CHAPTER III. RESEARCH METHOD
F. Technique of data Analysis
This research used quantitative data. The analysis quantitative data was a vocabulary test and its about 20 multiple choice , 10 for adjective and 10 for noun. Every correct answer gave 10 score while the wrong answer is 0 and total score was 100.
1. Scoring the students’ works on pre-test and post-test by using this formula:
Rubric of pre-test and post test
No Score
1 – 10 10
Maximum score
100
(If the students answer the question correct, they got 10 score. But if the answer incorrect got 0 score)
(Mason cited Bramble in Hariani, 2008:73) 2. Classifying the students’ score into the following criteria:
Scale Classification
90 – 100 Very Good
70 – 89 Good
50 – 69 Fair
30 – 49 Poor
10 – 29 Very poor
(Depdiknas,2004)
3. Calculating the mean score of the students’ answer by using formula:
X =
X = Mean score
∑x = Total of all score N = Total number of sample
(Gay,2001;298)
4. Finding the improvement’s percentages of students’ achievement. The formula as follows :
P
=x2-x1x
100 x1where :
P= The percentage of the students’ improvement X1= The mean score of pre-test
X2= The mean score of post-test
5. Finding out significant difference between the pre-test and post-test by calculating the value of the test by using the following formula :
t=
√
Where:
t= total of significance
D= the mean score
= the sum of differences N= the total number of the students
(Gay, 2001: 332)
CHAPTER IV
FINDINGS AND DISCUSSION A. Findings
The research findings indicated that teaching vocabulary by using Mnemonic strategy can improve the students’ vocabulary in the terms of adjective and noun. The further interpretations of the data analysis are given below:
1. The improvement of the students’ vocabulary in the term of adjective The application of Mnemonic Strategy in improving the students’
vocabulary in the term of adjective. It is proved by the vocabulary test as indicated by the significant difference between the score of pre-test and post- test. The improvement of the students’ vocabulary in the term of adjective can be seen clearly in the following table:
Table 4.1. The Students’ Vocabulary in the term of Adjective Pre-test Post-test Improvement
42.27 90.45 53.26%
The use of Mnemonic strategy in developing the students’
vocabulary in the term of adjective. In the pre-test the students got low score (42.27 ) because they were still confusedto understand about the vocabulary and they didn’t understand well about the vocabulary.
The table above showthat the students’ improvement of vocabulary in the term of adjective. Before the implementation of mnemonic strategy
indicated that pre test assessment is very poor (42.27) but after the implementation of mnemonic strategy in post test, the assessment of their vocabulary in the term of adjective improve. The assessment of the students’
vocabulary in the term of adjective is 90.45. It was classified as very good which means that there is an improvement of the students’ vocabulary in termof adjective. Therefore, the improvement of the students’ vocabulary in the term of adjective from pre-test to post-test is (53.26%).
Based on the percentages above there is a significant improvement of students’ vocabulary in the term of adjective after taking an action after pre- test by using Mnemonic Strategy.
Graphic 1.The graphic of students’ vocabulary in the term of adjective
The graphic above indicates that the mean score of pre test is 42.27.It means that the students’ has the score classified as poor. This also means that the target in pre-test has not been achieved yet. Therefore the researcher decided to
0 20 40 60 80 100
pre-test
post-test 42.27
90.45
continues treatment by using mnemonic strategy. In the post-test, the students’
mean score is 90.45. It means that the students’ has the score classified as very good and gained improvement, so it can said that there is a significant improvement of the students’ vocabulary especially for adjective that shown clearly in the chart after taking an action in treatment by using Mnemonic Strategy.
