SKRIPSI
BY
ELSYE DANGEUBUN 4513101032
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITAS BOSOWA MAKASSAR
2019
Elsye Dangeubun. 2019. Sentence Completion as Technique in Teaching Vocabulary at SMPN 2 Tual. (Supervised by A Hamzah Fansury and Hj.
Restu Januarty).
The objectives of the research was to find out whether or not the use of sentence completion technique can improve students’ vocabulary mastery at SMPN 2 Tual.
The writer applied pre experimental with one group pre-test and post- test. This research was the conducted at SMPN 2 Tual. In this research, the population was the seven grade students of SMPN 2 Tual in academic year 2018/2019. The total of population were 175 students. The researcher used total sampling technique. The total of sample was 16 students from class VII- 1. In analyzing the numerical data, the writer used SPSS for windows.
After conducted the research, the writer concludes that that the use of sentence completion technique can improve students’ vocabulary mastery it is proved by the mean score of the students’ in pre-test and posttest. The mean score of the pre-test before the treatment was 32.50 and after the treatment the students gained score 62.19. The t-test of the students’
vocabulary achievement in posttest was smaller than α. The researcher found that the p-value (probability value) was lower than α (0.00 < 0.05) and the degree of freedom was 15. The t-test value of pre-test and post-test was remarked significantly different. It indicated that the alternative hypothesis (H1) was accepted and, of course, the null hypothesis (H0) was rejected.
Keyword : Sentence completion technique, students, vocabulary
Elsye Dangeubun. 2019. Completion as Technique in Teaching Vocabulary at SMPN 2 Tual. (Dibimbing oleh A Hamzah Fansury dan Hj. Restu Januarty).
Tujuan dari penilitian ini adalah untuk mengetahui apakah pengunaan teknik penyelesaian kalimat dapat meningkatkan penguasaan kosakata siswa di SMPN 2 Tual.
Penulis menerapkan pra eksperimen dengan satu kelompok pre-test dan post- test. Penelitian ini dilakukan di SMPN 2 Tual. Dalam penelitian ini, populasi adalah siswa kelas tujuh SMPN 2 Tual pada tahun akademik 2018/2019. Jumlah populasi adalah 175 siswa. Peneliti menggunakan teknik total sampling. Jumlah sampel adalah 16 siswa dari kelas VII-1. Dalam menganalisis data numeric penulis menggunakan SPSS untuk windows.
Setelah melakukan penelitian, penulis menyimpulkan bahwa penggunaan teknik penyelesaian kalimat dapat meningkatkan penguasaan kosa kata siswa; itu dibuktikan dengan skor rata-rata siswa dalam pre-test dan posttest. Nilai rata-rata dari pre-test sebelum perlakuan adalah 32,50 dan setelah perlakuan para siswa memperoleh skor 62,19. Uji-t dari prestasi kosa kata siswa di posttest lebih kecil dari α. Peneliti menemukan bahwa nilai p (nilai probabilitas) lebih rendah dari α (0,00
<0,05) dan derajat kebebasannya adalah 15. Nilai uji-t dari pre-test dan post-test dinyatakan berbeda secara signifikan. Ini menunjukkan bahwa hipotesis alternatif (H1) diterima dan tentu saja, hipotesis nol (H0) ditolak.
keyword : Teknik penyelesaian kalimat, siswa, kosakata
blessings, god’s grace and the opportunity to complete this thesis.
During the research and writing this skripsi, there are many people have given their help and support to complete this skripsi. For those reasons the highest appreciation is addressed to the Dean of Faculty of Teacher Training and Education Dr Asdar, S.Pd., M.Pd
Gratefully, the writer would like to adress her deepest thanks to both supervisor Hamzah Fansury, S.Pd., M.Pd, as a first supervisor, and Hj. Restu Januarty, S.Pd.I, M.Pd. as the second supervisor. For all correction contributed significant inputs, especially for the writer’s knowledge of English and education.
Big thanks are also for all of students and friends at Faculty of Teacher Training and Education of Bosowa University Makassar for their help, motivation and spirit to complete this skripsi that the writer can not mention one by one.
Thanks to headmaster of SMP Negeri 2 Tual and all staff who always support and given the permission to me to finish skripsi.
Thanks to students of SMP Negeri 2 Tual, especially of class VIII-1 for their participation in this research.
the study.
Finally, the writer hopes this skripsi can help the readers in the future.
Makassar, September 2019
Elsye Dangeubun
COVER PAGE ii
APPROVAL SHEET iii
ACKNOWLEDGEMENT iv
SURAT PERNYATAAN KEORISINILAN THESIS vi
ABSTRACT vii
ABSTRAK viii
TABLE OF CONTENTS ix
LIST OF TABLES xi
LIST OF FIGURES xii
LIST OF APPENDICES xiii
CHAPTER I INTRODUCTION 1
A. Background 1
B. Problem Statement of the Research 4
C. Objective of the Research 4
D. Significance of the Research 5
E. Scope of the Research 5
B. Some Pertinent Ideas 7
C. Conceptual Framework 23
D. Hypothesis 29
CHAPTER III METHOD OF THE RESEARCH 30 A. Research Design 30
B. The Time and Place of the Research 31
C. Variables of the Research and the Operational Definition 31 D. Population and Sample 31
E. Instrument of the Research 32 F. Procedure of Collecting Data 32 G. Technique of Data Analysis 33 CHAPTER IV FINDINGS AND DISCUSSION 35 A. Findings 35 B. Discussion 42
CHAPTER V CONCLUSION AND SUGGESTION 45
A. Conclusion 45
B. Suggestion 46
BIBLIOGRAPHY 47
APPENDICES 49
2. Figure 4.1 Chart of Students Pre-Test 35 3. Figure 4.2 Chart of Students Pre-Test 37
4.2 The Mean Score and Standard Deviation 35 of Students’ Pretest 4.3 The Percentage of Students’ Post-test Score 36 4.4 The Mean Score and Standard Deviation 37
of Students’ Posttest
4.5 The Paired t-test Value of Students’ Achievement 38
2. The Result of Students Pre-test and Post Test 49 3. The Students Score and Data of SPSS 16.0 56
4. Photo of Documentations 78
5. Permission Letter from SMPN 2 Tual 82
This chapter provides a brief description of the whole contents of the study including background, problem statement, objective of the research, significance of the research and scope of the research.
