CHAPTER I
INTRODUCTION
A. Background
Vocabulary
as one of the language elements has a very important role in foreign language
learning. It is the basic and very principle requirement for the students in
learning English. We realized that language skills and other language elements
will not develop without good achievement of vocabulary because the basic
foundation of these language skills is vocabulary.
Many
students cannot master the four skills even though they have learnt English for
many years. One of the reasons is that they a lack of vocabulary. Vocabulary is
the basic unit of the language, especially in the second language learning. In
fact, good command of vocabulary can make someone express his or her ideas
effectively.
Knowledge
about language is very important in mastering English or acquiring a foreign
language. To be successful, we must have a great number of vocabulary items.
The students wanting to do well in English must learn English words. The
acquisition and the learning of vocabulary is a fundamental task. Through it,
we can communicate ideas, emotion and desires.
The
teacher should make learning vocabulary more effective and efficient. It is not
enough for the teacher of English to give the students words to memorize. They
have to use other alternative way to improve students’ vocabulary. To solve
this problem, of course, the creativity of teachers in choosing method is
needed. Students learn best when they have an equal opportunity to share with
each other and apply concepts through activities. In this case, cooperative
learning is an exact method to be implemented because it is an instructional
methodology that promotes both. Further, by employing cooperative learning
strategies within the training sessions, the teacher can model techniques that
have proven quite effective for students as well.
In learning a foreign language,
vocabulary plays an important role. It is one element that links the four language
skills of listening, speaking,
reading and writing all together. In order to communicate well in a foreign
language, students should acquire an adequate number of words and should know
how to use them accurately. The acquisition and the learning of
vocabulary is fundamental need. It is the heart of language learning and
language use because through vocabulary we can communicate ideas, emotion, and
desires. Without
vocabulary speakers cannot convey meaning and communicate with each other in a
particular language. In educational field, students usually learn vocabulary
passively. They
consider the teacher's explanation for meaning or definition, pronunciation,
spelling and grammatical functions boring. In this case, language learners have
nothing to do in a vocabulary learning section but to listen to their teacher. Therefore,
it is necessary for the teacher of English to have a good method in presenting
the materials in the classroom.
With
song presents a challenge. We need to find a way to bridge the gap between
entertainment and teaching to bring about real "edutainment." In
other words, we must make sure the attitudes of the pupils are geared towards
learning.
B. Problem statement
Based
on the background above, the problem statement of this research is: “How the effectiveness of using song in
increasing student vocabulary of first grade student at SMAN I Wotu Luwu Timur?
C. Objective of the research
Based on the problem
statement above, the objective of this research is to find out whether or not
the use of Song can increase the students’ vocabulary mastery.
D. Significance of the research
The result of this
research is expected to give useful information and positive contribution to
English teacher in teaching vocabulary and the students of senior high school.
E. Scope of the research
This research deals
with English language testing. It’s under the field of applied linguistic.
The scope of this research is restricted to the effectiveness of the using
English song in increasing the students’ vocabulary ability.
CHAPTER II
REVIEW OF RELATED
LITERATURE
A. Previous Study.
Some previous
researchers have conducted their research on the use of various methods or ways
in teaching vocabulary.
1. Nursyamsi
(2009) on her research “Enriching the
students’ vocabulary achievement of the second year students of MAN Pangkep
through jigsaw of cooperative learning method” found that there was significant difference between the
result of pretest and posttest of the students who are taught vocabulary by
using the jigsaw technique and she concluded that the use of jigsaw technique can
enrich the students’ vocabulary achievement.
2. Symons, Gill, and Friederich (2008) on their research reported that the use of team game
tournament (a cooperative learning strategy) increased motivation and academic
achievement of Science and English students, particularly among boys. The survey data clearly
indicated that students enjoy TGT’s collaborative, competitive, and reward.
This high level agreement among students likely promoted heightened students
engagement in classes.
