CHAPTER II REVIEW OF RELATED LITERATURE AND RESEARCH
B. Theoretical Bases
a. Definition of vocabulary
Vocabulary can be defined as words that should be known by people to communicate effectively, words in speaking and words in listening. Hornby adduces that vocabulary as total number of words, a new vocabulary can be more than just one word30. One of the most important elements in language learners is vocabulary knowledge31. Wilkins assumed that the importance of learning vocabulary, when we mastered grammar without extensive vocabulary to little things
29 Dorela, using visual material in teaching vocabulary in English as a foreign language classrooms with young learners. university (Albania).
30 Mofareh, the important of vocabulary …………. P:24
31 Narin and Mede, a coporative study on the effectiveness of………,P:3443
that could be said, when we have an extensive vocabulary without grammar to many things that could be say32. Vocabulary is the most important part in language knowledge33. Vocabulary is the crucial part of every language, without vocabulary knowledge even though we are mastering grammar we may fail to communicate34.
Based on definition of vocabulary above, it can be assumed that without vocabulary we may fail to communicate with someone and also without vocabulary knowledge someone will be misunderstanding or cannot get the intent of the conversation. So vocabulary knowledge is very important to affect our speaking and avoid misunderstanding of listener. By communicating with other, we can keep our relations with other people, it will be impossible without vocabulary knowledge.
b. Kinds of vocabulary
T. Crow differentiates vocabulary into two types, active or productive vocabulary and passive or receptive vocabulary35.
1) Receptive vocabulary
Receptive vocabulary is a vocabulary which includes words someone chose and it can be remember the meaning of
32 Hilal, and Abdulkadir, story based vocabulary teaching. Procedia. 2014. P:676
33 Melda and friends, a study of tale reading dictionary framework of teaching vocabulary.
Procedia,2014. P:943
34 Sezen Tosun, the effects of blended learning on EFL ………….., P:642
35 http://www.google.com/search?q=kinds+of+vocabulary&oq. 05/03/20.03:09
reading and listening. Receptive vocabulary can be defined as words that someone received from listening and reading.
2)Productive vocabulary
In a language part, vocabulary is the use of appropriately and accurately by speaking and writing.
Moreover, vocabulary divided into four types: (1) Listening vocabulary, this type of vocabulary we get from listening section, (2) Speaking vocabulary, based on words we use on speaking, (3) Reading vocabulary, the vocabulary that we get when someone reading the text. (4)Writing vocabulary, this presenting words which someone get while writing to express ourselves.
3)The Importance of Vocabulary
J. Pikulski and Shane Templeton argue that the importance of vocabulary is not participating on reading comprehension whoever, vocabulary knowledge ensure the success of social life and economic36. When someone has lack of vocabulary mastery in some textbooks, she/ he will has difficulties to understand the main idea of the text. Moreover, the lack of vocabulary knowledge will make readers lead their illustration on the texts. Ulper argues that when we know about some
36 John and Shane, teaching and developing vocabulary: key to long-term reading success.
readings it means we will know at least we are able to takes the background of it. It will be impossible without an extensive vocabulary37.
Vocabulary is one of the most important elements in second or foreign language learners, because it is including all lingual theory which need for students to complete their education demanded. On the other hand, Sadita argues that the first important element in language learners is vocabulary knowledge. Moreover, Leaver, Ehman and Shekhtman said that vocabulary already claimed that vocabulary is backbone of a language, it means when we do not have backbone how we can do something perfectly38. Drawing attention on theory above, researcher concludes that vocabulary is first element that people need to learn in learning languages, it not just applicable in English language, but for all languages.
2. Teaching and learning vocabulary
The basic process on learning language is to increase vocabulary knowledge’, the lack of vocabulary knowledge can be serious problem for many students. The total of students lack vocabulary
37 Melda, a study of tale reading dictionary framework ……... P:944
38 Frankie, direct vocabulary instruction the effect of ………….. P:285
knowledge have been increased from time to times, it can be defined as serious risk of education
a. Problem on vocabulary teaching
The first implication is the teacher should update their teaching method as memorizing of some definitions with more intensive instruction to increase students’ vocabulary knowledge.
