CHAPTER 1
INTRODUCTION
1.1.
Background of study
In learning language, learners are expected to acquire
the four skills. Listening, speaking, reading and writing. Chris Gough (2002:3)
says that vocabulary is not just words. When we talk about our vocabulary, we
mean the words we know and our ability to use them. In Indonesia for instance, it is
difficult for students to understand meaning of English words. Based on the writer’s
teaching experience as an assistant teacher in the English Course of RainbowLearning Center, she has found it was difficult for the student to speak fluently;
particularly the main idea is due to their lack of vocabulary ability/skill.
There are some factors, which influence the student’spoor vocabulary skill. One of the factors might be the application of teaching
method, which are not suitable in teaching method. Computer media, for
instance, could be considered by the teacher to help improve their student’s
vocabulary.
In this regard, the writer would like to conduct a field
research (research action) to obtain information whether computer media could
improve the student’s reading skills at SMU NEGERI 6 TANGERANG. Based on the
result of the observation by the writer to the students of the school, most of
them still were difficult to know the meaning of words in ATM 5 Programme. Hence,
the writer is interested in conducting her research at the school and writing
her final project titled Improving
student vocabulary through computer
media.
1.2.
Statement of the problem
The student will focus on improving student’s vocabulary
skills through computer media (ATM 5 Programme). Study case: Students of the 2nd
year of SMU NEGERI 6 TANGERANG.
1.3.
Research Question
In line with the background of the study, a research
question is formulated as follows: Is computer media (ATM 5 Programme) to
improve the vocabulary skill of the 2nd year of SMU NEGERI 6
TANGERANG.
1.4.
Goal an function
There are some significance of this study, which could
hopefully benefit the readers, they are:
1.
This study is aimed at helping
the English teachers improve the students` Vocabulary skill.
2.
The study is aimed at providing
the teachers of SMU NEGERI 6 TANGERANG with information how to teach Vocabulary
through computer media (ATM 5 Programme).
3.
This Study is aimed at
fulfilling me of the writer’s requirement to obtain her bachelor (Sarjana
Strata II-SI degree) at STBA Buddhi Tangerang.
4.
This study is expected to be a
reference for readers, particularly for those who are interested in conducting
further research on the same subject.
1.5.
Scope and Limitation of the study
This study will coverimproving students` vocabulary skill in level of literal and interpretive and
also computer media limited. However, due to the writer`s time and other
constraints the writer will not discuss all the techniques of computer media.
In this regard, she will only ask the students to do the ATM 5 Programme as one
of the techniques of the computer media to be used in improving the student
vocabulary skill.
1.6.
Research Methodology
The writer will conduct a fieldresearch, via action research to obtain the information on the effectiveness of
computer media (ATM 5 Programme) in improving the students` vocabulary skill.
In this regard, she will conduct her field research at SMU NEGERI 6 TANGERANG.
She will teach vocabulary using computer media (ATM 5 Programme) to the 2nd
year students of the school about 1 month on may 2010. The writer will
analyze the data collected from her research using qualitative method and
descriptive statistics.
CHAPTER
II
THEORETICAL
FRAMEWORK
2.1
Theoretical Description
2.1.1 Language
Learning a foreign language takes time and dedication. Some
reasons are practical, some aspirational, some intellectual and others
sentimental. That reasons may help to
convince students to take the plunge, if such persuasion is needed. But
whatever the reasons, having a clear idea of learning a language can help to motivate
students in their studies.
1) Spend the time!
By far the most important factor is how much time you are
immersed in the language. The more time you spend with the language, the faster
you will learn. This means listening, reading, writing, speaking, and studying
words and phrases. This does not mean sitting in class looking out the window,
nor listening to other students who do not speak well, nor getting explanations
in your own language about how the language works. This means spending time
enjoyably connected to the language you are learning.
2) Listen and read every day!
