IMPROVING STUDENTS’ VOCABULARY

USING EXTERNAL MOTIVATORS

IN TEACHING VOCABULARY

(A Classroom Action Research at the First Grade of SD Alam

Islam Terpadu Auliya Kendal in the Academic Year of 2010/2011)

THESIS

Submitted in Partial Fulfillment of the Requirement for Gaining

the Degree of Bachelor in English Language Education

By:

ADI SETIONO TIKMIYANTO Student’s Number : 053411323

EDUCATION FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

SEMARANG

2011

THESIS PROJECT STATEMENT

I am, the student with the following identity:

Name : Adi Setiono Tikmiyanto

Student Number : 053411323

Department : English Language Education

certify that this is definitely my own work. I am completely responsible for the

content of this thesis. Other writer’s opinions or findings included in the thesis are

quoted or cited in accordance with ethical standards.

Semarang, 31 Mei 2011

The Writer,

Adi Setiono Tikmiyanto

Student no. : 0534113223

Semarang, Mei 31th 2011

To

The Dean of Education Faculty

Walisongo State Institute for Islamic Studies

Assalamu’alaikum Wr. Wb.

I inform that I have given guidance, briefing and correction to whatever extent

necessary of the following thesis identification:

Title : Improving Students’ Vocabulary Using External

Motivators ( A Classroom Action Research at the First

Grade of SD Alam IT Auliya Kendal in the Academic Year

of 2010/2011)

Name of Student : Adi Setiono Tikmiyanto

Student Number : 053411323

Department : Tadris

Field of Study : English Language Education

I state that the thesis is ready to be submitted to Education Faculty Walisongo

State Institute for Islamic Studies to be examined at Munaqosyah session.

Wassalamu’alaikum Wr. Wb.

Semarang, Mei 31th 2011

To

The Dean of Education Faculty

Walisongo State Institute for Islamic Studies

Assalamu’alaikum Wr. Wb.

I inform that I have given guidance, briefing and correction to whatever extent

necessary of the following thesis identification:

Title : Improving Students’ Vocabulary Using External

Motivators ( A Classroom Action Research at the First

Grade of SD Alam IT Auliya Kendal in the Academic Year

of 2010/2011)

Name of Student : Adi Setiono Tikmiyanto

Student Number : 053411323

Department : Tadris

Field of Study : English Language Education

I state that the thesis is ready to be submitted to Education Faculty Walisongo

State Institute for Islamic Studies to be examined at Munaqosyah session.

Wassalamu’alaikum Wr. Wb.

ABSTRACT

Title : Improving Students’ Vocabulary Using External Motivators

( A Classroom Action Research at the First Grade of SD Alam

IT Auliya Kendal in the Academic Year of 2010/2011)

Writer : Adi Setiono Tikmiyanto

Student’s Number : 053411323

Keywords: vocabulary, external motivators, teaching vocabulary

The background of the study in this research is the students still have

difficulties in remembering new vocabulary and confused of understanding the

vocabulary. The teacher still uses conventional methods; the teacher only

translates the words and monotonous, so the students are easy to get bored. To

improve young learner’s understanding, teacher can use the external motivators in

teaching vocabulary. They need motivators to learn English consistently.

The study is aimed at responding the following questions:

1. How is the implementation of external motivators in teaching vocabulary at

the first grade of SD Alam Islam Terpadu Auliya Kendal?

2. How can the external motivators improve students’ vocabulary?.

The topic is discussed through the field research in first grade students of

SD Alam Islam Terpadu Auliya Kendal in the academic year of 2010/2011. The

school is used as the data source to accomplish the research about the

implementation of using external motivators in teaching vocabulary.

The data was gathered through the evaluation test score, the observation

note, and documentation study. All data then were analyzed using the quantitative

and qualitative approach and the descriptive analysis.

The first result of the study shows that the use of external motivators can

improve students’ vocabulary. It was seen from the comparative result of the test

in each cycle. The improvement of students’ vocabulary was indicated by their

score in test. It can be seen from the result of cycle 1 to the third cycle, where in

pre-cycle students’ mean on mastery vocabulary was only 67.5; it increased 4.2

became 71.7 in cycle 1. In cycle 2 it increased from 71.7 to 75. And in the cycle 3

increased up to 15 became 90. The second result of the research that the

implementation of the using external motivators in teaching vocabulary was done

by giving punishment and praise to the students. The result of giving punishment

and praise were the students pay more attention to the topic that was being given.

