One of the efforts to improve students' vocabulary acquisition is first language application (LI). The purpose of this study was to determine whether using the first language as a scaffold increases the effectiveness of fourth grade students' vocabulary acquisition in SD Negeri 156 Bengkulu Utara, after applying the first language in vocabulary learning.
INTRODUCTION INTRODUCTION
- Background of Study
- Identification of Research Problems
- Limitation of the study
- Research Question
- Objective of The Research
- Significance of the study
- Definition of Key Term 1 Language 1 (L1)
Therefore, the author proposes a technique to solve the problem, namely the use of the first language or the mother tongue of the students. Second language acquisition is also called a scientific field that studies the process.
LITERATURE REVIEW
- The Theories of First Language Acquisition
- First language use and meaning focused input and output
- First language use and language focused learning
- First language use and fluency development
That is, they had the opportunity to fully understand the content of the task through the medium of their first language before performing the written task in. Second, the first language discussion included quite a lot of the second language vocabulary that would be used in the later task.
Definition of Scaffolding
During the scaffolding process, teachers help students master a task or lesson that students cannot initially understand on their own (Lipscomb et al. 2004, pp. 4). Scaffolding lets students know why they are doing the work and why it is important.
Types of Scaffolding
Re-presenting the text here means that the teacher makes it easier for the students to understand the gist of the text. By doing these activities, students will enjoy the learning process and conceptually understand the meaning of the text.
Literature Review of Vocabulary 1. Definition of Vocabulary
- The Importance of Vocabulary
- Types of Vocabulary
- Teaching Vocabulary
- Learning vocabulary
- Vocabulary Mastery
- The role of Vocabulary in Language Learning
- Strategy in teaching vocabulary
- The source of Vocabulary
The name, according to Frank, is one of the most significant components of speech (Frank, p. 6). A noun, according to Sjah and Enong, is a term used to name persons, places, plants, objects, animals, qualities and abstract concepts (Sjah and Enong, p. 30). It means that a name is related to something else, such as the name of a place, the name of a plant, a person, etc. Coordinating conjunctions that connect structural units or elements in a sentence that share the same grammar. It indicates that the term complex refers to a larger entity made up of two separate parts that are linked together.
It is widely recognized that English vocabulary development is impossible without English skills, as both are crucial in the English teaching and learning process. Students will have difficulty understanding the texts and questions if they do not have an extensive vocabulary, because the passages and questions use a much wider variety of terms than in everyday discourse. Grouping words based on similar features is an effective pre-reading strategy that activates prior knowledge of vocabulary words or phrases16. Grouping words based on similar features is an effective pre-reading strategy that activates prior knowledge of vocabulary words or phrases.
PreviousRelated Study
Using 169 students with a low level of competence, it was found that teaching English as a foreign language in Laos in the students' mother tongue (L1) improved their recall of new vocabulary items both in isolation and in context. This would have consequences for English teachers and writers. time, in an English as a foreign language (EFL) classroom, the teacher is unable to resist the use of the mother tongue in teaching and learning.
The findings reveal the opinions of both the instructor and the students about the use of first language in the EFL classroom. The majority of students felt that the instructor's inclusion of the first language in their English lesson was beneficial for their learning of the target language. Furthermore, the instructor supports the students' point of view as the incorporation of the first language in an EFL classroom is seen as a solution to the students' problems in learning the target language.
Hypothesis
RESEARCH METHOD RESEARCH METHOD
Sample
A sample is a limited part of the statistical population, the nature of which is studied to obtain information. According to Creswell (2012, p.142), it is a subset of the target population that the researcher plans to study in order to generalize about the target population. Kasmadi and Sunariah (2013, pg.66), assert that the purposive sampling technique is a technique for determining samples with certain samples with certain considerations.
In this study, the researchers selected IV A and IV B based on observations, seeing their results for one semester, seeing their homogeneity based on the results of the pretest. The sample used in this study was class IV A as class experiment and class IV B as control class.
Research Variabel
In this study, vocabulary learning using the technique of using the first language (L1) will be an independent variable because it affects the improvement of students' vocabulary.
The Technique of Data Collecting
- Test
The exam is used to determine what percentage can reach the goal when the training process is completed. It will be used in both control and experimental classes to determine the quality of students before treatment. The goal of the post-test will be to assess students' ability to expand their academic vocabulary after treatment.
The researcher was able to determine the significant difference in student performance between the experimental and control groups by examining the students' post-test scores. The items tested in the post-test will be the same as those tested in the pre-test because they will be used both to assess students' vocabulary performance and to determine whether the English teachers' use of first language (L1) has a positive impact. about introducing new vocabulary to student performance.