A. Background
Language is very important for all human beings in the world because it is a means of international communication. People use the language to express their idea, feeling, and emotion. In Oxford Advanced Learner’s Dictionary, “language is the system of sounds and words used by human to express their thoughts and feelings”.
As an international language, the teaching of English is important because English in Indonesia is considered as the first foreign language which is learnt in Indonesian schools. In Indonesia, English is taught as a local content in primary school, as a compulsory subject is in secondary school, and as a complementary subject is a university.
There are four language skills that have to be mastered by the student. The four language skills are listening, speaking, reading, and writing which prominent in teaching and learning English. Besides the four language skills, there are four language components that also need to be thought to and recognized by the students. They are structure, vocabulary, spelling, and pronunciation. Both aspects are very important that need to
be mastered by the student to accomplish the basic language communication and the students have to practice all those skills which cannot be separated from each other.
The students may be able to use English in communication better if they master all those language components. Scott Thornburg quoting the linguist David Wilkins who summed up the importance of vocabulary learning points out, “Without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. From this statement, it could be understood that vocabulary is one of the items that has to be mastered by the students in learning English, because no one can speak English if they have limited vocabulary and without a proportional amount of vocabulary anyone will get trouble in her reading, listening, speaking, and writing.
In the teaching learning process the students are influenced by the ways teachers present their instructional material. The students need something fun and enjoyable. By using a suitable method, the lesson materials will be more interesting, effective and efficient. Using picture is one of the techniques in teaching vocabulary. Through pictures students could be easier to understand what the teacher presents.
In learning vocabulary, students cannot develop their vocabulary if they depend on the teacher themselves. So active learning is needed to improve the vocabulary knowledge. One of the media to drive active learning is sentence completion. Sentence completion tests are a class of semi-structured projective techniques. Sentence completion tests typically
provide respondents with beginnings of sentences, referred to as "stems", and respondents then complete the sentences in ways that are meaningful to them. The responses are believed to provide indications of attitudes, beliefs, motivations, or other mental states. Therefore, sentence completion technique, with such advantage, promotes the respondents to disclose their concealed feelings.[1] Notwithstanding, there is debate over whether or not sentence completion tests elicit responses from conscious thought rather than unconscious states. This debate would affect whether sentence completion tests can be strictly categorized as projective tests..
Based on the explanation above the researcher interested to improve students’ vocabulary and try to apply sentence completion as a technique in teaching vocabulary. Because this technique will be easier for the students to figure the meaning of the target word, to memorize it, and to use it when they find the right situation based on the context clues they have known. It is also fun so that the students will find that learning language is enjoyable. Thus, this technique can effectively be used in teaching vocabulary. In this case, the researcher will do an experimental study entitled “Sentence Completion as Technique in Teaching Vocabulary”.
B. Problem Statement
Based on the problem statement above, the researcher formulates the research question as follows:
1. Is there any significant different of students vocabulary mastery through sentence completion technique ?
C. Objective of the Research
The objective of the research is
1. To find out whether or not the use of sentence completion technique can improve students vocabulary mastery.
D. Significance of the Research
There are two expected significances of this research. They are theoretical and practical significances.
1. The significance of this research theoretically is expected to provide clearer and more details information about the use of sentence completion technique that is useful to enrich and broaden insight to the teachers and students in teaching and learning vocabulary.
2. The significance of this research practically is expected to provide benefits to the teachers and students in practicing sentence completion technique in daily life in teaching and learning writing.
E. Scope of the Research
The scope of this research is concerns to apply sentence completion technique in learning vocabulary at the second year students of SMPN 2 Tual. The activities are restricted by writing a descriptive paragraph based on given topics using webbing technique.
This chapter consists of previous related research finding, pertinent ideas, conceptual framework, and hypothesis of the research.
A. Previous Related Studies
Muliadi (2004) stated that teaching vocabulary by using Computer- Assisted Language Learning can interest the students to learn English words freely and effectively. Masnijuri (2004) found that the use of computer as a teaching aid in language learning gives a lot of positive effects and advantages for the learners. They mostly were motivated to learn and had more courage to use their ability effectively through multimedia computer. Noni (2004) concluded that the use of computer to aid the EFL teaching contributed to the students‟ English achievement.
The students‟ attitude toward the implementation of the hybrid of face to face teaching and CALL was also favorable. Moreover, Nur (2006) concluded that the students were interested in learning English by using Playful English interactive computer software and based on students‟
portfolio assessment, it was indicated that the vocabularies mastery of the students had increased. Al-Jarf (2006) concluded that in learning environments where technology is unavailable to EFL students and instructor, the use of an online course from house as a supplement to in-
class techniques helps motivate and enhance EFL students‟ learning and English.
Based on the previous studies, the researcher is interest to implement Sentence Completion Technique to Increase students‟
vocabulary, especially in junior high school level at SMP Negeri 2 Tual.
The researcher supposed the implementing Sentence Completion Technique in teaching and learning process as a technique in learning vocabulary so that it would be significant contribution in vocabulary enrichment.
B. Some Pertinent Ideas
1. The Concept of Vocabulary a. Definition of vocabulary
Mastering vocabulary is very important for the students who learn English as a foreign language. That is why everybody who learns English or a certain language should know the words. The mastery of vocabulary can support them in speaking when they communicate to people and able to write and translate the meaning of words when they definite English language. If they do not know the meaning of the words, they will not be able to speak, write and translate anything in English. The students can be said gaining progress in English, if they mastery vocabulary.
When someone talks about vocabulary, the first come to one„s mind: vocabulary deals with words; they come from, how they change,
how they relate to each other and how we use them to communicate.1 Words are instrument for saying what a person want to say in our thought, feeling, ideas, desires, dislikes, hopes, and fears. As the instrument, the number of words we have can help us fulfill our needs. We can say what we need in language. Vocabulary is very important thing because it can arrange the words and that used in some enterprise, a language user„s knowledge of words and system of technique or symbol serving as a means of expression.
