Suggestion - CONCLUSION AND SUGGESTION - supposed to improve students’ Vocabulary mastery.

CHAPTER V CONCLUSION AND SUGGESTION

B. Suggestion

37 CHAPTER V

CONCLUSION AND SUGGESTION A. Conclusion

Based on the discussion presented in the previous chapter, the following conclusion is that the use of the storytelling method can improve students' vocabulary mastery, especially in reading narrative texts in grade VII SMP Negeri 3 Sungguminasa. This is evidenced by the increase in the average score of students from the D-test, cycle I, and cycle II. This means that there is a significant difference.

Alqahtani, M. 2015. The importance of vocabulary in language learning and teaching. New York: Longman.

Arianto. A Study on The Use of Media In Teaching Vocabulary To Young Learners.

Retrieved from http://digilib.umm.ac.id/files/disk1/39/jiptummp p-gdl-s1- 2005-yopiariant-1937-Contents.pdf, on January 25, 2014. 2003.

Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta:

PT Rineka Cipta.

Arikunto, Suharsimi. 2009.Penelitian Tindakan Kelas. Jakarta: Bumi Aksara.

Barzaq. M. 2009. Integrating sequential thinking thought teaching stories in the curriculum. Action Research: Al-Qattan Center for Educational Research and Development QCERD Gaza.

Brewster, J., Ellis, G., and Girard, D. (2003). The Primary English Teacher’s Guide.

Essex: Pearson Education Limited.

Cameron, L. 2001. Teaching languages to young learners. Cambridge: Cambridge University Press.

Coombe, C. 2013. Assessing Vocabulary in the Language Classroom. Malaysia: Kind Permission.

Ellies, G and Brewster, J. 1991. The Storytelling Handbook: A Guided for Primary Teacher of English. Harmondswath: Penguin Book.

Fatmala, P. R. (2017). Enhancing Students’ Vocabulary Mastery Through Cartoon Story Maker (A Classroom Action Research for the Second Grade Students of MAN Tengaran in the Academic Year 2016/ 2017)

Frazel, M. (2010). Digital storytelling guide for educators (1st ed.). Eugene, Or:

International Society for Technology in Education.

Gay, L.R. 1981. Educational Reseach: competencies for analysis and Application.

Second edition. Columbus: charlest, Mevil publishing Company A Bell and Howel Company.

Gere, J. 2002. By word of mouth: Storytelling tools for the classroom. Pasific, Honolulu, HI: Resources for Education and Learning.

Hajis, A. R. (2014). Improving Student’ Vocabularey by Using Visual Media (A classroom action resarch at the sevent garde SMP NegeriI 10 Makassar ) Halimah, Dewi. 2016. Improving The Students’ Vocabulary Mastery By Using Story

Telling ( A Classroom Action Research at the Seventh grade of SMP Ta’mirul Islam Surakarta in the Academic Year 2016/2017 ). Thesis English

Education. Cambridge: Cambridge University Press.

Hughes, Arthur. 1989. Testing for Language Teachers. New York: Cambridge University Press.

Kurniawan, F. 2014. Improving the students’ vocabulary mastery through Storytelling at Bunga Mayang Islamic Kindergarten School Bandar Lampung.

Unpublished Script. Bandar Lampung: Universitas Lampung

Krashend, S. 1996. Second Language Acquisition and Second Language Learning.

Oxford: Pergament Pers.

Lazar, Gilian. 1993. Literature and Language Teaching. Newyork: Cambridge.

Ismawati, linda. 2018. Teaching Vocabulary Using Storytelling Technique at the Eight grade of SMPN 3 Bunga Mayang

Mills, Geofrey, E. 2000. Action Research: A Guided for The Teacher. United State of America: Prentice Hall.

Marwanto. (2018). Vocabulary Mastery by Using Storytelling .

Nation, P. 2001. Learning vocabulary in another language. Cambridge: Cambridge University Press.

Nation, I. S. P. 2008.Teaching Vocabulary Strategies and Technique.Heinle Cengage.

Lazar, Gilian. 1993. Literature and Language Teaching. Newyork: Cambridge.

Lubis, I. R. (2017). Improving Student’ Vocabulary Mastery Using Fly Swatter Game in the First grade of MTS Persatuan Amal Bakti (PAB) 1 Helvetia.

Procter, P. 2001. Longman dictionary of contemporary english. New York: Longman Group, Ltd.

Richards, JC. 2002. Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.

