Cette recherche est la recherche d’action de la classe. Cette recherche a été réalisée en deux cycles, chaque cycle se compose de 3 réunions pendant 8 semaines. Cette recherche est faite à SMA Methodist 8 dans la classe XI IPA 2 au cours de français au mois de décembre jusqu'au février de l’année scolaire 2013/2014. Cette recherche a été organisée avec les étapes : planifier ce que l’enseignant enseigne en utilisant la technique PersonalVocabularyNotes faire le scenario de l’apprentissage, puis préparer le format de l’évaluation de l’apprentissage pour l’examen final, créer des questions pour l’examen final et réaliser l’examen pré-test avant enseigner en utilisant cette technique et préparer l’examen final après avoir terminé le premier cycle et le deuxième cycle.
A sample is a portion of a population. 4 In this study, the writer took two classes to be the sample. The first class was experiment group. This class was treatment with using personalvocabularynotes. The second class was control group. This class was taught with using handout. The sample of this study was VII-4 as experiment class and VII-2 as control class which each class consist of 30 students. The number of student was 60 students. In this study, the writer used cluster sampling because the unit chosen is not an individual but a group of individuals who are naturally together or grouped by the school. 5
Practically, the writer expected to give contribution to the English teacher about importance of learning technique in supporting teaching process especially vocabulary goals and it was one of alternative techniques that used for the English teachers in teaching vocabulary. For the student, by learning vocabulary using personalvocabularynotes provided motivation, so the students could learn it easily and the students could increase their ability in English vocabulary. For the reader, the reader could improve this technique (personalvocabularynotes) better and more interesting and the reader could take some theories of the vocabulary knowledge and personalvocabularynotes.
The use of this strategy will make students usually much more motivate to remember their PersonalVocabularyNotes (PVN) than a set of vocabulary items they have received from a textbook or teacher. PersonalVocabularyNotes (PVN) provide that safety valve which helps establish an "English only" atmosphere. PersonalVocabularyNotes (PVN) addresses individual student needs by encouraging students to find the vocabulary they need to communicate and talk about their experiences. And also, the teacher is able to address a great deal of complexity and richness without having to invent a context as the context is already created by the students. Especially, in large multilevel classes PersonalVocabularyNotes (PVN) provides the teacher with a time-efficient way of giving attention and feedback on language to individual students.
Once students have a set of words to work with they are any number of games and exercises you can do with them. To offer a couple of examples, teacher can have had students organize their words in word stress patterns. Teacher also can done speaking activities in which students must make short stories using two or more personalvocabularynotes. Another speaking activity is to have student slip a personalvocabularynotes item secretly in a conversation without the other person noticing.
However, learning vocabulary is a hard task. Sometimes it can be frustrating and discouraging. That is why good teachers must be able to increase students‟ active participation, improve their vocabulary with appropriate strategies, and make the students learn more. According to Moore (2005:226), the strategies should be selected that best serve the delivery of content and achievement of the purpose and objectives. The teacher should choose the appropriate strategy to motivate the students‟ learning based on the situation in the classroom. The appropriate strategy can help the teacher in teaching learning process to improve students‟ ability. On the other hand, good strategy will help the students in improving their abilities of certain subject. In this matter, the researcher used personalvocabularynotes as a strategy to improve students‟ vocabulary achievement and students‟ active participation.
First and foremost, I would like to express my greatest gratitude to Allah SWT, for blessing me and giving me strength so I can finish my thesis entitled “Improving the Tenth Grade Students’ Vocabulary Achievement and Students’ Active Participation by Using PersonalVocabularyNotes (PVN) at MA Al-Falah Kajar Bondowoso in the 2012/2013 academic year.”