There are many definitions of vocabulary which are defined by expert. Moreover, so many definitions of vocabulary can be found and it is impossible to discuss all of them. According to Nunan in Dian (2014:5):
Vocabulary is more than list of target language words. As part of the language system, vocabulary is intimately interrelated with grammar. In fact, it is possible to divide the lexical system of most languages into grammatical words, such as prepositions, articles, adverbs, and so on, and content words. According to Penny Ur in Dian (2014:5), Vocabulary is one of the most important aspects in language teaching, besides grammar and pronunciation. As a stock of words used by a person, it can be defined, roughly as the words we teach in the foreign language.
In Oxford Advance Learner„s Dictionary, vocabulary defines as follow:
a. All words that a person knows or uses.
b. All words in a particular language.
c. The words that people use when they are talking about a particular subject.
d. A list of words with their meanings, especially in a book for learning a foreign language.
Meanwhile, Finnochiaro cited in Dian (2014:5) states that Vocabulary is a set of words known to person or either entity, or that are part of specific language. the vocabulary of person is defined either as the set of all the words that are understood by the person or the set of all words likely to be used by that constructing new sentences. The richness person„s is popularly through though to be reflection or intelligence or level education.
Thus, from the definition above, it shows vocabulary is a list of words known by person, it is a words of a language and the sum of words used by, understood by, or at the command of a particular person or group or specially vocabulary in English words that are related to the meaning of the words and the way to use them in communication.
b. Types of vocabulary
There are many classifications made by experts about kinds of vocabulary based on many aspects. Jo Ann Aeborsold and Mary Lee in Dian (2014:7) distinguishes vocabulary into active vocabulary and passive vocabulary:
a. Active vocabulary; is also called as productive vocabulary.
Students must know how to pronounce the vocabulary well, they
must know and be able how to use grammar of the target language, they also must be familiar with collocation and understand the connotation meaning of the word. This type is often used in speaking and writing skill.
b. Passive vocabulary; refers to language items that can be recognized and understood in the context of reading and listening, and it also as receptive vocabulary.
According to S. H. Burton and Humpries in Dian (2014:7), there are two types of vocabulary used by the people for communication, namely:
general and special vocabulary. General vocabulary is all of the words that are used in general; there is no limit of field or users, general in meaning and use. Special vocabulary is all of the words that are used in a certain field or job, profession or special science, for example: politicians, journalists, and lawyers. All these have specialized vocabulary arising from particular circumstances of their lives and work.
From the explanation above, we know that every expert in every book is differentiated in classifying vocabulary, because every person has different ways in showing and telling their opinions and ideas. Some of the expert emphasizes vocabulary into the items which the learners can use appropriately in speaking and writing, and to the language items that can be recognized and understood in the context of reading and listening, little or empty words, content words and cluster of words. Some other experts classify vocabulary into general and special.
c. Principles of teaching and learning vocabulary
Wallace cited by Akram (2003:11) put forward nine principles of teaching vocabulary as follows:
1) Aims. In teaching vocabulary, the teachers have to be dear about their aims, how many vocabulary they expect to be able to do? If the point is not clear, it will be difficult to assess how successfully the vocabulary learning has been attained.
2) Quantity. Having decided on what involved in vocabulary learning, the teachers may determine the quantity of new vocabulary to be taught as the students‟ active vocabulary, after that the teacher limits the number of new words ranging from five to seven new words. The actual number will depend on a number of factors varying from class to class and learner when there are too many words the students may become confused, discouraged and frustrated.
3) Need. In most cases, the choice on vocabulary taught to the students, the teachers uses a course book or syllabus in any case. In choosing the vocabularies that are going to be taught, the teacher will relate to the aim of the course and objective of individual lesson. It is also possible for the teacher in a sense of responsibility of choosing the vocabulary to be taught to the students. In other words, the students are pit in the situation where they have to communicate the words they need, as they need then, using the words as the information.
4) Frequent Exposure and Repetition. In teaching and learning vocabulary, there should be certain amount of repetition until there is evidence that the students have learnt the target words. This simplest way of checking that the learning has been done is by seeing whether the students can recognize the target words and identify their meaning. If the words have to be part of the students, productive vocabulary, they must be given an opportunity to use them, as often as necessary for them to recall the words at all (with the correct spelling and pronunciation and identify their meaning).
5) Meaningful Presentation. In presenting the vocabulary lesson, the students must have a clear and specific understanding of what words denote or refer to. This requires the words to be presented in such a way. So that there denotation and reference are perfect and ambiguous.
6) Situation and Presentation. The words presented are appropriate to the student‟s situation. With favorable condition, enough time- convenience and a convenient method, the students will automatically succeed in learning vocabulary.
7) Presenting in Context. Words are very seldom accruing in isolation, so it that‟s important for students to know the usual collocation in which the words occur. From the very beginning the word must appear in its natural environment, as it was among the words it normally collocates with. Collocations are word, which are commonly associated.
8) Learning vocabulary in the other Tongue and in the Target Language.
In this principle five steps are accounted to learn or to activate vocabulary in mother tongue and target language:
a) There is felt need
b) The other tongue mostly controls his own rate of learning
c) The other tongue is exposed to enormous quantity of his own and tremendous scope for repetitions
d) The language is nearly encountered in appropriate situation and in the appropriate context
e) Since the words are learnt as they arise out of a felt need in a particular situation, they usually have a dear denotation.
9) Inference. Inference is also of strategies in learning vocabulary in which the learner are hard on practice by using definite knowledge to have a clear understanding the words they learn. The students infer the meaning of words by listening or reading them used it certain context and certain situation.
d. The Importance of vocabulary learning
The mastery of vocabulary is very important. English learners use vocabulary in the form of language to express feelings, idea, etc. whether it is orally or in written to other people. Talking about vocabulary, it cannot be separated from four language skills: listening, speaking, reading, and writing. The proficiency of someone‟s speaking is influenced by his/her
vocabulary. To clarify that, let us look at the importance of vocabulary relating to the language skills.
In listening, vocabulary is used to understand someone‟s speech or what someone says. It is very hard for us to catch what someone says if we just know the construction of sentence without knowing the words.
In speaking, vocabulary is used to express our ideas or feelings to the others orally. The words that we have influence how effective the communication runs.