Table 4.2The percentage and frequency of the students’ vocabulary in the term of adjective
No. Classification Score Pre-test Post-test
F % F %
1. Excellent 96-
100 - - 9 40.90
2. Very good 86-95 - - 7 31.81
3. Good 76-85 - - 4 18.18
4. Fairly good 66-75 - - 2 9.09
5. Fair 56-65 6 27.27 - -
6. Poor 36-55 8 36.36 - -
7. Very poor 0-35 8 31.81 - -
Total 22 100% 22 100%
Based on the table above shows that in the cycle 1 there were no
students got excellent,very good, good, and fairly good score. There were 6students (27.27%) got fair score,8 students (36.36%) got poor, and there were 7 students got very poor score. After implementation of Mnemonic Strategy, In the post-test there were no students gotvery poor, poor, and fair. But there were9 student(40.90%) got excellent score, there were7 student got very good score ( 31.81%), there were 4 students (18.18%) got good score, only 2 student (9.09%) got fairly good score.
2. The improvement of the students’ vocabulary in the term of noun
The application of Mnemonic Strategy in improving the students’
vocabulary in the term of noun. It is proved by the vocabulary test as indicated by the significant difference between the score of pre-test and post- test. The improvement of the students’ vocabulary in the term of noun can be seen clearly in the following table:
Table 4.3. The Students’ Vocabulary in Noun
Pre-test Post-test Improvement
47.72 87.72 45.59%
The use of Mnemonic strategy in developing the students’
vocabulary in the term of noun. In the pre-test the students got low score (47.27 ) because they were still confusedto understand about the vocabulary and they didn’t understand well about the vocabulary.
The table above showthat the students’ improvement of vocabulary in the term of noun. Before the implementation of mnemonic strategy indicated that pre test assessment is very poor (47.72) but after the implementation of mnemonic strategy in post test, the assessment of their vocabulary in the term of noun improve. The assessment of the students’ vocabulary in the term of noun is 87.72. It was classified as good which means that there is an improvement of the students’ vocabulary in term of noun. Therefore, the improvement of the students’ vocabulary in the term of noun from pre-test to post-test is 45.59%.
Based on the percentages above there is a significant improvement of students’ vocabulary in the term of noun after taking an action after pre-test by using Mnemonic Strategy.
Graphic 2.The graphic of students’ vocabulary in the term of noun
The graphic above indicates that the mean score of pre test is 47.72It means that the students’ has the score classified as poor. This also means that the target in pre-test has not been achieved yet. Therefore the researcher decided to continues treatment by using mnemonic strategy. In the post-test, the students’
mean score is 87.72. It means that the students’ has the score classified as very good and gained improvement.
0 20 40 60 80 100
pre-test
post-test 47.72
87.72
Table 4.4 The percentage and frequency of the students’ vocabulary in the term of noun
No. Classification Score Pre-test Post-test
F % F %
1. Excellent 96-
100 2 9.09 6 27.27
2. Very good 86-95 1 4.54 10 45.45
3. Good 76-85 4 18.18 1 4.54
4. Fairly good 66-75 3 13.63 5 22.72
5. Fair 56-65 2 9.09 - -
6. Poor 36-55 2 9.09 - -
7. Very poor 0-35 8 36.36 - -
Total 22 100% 22 100%
Based on the table above shows that in the pre-test 1 there were 2
students got excellent score (9.09%), There was1student (4.54%) got very good score,4 students (18.18%) got good, there were 3 students got fairly good score (13.63%), There were2 student (9.09%) got fair score, there were2 students (9.09%) got poor score, and there were 8 students got very poor score(36.36%).After implementation of Mnemonic Strategy, In the post-test there were no students got very poor, poor, and fair. But there were 6 student(27.27%) got excellent score, there were 10students got very good score ( 45.45%), only 1 student (4.54%) got good score, and there were 5 student (22.72%) got fairly good score.
3. The significant of adjective and noun
The researcher was used t-test analysis on the level of the significance (p)= 0,05 with the degree of freedom (df)= N-1, where N = number of subject ( 22 students ) then the value of t-table is 2.080. the t-test statistical, analysis for independent sample was applied. The following table shows the result of t-test calculation :
Table 4.5The t-test of the Students’ Improvement
No Components T-test value T-table value
1. Adjective 2.67 2.080
2. Noun 1.65 2.080
The table 4.3 above shows that t-test value for adjective was greater than t- table (2.67> 2.080), t-test value of noun wassmaller than t-table (1.65<2.080). It means that there was significant difference between the students’ vocabulary before and after using Mnemonic Strategy in vocabulary at the eight grade students of SMP Negeri 33 Bulukumba. It is also said that the null hypothesis ( H0
) was rejected and the alternative hypothesis (H1) was accepted.