Schmit, and McCarthy,. 1997. Teaching Vocabulary. Newyork: Cambridge University Press.

Shepherd, J. 1976. Collage Vocabulary Skill. Hongton: Mifflin Company Stahl, S. A. 2005. Four problems with teaching and what to do to mak

vocabulary an integrated part of instruction. Bringing Research and Practice. New Jersey: Prentice Hall Regents.

S. 2002. How to teach vocabulary. England: Longman.

Taylor. E. 2000. Using Folktales. Cambridge: Cambridge University Press.

Ur, Penny. 1996. A Course in Language Teaching. Melbourne: Cambridge UniversityPers.

A

P

E

N

D

I

C

E

S

APPENDICES A Teaching Material

There were some processes of doing the action during cycle I, and cycle II. The actions conducted by the researcher in eight meetings, four meetting in cycle I for meetings in cycle II. All of the action could be explained as follow:

1. Cycle I

a. The first meeting of cycle I. Researcher introduced the topic of the material that would given. In the first meeting the researcher gave materials about narrative text. The researcher gave the theme for narrativbe text that “The Cows and The Lion” This activity was started by the researcher giving a storytelling reading video. The researcher asked the students to watch the video reading the text carefully. After that, the researcher asked each student to read the text and the researcher asked the students to translate the material into Indonesian using a dictionary. Then the researcher and students discuss it together.

The Cows and The Lion.

There was a village near a jungle. The village cows used to go up the jungle in search of food.

In the forest there lived a wicked lion. He used to kill a cow now, and then, and eat her. This was happening for quite sometime. The cows were frightened.

One day, all the cows held a meeting. An old cow said, “Listen everybody, the lion eats one of us only because we go into the jungle separately. From now on we will all be together”.

From then on all the cows went into the jungle in a herd. When they heard, or saw the lion all of them united moo, and chased him away.

Intruction: read the story correctly and translate the story.

a. The second meeting, the researcher gave material about verbs and nouns, and how much vocabulary the students knew.

Materi nouns and verbs (kata benda dan kata kerja) A. Nouns (kata benda)

1. Pengertian nouns

Noun adalah suatu kata yang digunakan untuk menamai orang, benda, hewan, tempat, dan konsep abstrak Dalam bahasa Inggris.

Contoh kata benda (nouns)

 Book Pencil

 House Coffee

 Teacher Food

 Nurse Toys

 Room Hospital Contoh kalimat kata benda (nouns)

 Rara only brought one book from home.

(Rara hanya membawa satu buku dari rumah)

 The student needs a pencil.

(Murid membutuhkan sebuah pensil)

 They enjoyed the party at my house.

(Mereka menikmati pesta di rumahku)

 Robert stopped drinking coffee.

(Robert berhenti minum kopi)

 She is a smart teacher and I like her

(dia adalah seoarng guru yag cantik dan aku menyukainya)

 Do you like this food?

(apakah kamu suka makanan ini?)

 She is a nurse in this hospital

(dia adalah seorang perawat di rumah sakit ini)

 My father bought three toys for my little sister.

(Ayahku membeli tiga mainan untuk adik perempuanku)

 This room is so clean (ruangan ini sangatlah bersih)

 That is a new hospital (itu adalah rumah sakit baru)

B. Verbs (kata kerja)

Verbs (kata kerja) merupakan kata yang menunjukkan suatu tindakan, kejadian, keadaan, dan sikap dalam bahasa inggris.

Contoh kata kerja (verbs)

 Eat Help

 Follow Make

 Leave Meet

 Plays Borrows

 Wish like

Contoh kalimat kata kerja (verbs)

 We eat meat every day (Kita makan meat setiap hari)

 I help her to clean her room.

(Saya membantu dia untuk membersihkan ruangannya)

 We follow the match yesterday.

(Kami mengikuti pertandingan kemarin)

 You make me crazy.

(Kamu membuatku gila)

 I leave Jakarta to Lombok tomorrow.

(Saya meninggalkan Jakarta dan akan ke Lombok besok)

 I meet Tania last Sunday.

(Saya bertemu Tania Minggu kemarin)

 Jonathan plays a guitar (Jonathan bermain gitar)

 Rio borrows me a book.

(Rio meminjamkan buku untukku)

 She wish me to visit her

(Dia menginginkan saya untuk mengunjunginya)

c. The third meeting researcher revuiew the story, and explains how find out the verbs, and nouns in the story.

d. The fourth meeting of the researcher gave a test to find out the result of students score in cycle I, and student sent their assignments in Google classroom or the WhatsApp aplication.

