The objective of this research was to determine whether the use of project-based learning can improve the vocabulary of students in the first grade of SMP Negeri 1 Taneta Rilau. The population of this research was the first class of SMP Negeri 1 Taneta Rilau in the academic year 2016/2017, which consisted of 120 students. The result of the data showed that there is a significant difference between the students after testing.
Judul skripsi: The effectiveness of project-based learning in teaching English vocabulary at the first grade of SMP Negeri 1 Tanete Rilau. Judul skripsi: The effectiveness of project-based learning in teaching English vocabulary at the first grade of SMP Negeri 1 Libureng. Erwin Akib, S.Pd, M.Pd as the Head of English Education Department of FKIP of Muhammadiyah University of Makassar.
All the lecturers of the FKIP UNISMUH especially to the lecturers of the English Department for their guidance during my studies. My special thanks to Sitti surya nugraha S.Pd and Sri nur az zahra S.Pd as the third consultant for your help and support.
Background
In teaching English vocabulary, teachers must have a lot of ideas or approaches because English is not our language. Therefore, teachers sometimes face problems or problems in conveying the material to the student, and students will automatically experience difficulty in understanding the material in the learning process. This means that teachers need strategies or approaches that can help them convey the material.
A task or assignment has had phenomena in the learning process, sometimes assignments become a burden for students, and also it is given as a punishment if students make a mistake. Based on the above phenomenon, the researcher thinks that teachers need a strategy for handing over the material, especially to build students' competence in doing their assignment. Having seen the ideas described in the previous section, the researcher conducts research entitled “The effectiveness of project-based learning in teaching English vocabulary to the first class of SMP Negeri 1 Tanete Rilau”.
Problem Statement
Objective of Research
Significance of the Research
Scope of the Research
Concept of Vocabulary
- What Vocabulary is?
- Kinds of Vocabulary
- Principle of Teaching and Learning Vocabulary
- The Technique of Learning Vocabulary
- Teaching Vocabulary
- Characterized of Project-Based Learning
- Steps the Teaching of Project Based Learning
- Task Based Approach to Teaching Language
- Assignment Qualification
And teacher should consider the number of vocabulary taught because it can give an effect to the students in learning vocabulary. It is very useful for the students to improve students' vocabulary and the word position in sentence. Therefore, the material taught to the students should be suitable for their level or temper.
In this way, the teacher brings the real object to the class and introduces it to the students. In this way, the teacher shows the students a word and asks the students to discover the contrast of the word. In this way, the teacher introduces words by explaining or describing the objects and prompts the students to ask what the object is.
In this way, the teacher asks the students to translate the given words into their mother tongue (native language). The teacher explains about the problems that students faced before the students did that assignment. The assignment is suitable or not because it will determine whether the students are interested in doing that assignment.
Enhancing students' vocabulary by using project-based learning by encouraging students to have more interest in learning English and especially enriching their vocabulary.
Research Design
Between the pre-test and the post-test, the researcher tried to use the teaching approach, namely project-based learning. These tests were intended to know whether the students have mastered the learned vocabulary or not.
Research Variables and indicators
Research Hypothesis
Population and Sample 1. Population
Sample
According to Gay (2006:99), sampling is the process of selecting a number of participants for research such that they represent the larger group from which they have been selected. A sample consists of the individuals, item, or event selected from a large group called a population. In connection with this definition of sample, the researcher took 30 students as a sample of the study, in which they were divided into experimental and control class.
Research Instrument
Procudure of Collecting Data
Then the researcher conducted a post-test which involved filling in the blank test, to know the difference between before and after the given treatment in the students' improvement.
Technique of Data Analysis
Determining the percentage of students' vocabulary improvement using the formula: after using the project-based learning method in the vocabulary process. P = percent improvement X1 = mean pretest score X2 = mean posttest score. This chapter would mainly present the findings of the research based on the description of the data, and the discussion of the findings would reveal the argumentation and further interpretation of the findings.
In this chapter, the researcher analyzes the data that contained the pre-test and post-test result either on the effectiveness of project-based learning in teaching English vocabulary.
Findings
The effectivenes of project-based learning to improve nouns of vocabulary
The effectivenes of project-based learning to improve verbs of vocabulary
Discussion
Restu 2. Khaedar
Angga Yudha 8. Herianto
Niyah 12. Agung
Desy Riska Putri 16. Hafsa
Nur Amalia 18. Hasni
Risaldi 27. Mustaming
Standard deviation of the students’ pre-test and post-test english vocabulary noun
T-test Value in english vocabulary noun t =
The Mean of Definition in english vocabulary verb Where: ∑ = 1115
T-test Value in english vocabulary verb t =
16. You always get… traffic during rush hour. 17.I think they want to get married and…….start a family.
In the first meeting
In the second meeting
Fan: Yes, I agree with your opinion about English being the language of the world, but from my point of view, it is very difficult to learn, yes… maybe it is not our mother tongue. Fina : I don't agree either if you say that even rough English is not our mother tongue, so we have to learn the hard way.
In the fifth meeting
BERBICARA: Mengungkapkan makna dalam percakapan transaksional dan interpersonal yang sangat sederhana untuk berkomunikasi dengan lingkungan terdekat. Mengungkapkan makna dalam percakapan transaksional (menyelesaikan sesuatu) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berkomunikasi dengan lingkungan terdekat. Siswa mampu mengidentifikasi kata benda dan kata kerja bahasa Inggris dalam kosakata - Siswa mampu mencetak ulang kosakata yang terkait dengannya.
SPEAKING Mengungkapkan makna dalam percakapan transaksional dan interpersonal yang sangat sederhana untuk interaksi dengan lingkungan terdekat. Siswa mampu mengidentifikasi kata benda dan kata kerja bahasa Inggris dalam glosarium - Siswa mampu merumuskan kembali glosarium terkait.