Listen wherever you are on your MP3 player. Read what you
are listening to. Listen to and read things that you like, things that you can
mostly understand, or even partly understand. If you keep listening and reading
you will get used to the language. One hour of listening or reading is more
effective than many hours of class time.
3) Focus on words and phrases!
Build up your vocabulary, you’ll need lots. Start to notice
words and how they come together as phrases. Learn these words and phrases
through your listening and reading. Read online, using online dictionaries, and
make your own vocabulary lists for review. Soon you will run into your new
words and phrases elsewhere. Gradually you will be able to use them. Do not
worry about how accurately you speak until you have accumulated a plenty of
words through listening and reading.
4) Take responsibility for your
own learning!
If you do not want to learn the language, you won’t. If you
do want to learn the language, take control. Choose content of interest that
you want to listen to and read. Seek out the words and phrases that you need to
understand your listening and reading. Do not wait for someone else to show you
the language, nor to tell you what to do. Discover the language by yourself,
like a child growing up. Talk when you feel like it. Write when you feel like
it. A teacher cannot teach you to become fluent, but you can learn to become
fluent if you want to.
5) Relax and enjoy yourself!
Do not worry about what you cannot remember, or cannot yet
understand, or cannot yet say. It does not matter. You are learning and
improving. The language will gradually become clearer in your brain, but this
will happen on a schedule that you cannot control. So sit back and enjoy. Just
make sure you spend enough time with the language. That is the greatest guarantee
of success.
2.1.2 The Nature of Vocabulary
Vocabulary is the meaning of words.
According Chris Gough (2002) there are four different ways to think about
words:
1)
Meaning
When we meet a new word, the first thing we want to know is what it
means. For example, you will find the word for a type of fish – salmon. Only
one kind of fish is called salmon, so that is easy.
2)
Pronunciation
When you learn a new word, make sure you can say it. Make sure you
know which syllable is stressed. If you are unsure, ask a teacher or use a
dictionary with a CD-ROM which gives the pronunciation.
3)
Collocation
Collocation is the way words combine with other words. There is
little point in knowing the words risk, unless you also know the verb that goes
with it-take a risk. We say that take collocates with risk. In the same way
deep and shallow are adjectives that collocate with water.
4)
Expressions
Expressions are groups of two, three, four or more words, which
always go together. For example, if you are in a shop and an assistant approaches
you, you can say, “I’m just looking.” If you are interested in finding out more
about someone, you can ask them, “What do you do for a living?”
The main way we increase our personal vocabularies is by reading many
natural English regularly. As students, we can also learn by studying and doing
vocabulary exercises. Vocabulary is important because it is words, which carry
the content of what we want to say. Grammar joins groups of words together, but
most of the meaning is in the words. The more words you know, the more you will
be able to communicate. You can say a lot with words. There are not much you
can say with grammar alone.
2.2
Computers in Language Teaching
2.2.1 Computer Media
2.2.2 ATM 5 Programme
2.3
Conceptual Framework
The success of teaching vocabulary influenced by the technique that
is used in that teaching process. That`s why teacher should select the
appropriate technique in teaching vocabulary. ATM 5 Programme is suitable to be
applied in teaching vocabulary. It can improve students` vocabulary skill
because the procedures are done so that students can cooperate, confidence in
learning that programme without cheating each other. To conclude, teaching
vocabulary through computer media (ATM 5 Programme) will have a significant
effect in improving students` vocabulary skill. Students will find vocabulary
is more interesting and easier to do it.
CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design
The writer will conductaction reseach. Action research is simply a form of self-reflective enquiry
undertaken by participants in social situations in order to improve the
rationally and justice of their own practices, their understanding of these
practices, and the situations in which the practices are carried out (Carr and
Kemmis 1986:162) (http:/www.infed.org/research/b-actres.htm). These are the
reasons for which the writer would like to conduct action research:
- To obtain information on how effective computer media (ATM 5 Programme) in improving the students` vocabulary skill.