Test Cycle I Intruction

1. Complete the gap filling belpw according to the contens of the story.

2. Choose verbs, an nouns in the correct answer.

The Cows and The Lion.

There was a village near a jungle. The village cows used to go up the jungle in search of food.

In the forest there lived a wicked lion. He used to kill a cow now, and then, and eat her. This was happening for quite sometime. The cows were frightened.

One day, all the cows held a meeting. An old cow said, “Listen everybody, the lion eats one of us only because we go into the jungle separately. From now on we will all be together”.

From then on all the cows went into the jungle in a herd. When they heard, or saw the lion all of them united moo, and chased him away.

2. Cycle II

a. The fifth meeting the researcher used luring system, and gave story text to students, to make it easier for students to understand how to read storytelling correctly.

Intruction : read the story correctly and translate the story.

Friend

Bunny rabbit lived in the forest. He had many friends. He was proud of his friends.One day Bunny rabbit heard the loud barking of the wild dogs. He was very scared. He decided to ask for help. He quickly went to his friend deer. He said: “Dear friend, some wild dogs are chasing me. Can you chase them away with your sharp antlers?” Dear said: “That is right, I can. But now I am busy. Why don’t you ask bear for help?”

Bunny rabbit ran to the bear. “My dear friend you are very strong, please help me.

Some wild dogs are after me. Please chase them away,” he requested the bear. Bear

replied: “I am sorry. I am hungry and tired. I need to find some food. Please ask the monkey for help”.

Poor Bunny went to the monkey, elephant, goat and all his friends. Bunny felt sad that nobody was ready to help him. He understood that he has to think of a way out.

He hid under a bush. He lay still the wild dogs went their way.

b. The sixth meeting reviewed the story and asked students about the process of finding verbs and nouns in stories, and gave material about verbs and nouns, and how much vocabulary the students knew.

1. Pengertian nouns

Noun adalah suatu kata yang digunakan untuk menamai orang, benda, hewan, tempat, dan konsep abstrak Dalam bahasa Inggris.

2. Verbs (kata kerja)

Verbs (kata kerja) merupakan kata yang menunjukkan suatu tindakan, kejadian, keadaan, dan sikap dalam bahasa inggris.

Noun Verbs

Contoh kata benda (nouns)

 Book Pencil

 House Coffee

 Teacher Food

 Nurse Toys

 Room Hospital

Contoh kalimat kata benda (nouns)

 Rara only brought one book from home.

(Rara hanya membawa satu buku dari rumah)

 The student needs a pencil.

(Murid membutuhkan sebuah pensil)

 They enjoyed the party at my house.

(Mereka menikmati pesta di rumahku)

 Robert stopped drinking coffee.

(Robert berhenti minum kopi)

 She is a smart teacher and I like her

(dia adalah seoarng guru yag cantik dan aku menyukainya)

 Do you like this food?

(apakah kamu suka makanan ini?)

 She is a nurse in this hospital

Contoh kata kerja (verbs)

 Eat Help

 Follow Make

 Leave Meet

 Plays Borrows

 Wish like

Contoh kalimat kata kerja (verbs)

 We eat meat every day (Kita makan meat setiap hari)

 I help her to clean her room.

(Saya membantu dia untuk membersihkan ruangannya)

 We follow the match yesterday.

(Kami mengikuti pertandingan kemarin)

 You make me crazy.

 (Kamu membuatku gila)

 I leave Jakarta to Lombok tomorrow.

 (Saya meninggalkan Jakarta dan akan ke Lombok besok)

 I meet Tania last Sunday.

 (Saya bertemu Tania Minggu kemarin)

(dia adalah seorang perawat di rumah sakit ini)

 My father bought three toys for my little sister.

(Ayahku membeli tiga mainan untuk adik perempuanku)

 This room is so clean (ruangan ini sangatlah bersih)

 That is a new hospital (itu adalah rumah sakit baru)

 Jonathan plays a guitar

(Jonathan bermain gitar)

 Rio borrows me a book.

(Rio meminjamkan buku untukku)

 She wish me to visit her

(Dia menginginkan saya untuk mengunjunginya)

c. The seventh meeting the researcher reviewed again about the story, and how to find verbs, and nouns in the story. The researcher also reviewed how much vocabulary the students knew, and the understanding of the story.

d. The eight meeting of the researcher gave a test to determine student scores in cycle II to improve students’ vocabulary mastery.