This research applied pre-experimental method with one group of pre-test and post-test design. The purpose of this research was to find out whether or not using PersonalVocabularyNotes (PVN) is effective to teach English vocabulary. The population of this research was Year-8 students of SMP Negeri 1 Sambas. The sample was 33 students of class VIII E. The technique to collect the data was measurement technique. The form of the test was multiple choice and short answer. The result of students’ mean score of post-test is 72.12 higher than their mean score of pre-test which is 57.27. The effect size of the treatment is 1.89, which is categorized as effective. The effect size of the treatment is higher than the highest category of effect size that is 1.00 (1.89 > 1.00). The research finding shows it is effective to teach English vocabulary using PersonalVocabularyNotes (PVN) to Year-8 students of “SMP Negeri 1 Sambas” in Academic Year 2015/2016.
hypothesis (Ha) stating that using personalvocabularynotes gave effect to students’ vocabulary knowledge at the seventh grade students at SMP Muhammadiyah Palangksa Raya was accepted. In other words, the null hypothesis (Ho) stating that using personalvocabularynotes did not gave effect to students’ vocabulary knowledge at the seventh grade students at SMP Muhammadiyah Palangka Raya was rejected. Based on the result of the research, the writer suggested that the teacher can apply this technique (personalvocabularynotes) in improving the students’ vocabulary as alternative technique that could be used in teaching vocabulary.
Kurzweil (2002:2) mengatakan bahwa metode pengajaran PersonalVocabularyNotes di kelas merupakan metode yang alami dan mudah bagi siswa. Dalam hal ini, para siswa harus menggunakan paperback atau buku s aku yang tetap sebagai tempat untuk menulis kata-kata asing. Sistem ini merupakan bagian dari cara untuk merekam kata-kata, menerjemahkan kata-kata tersebut, dan kata- kata itu diterapkan ketika mereka berbicara atau menulis. Jika teknik PersonalVocabularyNotes rutin dilakukan, maka hal itu dapat melibatkan siswa dalam pelatihan mengajar karena siswa belajar bagaimana menjadi aktif dan mandiri seperti ketika mereka mencari kata-kata yang mereka inginkan.
Abstrak: Penelitian ini bertujuan untuk meningkatkan kemampuan siswa mengenal arti kata dalam bacaan teks descriptif. Penelitian ini telah dilakukan terhadap siswa kelas XD SMA N 10 Pontianak pada tahun akademik 2014/2015. Dalam penelitian ini sasaran penelitiannya adalah siswa kelas XD yang terdiri dari 9 orang siswa. Penelitian ini menggunakan metode penelitian tindakan kelas dan peneliti dibantu oleh guru bidang studi selama masa penelitian berlangsung. Data dikumpulkan menggunakan tehnik penilaian dan observasi langsung dengan menggunakan tabel pemeriksaan, catatan lapangan, dan tes. Tehnik yang digunakan adalah personalvocabularynotes dan dilaksanakan dalam 2 siklus. Hasil penelitian menunjukan skor rata-rata tes siswa pada siklus pertama adalah 52,22 menjadi 77,80 pada siklus kedua yang berarti siswa dapat melewati standar KKM. Berdasarkan hasil tersebut, dapat disimpulkan bahwa pemahaman siswa terhadap arti kata dalam bacaan teks descriptive dapat meningkat melalui pengajaran menggunakan personalvocabularynotes.
Above phenomenon indicates that there were behavior frictions from personal communications to impersonal communication or media communication. More advance of farmer group, will be wider in both television and newspaper media exposure. While behavior of listening radio, less advance farmer group will be more intensive than the advance one. For most rural community, radio is a popular media for entertainment amusement and information sources about development news.
In the teaching vocabulary in primary school especially in the lower grades, teacher should be aware on choosing words students need to learn. The teaching of vocabulary should be gradually from the concrete words to the abstract ones. In applying this, game can be the medium. Showing things that students can obviously touch and see in game can help them to acquire more words during the learning. This has something to do with the general principle with teaching vocabulary at a lower level. Pictures, charts and so on are some things that learners can obviously touch, feel and see in visualization, it means those things can be visualized in concreteness. This helps students to remember more words for they can visualize words in to things. According to Harmer, a general principle in the past, more concrete words have been taught firstly at lower level and then gradually become more abstract. 9 Wright mentioned that there are has categorized grouped games into several types according to its family types. After deciding what types of games applied by the second and first respondents in the teaching, the writer can make clear about the answer of the second research question. This is the information gained from the observation of the second respondent and first respondent that will be used to answer the research question number two which is the frequency of game technique.
In this study, the writer limits the discussion on the influence of listening to the English songs toward vocabulary mastery. The writer is interested in choosing this topic because the song is universal language. Everyone likes to listen to the song although they don't understand the meaning from the song. So, they can learn from songs, especially vocabulary.