The second implementation was by giving the appreciation and feedback to

the students as the reinforcement. And the third implementation of another kind of

external motivators was by giving the reward and game competition to find the

hidden words around the class. Students were more active and enthusiastic in

doing this activity and more motivated to remember the vocabulary that was

given.

Base on the results of the research, it could be concluded that using external

motivator could improve students’ vocabulary. And it is hoped that it can be

valuable information resource for students, teachers, and the researcher himself.

ACKNOWLEDGEMENTS

First and foremost, the writer would like to express gratitude to Allah SWT,

the Almighty God for the blessing, kindness, and inspiration in lending me to

accomplish this thesis untitled “IMPROVING STUDENTS` VOCABULARY

USING EXTERNAL MOTIVATION IN TEACHING VOCABULARY (A

Classroom Action Research at the First Grade Students of SD Alam Islam

Terpadu Auliya Kendal in the Academic Year of 2010/2011)”. Without Him, the

writer could not stay patient and in control in writing this thesis from the first page

to the last page.

Shalawat and salam may be granted to our noble prophet Muhammad Saw

and his family, his friends, and his followers who has brought Islam until this

present.

The writer realizes that the writer cannot complete this thesis without the

help of others. Many people have helped him during the writing this thesis and it

would be impossible to mention of all them. The writer wishes, however, to give

his sincerest gratitude and appreciation to:

1. Dr. Suja`i, M.Ag, as the Dean of Tarbiyah faculty.

2. Siti Tarwiyah, M.Hum. as the Head of English Department.

3. Daviq Rizal, M.Pd. as the first advisor and Dr. Ahwan Fanani M.Ag. as the

second advisor for their patience in providing careful guidance, helpful,

corrections, very good advice as well as suggestion and encouragement during

the consultation.

4. Lectures in English Department of Tarbiyah Faculty for valuable knowledge,

guidance, and advices during the years of my study.

5. Library officers who always give good service related with the references in

this thesis so that the writer could done this thesis well.

6. Nurul Lisangadah as the headmaster of SD Alam Islam Terpadu Auliya

Kendal who had allowed me to carry out the research in her school, and gave

the writer the belief to teach in her school, and the students of the first grade

class, thanks for the cooperation, and also the school administration staff.

The writer realizes that this thesis is still far from being perfect. So, the

writer expects the constructive suggestion and criticism from all side for the

advantages of this thesis.

Finally, the writer hopes this thesis will be one of the big contributions in

teaching learning English especially in mastery vocabulary. Amin.

Semarang, Mei 31th, 2011

The Writer,

Adi Setiono Tikmiyanto

NIM. 053411323

TABLE OF CONTENT

Page

Title ................................................................................................................................... i

Thesis Statement .............................................................................................................. ii

Ratification note .............................................................................................................. iii

Abstract ........................................................................................................................... iv

Acknowledgment ............................................................................................................. v

Table of Contents ........................................................................................................... vii

List of the Table .............................................................................................................. ix

List of Appendices ........................................................................................................... x

Chapter I: Introduction

A. Background of the Research .......................................................... 1

B. Questions of the Research .............................................................. 4

C. Objectives and the Benefit of the Research ................................... 4

D. Definition of Key Terms ................................................................ 5

Chapter II: Review of the Related Literature

A. Previous Research .......................................................................... 7

B. Theoretical Framework .................................................................. 8

1. Vocabulary ....................................................................................... 8

2. External Motivators ....................................................................... 16

3. Teaching Vocabulary ..................................................................... 22

4. Maximizing the Use of External Motivators to

teach Vocabulary .......................................................................... 24

Chapter III: Research Method

A. Research Design........................................................................... 25

B. Research Setting........................................................................... 26

C. Collaborator ................................................................................. 28

D. Research Procedure ...................................................................... 28

E. Data Collection Technique .......................................................... 32

F. Data Analysis Technique ............................................................. 35

G. Achievement Indicator ................................................................. 36

Chapter IV: Research Finding and Discussion

A. Result of the study ....................................................................... 37

B. Implementation external motivation in teaching

vocabulary and improvement of students’

vocabulary .................................................................................... 37

1. Students’ score in pre cycle ............................................................. 37

2. Implementation and result of first cycle .......................................... 39

3. Implementation and result of second cycles ................................... 43

4. Implementation and result of third cycles ....................................... 46

C. The analysis of the whole meetings ............................................. 50

Chapter V: Conclusion and Suggestion

A. Conclusion ................................................................................... 53

B. Suggestions .................................................................................. 54

C. Closing ......................................................................................... 54

References

Lesson Plan

List of Table

Appendices

Curriculum Vitae

LIST OF THE TABLE

Table 1 Time Schedule of the Research, 27.