Test Cycle II Intruction

1. Complete the gap filling belpw according to the contens of the story.

2. Choose verbs, an nouns in the correct answer.

Friend

Why don’t you ask bear for help?”

Bunny rabbit ran to the bear. “My dear friend you are very strong, please help me. Some wild dogs are after me. Please chase them away,” he requested the bear. Bear replied: “I am sorry. I am hungry and tired. I need to find some food. Please ask the monkey for help”.

Poor Bunny went to the monkey, elephant, goat and all his friends. Bunny felt sad that nobody was ready to help him. He understood that he has to think of a way out. He hid under a bush. He lay still the wild dogs went their way.

APPENDICES B LESSON PLAN

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMP Negeri 3 Sungguminasa Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII/Genap

Materi Pokok : Text Narrative Fairytales Alokasi Waktu : 2 x 90 menit (8 x pertemuan) Pertemuan : 1 - 2

A. Kompetensi Inti

KI-1: Menghargai dan menghayati ajaran agama yang dianutnya.

KI-2: Menunjukkan 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 dan menerapkan pengetahuan (factual, konseptual, dan procedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni budaya terkait fenomena dan kejadian tampak mata.

KI-4: Mengolah, menyaji dan menatar dalam ranah konkrit (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 pan dang/teori.

B. Kompetensi Dasar dan Indikator

Kompetensi Dasar Indikator

3.7 Membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan, dan tulis dengan memberi, dan meminta informasi terkait fairytales, pendek,

3.7.1 mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif terkait fairytales.

3.7.2 menggunakan fungsi sosial,

dan sederhana, sesuai dengan konteks penggunaanya.

struktur teks dan unsur kebahasaan beberapa teks naratif terkait fairytale.

3.7.3 membandingkan fungsi sosial, struktur teks dan unsur kebahasaan beberapa teks naratif terkait fairytales

4. 4. menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

naratif, lisan dan tulis, sangat pendek dan sederhana, terkait fairytales

4.74.1 menceritakan makna secara kontekstual terkait fungsi sosial, struktur teks sangat pendek dan sederhana terkait fairytales berjudul ‘Snow White’

C. Tujuan Pembelajaran

1. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif terkait fairytales dengan baik dan benar 2. Siswa dapat menggunakan fungsi sosial, struktur teks dan unsur

kebahasaan beberapa teks naratif terkait fairytales dengan baik dan benar 3. Siswa dapat membandingkan fungsi sosial, struktur teks dan unsur

kebahasaan beberapa teks naratif terkait fairytales dengan baik dan benar.

4. Siswa dapat menyimpulkan informasi dari teks naratif terkait fairytales dengan baik dan benar.

5. Siswa menceritakan makna secara kontekstual terkait fungsis sosial,struktur teks sangat pendek dan sederhana terkait fairytales berjudul

‘Snow White’ dengan baik dan benar.

D. Karakter yang Diharapkan 1. Jujur

2. Saling Menghormati 3. Kerajinan

4. Bertanggungjawab 5. Keberanian

E. Materi pembelajaran Pertemuan 1&2 1. Materi pertemuan

The Foolish Donkey

A salt seller used to carry the salt bag on his donkey to the market every day.

On the way they had to cross a stream. One day the donkey suddenly tumbled down the stream and the salt bag also fell into the water. The salt dissolved in the water and hence the bag became very light to carry. The donkey was happy.

Then the donkey started to play the same trick every day. The salt seller came to understand the trick and decided to teach a lesson to it. The next day he loaded a cotton bag on the donkey. Again it played the same trick hoping that the cotton bag would be still become lighter.

But the dampened cotton became very heavy to carry and it suffered much. It learnt a lesson. Afterwards it did not play the trick and the seller was happy.

F. Metode Pembelajaran/Teknik : Storytelling

G. Langkah-langkah Kegiatan Pembelajaran (pertemuan 1&2) 1. Planning (perencanaan)

a. Membuat rencana pembelajaran yang sesuai dengan metode storytelling b. Membuata instrument yang akan digunakan dalam siklus PTK

c. Menyusun alat evaluasi pemmbelajaran 2. Action

a. Kegiatan awal (20 menit) 1) Salam

2) Doa 3) Apresiasi

4) Memperkenalkan materi yang akan diajarkan b. Kegiatan inti (70 menit)

 Pertemuan Ke-1

1) Guru memperkenalkan materi yang akan di ajarkan.

