Based on the interview and the writer's observation, the student's vocabulary is still poor because the students have difficulty remembering many words in English. According to Coady and Huckin, vocabulary is critical to language and critical to typical language learning. It can be concluded from the above definitions that vocabulary is a list of words with meaning used to communicate and express the speaker's opinion or idea to the listener.
So above the definition, the writer concludes that vocabulary is an English word related to the meaning of the words and the way they can be used in communication. Receptive vocabulary is words that learners recognize and understand when used in a context, but are unable to produce. Productive vocabulary is the words that students understand, can pronounce correctly, and use constructively when speaking and writing.
Jackson (2002:28) divides vocabulary into two types: active and passive vocabulary. Active vocabulary is the words you use in your own speech and writing, while passive vocabulary is the words you recognize and can make sense of in vocabulary. speech and writing of other people. Oral vocabulary is the set of words that we know the meaning of when speaking or reading orally. Productive vocabulary is the set of words that an individual can use when writing or speaking.
And it should be borne in mind that mastering the vocabulary is one of the necessary components of the language. Vocabulary is a very important thing to learn and understand the language.
Make a Match
The technique of creating a match learning method or pair search was developed by Lorna Curran (1994). One of the benefits of this technique is that students find a partner while learning about a concept or topic in a fun atmosphere. Suyanto (2009:72) reveals that making a match model is a learning model where the teacher prepares the problem or problem card and prepares the answer cards, then the students search for the pair of cards. Make a Match model trains students to have a good social attitude and trains students skills in teamwork in addition to training the speed of doing things. Make a Match is a cooperative learning technique developed by Lorna Curran (1994).
When implementing this technique, the teacher should provide several cards consisting of the question completed with the answer, but the teacher should separate the question and the answer into different cards. The first group are the students who bring the question sheets, the second group are the students who bring the answer sheets and the third group are the students as evaluators. Students who can find the correct card with their card must show their card to the assessor.
This technique also makes the students active in the lesson, they don't like it when the teacher just explains and explains the material, which will make the students passive because they will only hear what the teacher said. In addition to Hud, Lie (2002:55) said that the advantages of Make a Match are as follows: excitement will increase in the teaching and learning process in the classroom, dynamic cooperation between students, dynamic mutual cooperation between students and students looking for their partner. while studying about a concept or topic in a pleasant state. The advantages of Make a Match are that students directly participate in answering the teacher's questions through the card, increase students' learning creativity, prevent students from getting bored in the teaching and learning process, learning is more enjoyable due to the inclusion of teacher-created learning media, and enables dynamic cooperation between students. .
First cards consist of some questions and second cards consist of some answers from the question in the first card where the question is based on the short stories. Teacher prepares some cards contain some concepts or topic suitable for review session, some cards are the question and some are answer. Every student who can compare with the appropriate card before the time is up will get a point.
The teacher prepares several cards containing some concepts or topics suitable for the review session: one part of the question card and the other part of the question card and the other part of the answer card. For example: The cardholder who enrolled the state will be linked to a card that reads about the "attitude and behavior of citizens imbued with his love for the state in ensuring the survival of the nation and the state '. If the student cannot match the card with their friend's card (cannot find either the question card or the answer card), they receive a penalty, which is agreed upon.
Types of Technique in Teaching Vocabulary
This technique can be done with photos, drawing something on the board, or illustrations from newspapers and magazines. This technique can be practiced by explaining, defining or translating synonyms or antonyms of the word.
Previous Studies
On the other hand, the hypothesis test using the t-test formula shows that the value of the t-test is higher than the value of the table. Second is research titled "The Effect of Make a Match Technique on Students Vocabulary Of The Fifth Grade Students of SDN II Plosokandang" conducted by Sulistiani (2012). The result of this research shows that the pretest is achieved that 10 students get insufficient score, 5 students get adequate score, 8 students get good score, 2 students get very good score and now body and excellent score.
After teaching using a match, the result of the post-test is 2 students get an inadequate score, 1 student gets an adequate score, 9 students get a good score, 9 students get a very good score, 4 students get an excellent score. This means that there are 8% students who get fair score, 4% students get adequate score, and 36% students get good score, 36% students get very good score, and 16% students get excellent score in vocabulary performance after having a match used method. This means that there is a significant difference between score of pre-test and post-test, so the null hypothesis is rejected.
Thirdly, the research was conducted by Asri Pratiwiningsih (2013) entitled "Effectiveness of matching technique in teaching reading comprehension report text of eleventh grade students of SMAN 1 Ngimbang Lamongan in academic year 2012/2013". Then, the posttest score shows that the mean score for the experimental group is higher than the mean score of the control group. This shows that the reading comprehension gain mean score of the experimental group is significantly higher than the reading comprehension gain mean score of the control group. Therefore, Ho was rejected and Ha was accepted.
The first research focuses on using Make a Match to improve their skills and stimulate them to improve their vocabulary. The similarity with this study is that the writer conducts the study using the quantitative approach which is an experimental study. Fifth grade students as the subject of her research, while this research was carried out in the first grade of high school.
These sentences show differences with this study using Make a Match to improve students' vocabulary mastery in middle school. It uses the same test format as this study, which is multiple choice, to collect data.
Conceptual Framework
From the discussion above, the writer suggested that the level of vocabulary of a text or words of a text contributes greatly to the student's perception of the vocabulary of the text in understanding the material. The text with the appropriate vocabulary level of the text can be discovered by selecting the materials using the vocabulary test.
RESEARCH METHOD
- Research Design
- Variable of the Study
- Population and Sample
- Validity and Reliability Testing
- Validity
- Scoring of the Test
- Technique of Analyzing Data
In the experimental study there was a treatment. The experimental research can be defined as a research method used to know the influence of a certain treatment on others in an uncontrolled state. The reason to use a pre-experimental design is because of the feasibility and feasibility of the study. To find out how students understand this material, the writer randomly asks students to memorize the new vocabulary listed on the flashcard.
Variable is anything decided by the writer to learn so that the writer can get information about what she wants. These two variables differed from each other and it can be concluded that they are a variety object of the study. The author used purposive sampling in her sampling because the technique used in this study emphasizes active learning.
The instrument of the study was the tool or tool used by the author to collect the data. So the writer had to see the standard competency and the reading-based competency in the syllabus. After recognizing the standard competence and the basic competence, the writer developed some indicators that should be achieved by the students.
When collecting data, the writer must have a data collection method that fits her data needs. In this study, the test used is the achievement test because the test is conducted to know the achievement of the students. Before the writer administered the pre-test, he informed the students about some indicators that they need to achieve.
In this study, the problem is limited to the student's vocabulary mastery using the Make A Match technique. To obtain the reliability of the test, the mean standard deviation must first be calculated. When scoring the test, the writer will use a score ranging from 0 to 100 by counting the correct answers and using this formula.
The data collected by administering the pre-test and post-test were statistically analyzed by applying the test formula.