Table 2 Observation Check List, 34.

Table 3 Score Test in Pre-Cycle, 38.

Table 4 Score of the Test in First Cycle, 40.

Table 5 Score of the Observation in First Cycle, 41.

Table 6 Score of the Test in Second Cycle, 44.

Table 7 Score of the Observation in Second Cycle, 45.

Table 8 Score of the Test in Third Cycle, 48.

Table 9 Score of the Observation in Third Cycle, 49.

Table 10 The Comparison of Whole Observation Result, 51.

Table 11 The Comparison of Whole Average Test Result, 51.

Table 12 The Diagram of the Whole Result, 51.

LIST OF APPENDICES

Appendix 1 Students’ name of first Grade SD Alam Islam Terpadu

Auliya Kendal,1

Appendix 2 Lesson Plan of Cycle 1, 2

Appendix 3 Lesson Plan of Cycle 2, 7

Appendix 4 Lesson Plan of Cycle 3, 12

Appendix 5 Evaluation Test of Cycle 1, 16

Appendix 6 Evaluation Test of Cycle 2, 19

Appendix 7 Evaluation Test of Cycle 3, 22

Appendix 8 Observation Sheet, 26

1

CHAPTER I

INTRODUCTION

A. Background of the Research

People as human being is need of the good education. They need to achieve

their self-improvement in their live.

The basic role of education is to release the human from the problems those

surrounded their life.1 By having the good education level, people can be better

solving their problems by the right ways.

The process of the education developed as fast as the growth process of

society. Every society has the different ways that appropriate with their

comprehension, understanding, and the aims of their life.2

In the learning process, students should be posed as the subject not the

object that can be manipulated by the teacher. In the traditional school, teacher is

still be the only one that knows something and be the centre of the learning

process. They disregard that every student has different characters in achieving

the materials.

Teaching young learner needs more patient, more attention, and more

variation activities in teaching learning process. Because the character of young

learner is very complex and sometimes out of control. They usually do what they

want. Mark at his article said that if we teach the young learner, “don't try to teach

them as we the only knowing, but try to learn from them. See what things children

like to do with you or what things you do they find interesting. Then apply those

to your teaching methodology to make learning fun and effective”.3

1 Firdaus M. Yunus, Pendidikan Berbasis Realitas Sosial, (Yogyakarta : Logung

Pustaka,2007), p. 1

2 Yunus, Realitas Sosial p 2

3 Mark, http://eltnotebook.blogspot.com/2007/02/teaching-young-learners-what-makes-

for.html retrieve on July 16, 2011 10.33p.m

2

The way young learner learns a foreign language and therefore the way to

teach it’s, obviously depend on their developmental stage. Young learner are

quick to learn words and slower to learn structure because the firstly they can

communicate or make the utterance is by utter the words by imitating the sound

they had heard surrounding them.

The teacher that uses the interesting media or teaching method will make the

students more enthusiasts in learning, and the knowledge they got will be retained

better in their memory. By giving learner autonomous to learn what they like

outside of the classroom activities is preferable. Harmer said that “language is too

complex and varied for there to be enough time for students to learn all they need

to in a classroom”.4 By carrying the contents what the learner like about

something outside of textbook to the classroom activities, it likely can give the

learner good stimulant to learn English language.

According to Mary Slattery and Jane Willis, the characters of children as

learner that they are developing quickly as individuals, learn in variety of ways,

for example, by watching, by listening, by imitating, by doing things; they try to

make sense of situations by making use of non-verbal clues, love to play and use

their imagination, comfortable with routines and enjoy repetition, and they are

naturally curious.5

Sekolah Alam Islam Terpadu Auliya Kendal is a new elementary school

established in Kendal that had only one class. Although it was a new, the students’

had been given an English lesson. Teacher taught them vocabulary of the daily

activities. In the learning process, students looked not enthusiasm when the

teacher gave the English lesson. So, when the teacher evaluated and asked the

students about the lesson, they forgot the vocabulary that given at that time. It was

the lack of motivation that produced little or no difference in students

performance in response the materials that given.

