Ummi Khaerati Syam, S.Pd., M.Pd., the Head of English Education Department for the guidance and suggestion during the research. The mean scores and standard deviation in pre- and post-test of synonymous words. Frequency and rate percentage of students pre-test and post-test score of synonymous words.
Percentage graph of pre- and post-test synonym scores of students.
- Background
- Problem Statement
- Objective of the Study
- Significance of the Study
- Scope of the Study
And the last one is Sishatminingsih (2015), the previous writer who did a research on "The effectiveness of using front loading strategy to improve students' vocabulary mastery in seventh grade students in SMP N 1 Karanggayam in the academic year 2014/2015". The writer tests the instrument outside the research subject which is in class VIII B. The next process, the writer takes the data from the research subject in pre-test and post-test. Frequency and percentile of students' scores before and after the synonym word test.
Frequency and percentage rate of students' pre-test and post-test antonym scores.
Previous Related Study
He offers this technique to solve the problem the students are facing so that their vocabulary mastery can be improved. The findings above demonstrate the teaching strategy in increasing students' vocabulary. The writer has another way of improving students' vocabulary by using a frontloading strategy. Therefore, the above findings are enough to lead the author to conduct this research as one of her considerations.
The differences between this thesis and the previous writer are only in the research topic.
Concept of Vocabulary
Vocabulary is a component of language that maintains all the information about the meaning and use of words in the language. Ruth and Redman say that receptive vocabulary is language elements that can only be recognized and understood in the content of reading and listening material, and productive vocabulary is language elements that the learner can recall and use correctly in speech and writing. So vocabulary is supposed to be the bone of language, without vocabulary language cannot develop.
In the world of commerce, a certain vocabulary is used to introduce certain products, and such vocabulary is usually recommended as new words.
Frontloading Strategy
According to Downs (2016), Front Loading Vocabulary is pre-instructional vocabulary and is used as a learning strategy to facilitate students' comprehension of the text. Furthermore, Martinez (2009: 1) argues that the learning process will be more successful if students have already been exposed to academic content and skills before they are taught. Students learn more easily when the information in the related text is related to real-life experiences.
It is an instructional reading strategy used to guide students to become better readers of different types of text and help the teachers to be more interactive in their teaching.
Teaching Vocabulary Using Frontloading Strategy
Advantages of Implementing Frontloading Vocabulary
According to Mousavian & Siahpoosh (2018), students' vocabulary can be activated by using vocabulary before instruction because it has been found to be related to the influences of access, instrument, and knowledge of vocabulary knowledge. The more vocabulary knowledge students have, the more vocabulary students can get.
The Conceptual Framework
The frequency and rate percentage of the students' pre- and post-test score of antonyms. The percentage chart of the students' pre- and post-test score of Antonym words. The results of data analysis of pre- and post-test of the students' vocabulary in the table above.
It can be concluded that the application of Frontloading strategy can improve the students' vocabulary mastery.
Hypothesis
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Research Design
A pre-experimental design is a single group pre- and post-test design (Brog, W.R, Gall, M.D. Adapted from Latief, 2011). The writer used a front loading strategy in Mts Ddi Toltolisi, Majena at grade 8 level with only one class. The design includes one class which is pre-test (O1), treatment exposure (X) and post-test (O2).
Procedure of the Research
The teacher explains the object of the material and the description of the activities according to the syllabus. The teacher gives the students a worksheet (the worksheet contains five columns. There are words, synonyms and meanings. After the group discusses the group work, the teacher asks the students to read the entire text.
The teacher asks the students about the word withdirectly (this activity is necessary to know how far the students . understand the related topic.
Population and Sample
Variables of the Research
In this part, the writer tries to find the score of the students and the average score of the students. Before the treatment, a pre-test is given to know the previous knowledge of the students, while after the treatment, the post-test is done, which aims to know the vocabulary mastery of the students after giving the treatment. The results of the data analysis are drawn from the pre-test and post-test of the student's vocabulary in the table above.
Then the author explained about and antonym of the word which can help the students to increase their vocabulary. This strategy is therefore effective and easier to implement to increase the students' vocabulary. The average score of the students who achieved achieved high performance in learning vocabulary using Front Loading Strategy.
So, based on the mean score, it can be concluded that the hypothesis that Frontloading strategy was effective in improving the students' vocabulary mastery of the eight degree students of Mts DDI Totolisi. In the matter of improving the students' vocabulary mastery of the eight grade students of Mts DDI Totolisi by using Frontloading Strategy, it can be concluded that Frontloading Strategy was effective to use to improve the students'. After conducting this research, the author believes that using front-loading strategy is effective in increasing the students' vocabulary.
This can be seen from the calculation above and from the table of the students' vocabulary mastery scores in which it is found that using pre-loading strategy, the score performance increases from pre-test to post-test. This means that using front-loading strategy to increase vocabulary mastery to the students is effective.
Research Instrument
Procedure of Collecting Data
Findings
To find the answer to the research question in the previous chapter, the writer administered tests which were given twice. Both the mean pretest and posttest scores were then compared to see whether or not there are significant differences in student achievement before and after the administration of the treatment using the front-loading strategy. In conclusion, from the table discussed above, the tested students achieved a greater score after the treatment.
In other words, it can be said that the rate percentage of the students scoring excellent, fair, poor and very poor in the post-test was greater than the rate percentage in the pre-test. The mean score and standard deviation in pre- and post-test of synonymous words. The table above shows that it has very different progress in the synonym word test of the three indicators.
Based on the above table, it can be seen that the three indicators have quite different progress in the word antonym test. In other words, we can say that the percentage of students who achieved excellent, very good, good and fairly good results in the post-test was higher than the percentage of students in the pre-test. This means that the Frontloading strategy could significantly improve the vocabulary mastery of eighth grade students of Mts DDI Totolisi, Majene.
Based on the elaboration above, it could be concluded that the null hypothesis (H0) was rejected. In other words, there was a significant difference in the students' vocabulary mastery of the eight grade students at Mts DDI Totolisi using the Frontloading Strategy.
Discussion
In this discussion, the writer would like to analyze the data and explain the research findings regarding the use of prefilling strategy to increase students' vocabulary. The improvement in vocabulary mastery is achieved due to the potential effects of the preloading strategy. During treatment, an improvement in the synonym and antonym of the word can be observed.
In each meeting, the writer chose the different topics that were of interest to the students. Then the students became more active and interested in describing their ideas and made a list of words, because they already knew the types, examples, antonym and synonym of the word. The students also showed their contribution when they found some words they did not know by asking the writer or by looking at the category of the word, the meaning of the word and the spelling of the word in the dictionary.
The writer supervised the students during the discussion by walking around the classroom and supervised each student to help them when they had difficulty describing their ideas or making a word list. This means that the presence of the writer is useful in implementing the strategy of loading first. This was proven by the fact that the front-loading strategy was given to students who were interested in learning vocabulary.
So the results show a fact that it is effective for the students to improve their vocabulary mastery in synonym and antonym of the word can be observed during the treatment is effective for the students. Thus, the author proved that the use of preloading strategy is effective in increasing the vocabulary in the eight degree students at Mts DDI Totolisi.
Conclusion
Suggestion
For this part of the test, the multiple choice questions, you mark your answers on the answer sheet. For this part of the test, the multiple choice questions, you mark your answers on the answer sheet. To find out the average of the difference score between pre-test and post-test of the students, the following formulas are presented as follows.
