In addition, there were 4 students (9.5%) who passed the minimum mastery criterion – the Minimum Ketuntasan Criterion (KKM) in the pretest. Regarding the results of the obtained data, it can be concluded that the fake text can improve students' vocabulary ability. First of all, the researcher wants to thank the Almighty God, who has given him mercy, blessing and long life that the researcher has been able to.
The researcher acknowledges that the author received very valuable assistance and support from a large number of people from the beginning to the end of writing this dissertation. Moelier, M.Hum, as a supervisor I, and A Hamzah Fansury, S.Pd, M.Pd, as a supervisor II, for spending a lot of their time to guide the researcher from the beginning to the end of the dissertation, provide useful comments and. The researcher would like to express his sincere thanks to the Rector of Bosowa University Makassar, prof.
Metty Sambo' thanks for their help, motivation and spirit to complete these records which the researcher cannot mention one by one. The researcher would like to deeply thank his beloved mother and father, Mrs. Anace and Mr.
INTRODUCTION INTRODUCTION
- Background
- Problem Statement
- Objective of the Research
- Significant of the Research
- Scope of the Research
- Previous of Related Research
- Some Partinent Ideas
- The General Concept of Vocabulary
- What is Vocabulary
- Some View of Vocabulary
- Vocabulary Celection
- How to Learn Vocabulary ?
- SPOOF
Vocabulary is one of the four language components, which are spelling, grammar, phonology and vocabulary. Furthermore According to Kamil & Hiebert in their article obtained from the internet, they broadly define; vocabulary is knowledge of words and word meanings. Famir (2005) says that vocabulary is the content and the functions in a language that are learned in a full sense.
According to Carter, quoted by Tahir, vocabulary is the content and function words of language that are learned so thoroughly that they become part of a child's understanding. Vocabulary is the words that have meaning when heard or understood, even though they do not pass through the individual himself to communicate with others. Urdan and Flexher state that vocabulary is the stock of words used by or known by a particular person, group, or person.
Vocabulary is a list of words and sometimes phrases usually arranged in alphabetical order after and as a dictionary, glossary or lexicon. From the definition above, the conclusion is drawn that vocabulary is learned incidentally through explicit instruction in specific words and word learning strategies. The meaningful character of oral vocabulary is actively used by the speaker in unheard situations.
Reading vocabulary is the stock of words to which one responds with meaning and understanding in the writing of others.
ABUNAWAS - A fair share
The Conceptual Framework
Since the researcher still found that the students have low vocabulary or other reference reading in English language teaching should be good for students.
METHODOLOGY METHODOLOGY
Research Design
Time and location of the research
Subject of the Research
The instrument of the Research
- Cycle II
Preparation for all research in others not to make a mistake during the research as alternative to solve the problem of the research. In this step, the author introduced the use of deceptive text to teach vocabulary and gave an example of using the deceptive text method. Each of the students asked about the content of vocabulary text and the author provided questions related to the text.
Similar to the first cycle, the second cycle consists of planning, observation and reflection, which we describe in detail below. The researcher created lesson plans based on the result of the reflection in the first cycle and prepares the vocabulary. The researcher directed the vocabulary using lesson plans based on mock text that have been in the first cycle.
Researcher reflects on the implementation of the second cycle and draws conclusions about the use of spoof text to improve students.
Technique of Data collection
Technique of Data Analysis
In this case, it discussed the way to improve students' vocabulary using Spoof Text at IX.1 class in SMPN 34 Makassar academic year 2017/2018.
Before Implementing the Action
- Result Pre Observation
- Result of Pre Test
Then the teacher asked the students to read the text together and asked two female students and two male students to read the text separately. The teacher then asked several questions about the text and few students answered the teacher's question correctly. When the teacher asked the students to arrange the jumbled sentences into a good paragraph, most of the male students cheated and the teacher asked them not to make any noise.
Based on the result of pre-test, the data showed that the mean score of pre-test was 60.31. There were only four students who passed the Minimum Mastery Criterion – Kriteria Ketuntasan Minimal (KKM), while the other 42 students passed below the minimum mastery criterion. From that analysis, it could be seen that most of the IX.1 class students' writing ability was still very low.
Implementation of Classroom Action Research (CAR) 1. CYCLE 1
- CYCLE 2 a. Planning
In the second meeting of cycle 1, the teacher showed the students how to make sentences based on the key words and pictures made in the previous meeting. Related to the teacher's performance, as a whole, she had taught the students in accordance with the lesson plan that had been made. Furthermore, the writer found that the teacher mostly only paid attention to the students in the front rows.
In the first meeting, when the teacher explained about the schematic structures of forged text, most of the male students were busy talking with their classmates. On the other hand, most students in the front rows really paid attention to the teacher's explanation. When the teacher showed the example of cheating text, most of the students seemed more enthusiastic, and they tried to listen to the explanation.
The teacher often told the students not to make noise, but it didn't really work. In this phase, he discussed the author and teacher about the conclusion of the implementation of the action. From the reflective phase above, the teacher and the writer must make a greater effort to develop the students' vocabulary of spoof text.
In the second cycle, the teacher also paid more attention to the students sitting in the back rows by walking around the class when students were doing their homework. In this phase, the author and the teacher prepared the material for the second cycle. In the second meeting of cycle 2, the teacher showed the student program to make spoof text made in the previous meeting.
At the end of the lesson, the teacher asked some students to read their compositions. The writer assumed that this happened because the teacher showed the way step by step, therefore the students could easily follow the steps. The writer and the teacher felt satisfied because they could improve the students' vocabulary skills for fake text.
Discussion of the Data after Classroom Action Research (CAR) In this section, the writer showed the result of posttest. For further
- Result of Post Test
The reflection of Classroom Action Research (KAR) was carried out after the post-test 2 results were obtained. After reaching the target of research at least 70% students who passed the KKM, the author and the teacher therefore decided to stop the Classroom Action Research (KAR) because it had already passed. Discussion of the data after classroom action research (KAR) In this section, the author showed the result of post-test.
POSTTEST
- The Interpretation of Test Result
- Conclusion
- Suggestion
These steps are to calculate the average score of the students for the test, calculate the class percentage and calculate the percentage of the improvement score of the students from pretest to posttest 1 and 2. The pretest was conducted as the preliminary study to know the students' ability to learn fake text. It is shown that students' vocabulary mean score before using fake text or before implementing Classroom Action Research (CAR) is 60.31.
From the calculation above, it is known that the students' score percentage in the pre-test is 9.5%. This means that there are 4 students who pass KKM, and there are 38 students who are still below KKM. Next in cycle 1 of Classroom Action Research (CAR), the author calculates the result of posttest 1 to know the students' score improvement from pretest to posttest 1 result.
Those are calculating the average score of the students of the class, calculating the improvement score of the students in percent and calculating the class percentage. The second step is to get the percentage of student improvement score from pre-test to post-test 1. This means that in Cycle 1 of Classroom Action Research (CAR), 14 students passed the KKM and there are 28 students who scored have achieved under the KKM.
The last step is that the author tries to get the class percentage whose score passes KKM. This means that in cycle 2 there are 37 students who pass the KKM, and there are 5 students whose scores are below the KKM. It shows that there are 14 students who pass the KKM and there are 28 students whose scores are still below the KKM.
3% improvement of the students in the score percentage of the pretest or 9.5% improvement of the students of the pretest 1. First, related to the performance of the students, there were 72.5% of the students who passed the KKM 70 with the improvement of the students' average score from pretest to second cycle posttest was 31.73%. Meanwhile, in the cycle one post-test, there were 13 students who passed the KKM or 32.5%.