4 Jeremy Harmer, The Practice of English Language Teaching, (England; Pearson

Education, 2001), p. 335

5 Mary Slattery and Jane Willis, English for Primary Teachers (New York; Oxford

university Press, 2001), p.4.

3

Stimulating students’ motivation is necessary in the learning process

especially in teaching young learner. M.Lighbown said that “motivation in second

language learning was a complex phenomenon. There were the question, are

learners more highly motivated because they are successful, or they successful

because they are highly motivated”.6

Vocabulary is one of the important components of language that must be

learned by the students or learners because it is an essential means to conduct our

communication with one another. Kreidler said that “knowing how to combine the

vocabulary items into utterance will carry meaning for other and can grasp the

meaning of complex utterance that other produce”. 7

McCarthy said that “the biggest component of any language course is

vocabulary”.8

The researcher thinks that it is necessary for teacher to find a

technique that is suitable for students in teaching vocabulary effectively.

There are hypotheses that children learn a second language better than

adults, and this is often used to support the early introduction of foreign language

teaching. Lynne Cameron said that “the critical period hypothesis is the name

given to the idea that young children can learn a second language particularly

effectively before puberty because their brain are still able to use the mechanism

that assisted first language acquisition”. 9

Although there are the hypotheses that children learn a second language

better than adult, the acquisition of foreign language of young learner is only in

acquiring new vocabulary and not on grammatical language use of vocabulary,

because their stage is still in knowing and memorizing.

6 Patsy M. Lightbown and Nina Spada, How Language Are Learned, (New York: Oxford

University Press,1999), p.56

7 Charles W. Kreidler, Introducing English Semantic, (New York: Routledge, 1998), p.7

8 Michael McCarthy, Language Teaching Vocabulary, (New York: Oxford University

Press,1990) p. viii

9 Lynne Cameron, Teaching Languages to Young Learners, (London; Cambridge

University Press,2005), p.13.

4

McCarthy said that “the best way of teaching vocabulary to the students is

to teach them context”.10

According to the McCarthy’s statement, the researcher

assumes that by considering teaching the real activities or in context and give an

external motivators in teaching vocabulary can motivate students in mastery the

new vocabulary.

The reason for choosing the topic of the research that the vocabulary is one

of the important components of language that must be learned by the students or

learners because it is an essential means to conduct our communication with one

another. And there were the lack motivation of students’ performance in response

to improve the materials. The researcher argues that using external motivators in

teaching vocabulary can improve students’ vocabulary and can motivate them to

more curious and anxiously to mastery new vocabulary. The researcher limits this

study in the improving students’ vocabulary using external motivators that will be

done at first grade students of SD Alam IT Auliya Kendal.

B. Questions of The Research

1. How is the implementation of external motivators in teaching vocabulary

at first grade of SD Alam Islam Terpadu Auliya Kendal?

2. How can the external motivators improve students’ vocabulary?

C. Objectives and the Benefit of The Research

1. To know the implementation of external motivators in teaching vocabulary

at the first grade of SD Alam Islam Terpadu Auliya Kendal.

2. To know the improvement of students’ vocabulary using external

motivators.

The result of the study hopefully will give contribution to English teaching

and learning, such as:

1. Theoretically

This research will enrich the method of teaching and learning English.

10 Carthy, Teaching Vocabulary.p.7

5

2. Practically

a. For researcher: by doing this research, the researcher will get some

experiences and knowledge about his study and it will be useful in the

future as the prospective teacher in preparing teaching process.

b. For the teacher: by doing this research, it was expected that the result of

the study will be useful to give contribution of developing English

teaching especially in teaching vocabulary.

c. For the students: it was expected that they can improve their vocabulary by

stimulating their expectation in learning English by external motivators.

D. Definition of Key Terms

To avoid misunderstanding, the researcher makes key terms with specific

meaning. They can be defined in the following:

1. Vocabulary

The vocabulary is a word of the language that have meaning and

systematically in use11

. Words of the language mean that the use of the words

should be systematically to convey the meaning in language. Another

definition came from Linda Diamond that “vocabulary is the knowledge of

words and words meaning”12

, it is mean that every word has theory and

different meaning.

