1 IMPROVING STUDENTS’ VOCABULARY THROUGH VISUAL DICTIONARY
Wihelmus mari1, Antonius Ali Wutun2, Lukman HB3
1STKIP YPUP Makassar, Email: [email protected]
2STKIP YPUP Makassar, Email: [email protected]
3STKIP YPUP Makassar, Email: [email protected]
Abstract
The purpose of research aims to finding out weather visual dictionary improve students vocabulary at the first grade students of SMA Cendrawasih Makassar. This research used pre- experimental method. The population of this research is the first grade students of SMA Cendrawasih Makassar, with the total number of 20 students as sample. The result shows that the means score of students post –test was higher than students pre-test (77,45>57) the t-test value was higher than t-table value ( 4,83>2,093) it can be concluded that the through visual dictionary was effective to develop students vocabulary.
Keywords: Visual Dictionary, Students Vocabulary INTRODUCTION
Background
Language is very important in human life because it is used in all aspects. As human being people need languages to communicate with one other. People use language to express inner thoughts and emotions, make sense of complex and abstract thoughts, learn to communicate with, others, to fulfill our wants and needs, as well as to establish rules and maintain our culture. Languages is used to deliver message or idea from the speaker to the listener and writer to the reader in interactions among themselves or with their environment. Without language, it is impossible for people or everyone to join interactions with each other in daily life or learning something and also human activates cannot run well without language.
English is an international language is used by many people in the world and in the many areas of life. It is learned by most of the people on the world. In Indonesia, English in the foreign that is not use every day. Indonesia only learn from the school and course. Moreover, English is a compulsory subject which should by mastered by students of senior high school. There are four skills in English they are listening, speaking, reading and writing.
Vocabulary is a basic foundation of person in speaking English. For mastery those skills, vocabulary is one of component to do first. Vocabulary can help the student easier to learn English Language. Someone can speak English fluently if the student have a lot of vocabularies. In short one of the most Important aspects in English skill is vocabulary.
Habibi (2017) used flashcard in improving vocabulary mastery of students. The teacher taught verbs and nouns using flashcard. He used 4 flashcards that it consisted of 12 words each. The students with disability’ improvement are not only from their vocabulary mastery, but also from class atmosphere becomes good and under control. All students with disability pay attention and also active in sharing the new vocabulary during the teaching and learning process. The last, the role of volunteer or therapist helps the teacher in controlling and conditioning the students with disability in the class.
Based on the explanation above, the researcher states that some of the previous researches teach the students only a few vocabularies. The students only get a little bit vocabulary in every meeting such as
2 7 vocabularies each meeting. It is not enough for the students in Senior high school but they need more. In order the students are able to understand the English book if they enter a college after finishing their SMA.
Therefore, the researcher will improve students’ vocabulary through visual dictionary It will challenge the teacher and the student to get in touch method in teaching and improve student vocabularies.
Therefore, the researcher is interested in carrying out research entitled “Improving students vocabulary through visual dictionary”. Based on the background of research, the researcher formulates the research question is “Can visual dictionary improve students’ vocabulary at the first grade of SMA Cendrawasih Makassar?”. Based on the problem statement, this study aims to finding out weather visual dictionary improve students’ vocabulary at the first-grade students of SMA Cendrawasih Makassar.
The result of the research can be significant for the researcher, who can get an insight of how is used visual dictionary to enlarge vocabulary and the students’ mastery and for the English teachers, where this study can give information how visual dictionary is using improving student vocabularies and their mastery. The teacher can use visual dictionary in teaching English vocabularies. The scope of the research is restricted to the implementation of visual dictionary to improve the vocabulary mastery the first-grade students’ of SMA Cendrawasih Makassar. The research will focus on noun vocabulary.
METHOD
Research method and design
The pre-test and post-test was administered to a single group with the following formula:
Table 3.1 Pre-experimental study Pre- Test Treatment Post-test O1 x 02
Gay:
(2006)
O1 : Pre- test X : Treatment O2 : Post-Test
From the research design above, treatment was given after doing pre-test. Pre- test was administered before the implementation of visual dictionary as the treatment. At the end of the treatment period, Post- test was held to assess students’ vocabulary mastery.
Research Variables
In this research the writer also taken two variables, these were:
1. Independent variable (X)
Independent variable was variable which caused or influence or response to dependent Variable.
In this research, the independent variable was using visual dictionary.
2. Dependent variable (Y)
Dependent variable was variable which caused or influenced by other variable. Dependent variable in this research was the result of the text about students’ Vocabulary mastery that including word spelling, pronunciation, meaning, part of speech, and simple sentence.