B. Discussion
1. The improvement of the students’ vocabulary
Based on the data that have collected, it shows that the researcher thought that the impact of mnemonic strategy in teaching vocabulary was good and very influential. The researcher assumes that students' abilities actually depend on the capacity and ability of students to apply these strategy. Before the teacher teach the materials, the aspects that are the teacher has plan for teaching, the teacher has to understands the material to be taught, the teacher provides specific information before and in the learning process, the teacher gives re-explanation when students does not understand, the teacher providing specific information in the learning process and the teacher reviews the learning material.
Based on the theory of Huggins and Ross (2000 : 15) said a mnemonic is a strategy in memorizing and assimilating information to guide their presentation
about delivering materials so that the students can easily absorb the information from those presentations. Here the steps of teaching in the classroom : The teacher introduce the material to be taught in the classroom, The teacher makes an enlarge copy of the story, so that the students can see the word clearly, The teacher uses a pointer and point each words as the teacher read , The teacher ask the students to read again the words, The teacher ask the students to translate the word into Indonesian, The teacher ask the students to memorize the words, At the end of the thing and each learning process, the teacher ask the students to make sentence based on the words.
In here, there are some research that relevant and supported this research.
They were in the second chapter. One of them is about DARTI (2012, Unismuh Makassar) in her thesis. Using Personal Vocabulary Notes (PVN) Technique To Develop The Students’ Vocabulary (A Classroom Action Research at the First Year Students of SMPN 2 Galesong, Takalar Regency). She found that by using Personal Vocabulary Notes (PVN) Technique could improve the students’
vocabulary achievement and make the students’ active in learning process. The mean score of cycle II was higher than cycle I, where noun (77,94>64,40) verb(
73,04>58,34). There was a significant between cycle I and cycle II.
From the research findings above, the writer concluded that in the teaching and learning vocabulary process teachers have to catch the students’ attention and involve them in learning actively by creating the good materials in teaching English, particularly in teaching vocabulary. To catch this atmosphere, composition of material can be applied when and where as long as it is suitable
for the students need and ability. but, sometimes we find some students memorize and understand much vocabulary but they cannot write and mention the vocabulary with good pronunciation. So, in here I found the mnemonic strategy that I think it’s a good strategy in teaching vocabulary. Teaching vocabulary by using mnemonic strategy not only memorize, but the students read, having good pronunciation, memorize while understanding the vocabulary.
2. The significant of Adjective and Noun
After calculating the value of t-test, it was compared with the value of t- table. When it found that the value of t-test was greater than the value of t-table, it mean that Null hypothesis ( H0 ) was rejected and Alternative hypothesis ( H1 ) was accepted because there was significant difference between pre-test and post- test before and after being taught vocabulary in the term of adjective and nounby using Mnemonic Strategy. Meanwhile, when it found that the value of t-test was lower than the value of t-table, it mean that Null hypothesis ( H0 ) was accepted and Alternative hypothesis ( H1 ) was rejected because there was no significant difference between pre-test and post-test before and after being taught vocabulary in the term of adjective and noun by using Mnemonic Strategy.
T-test value for content was greater than t-table t-test value of organization was smaller than t-table. It means that there was significant difference between the students’ vocabulary before and after using Mnemonic Strategy at the seventh grade students of SMPN 33 Bulukumba. It is also said that the null hypothesis ( H0 ) was rejected and the alternative hypothesis (H1) was accepted.
Therefore, the researcher was concluded that the use of Mnemonic Strategy was one of good technique that can Improve the students’ vocabulary.