2. External Motivators

Term of the external motivators are the impeller of ambition or purpose by

stimulation of the outside of aspect.13

Such as by giving reward, giving grade

of the achievement, punishment, praise, et ce tera14

11 Michael McCarthy, Vocabulary,(New York, Oxford University Press,1990), p3-5.

12 Linda Diamond and Linda Gutlohn, http://www.readingrockets.org/article/9943

retrieve on September 23,2010 8.35p.m

13 M. Alisuf Sabri, Pengantar Psikologi Umum&Perkembangan,(Jakarta, Pedoman Ilmu

Jaya,1993), p128-130

14 Gavin Reid, Motivating Learners in the Classroom: Ideas and Strategy,(Jakarta: PT.

Indeks,2009),p.19

6

3. Teaching Vocabulary.

Teaching is giving instruction to somebody; causing somebody to know or

being able to do something; giving knowledge or skill to somebody; giving

lesson at school.15

Patsy stated that teaching is applying some method to

achieve the goal of the material.16

Teaching vocabulary is to provide multiple

exposures to a word's meaning. There is great improvement in vocabulary

when students encounter vocabulary words often.17

15

A. S Hornby, Oxford Advanced Learners’ Dictionary of Current English, (NY, Oxford

University Press, 1987), p. 886.

16 Patsy M. Lightbown and Nina Spada, How Languages are Learned, ( NY, Oxford

University Press,2000), p. 153.

17 Linda Diamond. http://www.readingrockets.org, p.3

7

CHAPTER II

REVIEW OF THE RELATED LITERATURE

In this chapter the researcher will discuss about the related literature of the

research. There are three big discussions of the key term that will be discussed.

But before of all, there is the previous research by other researchers as reference

of the researcher.

A. Previous Research

In making this thesis, the researcher was considering some previous

research to support the researcher’s. The first is from Wildan’s research with the

title: Using Short Comics to Arouse Student’s Motivation in Learning Reading

Comprehension (A Classroom Action Research at the 7th Grade of MTS Darul

Ulum Semarang in the Academic Year 2008/2009). 1

This research focused on stimulating student’s motivation in learning

reading. She made some cycles in the teaching learning process to repair methods

and strategies that should the teacher use in teaching learning process. The

researcher used observation, field notes, and test as instrument. The result of this

research is by using short comics, students’ feeling of boredom reduced, and

stimulates students who have low motivation in reading activities, and there is an

improvement on student’s score from one cycle to another cycle. The similarities

between this research and the writer’s are about students’ motivation.

The second ones is from Titi’s research with the title: Student’s Motivation

in Learning English ( A Comparative Study Between 10th and 12th Grade

Students’ at SMA N I Bobotsari in Academic Year 2009/2010).2

She compared students’ motivation in learning English and known that there

were significant differences of motivation between 10th and 12th grades of the

1 Wildan Maghfiroh, ”Using Short Comics to Arouse Student’s Motivation in Learning

Reading Comprehension”, Thesis ( Semarang: Education Faculty IAIN Walisongo, 2009)

2 Titi Rohmah, “Student’s Motivation in Learning English A Comparative Study Between 10th and 12th Grade Students’ at SMA N I Bobotsari”, Thesis (Semarang: Education FacultyIAIN Walisongo,2010)

8

students in learning English. The similarities of this research and the researcher’s

are on students’ motivation in learning English. The differences of this research

are about the subject and the goal of the research.

B. Theoretical Framework

1. Vocabulary

In learning a foreign language, in this case English, we have to learn

vocabulary because it is essential part of the language because it is kind of

language component. On the holy Qur’an, there are some verses which explain us

about vocabulary, as follow:

zΝ ‾= tæuρ tΠyŠ# u u !$oÿôœF{ $# $yγ‾= ä. §ΝèO öΝ åκyÎ z÷ tä ’ n?tã Ïπs3Í× ‾≈ n= yϑ ø9$# tΑ$s) sù ’ ÎΤθä↔ Î6/Ρ r& Ï !$yϑ ó™r' Î/ ÏIωàσ ‾≈ yδ βÎ) öΝ çFΖ ä.

tÏ% ω≈ |¹ ٣١. (#θä9$s% y7 oΨ≈ysö6ß™ Ÿω zΝ ù=Ïæ !$uΖ s9 āωÎ) $tΒ !$oΨ tFôϑ ‾= tã ( y7 ¨ΡÎ) |MΡ r& ãΛÎ= yèø9 $# ÞΟŠ Å3pt ø: $# ٣٢ .