3. Herlina (2003) on her research “The Attitude of the
Second Year Students of SLTP Muhammadiyah Parepare toward Teaching English
Vocabulary through Language Games” reports that games can be used on teaching
vocabulary for variety and relaxation, and students are more active in the
teaching and learning process
4. Marhaen
(2006) led thesis research on “Increasing the students’ vocabulary achievement
under cooperative learning type STAD in the first year of SMAN 4 Kendari”. The
purpose of this research was to offer a descriptive account of the first year
students’ vocabulary achievement of SMAN 4 Kendari and their attitude toward
teaching vocabulary under cooperative learning type STAD and the conclusion of
this research showed the students’ positive attitude toward English teaching vocabulary under
cooperative learning type STAD.
B. Theoretical Background
1.
Definition of vocabulary
In
this research, the writer presents some theories or ideas which are as follows.
Gove
(1987) in Mulyana (2003) stated that vocabulary is words of language employed
by individual, group or work in relation to a subject.
Webster
(1980) in Makmur (2000: 45) pointed out that vocabulary is a list of words and
sometimes phrases, usually arranged in alphabetical order and defined as dictionary,
grocery or lexicon.
Hornby
(1963) in Kamariah (2007) defined vocabulary as:
1. The
total number of words that make up a language.
2. Body
of words known to a person or used in a particular book, subject,
3. Lists
of words with their meanings.
2.
Types of vocabulary
Schail (1967:57) states that every person has three types of
vocabulary:
1.
Active vocabulary is the words that we
use in speaking and writing probably runs 5000 up to 10000 words.
2.
Reserve vocabulary is the words that we
know but rarely used in ordinary speech. We use them in writing letter when we
have time to consider, or search for synonym.
3. Productive
vocabulary is the words that we recognize vaguely but they are not sure of the
meaning, however using them in either speaking or writing and we just know that
we have seen before
Which are made up of
the words, recognized in the context of reading material but he doesn’t
actually use it himself.
Hammer
(1991: 159) in Makmur (2000) also divided vocabulary into two types. They are:
a.
Active vocabulary
Active vocabulary
Refers to vocabulary that students have learnt. The students are expected to be
able to use these vocabularies.
b.
Passive vocabulary
Refers
to words which students will recognize when they meet them but they will
probably not be able to produce them
3.
Principles Of Learning English
Vocabulary
Rampion
in Sunarti ( 2004 : 10 ) pointed out four criteria of vocabulary:
a. Supplementary
materials; in the form of additional components of course book, designed by
educational institution.
b. Course
book: Every written and spoken text by the teacher to support the
c. Vocabulary
activities: like translating, playing game, doing exercises formulated by the teacher.
d. The
students; sometimes the students represent some words which are unpredictable.
4.
Strategies of learning vocabulary
a.
Context Clues
Learning the meaning of words from the context of your reading material can
be the most useful strategy to increase your vocabulary comprehension. Using
the context that surrounds an unknown word helps to reveal its meaning. There
are several different types of context clues that you can use to find the
meaning of a word within the context of what you are reading. They are:
a. Definition.
The author equates the unknown word to a word that is known or more familiar to
you. Example: Physiology is a branch of biology that deals with the
functions and activities of life or of living matter (as organs, tissues, or
cells).
b. Synonyms. The author pairs the unknown word
with a synonym or other closely related words. Example: The President’s wife
possessed the traits of a promising leader: wisdom, judgment, and sagacity.
c. Comparison Clues. Often an unfamiliar word is used in a comparison with a
familiar word. Your knowledge of the familiar word may help you figure out the
meaning of the new one. Example: The thatch in the roof was as likely to
burn as any other straw.
d. Contrast Clue. In a comparison clue, you learn that a new word is like a
known word. In a contrast clue, you learn that a new word is different from the
known word.
Example:
At night the street was pacific, unlike the crowded, noisy chaos it was
during the day.
Examples in
Context. You can predict
the meaning of an unfamiliar word when it is used with an example of a familiar
word.
