Taylor and Francis e- library
Davis, Shepherd and Zwiefelhofer. 2009. The Journal of Effective Teaching. University of Wisconsin. Davis
Freeman, Diana Larsen. 2003. Techniques and Principles in Language Teaching. University of Oxford. New York.
Hall, Donal. 1928. Teaching Writing Skill. Boston: Little Brown and Company
Harmer, Jeremy. 2001. The Practice of English Language Teaching. England: Pearson Education Ltd.
Hornby. 1995. Advance Learner’s Dictionary. New York: Oxford University Press.
Linse, Caroline T. 2005. Practically English Language Teaching: Young Learner’s. New York: Mc.Graw-Hill.
Njoroge, Martin C. Ruth W. Ndung’u and Moses Gatambuki Gathigia. 2013. The Use of Crossword Puzzles as a Vocabulary Learning Strategy: A Case of English as Second Language in Kenyan Secondary Schools. International Journal of Current Research.
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Mc Carten, Jeanne. 2007. Teaching Vocabulary. United Kingdom: Cambridge University Press.
McCharthy, Michael & O’Dell, Felity. 1999. English Vocabulary in Use. Cambridge University.
Nation, I.S.P. 2007. Teaching Vocabulary-Strategy and Technique. USA: Haine.
Thornbury, Scoot. 2002. How to teach vocabulary. England: Pearson Educated Limited.
Ur, Penny. 1996. A Course in Language Teaching, Practice and Theory. Cambridge:
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Weisskirch, R.S. 2006. An Analysis of Instructor-Created Crossword Puzzles or Student Review: College Teaching.
237 THE EFFECT OF METACOGNITIVE STRATEGY ON THE STUDENTS’
VOCABULARY MASTERY
Srimayapati Siboro
English Department of Nommensen HKBP University, Pematangsiantar, Indonesia
Abstract
This research examines the students’ vocabulary mastery by using metacognitive strategy at grade X of SMAN 3 Pematangsianatar.One of theproblems of this research:“Does the implementation of Metacognitive Strategy (MCS) more significantly affect than the implementation of conventional teaching method on the students’ vocabulary mastery at grade X of SMAN 3 Pemtangsiantar?”. The writer chooses grade X of SMAN 3 Pematangsiantar as the population, 64 students as the sample and supports quantitative data by using technique of collecting data by giving the test. From the data analysis, the writer finds the mean of experimental and control group are75,12and44.The t-test is higher than t-table:7.97> 1.99. So, the writer concludes thatusing Metacognitive Strategy (MCS) more significantly affects than without using Metacognitive Strategy (MCS) on the students’
vocabulary mastery at grade X of SMAN 3 Pematangsiantar.
Keywords: Effect, mastery, metacognitive, strategy, vocabulary
I. Introduction
Vocabulary is a part of language learning that needs continuing growth and development by both native and non native speakers all about grammar and pronunciation on elementary until senior high school. In language teaching preparation program in our country, more attention is being given to improve some techniques for teaching vocabulary.
Vocabulary is very important in a language, when we learn a language like English; we learn the words of language. Students must continue to learn words as they learn structure as they practice the target language. The vocabulary is much needed to master the four skills in English.In fact, students’ mastery of English vocabulary at SMAN 3 Pematangsiantar is still lack.The writer found out from the students’ scores of the vocabulary test were low. Most of them only got (65) down. It means that their value didn’t achieve KKM (75) that the school had defined. To help students understand the learning task or learning material the researcher take the solution by using Meta-Cognitive Strategy. It is quite helpful teaching in introducing new vocabulary to students because generally, people will keep in their mind for a long period of time something that they have learned or experienced which is interested by them.
It results in critical but healthy reflection and evaluation of thinking. They are assumed as the gate between the teacher and learners in transferring the materials are being taught more easily during teaching learning process. To prove the using of metacognitive is effective for the vocabulary increase of the learners, the writer is interesting in doing observation with the title: “The Effect of Metacognitive Strategy to the Vocabulary Mastery Grade X Students of SMAN 3 Pematangsiantar.”
II. Literature Review A. Vocabulary
1. Definition of Vocabulary
According to Hornby (2000:1506) provides four definition of vocabulary, they are : 1. All the words that a person knows or uses;
238 2. All the words in a particular language;
3. The words that people use when they are talking about a particular subject;
4. A list of words with their meanings, especially in a book for learning a foreign language.
2. Types of Vocabulary
According to Nation (1990 : 29), there are two types of vocabulary. They are active or productive and passive or receptive vocabulary:
1. Active (productive vocabulary): Productive vocabulary is utilized actively either in speaking or writing. One’s listening vocabulary is generally larger than his speaking vocabulary while his reading vocabulary is relatively larger than his writing vocabulary. Therefore it can be concluded that vocabulary can be presented in four units. They are reading vocabulary, listening vocabulary, speaking vocabulary, and writing vocabulary.
2. Passive (receptive vocabulary): Receptive vocabulary refers to the words that native speakers and foreign learners recognize and understand but hardly that ever use, it is used passively in either listening or reading.
3. The Use of Vocabulary
Krashen and Terrel (1998:155) vocabulary is basic to communication. If acquirer does not recognize the meaning of the keywords used by those who address them, they will be unable to participate in the conversation, and if they wish to express some idea or ask of information, they must be able to produce lexical items to convey their meaning. Indeed, if they know the morphology and syntax of an utterance addressed to them, but do not know the meaning of the key lexical items, they will be unable to participate in the communication.
4. The Target of Vocabulary
Based on the principles of the teaching learning activity, teacher and students have the target to convey and learn vocabulary. Thornburry (2002:20) states that a further major difference between first and second language vocabulary is in the potential size of the lexicon in each case. Based on the previous knowledge of the students in SMAN 3 Pematangsiantar at grade X, the writer make the target language on vocabulary at least 50 words above for second language.So, a teacher must have the good strategy. Learners need to realize the common words like eyes, nose, hair, etc. can be replaced terms to be part of body. This case involves the process of the constructing system.
5. Vocabulary Mastery
The words that need to be understood appear in brief context (a phrase, a clause or a short sentence) could be seen as follows, Read (2000:27) :
a. Diction : choice of words to express ideas; distinct pronunciation.
b. Synonym : one of two or more words having essentially the same meaning.
c. Antonym : a word opposite in meaning to another word.
d. Homonym : a word pronounced like another but different in origin, meaning, and often in spelling.
e. Derivative : a word form obtained from another word by adding prefixes or suffixes.
f. Lexicon : a compiling word as in dictionary; the special vocabulary of an art or activity.
239 g. Etymology : the history of the origin or derivation and development of a word.
h. Linguistics : the study of human speech including the parts, structures, and changes in language.
i. Denotation : the lexical definition of a word.
j. Connotation : the suggestive, often emotional weight or significance of a word rather than its recognized denotative meaning.
k. Affix : any prefix or suffix added to a word, including plural, tense, and possessive endings, comparative indicators, etc.
l. Semantics : the science, study, and history of the changes in meanings of words; a part of linguistics.
m. Colloquialism : informal, conversational words and expression, primarily spoken rather writing.
n. Dialect : the particular language (colloquialisms, pronunciations, sayings, etc.) of an area as it differs in this aspects from some other area.
o. Slang : a nonstandard, frequently short-lived, but currently popular, sometimes abusive and vulgar, almost always colorful word or phrase.
B. Meta-Cognitive Strategy (MCS)