In reading, it is used to comprehend the reading material. Reading without vocabulary mastery will cause difficulties in comprehending a text.
The number of words and the meaning of words, which someone knows will affect his/her, reading activity. It is impossible to understand passage unless he/she knows the meaning of words used in the passage.
In writing, the researcher uses vocabulary (words) to develop his idea. A writer should choose the words clearly and accurately to express his/her idea. Without knowing much vocabulary, we cannot develop our writing because we are limited on vocabulary mastering.
Gairns and Redman cited in Ikhsan (2013: 14) concluded that by learning vocabulary the learners can recognize and comprehend the context of reading and listening material, and later as productively as the learners can recall and use them appropriately in speech and writing. In this case, the statement noted by Legget cited by Nurmiati (2004:10) that
by vocabulary, the learners can recognize all the words in written and oral context and finally they can use them daily in speaking and writing.
e. Some techniques in teaching vocabulary
Regarding the importance of vocabulary expansion in the students‟
studies, the English teacher should know some effective ways to teach vocabulary. The students should be active and should participate in every exercise during the class hour.
Harmer cited in Ikhsan (2013: 16) described some ways in presenting vocabulary, as follows:
1) Reality
In this way, the teacher brings the real object into the classroom and introduced to the students. In this case, the students learn to recognize the words by seeing the reality words like pen, ruler, ball, etc.
2) Pictures
Teaching vocabulary through pictures is familiarly focuses on the object. Pictures can be used to explain meaning of vocabulary items: the teacher might draw pens, ruler, etc.
3) Mime, Action and Gesture
It is often impossible to explain the meaning of words and grammar either through the use of reality or in pictures. Action, in particular, are probably better explained by mime (concept like running and smoking are easy to present in this way).
4) Contrast
In this way, the teacher shows the students a word and asks the students to find out the contrast of the word. For example, the meaning of full by contrasting it.
5) Enumeration
This way requires the teacher to introduce words by enumeration them with their general and specific meaning. A word with a general meaning, for instance “vegetable”, the teacher introduce this word and asks the students to find out some specific words relate to vegetable: such as potato, cabbage, carrot, etc.
6) Explanation
In this way, the teacher introduces words by explaining or describing the objects and asks the students to guest what the object is.
7) Translation
In this way, the teacher asks the students to translate the given words into their mother tongue (native language). This strategy is very useful for beginners.
f. Vocabulary selection
The selection of vocabulary is very important to do before teaching.
The teachers should know which words are useful to be taught, but how do the teachers determine exactly what are useful? Gairns and Redman cited in Ikhsan (2013: 16) stated that in the first place, we have to concede that every teaching situation is different and so essential items in
one context may be useless in another. The relative importance us attach to the various criteria described below will therefore depend on teaching situation itself.
1) Frequency
The high frequency of an item is no guarantee of usefulness, but there is obviously a significant correlation between the two so it is worth examining some of the work on frequency word-counts that has been carried out over recent decades.
2) Cultural Factors
One drawback of word-counts we have not mentioned is, that being based on the utterances of native speakers they will obviously reflect the cultural interests of the speakers. Such interests may not, however, be shared by L1 learners, who may wish to express ideas and experiences quite outside those of a native speaker.
3) Need and Level
In these criteria, the teacher must know their students‟ need and level. The students who are required to read technical reports in English in their native country will have different lexical needs to those learners who want survival English for travel purposes in English-speaking countries.
Equally obvious is that elementary students will recognize limitations in their selection of lexis that will not be true of advanced learners. Usually conflict arises, though, when the lexical needs of the learner would seem to be incongruous with his general language level.
4) Expediency
The classroom will often dictate the need of certain vocabulary, without which the students may fail to understand their teacher, fellow students or the activity they are supposedly engaged in. One such are is grammatical terminology, and although many teachers are loath to burden their students with too many grammatical labels, a shared understanding of certain items can be asset. A second area of classroom includes those items which frequently appear in language activity instructions.
g. Vocabulary assessment
Assessing students‟ vocabulary is important to be carried out to measure the students‟ comprehension of words used in speaking or writing. Vocabulary assessment can be carried out through oral or written skills. And in this case, the researcher will emphasize on written skill.
There are several techniques to assess vocabulary: multiple choice, fill in blank, matching, cloze technique, etc. Brown (2004: 229) stated that the major techniques to assess vocabulary are defining and using in a sentence. The latter is the more authentic, but even that task is constrained by a contrived situation in which the test-taker, usually in a matter of seconds, has to come up with an appropriate sentence.
2. Media in Language Teaching a. Media
Medium is any form or device or equipment that is normally used to transmit information. The presence of various media as a result of the
technological innovation has given the ease lives for people who work in educational field. As Locatis and Atkinson cited in Ikhsan (2013: 18) stated that media usually is a key mechanism for presenting information or providing learning experience. Teacher and trainer provide additional guidance and instruction.
Instructional media and materials are everywhere around us. They are found within the students‟ total continuum of experience, from the concrete to the abstract, both outside and inside the classroom. They provide means whereby teachers teach (make possible the condition for learning) and students learn. Brown and Lewis cited in Ikhsan (2013: 18) give contribution refer to the planning of instruction-their needs, their capabilities, their special interest and motivation, and their styles of learning.
A rich environment provides opportunities for active learning-learning by doing, by participation and by instruction. These include the great variety of learning experience provided enable students to achieve instructional objectives. The content of these experiences may take not only from groups, but also from microfilms motion pictures, audio recording, field trips, or guest speakers, video programs.
Educational media has enormous potential for both use and misuse.
Together with other technological revolution in process, media re forcing as a new way of life. The development, adoption or adaptation of
something to solve a problem does not usually have to involve the use of media or provision of instruction.
Considering the previous explanation, the researcher concludes that the presence of media in language teaching is normally used to add the information of the material, besides that it can make the lesson interesting and increase motivation. The variety of media can provide the variety of learning and experiences which can intrigue the students to apply the experience in their daily life activity. Besides that using media in teaching have to be controlled by teacher to make sure that the effect of the media used is significant.
b. Kinds and Characteristic of Media
Sudrajat cited in Ikhsan (2013: 19) divided media as follow:
1) Visual Media, such as: charts, diagrams, posters, cartoons, comics.