From the discussion above, it can be concluded that the students’ vocabulary at the seventh grade students’ at SMPN 33 Bulukumba can be improve in Vocabulary in the term of adjective and noun by using mnemonic Strategy
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the research findings and discussions in the previous chapter, the researcher can conclude that mnemonic strategy effective to improve students’
vocabulary at the eight grade of SMP Negeri 33 Bulukumba.It proved from the students’ vocabulary in the term of adjective of post-test is greater than the mean score of pre-test. In pre-test is 42.27 and post-test is 90.45. so that, the improvement of students vocabulary in the term of adjective is 53.26 %.the students vocabulary in the term of noun of post-test is greater than the mean score of pre-test. In pre-test is 47.72 and post-test is 87.72. so that, the improvement of students vocabulary in the term of noun is 45.59%.The students t-test value for adjective was greater than t-table (2.67> 2.080), t-test value of noun was smaller than t-table (1.65<2.080). It means that there were significant difference between the students’ vocabulary before and after using Mnemonic Strategy at the eight grade students of SMPN 33 Bulukumba.
B. Suggestion
Based on the result of the data analysis, the researcher would like to give some suggestions as follow :
1. The researcher suggest to the teacher to use a different strategy in every meetings, so the student’s didn’t feel so bored in learning process.
2. The researcher suggest to the teacher especially in teacher vocabulary, not only ask the student’s memorize, but the students have to read so they can have good pronunciation and memorize while understand that vocabulary.
BIBLIOGRAPHY
Amiruddin, 2004.Vocabulary in Language Teaching. New York: Cambridge University Press.
Benre and Blachiwicz , 2008 The strategies for effective learning vocabulary.
Bakken and Simpson, 2011: 80. Types of Mnemonic Strategy, Retrieved on January 2011.
Cameron, 2001.Principle of Teaching and Learning Vocabulary. United States : Pearson Education.
Darty, 2012. Unismuh Makassar) in her thesis.Using Personal Vocabulary Notes (PVN) Technique To Develop The Students’ Vocabulary(A
Classroom Action Research at the First Year Students of SMPN 2 Galesong, Takalar Regency).
Fatmawati, 2007: 47-48. In her research “The Use of Mnemonic Strategy to Improve the Students Vocabulary of SMPNeg 1 Banten”.
Georger Amiruddin, 2011:180. Comprehensive review of mnemonic devices and their applications. New York.
Harmer 1991:159.Essentials of teaching Vocabulary. USA: Houghton Mifflin Company.
Higbee,1977:95. The strategies for effective learning may be used along with mnemonic.
Huggins and Ross, 2000:15.teaching strategies are recommended for mnemonic strategy in the classroom.
Jackson and Amvela,2000. The strategies for effective learning vocabulary.
Jamaluddin, 2001.Principle of Teaching and Learning Vocabulary. United States : Pearson Education.
Joyce, Weil, and Calhoun, 2009: 33.A mnemonic is a strategy in memorizing and assimilating information.
Nurhayati, 2001:6. Enriching of the Vocabulary of the second Year Students at SMUN 1 Walenrang Kabupaten Luwu by Using Jumle,Fakulty of language and Arts UNM.
Page and Thomas Jamaluddin, 2001.Working with words.A guide to teaching and learning vocabulary. New york ; Cambridge University Press.
Schell Amiruddin, 2004. Developing Vocabulary. United State : Pearson education, Inc.
Scruggs and Mastropieri, 2011: 35. Classification types of mnemonic strategy.
New York
Syah, 2005: 161. A mnemonic is a Specific Strategy that is used as “Mental Linking Tool” to take information items into 39 students’ mind system Terry Kasim, 2000. Techniques in Teaching Vocabulary .Oxford University Press.
New York
Thompson Amiruddin, 2011:179. Vocabulary, Description, Acquisition, and Pedagogic, Cambridge : Cambridge University.
Wallace Jamaluddin, 2001. Assessing Vocabulary, Cambridge UK : Cambridge University Press.
Walz and McLaughlin, 2009. “Mnemonic Strategy : Success for Beyond – Adult Learner” .The journal of Human Resource and Adult Learning.
Warseno and Kumorojati, 2011: 166.Mnemonic Instruction : A Way to Boost Vocabulary Learning and Recall “.Journal of Language Teaching and
Research.
