THE INFLUENCE OF ROUTE LEARNING STRATEGY ON THE STUDENTS' VOCABULARY CONTROL AT THE EIGHTH GRADER OF SMPN 1 PUNGGUR. The purpose of this research is to determine whether the use of extemporaneous learning strategy can improve students' vocabulary mastery in the eighth grade of SMPN 1 Punggur in the Academic Year of 2017/2018. This test is used to determine whether students can use excessive learning strategy to improve their vocabulary mastery.
Hal ini menunjukkan bahwa penggunaan strategi pembelajaran hafalan berpengaruh positif dan signifikan terhadap penguasaan kosa kata siswa kelas VIII SMP N 1 Punggur tahun ajaran 2017-2018. strategi pembelajaran dapat meningkatkan penguasaan kosakata siswa kelas VIII SMPN 1 Punggur tahun ajaran 2017/2018. Hal ini menunjukkan bahwa penggunaan strategi pembelajaran hafalan berpengaruh positif dan signifikan terhadap penguasaan kosakata siswa kelas VIII SMPN 1 Punggur tahun pelajaran 2017/2018.
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objectives and Benefit of The Study
- Objectives of The Study
- Benefits of The Study
Meanwhile, one of the strategies that students used to learn vocabulary is rote learning strategy. Based on the above explanation, the researcher would like to know if there is an influence on the students' rote learning strategy. Based on the explanation above, the researcher would conduct the research titled “the impact of using rote learning strategy on the students”.
The researcher had discussed the problems in this study, as formulated through the following question: "Is there a positive significant impact of the use of a rote learning strategy on eighth grade students' vocabulary mastery?" graders of SMPN 1 Punggur?". The aim of the study is to know whether there is an influence of using an outside learning strategy on the vocabulary mastery of the students in the eighth graders of SMPN 1 Punggur in the academic year 2017/2018. For the teachers of English: the research that can be used as an alternative learning material, essentially on the use of a learning strategy in the area of the students' vocabulary mastery.
REVIEW OF THE RELATED THEORIES
The Concept of Vocabulary
- Definition of Vocabulary
- Definition of Vocabulary Mastery
- Parts of Speech
- Elements of Vocabulary
- Types of Vocabulary
- Meaning And Function of Vocabulary
- Importance of Vocabulary
- Vocabulary Learning
- The Assessment of Vocabulary
Based on the type of vocabulary in general, there are four categories of vocabulary learning: listening vocabulary, speaking vocabulary, reading vocabulary, and writing vocabulary.16 Listening vocabulary refers to words that students use to understand what they hear. Lotfi Ghazal explained that learning vocabulary is one of the biggest challenges foreign language learners face while learning a language. 23 Robert Michael Easterbrook, The Process of Vocabulary Learning: Vocabulary Learning Strategies and Beliefs About Language and Language Learning, (The University of Canberra: 2013), p.
According to Mayuree Siriwan, vocabulary learning is of great importance as vocabulary is a key unit in building skills and knowledge. The author concludes that vocabulary learning is like the student's activity to improve their word and its meaning. 28 Robert Michael Easterbrook, The Process Of Vocabulary Learning: Vocabulary Learning Strategies And Beliefs About Language and Language Learning, p.
Concept of Rote Learning Strategy
- Definition of Rote Learning Strategy
- Categorization of Rote Learning Strategy
- The Procedures of Rote Learning Strategy
- View of Rote Learning Strategy
From the above explanations, the researcher can assume that using rote learning strategy can improve students' vocabulary mastery. Ha: There is a positive and significant influence of the "Using Rote Learning strategy on the students' vocabulary mastery of The Eighth Graders of SMPN 1 Punggur in the academic year. Ho: There is no positive and significant influence of the "Using Rote Learning strategy on the students' vocabulary mastery of The Eighth Graders of SMPN 1 Punggur in the academic year.
The researcher measured the use of rote learning strategy in students' vocabulary mastery with pre-test, post-test and discussions. a) Preliminary test. And (Ho) was rejected if there was no positive and significant effect of using rote learning strategy on students' vocabulary mastery. This meant that according to the above value, there is any positive and significant effect of using rote learning strategy on students' vocabulary mastery.
There is a positive and significant effect of the use of rote learning strategy on students' vocabulary mastery among eighth graders of SMP N 1 Punggur. This means that the use of rote learning strategy had a positive and significant effect on students' vocabulary mastery. The result of the analysis of the data on the impact of using the memorization strategy on students' vocabulary mastery among the eighth graders of SMPN 1 Punggur in the academic year 2017/2018 is as follows; “x2observed was higher than x2table (5,991) in 5%.
In addition, it can be demonstrated that there is a positive and significant effect of the use of rote learning strategy on students' vocabulary mastery in eighth graders of SMPN 1 Punggur. Mofareh Alqahtani, “The Importance of Vocabulary in Language Learning and How to Teach”, International Journal of Teaching and Education, (Saudi Arabia: King Khaled Academy), N0.3/March, 2015. Samira Hayati Samian and Mansoor Tavakoli, “The Relationship between Use rote learning strategies of Iranian EFL learners and their level of proficiency”, Journal of Language Teaching And Research, (Academy Publisher), no.
Soheil Rahimi, "The Effect of Vocabulary Strategy Instruction on the Depth of Vocabulary Knowledge" In International Journal Of Language Learning And Applied Linguistics World (Ijllalw), (Islamic Azad University), no.
