ENGLISH CLASSROOM ACTION RESEARCH (ECAR) “IMPROVING STUDENTS’ ENGLISH VOCABULARY MASTERY THROUGH WORD WALL FOR STUDENTS GRADE EIGHT SMPN 11 KOTA BENGKULU”
BY NORA OKTARINA (A1B0120) LECTURER KASMAINI! SS" M"P#
ENGLISH EDUCATION STUDY PROGRAM FACULT FACULTY Y OF TEACHER TRAINING AND EDUCATION BENGKULU UNIVERSITY
CHAPTER 1 INTRODUCTION 1"1 B$%&'*+#
English language consists of four main skills: listening, speaking, writing and reading. Vocabulary is one of the important elements in teaching English. Vocabulary is the basic competence that must be reached by students in order to get other competencies like reading, writing, listening, and speaking. As a foreign language country, in Indonesia many students had problems in written and spoken english. Most of them had troubles in written and spoken english because of low vocabulary mastery. According to atch and !rown "#$$%: #&. 'hey say, (Vocabulary is the foundation to build languages, which plays a fundamental role in communication). It means that by mastering vocabulary the students will increase the english ability to build competencies such as speaking and writing. !ased on information obtained from the English teacher at *M+ ## -ota !engkulu it was found that many students still had difficulties in mastering vocabulary. At 'he rade Eight *M+ ## -ota !engkulu, many students had problems such as low vocabulary that it will make the student to be afraid to speak english. 'hey will not confident to write anything in English. !ased on this statement, English teachers should think critically in order to find creative approach in teaching vocabulary so that the students will take much participation and also get more vocabulary during the learning process. 'he teacher as a facilitator of student and become directly involved in the study should found and identify the way to improve students vocabulary mastery. 'o make the students have strong interest in teaching and learning process especially in learning English, the teacher should take the best approach, method, and strategies. /ne of the best strategies is by using 0ord wall. 0ord wall is a group of words that are displayed on a wall, bulletin board, check board, or white board in classroom. 'he
words are printed in a large front so that they are easy visible from all student seating area. 'hese words are reffered to continually throughout a unit or term by the teacher and the students during a variety of activities "1ronsberry:2334:5&. !ased on the pre6observation done by the researcher that got information from the English teacher at *M+ ## -ota !engkulu, the researcher would like to conduct the research entitle “I,-./+' S*#+’ E+'3/4 V%$5*3$6 M$6 T4*'4 W# W$33 F S*#+ G$# E/'4 SMPN 11 K$ B+'&*3*”"
1"2 I#+/7/%$/+ O7 T4 P53, 1" more than %3 7 the students8 grade eight in *M+ ## -ota !engkulu have low in
vocabulary that it will make the student to be afraid to speak english 2" the students are not confident to speak or write anything in English. " 'he students have problems when translate words or sentences in short story because they probably found the new words that they did not know the meaning of words 1" L/,/$/+ 7 4 -53, In this research, the researcher gives the students short story. 'hey are given the opportunity to list the difficult words that they unfamiliar and then they find the meaning of the word from dictionary. And after that they put their list vocabulary into word wall 1"8 R$%4 9*/+
'he 9uestions of the study are briefly stated as follows: #. ow was the implementation of 0ord wall in improving vocabulary mastery to the students grade eight *M+ ## !engkulu 2. ow much 0ord wall could improve the vocabulary mastery to the students grade eight *M+ ## !engkulu
1": S/'+/7/%$+% O7 T4 R$%4
'he results of this study are e;pected to give both theoretical and practical benefits as follows: #.
'heoretically 'he result of this study is e;pected to find out the effect of 0ord wall in improving
vocabulary mastery to the students grade eight *M+ ## !engkulu. 'he outcomes of this research are e;pected to be a piece of useful information for teaching especially the teaching of english. 2.
+ractically a. 'eacher #. 'eacher can use 0ord wall in mastering vocabuary to the student 2. 'he teacher will know weaknesess and strengthness of 0ord wall is hoped to be able create a meaningful way in teaching english b.
*tudents
*tudents will e;pect to be useful for developing students vocabulary mastery so it will improve their english ability. 1"; P*- O7 T4 R$%4
!ased on the problem statement above this researcher intended to know how effective 0ord wall in improving vocabulary mastery to the students grade eight *M+ ## !engkulu. And how much improving the students vocabulary maste ry by 0ord wall 1"< D7/+//+ 7 K6 T,
#. Vocabulary is total number of words that known in a particular language Vocabulary is the knowledge of words and word meanings. 1ollins "233#:#<<4&, 2. 0ord wall is a group of words that are displayed on a wall, bulletin board, check board, or white board in classroom. 'he words are printed in a large front so that they are easy visible from all student seating area. 'hese words are reffered to continually throughout a unit or term by the teacher and the students during a variety of activities "1ronsberry:2334:5&.
