IMPROVING THE STUDENTS VOCABULARY MASTERY THROUGH LIST GROUP LABEL STRATEGY (EXPERIMENTAL/PTK)

IMPROVING THE STUDENTS VOCABULARY MASTERY THROUGH LIST GROUP LABEL STRATEGY (EXPERIMENTAL/PTK)

CHAPTER I

INTRODUCTION

A.    Background

Learning English is very important, because English has become an international language, which is used  by most communities in the world. Many countries use English as their second language. In spite of the difficulties in studying English, it is worthwhile to study the language because it plays a very important role in almost all fields  of life such as: communication, commerce, economy, politics, education, science, technology

and so on.

 Finocchiaro stated that “Language is a system of arbitrary, vocal symbol, which permits all people in given culture or other people who have learned the system of that culture, to communicate or to interact”. (Finocchiaro, 1974:3).

Vocabulary is one of the  language components that  have to be taught to the students in learning a foreign language. Petty and Jensen (1980: 76) support the idea by stating; “since the knowledge of words and word meaning is essential in both the expressive and receptive aspect of language, vocabulary building is vital to the early language program”. Unfortunately, many students consider learning vocabulary as a tedious job. Because of that, the teacher should look for an effective technique to make learning vocabulary easier, more pleasant, and enjoyable.

Vocabulary as one of the important aspects in grammar has a very important role in supporting the four language skills. Harmer (1984:149) states that in teaching foreign language, including speaking, writing, and reading and listening skill, it is impossible to use those skills without vocabulary. Without possessing an extensive vocabulary, we will be unable to use all we have learned for comprehensible communication, including the structures and the functions.

In teaching vocabulary there are many strategy, one of them is list group label The rationale behind this strategy is based on the notion that categorizing words can help children organize new words and experiences in relation to previously learned words. LGL attempts to improve upon the way in which children learn and remember new words. LGL was originally used in science and social studies classes; however, the strategy seems appropriate across the curriculum.

Based on the explanation above the researcher will apply the list group label strategy to improving the students vocabulary mastery at the (school)

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“The Effect of Picture on the Eight Grade Students’ Vocabulary Mastery”.

“The Effect of Picture on the Eight Grade Students’ Vocabulary Mastery”.

CHAPTER 1

INTRODUCTION

A.    Background

Teaching English in our country has been developed extensively because English is an international language in the world. Therefore, Indonesian government has brought it as a local since at the elementary school. In teaching English vocabulary as an element or language is considered as the most important factor in increasing the mastered if the students are still lacking of vocabulary. Vocabulary is a part of language

learning that need continuing growth and development by both native and non native speakers long after grammar and pronunciation elementary school until senior high Scholl. In language teaching preparation program in our country, more and attention being given to improve some technique for teaching vocabulary.

Learning vocabulary as a foreign language seems easy but some students feel fear. The teacher of English should find out solution by crating efficient and effective technique of teaching in teaching English

vocabulary, besides that, the teachers should establish condition which makes teaching vocabulary possible. The learning will occur within reasonable period of time. Vocabulary is when we speak and write; the term expressive vocabulary is used to refer to both since these are the vocabularies we use to express ourselves. We “understand” vocabulary when we listen to speech and when we read (Pikulski & Templeton 2004: 1).

Stahl (2005: 1) stated, “Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition,but also implies how that word fits into the world.” Consequently, researchers and practitioners alike seek to identify, clarify, and understand what it means for students “to know what a word means.

Realizing how important the vocabulary and how difficult students to build up the teachers of English have provided students with rich exciting exercise which are expected to help vocabulary mush be very helpful to improve the students’ ability in English communication. vocabulary is very important in a language, when we learn a language like English; we learn the words of language. Students must continue to learn words as they learn structure as they practice the target language. The vocabulary is needed very to master the four skills in English.

In fact, students’ mastery of English vocabulary is still lack. The students are also difficult to deliver their ideas because of their limitation of vocabulary. On the other hand, some students don’t have self-confidence speaking using that vocabulary. As consequence, students will be difficult to communicate to each other or share their opinion. So that, they should always improve their of vocabulary. Vocabulary not easy thing to do, we must be optimistic that can. Teacher has to make an effort to build their students’ vocabulary since students will have more opportunity to identify the words during the teaching and learning process.

In facilitating the students in learning vocabulary, English teachers should also provide materials that are appropriate with the curriculum and find suitable methods in teaching and learning process. Thus, media are to solve those problems. Media are important in teaching and learning English since they help both of the teacher and the students.

To help students understand the learning task or learning material is using picture. It has been generally accepted that  pictures,  especially  colorful  ones,  are  quite  helpful  teaching  aids  in introducing new vocabulary to students because generally, people would keep in their mind for a long period of time something that they have learned or experienced which is interesting to them.

Zarei & Salimi (2012: 45) Picture is an easy way for simultaneous attention to the  building  blocks  of  second  language learning.  Using  picture  for  presenting  new vocabulary has been a fundamental principle in  many  methods and the using of picture  activities  form  a  mental link  at  the  early  stages  of  second  language learning,  especially  if  it  is  created  by  the students  themselves

They are assumed as the gate between the teacher and learners in transferring the materials being taught more easily during teaching learning process. To prove the use of picture is effective for the vocabulary increase of the learners, the writer is interested in doing observation to introduce under the title: “The Effect of Picture on the Eight Grade Students’ Vocabulary Mastery”.