Second reason there are many teachers who teach unfamiliar vocabulary. When we teach students unfamiliar vocabulary, it will not make the students increase their vocabularies, as many of vocabularies which are unfamiliar for us and rarely used by people. Most EFL instructors argue that teaching English language by requires the students to know the structure of words and vocabulary. The understanding of vocabulary can be defined as secondary needs, also Laufer argues that students just need two important characteristics. 1) The capability for teaching. 2) The capability to use vocabulary efficiently. The main problems in vocabulary knowledge are words, idiom, and homonymy.(1)Words are a sign different meaningful aspect of speaking, writing or sometime standing alone to make a sentence and the characteristic of it usually one space on either side when writing, (2) Idiom is a phrase or expression whose meaning cannot be understood from the ordinary meaning of the words. (3)
Homonymy is the word that is spelled the same way as another word but has a different meaning.
b. How to teach vocabulary
Learning vocabulary is the defiance for the students, because of the size of task, and several types of vocabulary, as grammar, idiom, and expression. Nation argues that before we teach vocabulary to students, make a note what students need to learn about vocabulary itself. There are some lists of part that we teach (1) The meaning of words, It is become first important elements in vocabulary, because even we mastering a lot of vocabulary but we do not know what the meaning it is a mistake (2) Teaching Speaking, Chaney argues that speaking is the important element in second or foreign language teaching. Most English language teachers agree on students learning process by using “interacting” communicative language teaching collaborative language learning and attending the best of this aim.
Communicative language teaching is based on real life to discuss about (3)Teaching Writing, First crucial element in teaching writing is learning about grammar and the use of tenses (4) The grammatical of word is study of words, such as article, pronoun, and conjunction. Lexical of words includes noun, verb, and adjectives.
3. Vocabulary Mastery
Vocabulary mastery refers to the number of words someone knows.
By having lot of vocabulary we can say something fluently. Also it can be avoid misunderstanding in understanding a text both in writing or listening spoken texts39. Good vocabulary mastery will help students to understand the language itself, such as reading, speaking, writing, and listening. By mastering a lot vocabulary students will speak English fluently and accurately, also it helps student on writing, and understand what they read.
4. Method in Teaching Vocabulary
Method is a system of practices and procedure teachers used in teaching and learning. The method used by teachers based on people believe and situations of the field. On the other hand, it can be defines as approach that we use to affect students.
a. Presentation
In presentation method, a source tells dramatizes, or otherwise discarnate in information to learners. It is a one way to communicate controlled by the source, with no immediate response
b. Demonstration
Demonstration is a method that used to express an idea, it helps visual stimuli as flip charts, Posters, power point, and so on.
39 Irwan, the correlation between students’ vocabulary mastery and reading comprehension.
Thesis. UIN Syarif Hidayatullah. Jakarta. 2010. P: 3
Demonstration is a process of teaching how to do something gradually. A good demonstration is the audience able to apply it contentiously after having a treatment.
c. Discussion
Discussion method is some forums for collaborative exchange of idea among teachers and students about some purposes such as furthering students thinking, learning, solving a problem, understanding, and literary appreciation.
d. Drill and Practice
Drill and practice methods are the methods of instruction by systematic repetition of concept, examples, and practice to solve problems.
e. Tutorial
Tutorial is a method to transferring knowledge and part of learning process.
f. Cooperative learning
Dewey argues cooperative is a teaching method were students mixed levels of ability are arranged into group and rewarded.
g. Stimulation
Stimulation is an urge for developing or cause of activity generally.
h. Discovery
Discovery learning is a matching method in ELT students, as well as student behavioral or developmental problems.
i. Problem Solving
Problem solving is an action for identifying a problem, indentifying prioritizing, and selecting alternative for it, and implementing the solution. This method aims to presenting the knowledge to be learn in the form of a problem.
5. Educational Media
Media for teaching and learning software. Media itself means method of communication. Educational media refers to channels of communication that carry the messages with an instructional purpose.
They are usually utilised for the sole purpose of teaching and learning.
Educational media help from introduction of lesson to evaluation of lesson i.e. from the beginner to the end in a teaching and learning process.
It provides concrete experiences which serves as a basis of thinking, reasoning and problem solving. It increase the initial learning and permanency of learning.