2) Audio Media, such as: radio, tape recorder, language laboratory 3) Projected Still Media: slide, projector
4) Projected Motion Media: computer, television, video (VCD, DVD, VTR).
There are some characteristics of media, they are:
1) Ability in presenting images (presentation);
2) Size factor (size): large or small;
3) The color (color): black and white or color;
4) Motion factors: still or moving;
5) Language factor: a written or oral;
6) Relation factor between image and sound: a picture only, sound only, or a combination of image and sound.
Winataputra (2005: 55) suggests several reasons why the media is very important that should be integrated in the learning process, they are:
1) The learning process will be more successful if students actively participate in the learning process, and this can only happen with the media.
2) The average amount of information obtained through the senses of a person has the following composition: 75% through sight (visual), 13% through hearing (audio), 6% through touch, 6% through smell and taste.
3) Knowledge that a person can be remembered among other things through the senses depends on what he gained his knowledge.
3. Sentence Completion Technique
a. Definition of Sentence Completion Technique
Sentence completion tests are a class of semi-structured projective techniques. Sentence completion tests typically provide respondents with beginnings of sentences, referred to as "stems", and respondents then complete the sentences in ways that are meaningful to them. The responses are believed to provide indications of attitudes, beliefs, motivations, or other mental states. Therefore, sentence completion technique, with such advantage, promotes the respondents to disclose their concealed feelings.[1] Notwithstanding, there is debate over whether
or not sentence completion tests elicit responses from conscious thought rather than unconscious states. This debate would affect whether sentence completion tests can be strictly categorized as projective tests.
A sentence completion test form may be relatively short, such as those used to assess responses to advertisements, or much longer, such as those used to assess personality. A long sentence completion test is the Forer Sentence Completion Test, which has 100 stems. The tests are usually administered in booklet form where respondents complete the stems by writing words on paper.
The structures of sentence completion tests vary according to the length and relative generality and wording of the sentence stems.
Structured tests have longer stems that lead respondents to more specific types of responses; less structured tests provide shorter stems, which produce a wider variety of responses.
4. Interest
a. Concept of interest
Basically interest is mentally conditions of someone produce a respond to particular situation or object that give pleasure as well satisfaction.
According to Good in Ikhsan (2013:21), an interest is a subjective- objective attitude, concern and conditions involving a perception or an idea in attention and combination of feeling consciousness may temporary or permanent, based on native curiosity, conditioned by experience.
Meanwhile, Merriem in Ikhsan (2013:21) defined interest as a feeling that
accompanies or causes special attention to some objects or readiness to attend and be stirred by certain class of object. In relation with that, Robert (1968) stated that experimentally an interest is a response of linking which is presented when we are aware of an object we prepare to reach or when we aware of our disposition toward the object we like. So, we can conclude that in learning process, interest is considered whatever the students do. They will do or do not do it.
Therefore, the researcher can conclude that interest is a mentally condition which refers to one's attitude toward an object; or one's feeling that will determine to do an activity; or liking to do something that will perform behavior and motivate someone to do that.
b. Types of interest
Hansen et. Al in Ikhsan (2013:21) classified the interest into four types, as follows:
1) Expressed Interest
It is a type of interest which is defined as verbal expression of liking or disliking something related to maturity and experience.
2) Inventoried Interest
It is determined by interest checklist. Someone's interest is measured by asking him/her to answer a number of questions whether he/she likes or dislikes certain activities or situation. Usually, pattern of high and how low interest normally result. Therefore, the observer or the test taker can begin to determine that is liking or disliking.
3) Tested Interest
Tested interest measuring the knowledge of vocabulary or other information, the examinee has in specific area is a way to determine the tested interest. This measure is based on an assumption that interest is resulted in the accumulation of relevant information as well as specialization vocabulary.
4) Manifest Interest
There are two factors influencing the students' interest that is internal and external factors. The internal factors include the students' attitude toward the subject and their aptitude or linguistic ability, interest, and motivation in learning the subjects, whereas the external factors include the school facilities, such as: language laboratory, radio cassette, English magazine, kinds of English game, and many other English learning activities.
This research uses a combination of all types of interest that have been mention above like expressed interest, inventoried interest, tested interest, and manifest interest.
c. Factors influencing the students' interest
According to Harmer in Ikhsan (2013:22) there were two factors which can affect students' motivation as well as their interest in learning, namely extrinsic and intrinsic motivation.
1) Extrinsic Motivation
It is caused by any number of outside factors, for examples the need to pass the exam, the hope of financial reward, or the possibility of future travel, and so on.
2) Intrinsic Motivation
By contrast, it comes from within the individual. A person might be motivated by the enjoyment of the learning process itself or by a desire to make themselves feel better. It is clearly that intrinsic motivation concerns to the physical condition which has great effect on learning and can alter students' motivation either positively or negatively.
d. The measurement of interest
According to Aiken in Ikhsan (2013:23) there are four approaches that are applicable in measuring interest namely asking people what they are interested in, observing a person‟s behavior in various situations or participation in various activities, inferring interest from knowledge of special terminology or other information about specific occupation and administering an interest inventory. Meanwhile, Anastasia in Ikhsan (2013:23) stated that there two principle procedures in the measurement of interest. First, the items dealt with the respondents liking or dislike for a wide variety of specific activities, objects or types of person that he or she commonly encountered in daily. Second, the reason was empirically keyed for different occupation.
These inventoried interests were those among the first tests to employ criterions on keying of items. It was found that person engaged in different occupation was characterized by among interest that differentiated them from person in other occupations. These differences in interest extended not only to matter sprinkling directly to job activities but also to school subjects, hobbies, sports, types of plays or books the individual enjoyed, social relation and many other facets of everyday life.
It thus proved feasible to prepare an inventory that explore an individual‟s interest in familiar things and thereby to determine how closely his or her interest as seemed those of persons successfully engage in particular occupation in subjects.
The students‟ interest has received its strongest inputs from educational and career counseling. In general, interest inventoried compare an individual expressed interest with these typical of person engaged in different occupations, this is done either in the scoring of individual item response, or in the interpretation of scores in board interest areas, or both.
e. Interest and learning
The relationship between interest and learning is further fleshed out by the observation that new learning is depending upon interest. Learning cannot occur unless the organism is interested in learning.