Population and sample
3 1. Population
The population of this research was the first grade Students of SMA Cendrawasih Makassar in the academic years 2021/2022.
2. Sample
The research used the total sampling technique, where the research used the whole population.
Therefore, the total number of sample was 20 students.
Research Instrument
This research used vocabulary test as an instrument. The test consists of 25 items for pre-test and 25 items for the post-test. It was a multiple choice test with 4 options, A, B, C, and D. The purpose of the test was to measure students’ vocabulary before and after giving the treatment and assessed by researcher.
Data Collection
In this research, the researcher applied two steps, there are:
1. Pre-Test
The researcher was prepare a kind of test that was given to the students. The pre-test and Post- test.
Both test were conducted around 40 minutes.
2. Treatment
The research was given treatment using visual dictionary. The treatment conducted in third meetings.
Each meeting runs 90 minutes. For all meetings, the research explain about Vocabulary by using visual dictionary.
The exploration part, the research used visual dictionary processing, as follows:
a. The researcher greeted the students
b. The researcher checked the list of attendance
c. The research provided learning motivation to students d. The researcher introduced the material to the students e. The researcher showed some examples of the material
f. The students came to the front of the class and explaining what they know about the material g. The students created a simple sentence using visual dictionary
3. Post-Test
The researcher was prepared post-test that was given to the students. The post-test was be given to know the students’ vocabulary mastery after being given the treatment.
Technique of Data Analysis.
To collect the data analysis, the researcher used through the test, then it analyzed the data using quantitative analysis were as follows:
1. To calculate the students’ answer of pre-test and post-test.
The students’ correct answer = 1
The students’ wrong answer = 0 Score = total correct answaer
Total number of items 𝑋 100
2. Classifying score of the students in pre-test and post –test 1. 96 to 100 is classified as excellent
2. .86 to 95 is classified as very good 3. 76 to 85 is classified as good 4. 66 to 75 is classified as fairly good 5. 56 to 65 is classified as fair 6. 46 to 55 is classified as poor 7. 0 to 45 is classified as very poor
3. Calculate the frequency of percentage scores from students’ scores:
4 P = × 100%
Where:
P : Percentage F : Frequency
N : Total number of students
Gay (2012) 4. Calculating the score of the students by using the following formula:
Where:
X : Mean Score
∑X : The sum of all score
N : The total number of students
Gay (2012) 5. Calculating the result of the test
To assess the varying significance between the pre-test score and post-test, Test value was determined using the following formula:
t
Where:
t : Test of significance D : Score change
∑D : The sum of different score N : Total number of sample
Gay (2012) RESULT
Findings
The student score of pre-test, post-test, gain and the square of the gain No Names of students Pre test(X1) Post test (X2) D D2
1 FRA 68 80 12 144
2 AP 76 90 14 196
3 YSF 44 72 28 784
4 ADL 80 85 5 25
5 FRS 72 85 13 169
6 SC 44 64 20 400
7 ERV 48 76 28 784
8 JNK 56 72 20 400
9 PTR 64 90 26 676
10 RSK 20 65 45 2025
11 ANS 56 72 16 256
5
12 HNK 76 90 14 196
13 ABT 84 95 11 121
14 RSK 36 72 36 1296
15 AB 64 80 16 256
16 ARF 56 72 16 256
17 DNA 44 65 21 441
18 MHD 48 72 24 576
19 MD 56 80 24 576
20 MWR 48 72 24 576
N=20 ∑X1=57 ∑X2=77,45 ∑D=413 D2 =10153 Where:
N = The total number of respondents (20) = The total scores of the students' pre-test = The total score of the student post-test
` = The total differences scores between pre-test and post-test = The total sum of the total differences score
Table 4.3 frequency and rate percentage of the students’ pre- test
Category Score Frequency Percentage(%)
Excellent 96-100 0 0
Very Good 86-95 0 0
Good 76-85 4 20
Fairly Good 66-75 2 10
Fairly 56-65 6 30
Poor 46-55 3 15
Very Poor 0-45 5 25
Total 20 100
In order to get students’ score percentage, the researcher used the following formula:
P = × 100%
Where:
P : Percentage F : Frequency
N : Total number of students P= 4
20 x 100%
P= 20%
Based on the percentage in the pre- test above, the data gained shows that there were only one (20%) students’ of 20 students’ who scored above the minimum completeness criteria (KKM). The KKM score is seventy. It means that 16 students’ got scores below the KKM (70%).
