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 personal vocabularynotes 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 (personal vocabularynotes) better and more interesting and the reader could take some theories of the vocabulary knowledge and personal vocabularynotes.
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 personal vocabularynotes. 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
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 vocabularynotes. Another speaking activity is to have student slip a personal vocabularynotes 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 VocabularyNotes (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 VocabularyNotes (PVN) to Year-8 students of “SMP Negeri 1 Sambas” in Academic Year 2015/2016.
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 vocabularynotes 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 VocabularyNotes (PVN) at MA Al-Falah Kajar Bondowoso in the 2012/2013 academic year.”
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 VocabularyNotes (PVN) technique can be a problem solving. By using Personal VocabularyNotes (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 VocabularyNotes (PVN).
hypothesis (Ha) stating that using personal vocabularynotes 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 vocabularynotes 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 vocabularynotes) in improving the students’ vocabulary as alternative technique that could be used in teaching vocabulary.
Kurzweil (2002:1) mengatakan bahwa Personal VocabularyNotes (PVN) adalah cara untuk mengembangkan kosakata siswa dengan cara pribadi sambil mendorong mereka untuk menjadi pembelajar mandiri. Artinya, seni Personal VocabularyNotes (PVN) adalah cara untuk mengembangkan kosakata siswa secara pribadi dan tumbuh menjadi mandiri. McCarten (2007: 20) juga berpendapat bahwa latihan notebook kosakata terstruktur yang dirancang untuk membuat siswa fokus pada satu set kosa kata tertentu adalah cara yang baik untuk mengembangkan strategi belajar kosakata. Artinya, struktur pelaksanaan notebook kosakata yang ditunjuk secara obyektif dapat menjadi cara yang baik bagi siswa untuk menguasai kosakata.
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 personal vocabularynotes 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 personal vocabularynotes.
Dokumen Spesifikasi Kebutuhan Perangkat Lunak (SKPL) ini merupakan dokumen spesifikasi kebutuhan perangkat lunak Play Notes (Aplikasi Pembaca Notasi Balok) untuk mendefinisikan kebutuhan perangkat lunak yang meliputi antarmuka eksternal (antarmuka antara sistem dengan sistem lain perangkat lunak dan perangkat keras, dan pengguna) perfomansi (kemampuan perangkat lunak dari segi kecepatan, tempat penyimpanan yang dibutuhkan, serta keakuratan), dan atribut (feature- feature tambahan yang dimiliki sistem), serta mendefinisikan fungsi perangkat lunak. SKPL-Play Notes ini juga mendefinisikan batasan perancangan perangkat lunak.
From the related study above, there is a relationship between Nunik’s reseaech and this research. The differences is on the topic, she used songs to teach vocabulary, in spite of the writer uses songs to measure the vocabulary mastery to the students.
This research was intended to improve the seventh grade students’ vocabulary achievement through English songs at SMP Negeri 11 Jember in the 2014/2015 academic year. A Classroom Action Research was used by the researcher in this research to overcome the problems faced by the students in learning English due to the lack of vocabulary. The subjects of the research were chosen by using purposive method. The students of class VII-A were taken because they had the lowest mean score of the previous English midterm test. The data collection methods of this research were vocabulary achievement test, observation in the form of checklist, documentation, and interview. This research was conducted in two cycles. Each cycle consisted of two meetings and a vocabulary test. The target minimum score of this research is based on the English minimum requirement score at the school, that is 72. The average results of observations in Cycle 1 showed that 65.8% of the students were categorized as active students during the teaching learning process of vocabulary through English songs and it increased to 82% in Cycle 2. Moreover, the result of vocabulary achievement test proved that there were 23 students of 38 students (60.5%) could achieve the target minimum score of this research in Cycle 1, and it increased to 81.6% or 31 students in Cycle 2. Based on the research finding above, it was found that the use of English songs could improve the seventh grade students' vocabulary achievement.
Since the use of flashcards could improve the students active participation in teaching learning process of vocabulary and their vocabulary achievement, flashcards can be used as media to teach in vocabulary class. Thus, the researcher purposes a suggestion to the English teacher to use flashcards to teach vocabulary because it was proved that the use of flashcards could improve the students' active participation in teaching learning process of vocabulary and their vocabulary achievement. Then, she/he should learn how to make flashcards or other media in order to create or look for the teaching media, especially flashcards that is appropriate with the curriculum. The students also are suggested to be more active during teaching learning process in the class of English so that they can enlarge their vocabulary mastery in the improvement of their vocabulary achievement. The future researchers who have the similar problem in teaching vocabulary are encouraged to use this research result as reference to conduct further research that deals with the use of flashcards to develop students vocabulary achievement, such as experimental research on the effect of flashcards on the students’ vocabulary achievement to the different level of students.