The study of interest is complex and diverse because when we really think about it, we find that our interest or the determinants of our actions
are complex and diverse the problem with the term interest is that it encompasses so much. Especially when we speak of interest we refer to factors we initiate and direct behavior and to those that determine the intensity and the persistence. Thus interest gets up and going to energize us.
C. Conceptual Framework
The conceptual frameworks in this research are systematically explained below:
1. Input is instruction materials in teaching vocabulary.
2. The researcher compares two teaching methods, teaching vocabulary by using sentence completion technique and conventional procedure using the students‟ handbook and other printed material to enrich students‟ vocabulary.
3. The output is the result of the process of both treatments. The results are the students‟ vocabulary mastery of the experimental group and control group.
The conceptual framework underlying this research is given in the following diagram.
Figure 2.1 Frame of Conceptual Framework
D. Hypothesis
The researcher put forward the hypothesis that:
H0 : the use of sentence completion techniquel didn‟t increase students‟ mastery of vocabulary of SMP Negeri 2 Tual.
H1 : the use of sentence completion techniquel increase students‟
mastery of vocabulary of SMP Negeri 2 Tual . Curriculum
Teaching Vocabulary
Sentence Completion Technique
Students’ Vocabulary Achievement
Students’
Interest
This chapter presents the research design, research variables, operational definition, population and sample, instrument of the research, procedure of data collection and technique of data analysis.
A. Research Design
In this research, the writer was used pre-experimental method and the research design is one group pretest and posttest design. It aims at finding out whether or not the use of webbing technique can improve the students writing skill. The students were given writing test before and after being given treatment. The difference between the pretest score and the posttest score was determined by the success of the treatment. Below is a schematic design of the study.
(O1) (X) (O2)
Where:
O1 = Pretest
X = Treatment
O2 = Posttest
(Gay, 2006)
B. The Place and Time Of the Research a. Place
This research was conducted at the second year students at SMPN 2 Tual, Ambon.
b. Time
This research conducted at SMPN 2 Tual on February 2019 in academic year 2018/2019.
C. Variable of The Research
This research consists of two variables, namely independent variable and dependent variable, those were:
1. The independent variable was the use of Completion Sentence. It means that Completion Sentence is used as a main technique in learning process during the treatment activities in the class.
2. The dependent variable was the students’ vocabulary mastery. And the result of students’ score was based on vocabulary test test.
D. Population and Sample 1. Population
The population of this research was the second year students of SMP Negeri 2 Tual, academic year 2018/2019. There were seventh classes and each class consists of 16 students. The total numbers of population were 175 students.
2. Sample
This research applied total sampling technique and the researcher selected one class the eighth grade. The total of sample consists of 16 students.
E. Instrument of the Research
The research instrument was a vocabulary test which performed first on the pretest and then on the posttest. The test was given in writing form where the pretest and posttest are scored at the beginning and the end of meetings to analyze students’ achievement
F. Procedures Of Collecting Data
To carry out the research, there were some procedures to be followed, namely:
1. Pretest
Before being given treatment, the students were given pretest to measure their vocabulary mastery.
2. Treatment
This treatment uses Completion Sentence Tecnique which can help in developing students vocabulary. Treatment was conducted for two meetings and twice a week.
3. Posttest
After giving the treatment, the researcher administers the posttest in vocabulary test as used in the pretest.
G. Technique of Data Analysis
1. Classifying the score of the students into the following measurement scale:
94 – 100 is classified as excellent 85 – 93 is classified as very good 74 – 84 is classified as good 61 – 73 is classified as fairly good 50 – 60 is classified as fair
41 – 49 is classified as poor 34 – 40 is classified as very poor
(Depdiknas, 2006) 2. Calculating the frequency of the rate percentage of the student’s
score:
Where; P = Percentage F = Frequency
N = Total students
(Gay, 2006)
3. Calculating the mean score of the students’ answer both pretest and posttest by using the formula:
=
Where: = The mean score
= The sum of all the scores N = Total number of students
(Gay, 2006) 4. Finding out the standard deviation of the students’ answer pretest
and posttest by applying formula below:
SD =
Where: SD = Standard deviation
= The sum of square means score N = Total number of students
(Gay, 2006) 5. Calculating the mean score, finding out the standard deviation of pretest and posttest, computing the frequency and the rate percentage of the students’ scores and testing the hypothesis of significant difference between pre-test and post-test on some independent variable by calculating the value of independent t-test using SPSS version 21.0 for Windows Evaluation Version.
33
This chapter elaborates the findings of the research and the discussions of the findings. The findings are correlated with the problem statements stated in the introduction part. The findings presented in this part consists of the data obtained through the test in order to see the students’ vocabulary achievement after giving them the treatments, using sentence completion technique. In this discussion section, it deals with the descriptions and interpretations of the findings in this research. The findings that the researcher reported in this chapter were based on the analysis of data collection and the application of the technique elaborated in the previous chapter.
A. Findings
1. The Interpretation of the Result of Students’ Achievement Test.
This section deals with the presentation and the elaboration of data about pretest and posttest, and the students’ improvement in learning vocabulary before and after employing treatments. In addition, mean score of pretest, posttest, and questionnaire and standard deviation of pretest and posttest as consideration in this research is also explored further. The detailed results are provided in the further presentation of the data.
The presentation of the data in this part is obtained through the vocabulary test interpretations. The interpretations are taken from mean
score, standard deviation, frequency, and any other supporting source of statistical elements.
a. Scoring classification of the students’ pre-test.
As being stated earlier that after tabulating and analyzing the students’ scores into percentage, they were classified into six levels based on Puskur (2006:35). The following table is the students’ pretest score and percentage of experimental and control group.