5. 1lassroom Action research is a form of investigation designed for use by teachers to attempt to solve problems and improve professional practices in their own classrooms. It involves systematic observations and data collection which can be then used by the practitioner6researcher in reflection, decision6making and the development of more effective classroom strategies. +arsons and !rown "2332&.
CHAPTER II
LITERATURE REVIEW 2"1 T46 O7 T4 R$%4
'he studies used as comparison are as follows : 1" V%$5*3$6
Vocabulary is the all the language and words either used or understood by a person or group of people. "1ited in article http:==www.yourdictionary.com=vocabulary&. According to 1ollins "233#:#<<4&,Vocabulary is total number of words that known in a particular language Vocabulary is the knowledge of words and word meanings. As *teven *tahl "233%& puts it, Vocabulary knowledge is knowledge> the knowledge of a word not only implies a definition, but also implies how that word fits into the world.? Vocabulary knowledge is not something that can ever be fully mastered> it is something that e;pands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is ac9uired incidentally through indirect e;posure to words and intentionally through e;plicit instruction in specific words and word6learning strategies. "cited in article http:==www.readingrockets.org=article=teaching6vocabulary&. atch and !rown "#$$%: #&. *aid that Vocabulary is the foundation to build languages, which plays a fundamental role in communication. @ichards and @ennadya "2334:2%%& defines that vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, read, and write. !ased on this statement, it is clear that vocabulary gives effects for skills in English. 0ithout mastering vocabulary, the students can not master English because all of the skills in English are related to words. If the students have less vocabulary, they will not be successful in speaking, listening, reading, and writing. *o, learning English will be successful, if the students master vocabulary. 2" T$%4/+' .%$5*3$6
!ased on a research from hika Bomita @afinggi "'eaching Vocabulary !y Csing 1harades 'echni9ue Dor oung Bearners& that he got from 1ameron "233#:F%& proposes that there are some listed basic techni9ues that can be used by teacher in young learner classroom: !y demonstration and picture #. Csing an obGect In teaching English, teacher should use the real obGect that are related to the material will be learnt. It can help the teacher to make the students understand about the material. 2. Csing esture esture is one of the aids to help the teacher in e;plaining the material. *tudents can know the meaning of the words by gesture of the teachers. It can be used to describe something. 5. +erforming and action In telling the story, it is very important for the teachers to do the action based the situation given because it can make the students interested to the story because the teacher makes the students feel that it is real and they will be easy to understand the story. 4. +hotograph 'he teachers use the picture to help them in e;plaining the material. 'he photograph should be appropriate with the material and children8s world. %. rawing or diagram on the board rawing something or diagram to make the lesson that e;plained will be clear for the students. H. +ictures from the books In teaching, the teachers also use the pictures not only from the books but also in 'V, video or computer. 'he pictures can attract students to catch the ideas that teachers delivered. !y verbal e;planation
#. +utting the new word in defining conte;t 'he teacher can help to activate schemas or networks that will in turn help understanding. If the students know hospital, then mention it will help them construct a meaning for ambulance, by activating scenarios connected with hospitals. 2. 'ranslating into another language 'he new words can be translated to the source language. It can help the students to know the meaning of the words by translating to the language. !ased on e;planation above the researcher conclude that as a teacher, we can choose the best techni9ue to teach vocabulary. it must be appropriate with the material than the teacher will teach and also the teacher must know what the students need. " W# =$33
0ord wall is a group of words that are displayed on a wall, bulletin board, check board, or white board in classroom. 'he words are printed in a large front so that they are easy visible from all student seating area. 'hese words are reffered to continually throughout a unit or term by the teacher and the students during a variety of activities "1ronsberry:2334:5&.
4. The actvities of word wall
According to Nuraeni Kasim (Increasing The Students’ Vocabulary Mastery By Using Word Wall Media) that she got from Jerry (2010!"# in teaching voca$ulary $y using word wall consists some activities
•
%a&e words accessi$le $y 'utting them where every student can see them. They should $e written in large $lac& letters using a variety of $ac&ground colors to distinguish easily confused words.
•
Teachers should $e selective a$out the words that go on the word wall. Try to include words that children use most commonly in their writing. ords should $e added gradually) a gudeline is *ve words 'er wee&
•
+se the word wall daily to 'ractice words incor'orating a variety of activies such as ,hanting# sna''ing# cheering# cla''ing# tracing# word guessing games as well as writing them.
•
-rovide enough 'ractice so the words are read and s'elled automatically and ma&e sure that word wall are always s'ell correctly in the childrens daily writing.
!. ,lassroom Action /esearch
1lassroom Action research is a form of investigation designed for use by teachers to attempt to solve problems and improve professional practices in their own classrooms. It involves systematic observations and data collection which can be then used by the practitioner6researcher in reflection, decision6making and the development of more effective classroom strategies. +arsons and !rown "2332&. 1lassroom action research is a method of finding out what works best in your own classroom so that you can improve student learning. 1lassroom action research is more systematic than personal reflection but it is more informal and personal than formal educational research. Mciff "#$$2, cited in *upardi, 23#3:#3H& 2"2 P./* S*#6
In this research, the researcher takes review of related literature from N*$+/ K$/,! the title is “ Increasing The Students’ Vocabulary Mastery By Using Word Wall Media” 'he
result of the test was analyed by using word wall could make the students active in learning process from H<.F57 at cycle # increased significantly to be F2.33% at cycle 2, so the implementation of this method was suitable and effective.