X1
X2
XD
D26 The explanation above shows students’ primary language weakness about vocabulary especially in term of countable noun and uncountable noun. For the solution, the researcher must be creative in teaching vocabulary and encourage them to learn more words. To enrich Students ‘Vocabulary, the research applied visual dictionary to develop students ‘vocabulary in the teaching learning process.
Moreover, the researcher presented the frequency and percentage of students ‘in the chart form below.
a. pre-test
After gained students’ score of the pre- test, the researcher found students’ scores. Based on the data, one students got 20 scores. Three was the lowest score. One students’ achieved 36 scores, three students’ obtained 44 scores, three students’ achieved 48 scores, four students’ received 56 scores, two students’ received 64 scores, one students’ got 68 scores, one students’ got 72 scores, two students’ received 76 scores, one students’ got 80 scores, and one students’ got 84 and it was the highest scores of the pre- test.
Based on the explanation above, students’ pre-test score were classified into several criteria.
Dealing with student assessment system, the classification, score, percentage, were presented as follows:
Excellent = x 100% = 0
20x100%=0%
Very good = x 100%=0
20x 100%=0%
Good = x 100%=4
20x100%=20%
Fairly Good = x 100%=2
20x100%=10%
Fair = x 100%=6
20x100%=30%
Poor = x 100%=3
20x100%=15%
Very Poor = x 100%=5
20x100%=25%
Table 4.4 The frequency and rate percentage of the students' post-test.
category score frequency percentage
Excellent 96-100 0 0
Very Good 86-95 4 20
Good 76-85 6 30
Fairly Good 66-75 7 35
Fairly 56-65 3 15
Poor 36-55 0 0
Very Poor 0-35 0 0
SUM 20 100
Referring on the table above, there is none students got score which categorize as very poor (0-35), poor (36-55) classification. While there was three (3) students got score which categorize as fairly (56-65) classification, there were seven (7) students’ got score which categorize as fairly Good (66-75) classification. There were six (6) students’ got score which categorize as Good (76-85) classification, there were four (4) students’ got score which categorize as very good (86-95) classification. There were none categorize for Excellent (96-100) classification.
n f
n f
n f
n f
n f
n f
n f
7 Chart 4.4 The comparison between mean score of pre-test, post-test, and gain difference According to the chart above, it can be seen that the mean score of gain was 20, 65 while the mean score of pre-test was 57 and the mean score post-test was 77,45. It means that the mean score of the post- test was higher than the pre-test.
Table 4.6 The Value of T- test and T- table
Variable T-test Value T- table Value
Pre-test, Post-test 4,83 2.093
Based on table 4.7 above, the t-test was 4, 83, and the t-table was 2,093. The data showed that the t-table smaller than the t-test value of students' vocabulary mastery. It can be concluded that there was a significant difference between the result of the student's pre-test and post-test after through visual dictionary in teaching vocabulary to develop students' vocabulary.
Table 4.7 Test of significant
df level of significant T-test value T-table value
13 0,05 4,83 2.093
Based on table 4.8 above, the t-test was higher than the t-table. Where t-test was 4,83 and t-table was 2.093. It means that there was a significant difference between the students' pre-test results and post- test.
Hypothesis Testing
To find out the degree of freedom (df), the formula used is as in the following:
df = N-1 df= 20-1 df= 19 where (N= 19)
57 77,45
20,65
PRE-TEST POST-TEST GAIN
Mean Score
mean score pre-test,p0st-…
8 For the significant level (D) = 0,05 and degree of freedom (df) = 19 and the value of t- table is 2.093. the value of the t-test 4,83. The value of the t-test was greater than the value of t-table (4,83 ≥ 2,093).
Compare with the t-test value, there was a significant differences between the pre-test and the post-test score after applying visual dictionary in teaching vocabulary.
For the explanation above, the researcher inferred that student’s vocabulary was developed by applying visual dictionary in teaching vocabulary ( countable and uncountable noun) it means visual dictionary can motivate students to enrich their English vocabulary especially about the countable and uncountable noun. It can be concluded that the null hypothesis (H0) of this research is rejected, and the alternative hypothesis (H1) can be accepted.
Discussion
The research discussion dealt with the researcher interpretation of the findings and the description of data gained from the students’ scores before and after giving the treatment in developing students’
vocabulary. Vocabulary is the main component for the students in master English because is the key need to performs all English skills. In this part, the researcher discussed teaching vocabulary by visual dictionary with connecting to the research question.
The sample of this research was first grade of SMA Cendrawasih Makassar. The researcher collected all data through visual test, which consisted of twenty five items of multiple choices. The test was administrated twice, namely pre-test and post-test. The pre-test was done before having the treatment, and it later followed by the post-test. After conducting the pre-test, the students having treatments which took four meetings.