Table 4.1 The Percentage of Students’ Pretest Score
Classification Score Frequency Percentage
Very Good 81-100 0 0
Good 61-80 0 0
Fair 41-60 5 31.25
Poor 21-40 6 37.50
Very Poor 1-20 5 31.25
Total 16 100
Source:
Based on the data in Table 4.1, pre-test showed that out of 16 students, there was none student of them categorized as very good. There were none students yielded in very good and good category. In the next level categorized as fair which was by 5 students (31.25%). There were 6 (37.5 %) students positioned in category of poor and there was 5 student (31.25%) of them categorized as very poor. The result table also can be seen on the chart below:
Figure 4.1 Chart of Students Pre-Test
b. The mean score and standard deviation of students’ pretest.
Before the treatments were performed, the researcher was given pretest to know the students’ prior knowledge. Furthermore, the purpose of the test was to find out whether the students at the same level or not.
After calculating the result of the students’ pretest, the mean score and standard deviation are presented in the following table.
Table 4.2 The Mean Score and Standard Deviation of Students’ Pretest Mean Score Standard Deviation
32.50 13.663
Based on the classification of vocabulary test, the mean score of the pre-test (32.50) was considered fair with the standard deviation 13.663. It indicates that the points of the classification reached by the students are still low.
c. Scoring classification of the students’ post-test.
The scores of students’ vocabulary achievement were classified into five levels. Those score then were tabulated and analyzed into percentage. The following table is the statistical summary of the students’
posttest of both groups.
Table 4.3 The Percentage of Students’ Post-test Score
Classification Score Frequency Percentage
Very Good 81-100 0 10
Good 61-80 10 62.50
Fair 41-60 6 37.50
Poor 21-40 0 0
Very Poor 1-20 0 0
Total 16 100
From the classification, the scores, and the rate percentage of the post--test illustrated in the table 4.3 above that out of 16 students, two of the bottom categories poor and very poor were not employed by anyone of them. There were 6 Students (37.50%) leveled as fair. There were 10 students (62.50%) leveled as good. In this group, there were none students have the ability to gain the very good level.
Based on the description above, it is clear that there is a much more significant improvement of vocabulary reached out by the students in post- test through treating those students using sentence completion technique during the research. The result also can be seen on the chart below:
Figure 4.2 Chart of Students Post-Test d. The mean score and standard deviation of students’ post-test.
The result of the posttest was defined to be the way to know the mean score and the standard deviation. The following table presents the mean score and the standard deviation of post-test.
Table 4.4 The Mean Score and Standard Deviation of Students’ Posttest Mean Score Standard Deviation
62.19 8.159
It can be observed in the table above that post-test was valued 62.19 for its mean score with the standard deviation obtained 8.159. It can be referred from the description about the mean score and the standard deviation for posttest. Post-test produces a better 62.19 in posttest or fair classification to good classification.
e. Test of significance (t-test).
T-test is a test to measure whether or not there is a significant difference between the results of the students’ mean scores in the pretest and the posttest. By using inferential analysis of t-test or test of significance run by SPSS Version 16, the significant differences can be easier to analyze. The level of significance is (α) = 0.05 and the degree of freedom (df) = 16, N1– 1, the number of students (each 16) minus 1. The following table illustrates the t-test value result:
Table 4.5 The Paired t-test Value of Students’ Achievement Variables Probability
Value
α Remarks
Pre-test and Post-test 0.00 0.05 Significantly different
Based on the result of data analysis as summarized in table 4.5 pretest and post-test, the researcher found that the p-value (probability value) was lower than α (0.00 < 0.05) and the degree of freedom was 15.
The t-test value of pre-test and post-test was remarked significantly different. It indicated that the alternative hypothesis (H1) was accepted and, of course, the null hypothesis (H0) was rejected. It showed that t the
use of sentence completion technique increase students vocabulary of SMP Negeri 2 Tual. It is more effective, more productive and faster to enrich the students’ vocabulary.
B. Discussion
The discussion section deals with the interpretation of test result both pretest and posttest. Relating to collected data through the pretest and posttest, the comparison of the enrichment of students’ achievement can be proved by analyzing the pretest and post-test result. It can be stated that after giving treatment by using sentence completion technique the mean score of the pre-test before the treatment was 32.50 and after the treatment the students gained score 62.19. In the pretest, there was none student of them categorized as very good. There were 10 (33%) students yielded good. In the next level categorized as fair which was by 19 (63%) students. There were 1 (4 %) students positioned in category of poor and there was none student of them categorized as very poor.
By noticing the result of students’ pre-test, the researcher assumed that the prior knowledge of the students seem lack because the students did not have any knowledge about the test or they are not given the treatment yet by using sentence completion technique. There are some factors that can influence students’ achievement. Slameto (1988) states that factors that influence teaching and learning process can be divided into two parts namely: internal factor and external factor. External factors consist of school factor, teaching procedure, school physical condition,
curriculum, school discipline, teaching media, time schedule, and peer group. While internal factors are motivation, physical condition, students interest, student intelligence, attitude, language aptitude, and concentration. Another factor that can influence students’ achievement in pretest that is teaching media and students’ attitude. Therefore, pretest was given to find out prior knowledge of students, so the researcher should treat the students by using sentence completion technique as one technique to overcome the low mastery of students.
The result of posttest indicates that the use of sentence completion technique gives progress significantly toward students’ achievement. It means all the students could enrich their vocabulary; it is proved by the students’ mean score before and after the treatment gets increase as stated before. The vocabulary achievement showed better post-test.
The statistical data based on the t-test through SPSS Version 16 to test the hypothesis indicated that the probability value of the experimental group is lower than alpha (α) in which (0.000 < 0.05). It meant that the H1
of the hypothesis was accepted.
Based on the findings of the research above, the researcher may point out that before giving the treatment (pretest), almost all of the students got fair and poor classification in mastering vocabulary. The difficulties that the students faced are especially to remember the meaning and the spelling.
Furthermore, from the researcher observation during the treatments conducted for six meetings in different topics that employed the sentence completion technique, the students could enrich their ability to master vocabulary. Sentence completion technique provided a really enjoyable atmosphere while learning a new vocabulary.
The procedure of the treatment has an important role for the students’ vocabulary mastery. It is proved by the enhancement of students’ vocabulary achievement after giving the treatment by using sentence completion technique for four times.
This chapter presents the conclusion and suggestion based on the findings and discussion of the data analysis.