6. Posters
Posters are tools to share information that contains with suggestion.
Rahmawati and Hartini argue that Posters is a thing created with a big size to show information to public and also the design of it must be good
looking to attract people attention by combining image, colors, and words40.
Posters are big pictures that drawing something visible, such as a photo with two dimensional. Moreover, Chris argues that Poster is mental picture which is appealing someone interests, it can be both figurative and literal41. In other hand Bolanle argues that posters consists of illustrative picture, artwork and printed work used as communicative publicity which is presented in a public display.
7. Educational Posters
Educational media is one of media which has a logo or symbol of word and it mostly simple, also posters is a combination of visual from strong framework, which has attracting color and message to attract students attention42. Moreover Rita argues that the role of Posters on learning process has a significant effect for teachers in covering learning, the attendance of Posters can be conveying learning and it easies the teachers to explain the subject, also it helps students to understand the subject easier.43
40 Harsono and friends. The effectiveness of Posters as a ……….. P: 1047
41 Hanan, Posters in vocabulary learning, English department, college of Education for woman, Baghada University. Irak. 2020. P: 22
42Sri, taken from, Erni susanti, pengembangan media poster sebagai suplemen pembelajaran fisika materi tata surya pada siswa SMP kelas VII, 2018, UIN Raden Intan Lampung. Hal: 19.
43Rita, Penggunaan media poster untuk meningkatkan hasil belajar IPA peserta didik kelas V B SDN Palangkaraya, Vol 10, Pedagogik journal pendidikan, Hal: 60.
Yakup and Lee said that, educational Posters is two dimensional visual learning aids of varying sizes that can be posted in classroom wall.
They are commons and usually features both are visual and textual component to explain a specific educational topic. It can be found on subject based classroom such as science and theory as well as in EFL/ESL44
C. Research Hypotheses
The research hypothesis has two types which are used in this research such as zero hypothesis Ho and alternative hypothesis. Zero hypothesis state that there is no significant effect of the objective of the research. Whereas, alternative hypothesis is the hypothesis which states that the there is significant effect of the implementation of the research.
Ha : educational Posters is effective in improving students’ vocabulary mastery at MTs Al-Jamil Bare Eleh, Aik Bual, Kopang, Central Lombok
Ho : educational Posters is no an effective media to improve students’
vocabulary knowledge at MTs Al-Jamil Bare Eleh, Aik Bual, Kopang, Central Lombok.
D. CONCEPTUAL FRAMEWORK
Vocabulary is the component of language that is crucial parts to teach besides another language component. It has important role on students’
achievement on learning English. Not having an adequate vocabulary affects
44Yakup and Lee, Posters, Slef-directed learning, and L2…….., P: 52.
another English component in terms of comprehension. Therefore, vocabulary learning should be taught in using an attractive media which make students interest on learning vocabulary. The students need to learn the vocabulary by them-self when they in the class.
Therefore, educational Posters needs to be applied in teaching vocabulary in order to solve the problem stated above. Educational Posters is one of the media on learning vocabulary which is facilitated the students interest to gain some criteria of indicator. As statement above that meaningful drill is hoped to make students interested in learning vocabulary, to make them memorizing easily and to increase their vocabulary while teach by using educational Posters.
Based on the statement above the researcher concludes the use of
educational Posters can improve students’ vocabulary mastery. Therefore, the researcher used educational Posters among other media to improve students’
vocabulary knowledge.
CHAPTER III RESEARCH METHOD
This part describes the research method which is focus on method are us in this research, it covers the approach and type of this research, population and sample, setting and time of research, variables of research, design, instruments, procedure of data collection and technique of data analysis.
A. Approach and Type of Research 1. Approach of Research
This study will be implementing quantitative approach, because quantitative is the data of all numbers using statistic data. Quantitative method underline the objective measurements and the statistical, mathematical, or numerical analysis of data collected through polls, questionnaires, and surveys, by manipulating pre-existing statistical data using computational techniques. Quantitative research focuses on gathering numerical data and generalized across group of people or explains a particular phenomenon45. Moreover Crashwell argues that quantitative research has some dispositions used to recognize research problem which is tend with description of statements, hypotheses, statistic data gathering, systematic written form in terms structure, evaluation criteria which is able to measure, objective, and
45https://libguides.usc.edu/writingguide/quantitative. 02:12. Pm
free from the prejudgment of the researchers.46 Quantitative research is the data that use proven by number or statistical.