2) Guru memperlihatkan contoh pendek, dan sederhana narrative yang baik, dan benar.

3) Guru memberikan siswa kertas berisi teks bacaan (cerita).

4) Guru memberikan video text cerita dengan menggunakan metode storytelling.

5) Guru meminta siswa untuk membacakan cerita, seperti yang sudah di lihatkan di video yang diberikan

 Pertemuan Ke-2

1) Guru menjelaskan materi tentang kosakata.

2) Guru menjelaskan tentang bagaimana cara membedakan kata kerja, dan kata benda dalam cerita.

3) Guru meminta siswa untuk menyebutkan kata kerja, dan kata benda dalam cerita.

4) Guru menanyakan seberapa banyak kosakata yang diketahui siswa termaksud kata kerja dan kata benda..

c. Kegiatan Akhir (10 Menit)

1) Guru memberikan kesempatan kepada siswa untuk menanyakan kesulitan yang dihadapi dalam membaca atau menemukan kata kerja,dan kata benda dalam teks cerita tersebut.

2) Menyimpulkan materi pembelajaran.

3) Menutup kegiatan belajar mengajar dengan mengucapkan salam.

3. Observation (pengamatan).

a. Situasi kegiatan pembelajaran.

b. Partisipasi siswa dalamproses belajar-mengajar.

H.Sumber/Bahan/Alat

1. Media : Cerita Pendek (narrative) 2. Alat/Bahan : Laptop, papan tulis dan in focus 3. Sumber Belajar :

 http://www.pembelajaran.id/2017/03/konsep-dan- sintak-discovery-learning.html

 https://osjamasebarilmu.blogspot.com/2018/01/rpp- x-kd-38-narrative-text_31.html

I. Penilaian

1. Teknik : Tertulis

2. Bentuk : Menemukan (menemukan kata keja,dan kata benda dalam sebuah cerita).

3. Aspek : Pemahaman siswa terhadap materi.

 Pedoman Penilaian

1. Scoring the students‟ correct answer is use the following formula:

Score: = ^{𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠}^′𝐶𝑜𝑟𝑟𝑒𝑐𝑡 𝐴𝑛𝑠𝑤𝑒𝑟

𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑆𝑐𝑜𝑟𝑒 × 100

2. Calculating the collection data from the students in answering the test, the researcher used formula to get the mean score of the students as follows :

x= N



Where :

x = Mean Score



^x= The sum of all scores

N = The total number of samples

(Gay,2012)

3. The researcher analysed the data of cycle I and II by applying percentage technique as follows:

𝑃 = ^F

N× 100 Where:

P : The class percentage F : Total percentage score N : Number of Students

4. To find the students’ improvement the formula as follows :

P ¹

1 2

x x x 

X 100 Where :

P= the students’ improving X1 = the mean score of Cycle I X2 = the mean score of Cycle II

(Gay,2012)

5. Scoring the data classified as follow

Table 3.1: Score Clasification of Students’ Vocabulary Mastery

No Score Classification

I 96-100 Excellent

2 86-95 Very Good

3 76-85 Good

4 66-75 Fairly Good

5 56-65 Fair

6 36-55 Poor

7 0-35 Very Poor

Keatifan siswa selama proses belajar The Students’ Active

Participation

Score Criteria

Very active 4 Students’ repond to the material very active Active 3 Students’ respond to the material actively

Fairly active 2 Students’ respond to the material just once or twice Not active 1 Students’ just sit down during the activity without

doing something 4. Reflection ( refleksi)

Refleksi yang dimaksudkan sebagai kegiatan analisis, memahami, dan membuat kesimpulan peneliti terhadap proses pelaksanaan pembelajaran pada pertemuan pertama, dan juga sebagai bahan pertimbangan apakah siklus 1 sudah mencapai kriteria keberhasilan berdasarkan hasil tes pada tindakan pertama dan melakukan diskusi dengan observer untuk membahas tentang kelemahan atau kekurangan yang dilakukan serta memberikan perbaikan untuk pembelajaran yang lebih baik.

Makassar, 2020

Mahasiswa Peneliti

Rahmasiah

NIM. 10535110921

Dalam dokumen supposed to improve students’ Vocabulary mastery. Researcher (Halaman 53-116)