Research Instrumen
The researcher will use a test to collect data on vocabulary using nouns, verbs and adjectives, with the topics of animals, people, shopping list and profession. The test was created using the school-based curriculum and syllabus used in SDN 156 Bengkulu Utara. The test type was chosen because the scoring method is simple and more convenient for students to complete.
Vocabulary Mastery Noun Students can recognize and select the correct concrete noun in the correct situation. Adjective The student can recognize and use the correct adjective in the correct context.
Research Procedure
The teacher will use pictures, objects to teach some of the vocabulary that will be given in class. Researchers choose topics to teach students from lesson plans and ask students to close their eyes and start naming the things they observe – when they don't know, they are playing and remembering things from the topic. Place the object or diagram at the front of the room and give students the designated time (perhaps two minutes) to view it.
At the end of the allotted time (five minutes is enough), have the students check their list and the one with the most wins. Most educational experiments examine differences in the outcomes of two or more treatments, not differences in the outcomes of one treatment versus no treatment. The teacher assesses the students, such as vocabulary practice in the use of nouns, verbs and adjectives.
Technique of Data Analysis
- Try-out test
35 and a significance level of 5%, the r-table value is 0.334, based on the output of the validity test results, which can be seen in the Corrected Item-Total Correlation column. The r-table value is 0.334 if the r-value of the adjusted Item-Total Correlation > R-table. The next step is to determine the reliability of the test. According to Fraenkel and Wallen, reliability refers to the consistency of the scores obtained for each individual from one instrument administration to the next and from one set of items to the next (Wallen, 2009).
To determine whether an instrument is a good instrument, anates are needed in the research. Based on the results of the above reliability test calculation, the Cronbach's Alphas value is 0.827, with a significance level of 5%. The test instrument measured a very high level of reliability on a reliability scale.
Hypothesis Test
- Normality and Homogeneity of Data Score
- Homogeneity of the Post-test Table: 4.6
- Independent Sample T-Test Analysis Students' vocabulary comprehension
0.05, H_0 is accepted, so it can be concluded that the data on the Fun test scores of the experimental class of students is normally distributed. Analysis of the post-test results of students in the control class obtained a probability value (sig.) = 0.200. Because p-value (sig) > 0.05, H_0 is accepted, so it can be concluded that the data on the Fun test scores of the experimental class of students is normally distributed.
Analyzing the results of the homogeneity test of the pre-test results of the students of the experimental class and the students of the control class, we obtained a probability value (Sig.) = 0.282. By analyzing the results of the test of homogeneity of the pre-test results of the students of the experimental class and the students of the control class, we obtained a probability value (Sig.) = 0.709. Because based on the normality test, the pre-test scores of the students of the experimental class and the students of the control class.
Discussion
Moreover, the posttest results showed a statistically significant effect of the first language use technique (L1) on students' vocabulary comprehension. This indicates that the first language technique (LI) has a significant effect on increasing students' vocabulary. Based on the above results, it appears that the technique of using first language (LI) is effective in improving students' vocabulary in fourth grade.
Finally, using the first language can be a way of teaching English to develop vocabulary mastery. Researchers also used the first language in combination with other activities such as dialogue and word guessing, which could help students pronounce and pronounce words correctly and help students remember them in the long term. Therefore, the first language use strategy is a vocabulary teaching option for fourth graders.
CONCLUSION
Suggestion
The impact of the First Language First model on vocabulary development among bilingual preschool children. CAMBRIDGE LANGUAGE TEACHING LIBRARY Group Dynamics in the Language Classroom by Zoltán Dörnyei and Tim Murphey Language Learning in Distance Education by Cynthia White Language Learning in Intercultural Perspective edited Language Teaching Matrix Moti (Lynne Came). A Study on Vocabulary Learning Problems Encountered by BA Students of English at University Education Level.
Angket untuk Siswa
SS = Sangat Setuju
6 Bahasa pertama/bahasa daerah berguna untuk menjelaskan kata-kata bahasa Inggris yang belum diketahui siswa. 9 Penggunaan bahasa ibu/bahasa daerah membantu saya memahami/memahami mata pelajaran bahasa Inggris baru yang ingin saya pelajari. 10 Penggunaan bahasa ibu/bahasa daerah membantu menjelaskan persamaan dan perbedaan bahasa ibu dan bahasa Inggris.
3 Penggunaan bahasa pertama atau bahasa daerah untuk memahami/memahami isi bacaan teks bahasa Inggris (reading). 6 Penggunaan bahasa pertama atau bahasa daerah untuk menjelaskan kata-kata bahasa Inggris yang asing. 8 Penggunaan bahasa pertama atau bahasa daerah untuk menjelaskan persamaan dan perbedaan bahasa Indonesia dan bahasa Inggris.