Example: At the show we saw
magicians
e. Inferring Meaning from Context. The author sets a mood
(ironic, serious, funny, etc.) in which the meaning of the unknown word can be hypothesized.
Example: The tormented lion roared in pain as he tried to escape from his
captors.
b. Word
Structure
Sometimes a word can give clues to
the meaning in its structure. Analyzing the word’s structure and properties is a vocabulary
strategy that you can use to figure out the word’s meaning. When you approach
an unknown word, you can guess at its meaning by breaking down the parts of the
word. Longer words can be some of the most difficult to figure out, but they
can be put into categories that will help you.
a. Compound words are two known words joined
together.
Examples:
matchmaker, bookkeeper.
b. Words that contain a familiar stem
to which an affix (prefix or suffix) has been added.
Examples:
microscope, tasteless.
c. Words that can be broken down into
regular pronounceable parts.
Example:
subterfuge, strangulate.
d. Words that contain irregular
pronounceable parts so that there is no clear pronunciation.
Examples:
louver, indictment.
1.
Song
a.
What
are songs?
Ostojic,
(1987:50) defines that song or music one of basic expressions of the human
spirit that contains the unique meanings. His centimes that song can put
forward different meanings (expressions), such as advise critics. Love, etc, as
a matter of act, song has become one of the important part in English language
teaching.
Song
is a feeling, emotion and thought expressions in a – rhythm (Neville, 1981:
60).
Song
is a piece of music with words that are song ( Oxford Advanced Learner’s Dictionary, Oxford University Press,
2000)
From
those definitions it can be concluder that song is a kind of literary works
that is used to entertain people. We can conclude that song is a piece of music
with words that intended to be sung. Living without song and music will make
the world very lonely.
b.
Why
use song?
There
some reasons of using in language learning given by Rost (1991: 23):
Song
has a great tender to attract the attention of people that other forms of mass
media may lack. Students are often willing to learn to sing a song in a foreign
language not fully understand or partially understand the meaning of words.
Songs
will give or share the students with amount of dramatic departure from the
normal pattern that they can use in a brief moment of time. Songs introduce an
atmosphere of gaiety, fun and informality in the classroom, which is far more
conducive environment for language learning.
Songs
can allow the students to have a great and whole participation during classroom
takes process because at least all of the students will sing together.
Some
teacher of foreign language has used music and song to teach foreign language,
such as:
1.
Lazanic in (1987: 32) introduce a method
of teaching a foreign language called suggest to podia. The central activity of
this method is in an attractive and convenient classroom the teacher is reading
the material accompanied by classic music. He uses this method to bring the
students into relation and meditation.
2.
Ostojic (1987:34) also used music to
encourage students in writing poem. He conducted this study to the secondary
school in Sarajevo. He says that the music can help the student to write poems.
c.
According
to the Purpose of Songs
Hamdju et.al (1984:12) divided songs
into different kinds as classes as follows:
a.
Religious Songs. It is often song in
religious activities.
b.
Song For Entertainment
An entertainment song has a tendency to amuse
people. In choose this type of songs. Try to make a song that has simple words
which are easy to understand.
c.
Educational Song
An
educational song is a song that helps, increase and develops pupil’s language
or knowledge.
d.
Business Song
A
business song is very popular nowadays and very important. It is used by the
people as a tool of advertisement to introduce a product of food, cosmetic,
etc.
C.
Resume
In
order to make the students familiar with English, they should interact in the
ways that are as closely as possible to English real life situation, this means
that students should be put in meaningful communication situation.
To
overcome such kind of feeling the researcher offers using English song in English
class, may give students much opportunity to practice English which will
hopefully help them to build their self confidence to learn English and also
can improve their knowledge.
D. Theoretical Framework
The focus in this
research is to find out the students’ ability to master English vocabulary by
using song. The theoretical framework underline this research is presented in
the following diagrams.
INPUT
Teaching Vocabulary
OUTPUT
Achievement
Input, process, and
output above are briefly describes as follows:
1. Input
refers to the technique of teaching vocabulary to the students.
