This research aims to prove whether the application of the Grammar Translation Method can improve students' vocabulary achievement. It can be concluded that by applying the grammar translation method through Action Research method in the classroom, the vocabulary mastery of the class XI IPA 4 students of SMAN 1 Kalukku can be improved. Penelitian ini akasimas untuk semperen apakah apalanganung The method of grammar translation dapat sukukta persensiyon kosakata siswa.
INTRODUCTION
- Background
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
Vocabulary is also one of the common problems that students face, especially the way to get vocabulary or to remember. Although it dates back to the 16th century, Corder states that GTM is "the most deductive approach" (Allen & Corder 197: 13), and it may be true to say that the grammar-translation method is still widely practiced. Based on the formulation of the problem above, the purpose of this research is to obtain empirical evidence of the effect of using the grammar translation method on students' vocabulary.
REVIEW OF THE RELATED LITERATURE
Previous Research
Classroom techniques of grammar translation method are synonyms/antonyms, fill in the blank, memorization and, translate. The similarity is both the use of GTM in teaching vocabulary and the difference is that this previous research attempted to compare Grammar Translation Method and Direct Method in teaching vocabulary. The similarities are that there are some previous researches that focused on teaching vocabulary through grammar-translation method, such as the research conducted by Fandi Ahmad, Abudrrahman Hi.
Some Partinent Ideas
- English Language Learning
- Vocabulary Mastery
According to Fauziati, vocabulary is critical to language and critical to people learning a typical language. According to Haycraft in Hatch and Brown, vocabulary is defined in two types: receptive and productive vocabulary. Receptive vocabulary is words that the learner recognizes and understands when they occur in a context, but cannot produce correctly.
Productive vocabulary is words that students understand, can pronounce correctly and use constructively in speech and writing. From various definitions of vocabulary have given above, the author summarizes that vocabulary is the basic that students need to acquire in order to learn a language or to communicate. Vocabulary is the main substance in creating a sentence, no matter how good the students in grammar and.
From the different definitions, the author can outline the definition of vocabulary is a set of words or lists of words known by a person to communicate, show their thoughts, feelings. From the statement above, it can be concluded that vocabulary is the first element in English. Receptive vocabulary is the vocabulary that readers have a general sense of a word's meaning, but are not sure of its many meanings or nuances of meaning.
Vocabulary is the total number of words that (with the rules for combining them) make up a language, or (the range of) words that a person knows or uses in a trade, profession, etc.” (Hornby: 1959).
The Concept of Grammar Translation Method
- The Characteristics of Grammar Translation Method
- The Advantages and Disadvantages of Grammar Tranaslation
Learning vocabulary seems to be one of the easiest things to learn a language, but it's also one of the hardest things to do. But not only for this reason, this method has always been on the top list of English language methods, but also for students. Because it can also be used to learn vocabulary, the writer wants to apply it in order to know the effectiveness of the method.
Classes are taught in the first language, with little active use of the target language. In addition, another expert has the other opinion about the benefits of the method that is so different from that presented by Tarigan. Due to the differences between the two theories presented by both linguists above, the author can combine them into one theory. advantages of grammar-translation method when applied by an English teacher in the teaching-learning process, especially in teaching English as a foreign language in Indonesia.
This method is expected to make the students bored in the classroom because the teacher using GTM in teaching English will present the language structure in front of the classroom. In other words, the class activity will focus more on the language structure rule than on practicing the rule itself. In addition, GTM cannot develop students' communicative competence because they cannot flexibly use the rules of language structure to communicate.
As a result, some teachers abandon this method and switch to another method that can develop students' communicative competence.
Conceptual Framework
Action Hypothesis
RESEARCH METHOD
- Research Design
- Setting and Subject of the Research
- Factors of the Research
- Research Procedure
- Research Instrument
- Data Collecting Method
- Data Analysis
- Indicators of Success
The researcher gave a D-test to determine what the student's initial state of vocabulary mastery was. At the end of each session, the researcher gave the student a task to encourage the student's vocabulary mastery. From the results of these observations, an overview of the learning process was obtained before the implementation of the action.