He taught Adam the names of all things and then set them before the angel, saying: “tell Me the names of these, if what you say be true.” Glory to you they replied, ‘we have no knowledge except that which You have given us. You alone are Wise, knowing. (2:31-32)3

The verses above explain about how the human being was firstly has been known

the vocabulary. God endowed Adam with the knowledge of knowing something

by teaching him the names of the things.

On the modern knowledge, there are many definitions about vocabulary. By

the simply definition, McCarthy defines that vocabulary is the words of the

language.4 Words of the language mean that the use of the words should be

systematically to convey the meaning in language. Another definition came from

Linda Diamond that “vocabulary is the knowledge of words and words

meaning”,5 it is mean that every word has theory and different meaning. Hay craft

as cited at Evelyn Hatch divided the vocabulary in two terms, the first is receptive

vocabulary that have the meaning “the words that the students recognize and

3 Zayid Mahmud Y, The Qur’an, (Lebanon: Dar Al-Choura,1997), p4.

4 Michael McCarthy, Vocabulary,(New York, Oxford University Press,1990), p.3

5 Linda Diamond and Linda Gutlohn, http://www.readingrockets.org/article/9943 retrieved on, September 23, 2010 8.35p.m.

9

understand when they used in a context, but which they cannot produce

correctly.” and the second is productive vocabulary that “words which the student

understands, can pronounce correctly and use constructively in speaking and

writing”.6 From the definition above, we know that vocabulary can be concluded

as knowledge of words or term that people know the meaning and use in the

particular language. People use the verbal communication to another by sounded

words that can convey the meaning.

The total number of words in a language or all the words known to a person

or used in a particular book, subject, etc, is called a vocabulary too.7 Thornbury

said that ”knowing how words are described and categorized can help us

understand the decisions that syllabus planners, materials writers and teachers

make when it comes to the teaching of vocabulary”.8

a. Function of the Vocabulary

The function of the vocabulary can be classified to the many kinds.

According to Thornbury, there are many classification words that we have to

know the function of the vocabulary.

The first is word class. Words are having different roles in a sentence of the

text. They divided into one of eight different words classes.9 They are that we call

parts of speech. The definition about parts of speech will be start by a noun. When

we will describe a person, place or thing, we actually describe of noun. In fact we

use nouns to express a range of additional meanings, such as concepts, qualities,

organizations, communities, sensations, and events. According to Carol, the noun

is “a word that names a person, place, thing or idea”.10 There are number of types

of nouns. They can be divided into categories in several ways: the first is

6 Evelyn Hatch and Cherly Brown, Vocabulary, Semantic, and Language Education,(

USA: Cambridge University Press, 2000), p.370

7 A. S. Hornby, Oxford Advanced Learners Dictionary of Current English, P.1331.

8 Scott Thonrbury, How to Teach Vocabulary, (England: Pearson Education, 2002), p. 3

9 Scott Thonrbury, How to Teach Vocabulary, p. 3

10Carol Ann Bergman and J.A. Sean, Grammar and Composition: Introductory Course,(Toronto: D.C. Heath and Company), p. 31

10

countable nouns that denote things we can count: one dog, a horse, six men, etc.

And the second is uncountable nouns that denote things that we do not usually

count: tea, sugar, water, air, rice, etc. Uncountable nouns also include abstract

ideas or qualities: knowledge, beauty, anger, fear, love, etc.

The third types of noun is proper nouns that indicated by capital letters and

included names and titles of people,11 e.g. Soekarno, Hatta etc. and then titles of

works, books, etc. e.g. The Alchemist, etc. Month of the year is also in proper

nouns. Days of the week and seasons, also Holidays. Geographical names as

names of countries and continents, names of regions, districts, and names of cities,

towns, villages, names of rivers, oceans, seas, lakes, and names of geographical

formations, names of streets, buildings, parks, and nationalities are too.

Compound nouns are the fourth types that formed from the combination of two or

more other words, neither of which is necessarily a noun itself. The meaning of

the word they create together is different from the meaning of the constituent

words on their own. As this example: Hair + cut = haircut (noun + verb are

become a noun) with the meaning of when we have our hair cut by someone.

