Personal Vocabulary Notes

English, especially in learning vocabulary. They said that English is difficult to be learned. They also said that written form of word and manner of pronunciation were different. When the writer asked to students about some words, many of them did not know about it. They also have difficulties in memorizing words, when the teacher taught English vocabulary, they are able to memorize it, but after that, they forgot the words they have learned before. It caused they did not write it, because of some reasons, like their notebooks were collected. When the teacher asked the students to open dictionary, most of they were lazy and bored to open dictionary. 5 Because of that, the writer tried to use personal vocabulary notes as a learning technique and as substitution dictionary. In this study, the writer tried to improve the students’ vocabulary using personal vocabulary notes.

The point has been made that the learning of a new word is not instantaneous, but that it requires repeated visits and conscious study. Much of this revisiting and studying of words will have to take place out of class time. Another way to have students work on their vocabulary development is to have them create their own dictionaries. 17 Vocabulary notebooks are frequently suggested as effective tools for students to use to take charge of, organize and manage their vocabulary learning. 18 In specific, to make students keep their notes and make a vocabulary notebook, using Personal Vocabulary Notes (PVN) technique can be a problem solving. By using Personal Vocabulary Notes (PVN) technique, it will make student to be an autonomous learner to create their own vocabulary and also to remember the vocabulary that they keep in their Personal Vocabulary Notes (PVN).

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 personal vocabulary notes. Another speaking activity is to have student slip a personal vocabulary notes item secretly in a conversation without the other person noticing.

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 Personal Vocabulary Notes (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 Personal Vocabulary Notes (PVN) to Year-8 students of “SMP Negeri 1 Sambas” in Academic Year 2015/2016.

To get the data, the writer used test in this study. A test is a set of stimuli presented to an individual in order to elicit responses on the basis of which a numerical score can be assigned. 6 According to H Brown Douglas, test is method of measuring a pe rson‟s ability or knowledge in a given domain. 7 To get the data, the writer did the test; it consisted of pre test and post test. The function of pre test was to know pre- ability students‟ vocabulary knowledge before they used personal vocabulary notes. And the function of post test was to know post-ability students‟ vocabulary knowledge after they used personal vocabulary notes. The test was used to see the result of students‟ vocabulary knowledge. The score of the

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 personal vocabulary notes 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 Personal Vocabulary Notes (PVN) at MA Al-Falah Kajar Bondowoso in the 2012/2013 academic year.”

hypothesis (Ha) stating that using personal vocabulary notes 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 personal vocabulary notes 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 (personal vocabulary notes) in improving the students’ vocabulary as alternative technique that could be used in teaching vocabulary.

Abstract: The aim of this research is to improve students’ vocabulary especially recognizing the word meaning in reading descriptive text. This research was conducted on the tenth grade students of SMA Negeri 10 Pontianak in academic year 2014/2015. In this research, the subject is class XD that consists of 9 students. The researcher conducted a classroom action research in her research and helped by the teacher during the research period. The data were collected by using direct and measurement technique. The tools of data collecting were observation checklist, field note, and test. Personal Vocabulary Notes was used as the technique in this research which is conducted the research in two cycles. The research findings showed that the mean score of students’ vocabulary test in the first cycle is 52.22 to 77.80 in the second cycle which means it successfully passed the KKM. It can be concluded that the students’ vocabulary taught by using personal vocabulary notes in reading descriptive text was improved.

Metode yang digunakan dalam penelitian ini adalah class action (Penelitian Tindakan Kelas) dalam model kualitatif untuk mempelajari teknik Personal Vocabulary Notes yang dapat meningkatkan penguasaan kosakata siswa. Dengan demikian, kompetensi di sekolah akan dianalisis dengan melakukan beberapa tindakan prosedur penelitian. Prosedur adalah rencana, pelaksanaan, observasi, dan refleksi. Kajian ini akan dilakukan 2 kali, pada awalnya adalah pemeriksaan selektif pada penguasaan kosakata siswa sebelum diberikan perbaikan dan pada akhirnya ada tes akhir dengan survei keuntungan dan persepsi siswa tentang penggunaan teknik Personal Vocabulary Notes selama pelajaran bahasa Prancis. Ujian akhir adalah bukti selektif jika teknik Personal Vocabulary Notes dapat meningkatkan penguasaan kosakata siswa.

Metode penelitian ini adalah penelitian tindakan kelas (PTK), dengan dua siklus, setiap siklus terdiri dari 3 pertemuan. Penelitian ini dilaksanakan di SMA Methodist 8 di kelas XI IPA 2 pada mata pelajaran bahasa Prancis bulan Desember sampai Februari Tahun Ajaran 2013/2014. Penelitian ini direalisasikan dengan langkah-langkah sebagai berikut : merencanakan apa yang akan diajarkan guru dengan menggunakan teknik Personal Vocabulary Notes, membuat skenario pembelajaran, mempersiapkan ujian untuk mengetahui kemampuan hasil menulis siswa dalam bahasa Prancis pada ujian final, membuat pertanyaan untuk ujian final, merealisasikan ujian pre-test sebelum mengajar dengan menggunakan teknik tersebut dan ujian final setelah siklus pertama dan kedua selesai.

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.

Many studies have been carried out related to this research which compares the techniques between song, games and story in teaching vocabulary. Ruth l. Cathcart-strong has carried out the related study by the title „input generation by young second language learners’ . The purpose of the study was to determine the effectiveness of various types of communicative acts (e.g., requests for information, calls for attention, intention statements, and so on) for eliciting native-speaker input. The study examined some of the spontaneous communicative acts of a group of young second language learners and their native-speaker interlocutors' responses in three play situations. Results showed that while the response rate to some types of utterances was predictable (e.g., to requests for information), others (e.g., calls for, attention) did not generate the expected feedback. In addition, there was an unexpectedly high response rate to other communicative acts, such as statements of intention. These findings are discussed as evidence of superordinate strategies in child discourse. The implications of such behavior for language learning and teaching are discussed, and classroom applications are suggested. 28