2. Type of Research
This study is using pre-experimental design. Ridwan argues that research with an experimental approach is a study that seeks to find the effect of certain variables on other variables under tightly controlled conditions47.
Experimental design is study to find out the effect of variables in a research, this research uses pre-experimental one group pre-test and post-test.
This research implicates one class as experimental and treatment aims to know the effect of usingeducational Posters on students’ vocabulary mastery.
B. Population and Sample 1. Population
The population is general number of the research object48. The population of this study is all numbers of first grade students of MTs Al-Jamil Bare Eleh which is consists of one class and total 33 students.
Table 1. The total numbers of first grade students at MTs Al-Jamil Bare Eleh in Academic Years 2020/2021
Class Total of Students
46John,Educational research : planning, conducting, and evaluating quantitative and qualitative research (2012), (Pearson Education, Inc), p. 13
47 Ridwan,. metode dan teknik menyusun tesis.alfabeta. bandung 2010. P: 50
48 Stuart and Nicola, research methods handbook introductory guide to research methods for social research,Express Networks, Manchester P: 69
VII 33
Total 33
Source: data documentation of the first grade students at MTs Al-Jamil Bare Eleh.49
2. Sample
Sample is a part of a population. In this research, researcher choose convenience sampling, convenience sampling is a part of non probability sampling50. The sampling where takes from the population of target population comply a few of practical criteria, such as accessibility, geographical proximity, availability at a given time, or the willingness to participate the research activities included for the purpose of the research. The sample of this research was 7th grade students at MTs Al-Jamil which is consists of 33 students
C. Setting and Time of Research 1. Setting of The Research
This study conducted at MTs Al-Jamil Bare Eleh, located at Desa Aik Bual, Kecamatan Kopang, Kabupaten Lombok Tengah. Researcher chose this location because several reasons 1) similar research never seen before in this location. 2) This location also lack of media technology for teaching and learning, in fact when researcher came to this location, researcher found
49 Observation 10 January 2020.
50 Iker and friends, comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, vol: 5. 2015 P:2
difficulties to get a phone signal. 3) The researcher wanted to give a new learning strategy to solve the problem in this location, especially on student vocabulary mastery.
2. Time of Research
This research was applied in one month. It was started on 13th June to 04th July 2020. Researcher took six meeting for data briefly. First meeting for implement pre-test, four meeting for treatment, and one meeting for post-test.
D. Variable of Research
The term of variable is a term never missed in any type of research, F.N.
Kerlinger argues that variables as a concept as well as men in the concept of gender, converted in the concept of consciousness. Moreover, Sutrisno Hadi argues that variables as various symptoms such as gender, because gender has variations: male and female; weight, because there is a weight of 40 kg and so on.51
This study investigating two variables which is used to conduct this study, both are:
1. Independent variable
51 Arikunto. Prosedur penelitian suatu pendekatan praktik. PT Rineka Cipta, Jakarta. 2010. P:
159
Dependent variable is a variable that is being manipulated in an experiment in order to observe the effect this has on a dependent variable52. Independent variable in this research is educational Posters as (X) variable.
2. Dependent variable
Dependent variable often referred as the output variable, criteria, consequent. In Indonesia it is often referred as a related variable. Related variables are variables that are affect or due, because of the independent variables. This study takes vocabulary as dependent variable because the educational posters will affect the vocabulary mastery. This study investigates vocabulary as dependent variable (Y) variable.
E. Design of Research
The design of this study is pre-experimental using one group pre-test and post-test design, because the researcher will measure the effect of using educational poster on student vocabulary mastery. The design of this study is not really an experiment, because there are outside variables that influence formation of the dependent variable. So the results of experiment which is dependent variables are not only influenced by independent variables. This can occur due to the absence of control variables, and the sample is not selected randomly. In addition, experimental design refers to the conceptual framework which is experiment implementation. The key criteria is the design corresponding for the
52 Oberiri, quantitative research methods a synopsis approach. Department of mass communication, taraba state university, Jaligo Nigeria,2017, P:43