- To obtain information on the students` learning interest, motivations and challenges.
The writer will use
quantitative and qualitative methods in collecting, presenting and analyzing
data. Wallen (1993:157-158) says that quantitative data are obtained when the
variable being studied is measured along the scale that indicates”how much” of
the variable is present and also reported in terms of score. Qualitative
research studies that investigate the quality of relationships, activities,
situations, or materials are frequently (Wallen, 1993:380)
3.2 The Subject
The subject of this research will be the 2nd
year students of SMU NEGERI 6 TANGERANG
students from XIA-3 class. The number of the student is 37, all of whom will be
the subject of the writer’s research.
3.3 Research Instrument
Computer tests (quantitative data) will
be used to collect the necessary data. The type of the tests will be fill in
the blank. The students will be asked to answer 50 questions, which are related
to ATM 5 PROGRAME. The time, which will be given to them to finish the tests,
will be 50 minutes. Beside that, observation sheet will also be used to collect
the required the data (qualitative data) identify all the conditions that will
happen during the teaching and learning process.
3.4 The Procedure of Data
Collection
The writer will collect to required
data using computer test and observation as her research instrument. The
computer test will be used as the instrument to collect quantitative data where
as observation will be used as the instrument to collect qualitative data. In
her action research, the writer will follow the procedure of data collection by
administrating 2 cycles. Each cycle comprise four steps, they were planning,
action, observation, and reflection.
3.4.1 The first Cycle
In this cycle, the students`
vocabulary skill will be measured and their problems in ATM 5 vocabulary will
be analyzed. The students` attitude toward vocabulary will be seen clearly.
3.4.1.1 Planning
Planning is an arrangement for
doing something. In planning, it is considered everything that is related to
the action that will be done and it is also prepare everything that will be
need in teaching and learning process. Following are some activities which will
be done in the planning.
a.
Giving the pretest as the
instrument to know student`s basic skill in vocabulary before getting the
treatments.
b.Preparing topics in ATM 5 that will be used during the cycles.
c.
Preparing note diary that will
be used to know student` reaction and class condition as a whole, and also to
see the development students` vocabulary skill after applying ATM 5 Programme.
d.
Planning and the application model of teaching and
learning scenario of vocabulary in Computer Media (ATM 5 Programme).
3.4.1.2 Action
Action is the process of doing.
It is the implementation of planning. Therefore in this phase, everything that
has planed will be done.
3.4.1.3 Observation
In this phase, all of the
aspects such as students` learning, attitude, and their motivation will be
observed during the process of teaching and learning.
3.4.1.4 Reflection
Reflection is the feedback
process from the action that has been done. It is very necessary to help the
writer to make decision for what to do or to revise. From the result of
observation, the problem that existed, the causes of the problem will be
analyzed.
3.4.2 The Second Cycle
In the second cycle, some
aspects found during the first cycle should be improved after reflection of the
first cycle based on the analysis. In the second cycle, it will be planning, action,
observe its process and reflect its results as a consideration for the next
cycle.
3.4.2.1 Planning
After doing the first
cycle, the writer will identify some weakness in the learning process. Making
the learning process more effective, the writer will revise the plans
appropriate to the students` needs.
3.4.2.2 Action
Action is the process of doing
the plan. It is the implementation of planning that has been revised in this
phase; the revised plan will be conducted.
3.4.2.3 Observation
In this phase, all the aspects
that will happened during the process of teaching and learning, the attitudes of
the students while the writer are explain ATM 5 programme and their attitudes
in doing the vocabulary test will be observed.
3.4.2.4 Reflection
Reflection is the feedback
process from the action that has been done analyzed. The research` note diary
will be analyzed to know the surplus and the lack of the application of the
revised plan that has been complemented.
3.5 The Test
The type of the test to be used will be
fill in the blank. The test will be taken from each topics in VIBE items (first
500-word level) at ATM 5 Programme. The pre test question will be taken from topic
13 in VIBE items vocabulary that the students learned from ATM 5. The first
cycle test will be taken from topic 14 in VIBE items. The second cycle test
will be taken from topic 15 in VIBE items too.