A. Conclusion
Based on the research findings and discussion in the previous chapter, the researcher concludes that the use of sentence completion technique increase students vocabulary of SMP Negeri 2 Tual; it is proved by the mean score of the students’ in pre-test and posttest. The mean score of the pre-test before the treatment was 61.30 and after the treatment the students gained score 62.19. The t-test of the students’
vocabulary achievement in posttest was smaller than α. The researcher found that the p-value (probability value) was lower than α (0.00 < 0.05) and the degree of freedom was 15. The t-test value of pre-test and post- test was remarked significantly different. It indicated that the alternative hypothesis (H1) was accepted and, of course, the null hypothesis (H0) was rejected.
B. Suggestion
Based on the conclusions above, the researcher put forwards some suggestions and recommendation as follows:
1. It is strongly suggested that teaching vocabulary through sentence completion technique be continually implemented not only in SMP Negeri 2 Tual but also in other schools.
2. The teachers are suggested to use scramble gamein the classroom; it can give a new atmosphere in teaching to avoid the students’ boredom.
Because teaching vocabulary by using sentence completion technique is more attractive, entertain, enjoyable and effective. It is expected the students’ interest get a very high interest classification.
3. English teacher should give attention to the teaching of English particularly the teaching of vocabulary because it is the basic and very principle requirement to learn English.
UNM.
Al-Jarf, Reima Sado. 2006. The Effect of Online Grammar Instruction on Low Proficiency EFL College Students’ Achievement. Retrieved February 9th 2013. From http://www.asian-efl- journal.com/December 05 rsaj.php..
Brown, H. Douglas. 2004. Language Assessment. Principles and classroom practices. New York: Pearson Education.
Depdiknas. 2005. Petunjuk Teknis Pengembangan Silabus dan Contoh/Model Silabus. Jakarta: Badan Standar Nasional Pendidikan. Jakarta.
Dyah, Sulistiyani. 2014. The Effectiveness Of Group-Discussion Using Word Wall To Teach Reading Viewed From Students’ Interest. Unpublished Skripsi. Jakarta: UIN Jakarta.
Gay, L.R., Geoffrey E. Mills, and Peter Airasian. 2006. Educational Research: Competencies for Analysis and Application (Eight Edition). Columbus, Ohio: Pearson Merril. Prentice Hall, New Jersey.
Hornby, A.S. 2006. Oxford Advance Learner’s Dictionary of Current English. London: Oxford University Press.
Hornby, A.S. 1995. The Advances Learner’s Dictionary to Current English.
Second Edition. London: Oxford University Press.
Ikhsan. 2013. The Implementation of English Macromedia Flash Games Software to Enrich Students’ Vocabulary. Unpublished Thesis.
Makassar: PPs UNM.
Jabu, Baso. 2008. English Language Testing. Badan Penerbit UNM
Januarti, Resky. 2007. Enhancing students’ reading ability by using Computer Assisted Language Learning. Unpublished Thesis.
Makassar: FBS UNM.
Lin, L. 2010. English Learners’ Incidental Vocabulary Acquisition in the Video-based Call Program English Learners’ Incidental Vocabulary Acquisition in the Video-based Call Program. Asian EFL Journal, Vol.12 (4). Retrieved on February 10th, 2013 from http://www.asian-efl-journal.com/PDF/Volume-12-Issue-4-
Lin.pdf
Masnijuri. 2004. Improving the Students Achievement by Using Multimedia Program as Learning in Teaching English. Unpublished Thesis.
Makassar: PPs UNM.
Mulyadi. 2004. Enhancing Students Mastery of English Vocabulary by Using CALL. Thesis. Makassar: State University of Makassar.
Nguyen, T Thanh and Huyen, Thi. 2003. Teaching Vocabulary through Games.
Nur, Rizki. Israeni S. 2006. The interest of students to learn English by using playful English Interactive Computer Software.
Unpublished Thesis. Makassar: State University of Makassar.
Nurmiati. 2004. Imporving the Students’ English Vocabulary Mastery by Using Whispering Games. Thesis. Faculty of Language and Arts UNM.
Peng, H. H., & Li-jeng, D. 2007. Vocabulary Acquisition in Multimedia Environment. US-China Foreign Language, Vol. 5 (8), August 2007.
Pusat Kurikulum. 2006. Model Penilaian SMP. Retrieved on May 12th 2018. From http://www.puskur.net.
Sugiyono. 2008. Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif dan R & D. Bandung: Alfabeta.
Surya, Dian. 2014. Improving Students’ English Vocabulary Through Cluster Technique. Unpublished Skripsi. Jakarta: UIN Jakarta.
Winataputra, Udin S. 2005. Strategi Belajar Mengajar. Jakarta: Universitas Terbuka.
Wikipedia. 2018. Sentence Completion. www.wikipedia.com. Retrieved on February 9th 2018.
Appendix 1
Research Instrument for Pre-test and Post-test.
TEST OF VOCABULARY
A. Match the words below in the left side with their meaning in the right side.
1. Strong a. Mendorong
2. Tall b. Ribut
3. Lazy c. Gemuk
4. Sleep d. Ramah
5. Push e. Tidur
6. Interesting f. Pintar
7. Noisy g. Kuat
8. Fat h. Tinggi
9. Clever i. Malas
10. Friendly j. Menarik
B. Translate the underline word in the sentence below.
11. Mr. Habibie creates a plane for Indonesia. :……….
12. The price of onion is over eighty thousand. :……….
13. Lion is one of wild animals. :……….
14. His father is a firefighter. :……….
15. I always have breakfast in the morning. :……….
16. Kangaroo can jump higher than 2 meters height. :……….
17. I put the dictionary in my bag. :………..
18. The moon’s circle is full tonight. :………..
19. Today is cold, we must put on our sweater. :……….
20. The man has a short black hair and brown eyes. :……….
C. Choose the correct option by crossing a, b, c, or d.
21. What is he doing?
a. Reading c. Swimming b. Writing d. Running
22. Which picture is an activity of “Brushing Teeth”?
a. c.
b. d.
23. Which sentence belongs to this picture?
a. I have short brown hair, brown eyes and a beard.
b. I have blonde hair, green eyes, and a small nose.
c. I have long black hair, blue eyes, and red lips.
d. I have white hair and blue eyes