The next parts of speech are pronoun. According to Jane’s explanation,

“Pronoun usually can be thought of as a subclass of nouns. They act in place of a

noun in a sentence”.12 Pronoun is a word in place of a noun or noun phrase. There

are the kinds of pronouns: the first is possessive with the example mine, yours,

his, her, ours and theirs. For the example: this yellow bag is mine. Then is

reflexive pronoun as myself, yourself, himself, itself, oneself, ourselves,

yourselves, and themselves. The example of this is: I do my task by myself. The

next is reciprocal as each other and one another, as in: they really hate each other.

And the relative pronoun that has: that, which, who, whose, whom, where and

where, as in: the man whom I see in the book shop is Angga. The demonstrative

pronoun has: this, that, these and those, as in: that is the delicious food on the

table.

11 Jane medwell, et. Al., Primary English; Knowledge and Understanding,(UK,

learningmatters,2009),p.77

12 Jane Medwell, et. Al. Primary English, p.78

11

Pronoun is also has the interrogative form. It has: who, what, why, when,

where and whatever, as in: What did you do at the wet rice field yesterday? And

the final is indefinite pronoun that has: anything, anyone, anybody, something,

somebody, someone, nothing, nobody, none and no one, as in: there is something

in my shoe. Many of the pronouns above also belong to another words class – the

class of determiner. They are pronouns when they occur independently, that is,

without a noun following them, as in this is a new car. But when a noun follows

them – this car is new – they are determiner.

The adjective is the next parts of speech. According to Carol, adjective is “a

word that modifies, or describes, a noun or a pronoun.”13, for example: good,

happy, long, bad, sad, hot, tall, beautiful, etc. Jane Medwell said that adjective is

used to give more information about a noun14. Like giving description of feeling

or qualities: he is a lonely man. And give nationality, as: Pierre is French. Then it

is tells more about a thing’s characteristics too, as: The knife is sharp. And can tell

us about age, as: he is a young man. And then is tells us about size and measure:

John is a tall man. And the finally is tells us about color, as: Parmin wore a red

shirt. Adjective is generally invariable in English. They do not change their form

depending on the gender or number of the noun. A hot potato for the single and

the hot potatoes for the plural still same the adjective.

Adjective can also placed in front of noun or after a verb such as ‘be’ like a

beautiful girl and the girl is beautiful. If we need to emphasize or strengthen the

meaning of an adjective, we use ‘very’ or ‘really’ as in: a very hot potato or the

really hot potatoes. If we need to compare nouns we can achieve this through the

use of comparative or superlative adjectives as in: My dad is tall, but Billy’s dad

is even taller (comparative). Jenny’s dad is the tallest of all (superlative).

Another part of speech is adverb. According to Carol, adverb is “a word that

modifies, or describes, a verb, an adjective or another adverb”15 for examples are:

13 Bergman and J.A. Sean, Grammar and Composition, p.61

14 Jane Medwell, et. Al , Primary English; Knowledge and Understanding,p.80

15 Bergman and J.A. Sean, Grammar and Composition, p.70

12

kindly, seldom, just, too, etc. Sometimes the verb or adjective needs the

specification of the statements, so, the adverb is describing that verb or adjective.

Jane said that “adverbs usually modify, or add the meaning of, verbs. They

describe how, where, why, or when an action was done”.16 The examples of

adverb in modifying an adjective or another adverb: like in: Mary sings

beautifully or David is extremely clever. The car goes incredibly fast. Another

characteristic of the adverb are the adverb may follow the verb, as in: He broke

the news as gently as possible. The adverb may precede the verb, as in: She

slowly handed him the important document.

Many adverbs give information about the manner, time or place of an event

or action. Adverbs of manner tell us how an action is performed as in: She sang

loudly in the bath. Adverbs of time indicate not only specific times but also

frequency as in: I sometimes watch television at the weekend. Adverbs of place

indicate where something has occurred, or should occur, as in: Put the box there,

on the table. Additive adverbs add two or more items together, emphasizing that

they are to be considered equal, as in: We did Arabic at school today. We also did

English. In contrast, exclusive adverbs focus attention on what follows them, to

the exclusion of other possibilities: It’s just a question of how we organize it. The

example is: School exists solely for the purpose of educating our children.