2. Process
refers to the implementation of the input in the classroom, namely the teaching
learning process by using songs.
3. Output
refers to the student’s achievement in vocabulary.
Chapter III
Method of the research
This chapter
presents the research design, variable and their operational definitions
population and sample, instrument of the research, procedure of collecting
data, and techniques of data analysis.
A. Research Design
This research uses the
pre-experimental which apply pretest-post test design. The schematics
representation or the design is as follows:
01 X 02
Where:
01
= Pre-test
X
= Treatment
02
= Post Test
Gay (1981:225)
B.
Variables and their operational
definition of variables
This
research consists of two variables which are:
1. The
independent variable
The independent variable is the variable that is varied or manipulated
by the researcher. An independent variable is measured, manipulated, or
selected by the experimenter to determine its relationship to an observed
phenomenon. The independent variable is the variable that is controlled and
manipulated by the experimenter; whereas the dependent variable is not
manipulated, instead the dependent variable is observed or measured for variation
as a presumed result of the variation in the dependent variable. In this research
independent variable is songs.
2. The
dependent variable
Dependent
variable is
the response that is measured. Dependent variables can be influence by controlled variables.
In this research the dependent variable is the students’ vocabulary mastery
which is the vocabulary that the students achieve after the learning process
and then use correctly and appropriately in the vocabulary text given.
C. Population
and Sample
1. Population
The population
of the research is the first year students of SMA Negeri I Wotu in academic
year 2012/2013. The number of population was 306 students.
2.
Sample
The sampling technique use in the
research is cluster random sampling. The writer takes only one class of the
population as the sample of this research. The sample is taken from the
population the first grade consisting of 30 (thirty) students. The writer uses
cluster random sampling technique in which one class is taken as the sample.
This technique is used because the researcher is unable to choose participant
individually, but able to choose intact group randomly.
D. Instrument of the Research
The
instrument of the research is a vocabulary test used as pretest and protest. The pretest is intended to investigate
the students’ prior knowledge on English vocabulary before giving treatment
while the posttest is given to measure the students’ achievement on English
vocabulary mastery after the treatment has been given.
E. Procedure of Collecting Data
The
procedures of collecting data are presented in chronologically order as below:
1. The
writer will give pretest in order to know the students’ previous knowledge
about vocabulary. The test took 45 minutes.
2. Treatment
The treatment is given in four
meetings after the pretest is conducted. At these meeting. Each meeting has one
topic. The writer uses the song to teach vocabulary according to the time
allocated.
3. Posttest
After giving the
treatment to the students, the writer distributes the same vocabulary test used
in pretest to check the result of the treatment
F. Technique of Data Analysis
The data is collected
through the test and analysis. The step in analyzing the data is described as
follows:
1. Scoring
the student’s answer of pretest by using the following formula:
|
Score =
|
|
X 100
|
|
Score =
|
( Puskur, 2006:32)
2. Classifying
the student score
NO
|
Classification
|
Score
|
1
|
Very good
|
90-100
|
2
|
Good
|
70-89
|
3
|
Fair
|
50-69
|
4
|
Poor
|
30-49
|
5
|
Very Poor
|
10-29
|
( Puskur, 2006:33 )
3. Computing
the frequency and the rate percentage of the students’ scores.
Where:
P : percentage
Fq: frequency of the
students’ score
N: the total number of
students
(Gay,
1987)
4. Calculating
the mean score of the students’ vocabulary mastery using the following formula
Where:
= mean score
N = the number of students
(Gay, 1987:361)
5. Calculating
the standard deviation using the following formula
Sd
=
Where
Sd =
standard deviation
n = the number of all students
6.
Finding out the significant
different between the pre –test and post –test by calculating the value of the
t- test for dependent variable:
Where:
Where
: t : test of
significance
D : the
difference between the matched pairs ( X1-T-X2)
D : the
mean of Ds
(åD) : the
square of D (Gay,1981:33)
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