Validity test scores I and II Table 4.1 Validity test scores I and II. There was 11.66 improvement in the mean score obtained by students of XI IPA 4. The improvement was not really significant, but it proved that the Grammar Translation Method could improve students' achievement in vocabulary. From the results of the calculation, it can be seen that the graduated students are 10 students (28.57%) and the students who did not pass are 25 students (71.42%), it can be concluded that the learning results of .. students of XI. IPA 4 SMA Negeri 1 Kalukku after applying Grammatical Translation Method is categorized as very low.
Based on the acquisition of each student's score and then calculated to find the mean value of vocabulary improvement of students of class XI IPA 4 SMA negeri 1 Kalukku, the result was 66.97. It was shown in the student score improvement table of validity test I and II. In fact, it turned out that the average of the score in Validity Test II improved.
The results of the research showed that the implementation of the Grammar Translation Method was effective in improving students' vocabulary mastery.
DISCUSSION
Finding
- The Improvement of Vocabulary Mastery of Ttudents of Class XI IPA IV
- Student Learning Outcomes in Cycle I
- Student Learning Outcomes In Cycle II
Learning observation is used to find out the learning process of class XI IPA 4 students of SMA 1 Kalukku. In this observation process, the researcher gave the students a D-test to find out the degree of the students' understanding of English learning, especially how good the students' vocabulary mastery was. When the lesson was taking place, most of the students were engrossed in their game and some even joked with other students, thus affecting the students' concentration of learning.
The media and teaching methods applied by the teacher were still monotonous, making the students feel bored and less interested in following the lessons, so only a small percentage of the students paid attention when the teacher explained. Based on the above table, it shows that after carrying out the two-cycle learning activity through the grammar translation method, giving the validation test at the end of each cycle to evaluate the improvement of the students' vocabulary achievement, there is a different mean score between cycle I and cycle. II which is the average grade of cycle II is higher than that of the first cycle, it means that there is an improvement of the students. vocabulary mastery. Based on the validity test that was given to the students at the end of each cycle to assess the vocabulary that the students have memorized or acquired during the four learning activity meetings.
Determined the percentage of students' completeness in improving vocabulary in learning English using the grammar translation method, analyzed based on KKM 70.00. As usual, at the end of cycle II, the students were given the validity test to evaluate the vocabulary that the students have learned by heart or they were given during the four meetings' learning activity. In this validity test, the students' vocabulary improved and they can understand when and where to use that vocabulary in a sentence, although there were some students who still lacked vocabulary and were confused about the grammar.
The percentage of completeness of the students determined in improving vocabulary in learning English using the Grammar Translation method, analyzed.
Discussion
This was because the researcher had better control over the lessons and directly the students who were noisy, so the lessons were quieter and also provided a more interesting activity in II. The effect of the grammar translation method was that the students had a better understanding of the grammar, which is really important for students, and they remembered the vocabulary more because they not only memorized it, but also used it to make a sentence based on the grammar rules. they learned. The mean score for validity test I was 55.31, and for validity test II the mean score was 66.97, which is better than the mean score for validity test I of 55.31.
In the validation test II, the students who passed were 20 students (57.14%) and the students who did not pass were 15 students (43%), and were categorized as fair. Based on the research results in SMA Negeri 1 Kalukku in the study year 2017/2018 and the author's analysis, it can be concluded that the Grammar Translation Method can increase students' vocabulary mastery from the average learning outcome score of 55.31% to the first. cycle to 66.97% in cycle II which means there was an increase of 11.66% in class XI IPA 4 SMAN 1 KALUKKU. The future of Grammar Translation Method can increase vocabulary mastery of class XI IPA 4 SMAN 1 KALUKKU students.
The grammar translation method not only helps students improve their vocabulary but also help them understand grammar. A comparative study between students' vocabulary mastery using grammar translation method and silent mode in second grade students of Mts Intibahusysyubban Ujungsemi Kabupaten Cirebon. Implementation of Grammar Translation Method (GTM) and Communicative Language Teaching (CLT) in Integrated English Teaching.
Teaching technique applied by English teacher to improve students' vocabulary during the first year of Smp Muhammadiyah 7 Eromoko Wonogiri in 2012/2013 Academic Year.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
The Effect of Direct Method on Student's Vocabulary Mastering (A Quasi-experiment Sudy at First Grade of SMA. Mastery of Causative Form (a Case of the Year Eleven Students of Sma 1 Tunjungan, Blora in the Academic Year Of 2010/2011). It je lep dan za ženske, ker praznujemo rojstvo velike dame, RA.
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