3.6 The Scoring System
To evaluate the students’ improvement
in vocabulary, the writer will give 50 items of fill in the blank test. The
test score will be based on the students’ correct answer and with the following
formula:
S
= R / N
Where:
S
= Score of the test
R
= Number of the correct answer
N
= Number of the test item
3.7. The Technique of Data Analysis
The writer willanalyze the colleted data using quantitative and qualitative methods. The data
to be collected using quantitative method (from the test results) will be
numerical (Quantitative data). The collected quantitative data will be
presented and analyzed using descriptive statistics. The data to be collected
using the qualitative method (from the observation) will be non-numerical
(qualitative data).
3.7.1 Analysis of Quantitative
Data
Wallen (1993:157-158) state that
quantitative data are obtained when the variable being studied is measured
along the scale that indicates “how much” of the variable is present and also
reported in terms of score. To process and analyze the collected quantitative
data, the writer will use descriptive statistics to determine the distribution
of frequency and the mean. The quantitative data will be obtained from the
students’ test scores.
·
Distribution of frequency
In this study, the writer will present the
collected quantitative data trough frequency distribution table.
The steps to be followed in making the frequency
distribution table
- Calculating the number of interval class with Sturges’ formula:
K = 1 + 3.3 log. n
Where:
K = Number of interval class
N = Number of observed data
Log = Logarithm
- Calculating the data range using the following formula:
Data Range = The highest data (score) – the lowest data (score).
- Calculating the class with using the following formula:
The class with = Data Range
/ Number of class.
- Making the interval class
Making the interval class usually starts with the lowest
data (score).
- Calculating the frequency of each interval class
Tally will be used to obtain the frequency of each of
interval class.
·
The Means
To know the development of the students’ score for each
cycle, the mean of the students’ test will be computed by applying the
following formula (Wallen, 1993:163):
X = ΣX / n
Where :
X = the mean of the students’
ΣX = the total score
n
= the number of the students
3.7.2 Analysis of qualitative data
Qualitativeresearch studies that investigate the quality of relationship, activities,
situations, or materials are frequently (Wallen, 1993:380). The qualitative data
analysis will be made from the diary notes.
CHAPTER IV
TEXTUAL AND REFLECTION
MODEL ANALYSIS
4.1 Data
The
writer conducted her action research at SMU NEGERI 6 TANGERANG, using
quantitative method and qualitative method. The subject of her research was the
2nd year of the students of the school, the number of whom was 37.
The writer used collected the exercise in ATM 5 Programme and observation from
the diary notes as the instruments to collect the required data. And the writer
used descriptive statistics in processing and analyzing the collected data in
order to answer the research question. She presented the data in table, in
which the distribution of frequency and the mean of the score were calculated.
The process of collecting data in the action research was conducted in two
cycles. Every cycle consisted of four steps of action research (planning,
acting, observing, and reflecting). The pretest was conducted in one meeting, the first cycle was conducted in three
meetings, and the second cycle was conducted in three meetings too. Students
were given 50 questions of fill in the blank test in ATM 5 Programme.
4.1.1
The Quantitative Data
The improvement of students, vocabulary through computer
media (ATM 5 Programme) can be seen from the mean of the students from the pre
test, cycle 1 and cycle 2 as follows:
The score of Students from
Pre test until the post-test in the cycle II
No
|
NAME
|
SCORE
|
||
PRE-TEST
|
CYCLE
I
|
CYCLE
II
|
||
1
|
Ade
hanipah
|
80
|
91
|
87
|
2
|
Agyl
dharmawan
|
73
|
67
|
83
|
3
|
Ahmad
hasyim
|
73
|
85
|
87
|
4
|
Annisa
rafika
|
70
|
81
|
88
|
5
|
Arief
purnomo
|
81
|
90
|
90
|
6
|
Bima
harnadi
|
77
|
91
|
95
|
7
|
Dinar
tiara asih
|
83
|
95
|
99
|
8
|
Dini
oktia .R.