2" %+%-*$3 7$,=& 1" .%$5*3$6
Vocabulary is the all the language and words either used or understood by a person or group of people. "1ited in article http:==www.yourdictionary.com=vocabulary&. According to 1ollins "233#:#<<4&,Vocabulary is total number of words that known in a particular language Vocabulary is the knowledge of words and word meanings. atch and !rown "#$$%: #&. *aid that Vocabulary is the foundation to build languages, which plays a fundamental role in communication 2" W# =$33
0ord wall is a group of words that are displayed on a wall, bulletin board, check board, or white board in classroom. 'he words are printed in a large front so that they are easy visible from all student seating area. 'hese words are reffered to continually throughout a unit or term by the teacher and the students during a variety of activities "1ronsberry:2334:5&.
CHAPTER III
RESEARCH METODOLOGY "1 R$%4 D/'+
'his research use design of -emmis and Mc 'aggart. 'here are 4 steps and those are +lanning, Acting, /bserving and @eflection.
PLANNING
REFLECTI
11BE #
ACTION
OBSERVATI Kemmis And Taggard
Each step is e;plained as follows: a. P3$++/+'. evelop a plan of critically informed action to improve what is already happening. b. A%/+. Moment of Action is an act to implement the plan. c. O5.$/+. /bserve the effect of the critically informed action in the conte;t in which it occurs. d. R73%/+. @eflect these effects as the basis for further planning, subse9uent critically informed action and so on, trough a succession on stages. 'his researh is a classroom action research. Action research is a form of investigation designed for use by teachers to attempt to solve problems and improve professional practices in their own classrooms. It involves systematic observations and data collection which can be then used by the practitioner6researcher in reflection, decision6making and the development of more effective classroom strategies. +arsons and !rown "2332&. 'hen A. 1hristine Miller "233<& said that action research is a natural part of teaching. 'eachers are continually observing students, collecting data and changing practices to improve student learning and
the classroom and school environment. Action research provides a framework that guides the energies of teachers toward a better understanding of why, when, and how students become better learners.
"2 T4 S*5>% O7 T4 R$%4
'his research is conducted at the eight grade of *M+ ## -ota !engkulu in academic year 23#4=23#%. " L%$/+ 7 4 $%4
'his research is conducted in *M+ ## -ota !engkulu which is located in Jalan !andar raya -ota !engkulu "8 P%#* 7 4 $%4 #. +lanning Make a lesson plan based on the curriculum that is used in the school and arrange the •
material oing pre test • 'he researcher know the situation of teaching6learning process when the techni9ue is • applied prepared e;ercises and post6test to know whether students8 vocabulary mastery •
•
improves or not 'he researcher gave post test # and evaluated the result to decide on the ne;t cycle
action. 2. Action 'eacher=researcher e;plain about what is word wall and how to used it. • 'eacher=researcher gives a short story and a paper and then asks the students to write • list of vocabulary noun, verb and adGective from te;t into paper. e;t teacher asks the
• •
students to find the meaning of the words from dictionary. the sudents stick paper on the word wall. After that, give them evaluation and the teacher asked the students to colect their
answer 5. /bservation
'he researcher observed all activities during teaching learning process. 'he researcher also wrote her observation result in a field note. 'he researcher also took some photographs of the teaching and learning process. 4. @eflection 'he researcher made an evaluation on the observation result to find out the positive results and weakness during the action. 'he weaknesses were refined in the ne;t cycle, so that finally the effectiveness of using 0ord wallK to improve the techni9ue of teaching vocabulary was determined. ": I+*,+ 7 4 $%4 1" interview 2" +re6test, +ost6test " observation "; T%4+/9* 7 $+$36?/+' #$$
!oth 9ualitative and 9uantitative methods were applied in this research. According to 1reswell "#$$4&, it is possible to use a combination of 9ualitative and 9uantitative findings. In this type of research, one method can be used to elaborate, enhance or illustrate the results from the other method. 'he 9ualitative method was concerned with in6depth analysis social dimensions of students about implementation of 0ord 0all in *M+ ## -ota !engkulu. 'he 9uantitative method was considered as identifying the fre9uencies of effectiveness of 0ord 0all whether it is effective or not. In this study, mainly used four research instruments, +re6 test, +ost6test, interview observation. All of them were used to collect collect the valid and reliable data for study being undertaken. "< I+#/%$ 7 *%%
'he result of data analysis showed the implementation of 0ord 0all in *M+ ## -ota !engkulu and the fre9uencies of effectiveness of word wallwhether it is effective or not or whether it is improve the students8 vocabulary mastery or not. 'his research also showed whether 0ord 0all is interesting for student or not.