The Influence of Rote Learning Strategy on The Students’ Vocabulary Mastery 26
- Theoretical Framework
- Paradigm
Hypothesis
- Hypothesis Formulation
- Statistical Hypothesis
Based on the above theoretical framework and paradigm, the researcher formulates hypotheses as follows.
RESEARCH METHODOLOGY
- Research Design
- The Operational Definitions of Variables
- Independent Variable
- Dependent Variable
- Population, Sample and Sampling Technique
- Population
- Sample
- Sampling Technique
- Data Collection Method
- Test
- Documentation
- Research Instruments
- Instrument Blueprint
- Instrument Calibration
- Data Analysis Technique
This research was to investigate whether extended learning strategy can be used to significantly improve the students' vocabulary mastery by comparing the means of the pre-test with the means of the post-test. First, the researcher administered a pre-test to the students to identify their level of vocabulary mastery. To know whether the use of end-to-end learning strategy can improve the students' vocabulary mastery, in this case the researcher gave pre-test before the students get treatment.
From this result, the researcher knew the students' level in answering a multiple choice of vocabulary practice and the weakness of learning process. Pre-test was given before the treatment to identify how far the students' level is in vocabulary mastery. Post-test was given after the treatment to identify the improvement of the students' level on vocabulary mastery.
Furthermore, the researcher divided the pre-test of the students' vocabulary mastery into three categories. Furthermore, the researcher divided the post-test of the students' vocabulary mastery into three categories. The contingency table of the expected frequency in the student's vocabulary mastery result in pre-test and post-test.
The list of pre-test and post-test results of students' vocabulary mastery at the eighth grade of SMPN 1 Punggur. According to the data analysis, the researcher can conclude that Alternative Hypothesis (Ha) which explains "there is a positive and significant influence of the use of rote learning strategy on the students' vocabulary mastery at the eighth grade of SMPN 1 Punggur in the academic year 2017/2018 is accepted. The strategy is therefore very appropriate to be applied in the learning activity, because through this strategy the students' vocabulary mastery can be improved.
The teacher should support and practice the students' vocabulary mastery, the teacher can use rote learning strategy for the students as an effort to improve their vocabulary mastery.
RESULT OF THE RESEARCH
Description of Data
- Research Setting
- Research Data
This research was conducted at SMPN 01 Punggur which was located in Pandidikan Street Punggur, No. The total of the teacher and official employers of SMPN 01 Punggur was 61 which could be identified in the table below. Based on the explanation above, it can be concluded that for score 35-40, the total of students was 5 students.
Based on the explanation above, it can be concluded that for score 65-67, the total of students was 4 students.
Hypothesis Testing
Then knowing the critical value of the chi-square, the researcher first counted df , it was degrees of freedom. Putting the above data into formal t-test research design to be "supervised". Furthermore, the researcher demonstrated the data which was analyzed by using t-test in SPSS in the table below.
The above table showed that the total pretest sample was 33 with a minimum value of 35 and a maximum value of 65, the mean of the pretest was 50.00 with a standard deviation of 9.014. The above table illustrates that the mean of pre and post test score was 26.515 and its standard deviation was 10.344 with mean standard error was 1.801, observed was 14.725 with degree of freedom was 32 at 95% confidence interval of difference. Based on the above table, it turned out that the lower value for the 99% confidence interval of the difference was 31.446 and the upper value was 21.584.
Discussion
The result showed that the highest score was 80 and the lowest score was 65, and the average was 73. This was proven by the male pretest score, which improved from 65 to 75 after treatment. In addition, from the t-test comparison, there was an increase in significant levels of 1% and 5%.
Limitation
Students should develop their understanding of vocabulary mastery in order to improve their ability in learning English. Landes, Building Your Biblical Hebrew Vocabulary: Learning Words By Frequency And Cognate, Society of Biblical Literature. Kantatip Sinhaneti, Ei Kalayar Kyaw, A Study on the Role of Rote Learning in Burmese Students' Vocabulary Learning Strategies, Bangkok: Shinawatra International University.
Lotfi Ghazal, Vocabulary Learning in Efl Contexts through Vocabulary Learning Strategies, Childhood and Language Research, (Islamic Azad University), Vol. Robert Michael Easterbrook, The Process of Vocabulary Learning: Strategies for Vocabulary Learning and Beliefs about Language and Language Learning, University of Canberra. Xiuping Li, An analysis of Chinese Efl learners' beliefs about the role of distance learning in vocabulary learning strategies, University of Sunderland.
46 Helmi Wijiyanti, S.Pd Guru 47 Supriyanto, S.Pd Penyelenggara Osis 48 Suryadi Enalia, S.Pd Guru 49 Sri Handayani, S.Pd Guru.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
Instrument Blueprint
The Period of Leaderships of SMPN 1 Punggur
Teachers Educational Background SMPN 1 Punggur in The Academic Year
The Students’ Quantity of SMPN 01 Punggur in the academic year 2016/2017
Pre-test result
Total Class Interval of Pre-Test
Students’ Level Category of Pre-Test
Post-test Result
Total Class Interval Of Post-Test
Students’ Level Category of Post-test
The Contingency Table of the Expected Frequency at the Result of Students’
Testing of the Data
The List of Pre-Test and Post-Test Result of Students’ Vocabulary Mastery at The
Descriptive Statistics
Paired Samples Test for Confidence Interval
Paired Samples Test for Confidence Interval
Critical Value of t table