In every meeting, the researcher provided material about countable and uncountable nouns. The researcher also asked the students to identify the countable and uncountable noun that has been given. The text is different in every meeting. Then, the students find the countable and uncountable noun. The students were asked to improved visual dictionary to strength then students’ memory. The researcher observes that the students were very active in the classroom by visual dictionary in teaching vocabulary. The students were motivated and enjoyable in learning about the countable and uncountable noun.
Besides looking at the result of pre-test and post-test, the students achievement of vocabulary test could also be known by the students’ mean score of both pre-test and post-test. The pre-test result showed that every students has different ability in vocabulary. More than half of the students got low scores. It has been proven by analyzing the data.
The researcher found that the mean score of the pre-test was 57 and the students mean score of the post-test was 77,45. Basic on the students pre-test and post-test results, the researcher concluded that the pre-test achievement was lower than the students’ rate of post-test. It explains that there was a significant different between the mean score of pre-test and post-test. Considering that the t-test was higher than the t- table, it can be inferred that hypothesis ( H0) stating” does not improve students vocabulary after using visual dictionary” is rejected.
Meanwhile, the alternative hypothesis (H1) States that visual dictionary is improved” is accepted.
It can be described that after having treatment by applying visual dictionary students’ vocabulary was developed. Most students participated actively. They were enthusiastic about learning English vocabulary.
Those visual dictionary is effective in teaching vocabulary. Some similar previous findings supported the result of this research.
Susanty (2014) conducted a research “The Implementation of Acrostic Poem to Improve the Mastery of English Vocabulary at Eighth-Grade Students of SMP N 1 Jekulo Kudus in academic year 2013/2014”
9 the research show that the implementation of Acrostic poem in teaching English vocabulary is successful in improving students’ vocabulary mastery.
Febriana (2015) conducted a research “The Use Of Word Clap Game To Improve Students’ Vocabulary Mastery at the Eighth-Grade Students of SMP N 3 Ungaran in the Academic year of 2014/2015”. The conclusion of this research is Word Clap game can be used as a strategy to improve the students’ vocabulary mastery. Moreover, the students’ opinion about the game also indicates that it helps the students in learning vocabulary.
Hidayat (2016) conducted his research by Using Classroom Action Research (CAR) and used Word Game as a Technique in improving students’ vocabulary. The sample was 38 students of 28 male, and 10 female students at Junior High School. He found that by using word game had improved students’
vocabulary. On the other hand, this research took a sample of 26 students in Junior High School.
Based on the result it can be concluded the visual dictionary is effective way to develop students vocabulary and strengthen students’ memory about words. This strategy can be recommended for the new teachers and the researchers to apply this strategy in teaching learning activities, the students will be more interested when the teacher is not fixated on one strategy. Its make a classroom is more attractive.
CONCLUSIONS AND SUGGESTION Conclusion
From the explanation of finding and discussion before, researcher can conclude that there is a significant effect after using visual dictionary in teaching vocabulary, especially in understanding the countable and uncountable noun. It evidenced by the result obtained from the statistical calculation that has been done. Base on the statistical calculation of the t-test, there is increase in scores before and after the treatment and teaching using visual dictionary. It can be seen in appendix of pre- test and post- test. The visual dictionary also could make the student more easy to adding the new vocabularies.
They are more enjoyable to learn the material with this strategy. The majority of students’ were interest and motivated in the subject, and they were encourage to develop their new vocabulary. It is supported by students’ scores in the experimental group, which is mostly increased from pre- test until the post-test. The data analysis result showed that the mean scores of pre –test was 57, while the mean score of post- test was 77,45. It can be concluded that the used of visual dictionary strategy can strengthen students memory about new words.
Suggestion
Recognizing the importance of vocabulary mastering in English, the researcher was advised to include appropriate media and strategies to assist students in their learning. Besides, the English teacher should include various methods for students’ to avoid bored when studying such a topic. The technique and method used should be appropriate for the students’ need, and a pleasant environment is essential for meeting learning objectives. Students’ are encouraged and motivated to develop their vocabulary through the used of fun and interest based method.
Based on the explanation above, the researcher purposes the following suggestions:
a) Students
The students are expected to be more enthusiasts in learning of English. They have much practice to acquire the English skills especially in countable and uncountable noun.
b) Future researcher
The result of this research was difficult to generalize because of a small number of samples. In consequence, it is recommended for the future researcher to examine the large sample to make the research more effective. Then, as the result of this research, is suggested to future researcher to examine the other possible strategies. Such as, practice, debate, and learning together.
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