|
82
|
79
|
91
|
9
|
Indri
S.R.
|
70
|
63
|
83
|
10
|
Intan
nurcahya
|
82
|
85
|
98
|
11
|
Jeta
yashinta
|
83
|
91
|
91
|
12
|
Lestari
intaningtyas
|
79
|
89
|
92
|
13
|
Linda
lindiani
|
85
|
90
|
92
|
14
|
Loora
pusvita .S
|
82
|
83
|
96
|
15
|
Maulana
fadhil
|
74
|
78
|
90
|
16
|
M.
arip
|
81
|
86
|
84
|
17
|
M.
fian octavian
|
77
|
83
|
89
|
18
|
M.
nuri rizani
|
79
|
95
|
95
|
19
|
Fernanda
|
65
|
85
|
92
|
20
|
Reny
wahyuni
|
80
|
93
|
95
|
21
|
Rifka
tania
|
77
|
85
|
95
|
22
|
Siti
suherni
|
80
|
91
|
93
|
23
|
Stephany
.Z.
|
85
|
89
|
91
|
24
|
Syahidatul
akbariah
|
77
|
97
|
94
|
25
|
Teguh
.P.
|
76
|
93
|
86
|
26
|
Tika
.W.S.
|
61
|
86
|
87
|
27
|
Titi
rostini
|
63
|
87
|
93
|
28
|
Wina
nurpikasari
|
77
|
91
|
94
|
29
|
Yevia
.R
|
74
|
81
|
93
|
30
|
Yudhitia
.A
|
79
|
76
|
88
|
31
|
Yulia
anggriani
|
78
|
90
|
89
|
32
|
Zaki
.Z.F
|
84
|
86
|
89
|
33
|
Zulfikar
.H.
|
75
|
83
|
96
|
34
|
Ahmad
jaya
|
81
|
81
|
90
|
35
|
Andita
dwi. F
|
77
|
95
|
97
|
36
|
Anita
permata sari
|
80
|
86
|
94
|
37
|
Risky
hermawan
|
73
|
84
|
92
|
TOTAL
|
2,854
|
3,183
|
3,376
|
|
MEAN
|
77
|
86
|
91
|
|
The data shows that there is the improvement of students’ vocabulary
which is taught by using computer media
(ATM 5 Programme).
4.2
Analysis of Quantitative Data
4.2.1
Distribution of Frequency Vocabulary Test
The number interval
K = 1 + 3.3 log.37
K = 1 + 3.3 log 37
K = 1 + 3.3 x 1,56
K = 6,7
Table 4.2.1.1 Pre-test distribution of frequency in the second grade
of SMU NEGERI 6 TANGERANG.
Class Interval
|
Frequency
|
Percentage
|
(Number)
|
(%)
|
|
20-29
|
0%
|
|
30-39
|
0%
|
|
40-49
|
0%
|
|
50-59
|
0%
|
|
60-69
|
3
|
8%
|
70-79
|
19
|
51%
|
80-89
|
15
|
41%
|
90-99
|
0%
|
|
100
|
0%
|
Table 4.2.1.2 Cycle I distribution of frequency in the second grade
of SMU NEGERI 6 TANGERANG.
Class Interval
|
Frequency
|
Percentage
|
(Number)
|
(%)
|
|
20-29
|
0%
|
|
30-39
|
0%
|
|
40-49
|
0%
|
|
50-59
|
0%
|
|
60-69
|
2
|
5%
|
70-79
|
3
|
8%
|
80-89
|
18
|
49%
|
90-99
|
14
|
38%
|
100
|
0%
|
Table 4.2.1.3 Cycle II distribution of frequency in the second grade
of SMU NEGERI 6 TANGERANG.