Yuniarti, 2013. in her research:”Improving the Students’ Vocabulary through Shared Book Strategy at the Eleventh Grade Of SMP Negeri 1 Sanden in the Academic Year 2012/2013”.
APPENDICES
APPENDIX 1
LESSON PLAN
RENCANA PELAKSANAAN PEMBELAJARAN ( RPP )
Nama Sekolah : SMPN 32 BULUKUMBA Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII/I
Pertemuan : I
Alokasi Waktu : 4 X 45Menit (2 x Pertemuan) Subject/Material : Vovabulary
I. Standar Kompetensi
Memahami makna dari percakapan dalam berinteraksi secara sederhana terkait dengan lingkungan sekitar.
II. Kompetensi Dasar
Menanggapi makna dari percakapan dalam berinteraksi secara sederhana terkait dengan lingkungan sekitar secara akurat, lancer dan diterima
III. Indikator
Mengucapkan kata
Menghafal kata-kata tersebut
Membuat kalimat dari kata tersebut IV. Tujuan Pembelajaran
Setelah pembelajaran selesai diharapkan siswa dapat :
Siswa dapat mengucapkan kata-kata tersebut dengan benar
Siswa dapat mengingat/menghafal kata-kata yang telah diberikan tersebut
Siswa dapat membuat kalimat berdasarkan kata-kata tersebut
V. Materi Pembelajaran Vocabulary : Kata sifat
VI. Metode Pembelajaran
Mnemonic Strategy VII. Langkah - Langkah Kegiatan
Kegiatan awal
- Guru memasuki ruang kelas dan mengecek kehadiran siswa - Guru membuka pelajaran dan memberikan warming-up
Kegiatan inti
- Guru memperkenalkan materi yang akan dipelajari yang berupa kata sifat
- Guru menampilkan materi yang telah diperbesar didepan kelas sehinggga siswa dapat melihat materi dengan jelas
- Guru menunjuk setiap kata yang dibaca sehingga siswa dapat melihat dan mengerti apa yang dibaca
- Guru membimbing siswa membaca ulang kata tersebut dengan tepat - Guru menugaskan siswa untuk menerjemahkan kata tersebut ke dalam
bahasa indonesia
- Setelah itu, guru menugaskan siswa untuk menghafal kata tersebut - Setelah semua siswa mengahafal, guru menugaskan siswa untuk
membuat kalimat berdasarkan kata yang mereka telah hafal
Kegiatan akhir
- Guru mengecek pemahaman siswa dengan memberikan feed back atau koreksi terhadap hasil kerja siswa
VIII. Pedoman Penilaian
No. Indicators Score
1. If the students answer the question correct 10
2. if the answer incorrect 0
Score:
X 100
IX. Alat/Bahan Pembelajaran
Buku teks yang relevan
Internet
Lembar penilaian X. Sumber Pembelajaran
Buku teks (English for Junior High School)
Makassar, 2019 Mahasiswa
Annur Indra Putri NIM: 10535 574213
RENCANA PELAKSANAAN PEMBELAJARAN ( RPP )
Nama Sekolah : SMPN 32 BULUKUMBA Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VIII/I
Pertemuan : III
Alokasi Waktu : 4 X 45Menit (2 x Pertemuan) Subject/Material : Vovabulary
I. Standar Kompetensi
Memahami makna dari percakapan dalam berinteraksi secara sederhana terkait dengan lingkungan sekitar.
II. Kompetensi Dasar
Menanggapi makna dari percakapan dalam berinteraksi secara sederhana terkait dengan lingkungan sekitar secara akurat, lancer dan diterima
III. Indikator
Mengucapkan kata
Menghafal kata-kata tersebut
Membuat kalimat dari kata tersebut IV. Tujuan Pembelajaran
Setelah pembelajaran selesai diharapkan siswa dapat :
Siswa dapat mengucapkan kata-kata tersebut dengan benar
Siswa dapat mengingat/menghafal kata-kata yang telah diberikan tersebut
Siswa dapat membuat kalimat berdasarkan kata-kata tersebut
V. Materi Pembelajaran Vocabulary : Kata benda