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Pada kesempatan kali ini akan dibahas bagaimana cara melakukan Analisis Uji Coba Instrumen Penelitian yang merupakan syarat agar sebuah instrumen penelitian dapat digunakan untuk mengukur keberhasilan sebuah penelitian. Silahkan disimak artikel ini. Selain dari itu, saya juga telah mempersiapkan Aplikasi Analisis Uji Coba Instrumen Penelitian yang dapat diunduh gratis dan digunakan untuk menganalisis butir soal yang akan digunakan sebagai instrumen penelitian. Silahkan unduh Aplikasi Analisis Uji Coba Instrumen Penelitian pada akhir postingan ini.

Analisis Uji Coba Instrumen Penelitian

Tujuan uji coba tes yaitu untuk mengadakan perbaikan terhadap instrumen penelitian yang akan digunakan untuk mengambil data penelitian. Suatu instrumen dikatakan layak apabila diketahui validitas, reliabilitas, tingkat kesukaran, dan daya pembeda soalnya. Berikut langkah-langkah untu melakukan Analisis Uji Coba Instrumen Penelitian:

a.       Analisis Validitas Tes

Analisis validitas untuk mengetahui apakah butir soal valid atau tidak valid sebagai instrumen penelitian maka untuk menghitung koefisien validitas digunakan rumus korelasi product moment.

 keterangan:

r_xy = koefisien validitas butir soal

N = banyak siswa peserta tes

X = jumlah skor item

Y = jumlak skor total

r_xy dikonsultasikan dengan tabel harga kritis produk moment. Dikatakan valid jika r_hitung ≥ r_tabel (Suharsimi Arikunto, 1996:162).

b.      Analisis Reliabilitas

Untuk mengetahui reliabilitas dalam penelitian digunakan tes tunggal dengan teknik non belah dua dari Kuder dan Richardson (K-R 20) yaitu :

 

Dengan:

n = banyak sampel

p_i = proporsi subyek yang menjawab benar pada butir soal ke-i

q_i = proporsi subyek yang menjawab salah pada butir soal ke-i

jadi q_i = 1 - p_i

S²  = varians skor total

(Suharsimi Arikunto, 1996: 160)

Hasil perhitungan r₁₁ diperoleh di konsultasikan dengan r_tabel product moment dengan taraf signifikansi 5%. Jika r₁₁ > r_tabel maka soal instrumen tersebut reliabel (Suharsimi Arikunto, 1996; 155).

c.       Analisis Tingkat Kesukaran

Item yang baik adalah item yang tidak terlalu sukar dan tidak terlalu mudah. Soal yang terlalu mudah tidak merangsang siswa untuk mempertinggi usaha dalam menyelesaikannya. Sebaliknya soal yang terlalu sukar akan menyebabkan siswa putus asa dan tidak mempunyai semangat untuk mencoba lagi, karena diluar jangkauannya (Suharsimi Arikunto, 1989: 206).

Berkaitan dengan hal tersebut di atas ditetapkan bahwa tingkat kesukaran yang baik adalah pada interval 25% - 75% . Item yang mempunyai tingkat kesukaran lebih dari 75% soal tersebut terlalu mudah. Rumus untuk menghitung tingkat kesukaran adalah sebagai berikut:

Dengan:

P = Tingkat kesukaran soal

B = Banyak siswa yang menjawab dengan benar item tersebut

JS = Banyak siswa yang mengikuti tes

Dengan kriteria:

0,00 ≤ P < 0,30 : soal dikatakan sukar

0,30 ≤ P < 0,70 : soal dikatakan sedang

0,70 ≤ P ≤ 1,00 : soal dikatakan mudah

(Suharsimi Arikunto, 1989: 210).

d.      Analisis Daya Pembeda

Daya pembeda digunakan untuk membedakan siswa yang berkemampuan tinggi dan siswa yang berkemampuan rendah. Untuk menghitung daya pembeda soal rumus yang digunakan sebagai berikut:

Dengan:

DP = daya pembeda soal

JA = banyaknya peserta tes yang menjadi anggota kelompok atas

JB = banyaknya peserta tes yang menjadi anggota kelompok bawah

BA = banyaknya peserta tes yang menjadi anggota kelompok atas

menjawab item tertentu dengan benar

BB = banyaknya peserta tes yang menjadi anggota kelompok bawah

dan menjawab item tertentu dengan benar.

PA  = proporsi peserta tes kelompok atas yang menjawab item tertentu

dengan benar

PB = proporsi peserta tes kelompok bawah yang menjawab item tertentu dengan benar

Kategori yang digunakan adalah:

0,00 - 0,20 : jelek

0,20 - 0,40 : cukup

0,40 - 0,70 : baik

0, 70 - 1,00 : baik sekali

(Suharsimi Arikunto, 1996: 213).

Daya pembeda yang bernilai negatif tidak baik dan soal harus direvisi atau diganti. Perangkat tes yang diuji cobakan ditinjau dari daya pembeda soal, item yang baik adalah item yang mempunyai daya pembeda lebih dari 0,20.

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