Class Interval
|
Frequency
|
Percentage
|
(Number)
|
(%)
|
|
20-29
|
0%
|
|
30-39
|
0%
|
|
40-49
|
0%
|
|
50-59
|
0%
|
|
60-69
|
0%
|
|
70-79
|
0%
|
|
80-89
|
12
|
32%
|
90-99
|
25
|
68%
|
100
|
0%
|
4.3
The Mean
4.3.1
The Mean of Vocabulary Test
The writer will analyze wheter the students’ mean keep growing since
the pre-test until the therd Cycle given or not. The mean itself will counted
by using this formula:
Mean = Sum of all scores in the distribution
Total number of
scores in the distribution
X = 2854/37
= 77
X = 3183/37
= 86
X = 3376/37
= 91
4.4
The Qualitative Data
4.4.1
Obsevation
4.4.1.1 Observing the English
Teacher
The writer observe the English teacher
at SMU NEGERI 6 TANGERANG the way she or he present her or his lesson,
materials which are used and the situation during the lesson.
4.4.1.2 Observing the Student’
Response
The students of fifth grade of SMU NEGERI 6 TANGERANG
will be observed during their vocabulary test given by the teacher. It will be
included of their behavior during test, how they are response the test and
their activities during the test given.
CHAPTER V
CONCLUSION AND SUGGESTIONS
5.1 Conclution
Based on the result
of the study, the conclutions are drawn as follows:
a.
There is an improvement of
students’ vocabulary if it is tought by using computer. It is showed by the
mean of the student: pre-test, the first cycle, and the second cycle.
b.
The student will feel more
enjoyable and interested in vocabulary by computer. It is showed by computer in
the two cycle and their responds while they will ask about Computer Media.
5.2 Suggestion
From the research,
the writer would like to give her suggestion as follow:
a.
The English teacher should use
computer as her teaching aid when they are teching English.
b.
The English teacher should
broad the students’ vocabularies throught ATM 5 PROGRAMME.
c.
The writer hopes that other
research could further conduct research on improving students’ grammer or pronunciation
skill throught ATM 5 PROGRAMME.
ACKNOWLEDGEMENT
First, I would like to thanks to God, for blessing and helping her
in composing this thesis, so that she can finish this thesis.The writing
of this thesis is aimed at fulfilling
one of the requirements for her of Bachelor degree (Sarjana Strata II- S1
Degree) at STBA Buddhi Tangerang.
Second, a special word of thanks
goes to Dr.Hananto, Ph D, her mentor for his comments, guidance and
support without which it is impossible for her to complete this thesis. And the
writer also would like to thank all the lectures for sharing their knowledge
with her throughout the years at Sekolah Tinggi Bahasa Asing (STBA) Buddhi.
Then, special thanks are also given to PC. Sudarmadi,S.Pd.,Sp.l the current
director of STBA Buddhi, Irmala Sukendra,S.S, as the head of D3 program of STBA
Buddhi who gave some official letters from institution, Adralisman S.S, as the
head of administrative affair of STBA Buddhi who gave some official letters
from institution, Iwan, S.Pd.,MM,….., Other lectures at STBA Buddhi, for their
dedications, cares, valuable lesson, and gratifiers years during studying
process, and Staff STBA (Andi).
Third, she would like to thank her parents, Icun Suryadi and
Supriyanti, her sister, Tika, her brother, Suhandi, her beloved friend, Widi
Setiawan for their love and have patiently given moral, spiritual and financial
support.
Fourth, a special
word of thanks also goes to Drs.Soetrisno, the head of SMU NEGERI 6 TANGERANG
who give license doing the research in this school, to all the teacher for
their kindness and care, and especially of 2nd year students for their participation as the
subject in this study
Last but not least,
she would like to thank her friends in Buddhi, her friends in Rainbow Learning
Center, Asri, Rohani, for
their support, kindness and their contribution during the process of completing
her thesis.
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