The next parts of speech are Verb. Carol said that “a verb is an action of a

subject is performing”.17 For example is: Rudi reads a book story. Reads at the

example above is the action of the subject Rudi. What the subject doing is the

verb. Jane said that “verbs are words that indicate the occurrence or performance

of an action, or the existence of the state. The most common definition of a verb –

a doing word – is only partially correct”18. Some verbs do indicate actions: Jump,

fall, run, sings, etc. Other indicates feeling or mental state: love, believe, trust,

hope, etc. Perhaps the three most commonly used verbs in English; however,

generally, do neither of these. Be, have and do indicate state or action. For the

16 Jane Medwell, et. Al. Primary English, p.86

17 Bergman and J.A. Sean, Grammar and Composition, p.41

18 Jane Medwell, et. Al. Primary English, p.82

13

example: I am happy. That old man has two very powerful cars. We did sixty

lengths during our swimming lesson. The verbs are also widely used as auxiliaries

to other verbs as in: we were running along on the street in the morning.

Then we have the preposition that kind of parts of speech. To show place,

position, time or method we need the preposition. So, the preposition is a word or

group of words used before a noun or pronoun to show place, position, time or

method, for example: in, from, to, out of, at, for, about, above, across according

to, after, along, among, etc. Jane said that “preposition shows the relationship – in

time, space or some other sense – between its object (the noun or pronoun that

follows the preposition) and another word in the sentences”.19 Example: Alice

puts the bag in her locker. (from that example we know that in shows the spatial

relationship between the verb put and the object of the preposition locker).

Parts of the speech also have a conjunction. Jane said that “conjunction is

word that joins words, phrases or sentences, or it is the grammatical connector that

link the words”,20 for example: and, but, for, however, still, yet, thus, so, because

of, etc. conjunctions are grammatical connectors that link the words, phrases, or

clauses. A conjunction can indicate the relationship between the elements that it

connects in the sentence. Without these, we would not see the relationship. There

are three types of conjunction: coordinating, correlative and subordinating. A

coordinating conjunction connects words, phrases and clauses that have equal or

the same grammatical function; for example, nouns verbs, adjectives,

prepositional phrases, adverb clauses, etc.

The coordinating conjunction include: and, but, or, yet, nor, for and so. A

correlative conjunction is a coordinating conjunction that works in pairs to

connect elements in sentences. The correlative conjunction include: both…and,

not…but, not only…but also, either…or, neither…nor, although…yet,

whether…or. A subordinating conjunction connect element with different

grammatical function, usually a dependent clause and dependent clause. The

subordinating conjunction include: after, in case, unless, although, in that, until,

19 Jane Medwell, et, al, Primary English, p.89

20 Jane medwell, et. al. Primary English, p.88

14

as, now that, when, as if, once, whenever, as though, since, where, because, so,

whereas, before, so that, whether, even though, than, which, except that, that,

while, however, though, who / whom, if.

Finally we have the interjection. Carol said that “interjection is a word that

expresses strong feeling. An interjection at the becoming of a sentence is followed

by an exclamation point or comma”. 21 The words that usually used are: Oh!, Ah!,

Hey!, Hi!, Oops!, wow!, well, etc.

The second words classification is a word family. A word family consists of

the root of a word plus its inflexions that commonly formed a derivative.

According to Thornbury, inflexion is the different grammatical forms of a word.

The inflexions occur on the root word by using the add-ons that called affixes.22

David Wray said that “affixes are another common method of forming new word.

It is an additional part of a word added at the beginning that called prefix or end of

the word that called suffix”.23 Adding prefix or suffix to the root will make the

different meaning of the result word. New word from the addition of an affix to a

root, that has a different meaning from a root, is called a derivative.24 And the root

has the definition that “the part of a word that carries its basic meaning”.25

The third parts of words classification is the word formation. Word

formation is another way to form a new word from the old is compounding.

“Compounding is combining two or more independent words into a single

word”.26 As a word: -record player- that consists of noun + verb + er become a

noun that has meaning a machine that plays records. Blending is another ways of

the word formation. Two words that blended to form one new one is called a

blend. As the example: information + entertainment = infotainment. A word can

21Bergman and J.A. Sean, Grammar and Composition, p.116

22 Scott Thornbury, How to Teach Vocabulary, (England: Pearson Education, 2002), p 4

23 David Wray and Jane Medwell, Extending Knowledge in Practice Primary English, Primary English,( United Kingdome: Learner Matters Ltd, 2008), p. 36

24 Scoot Thornbury, How to Teach Vocabulary, p. 3

25 Bergman and J.A. Sean, Grammar and Composition, p.445

26 Scott Thornbury, How to Teach Vocabulary, p.5

15

be co-opted from one part of speech and used as another that called conversion.

Typically nouns are converted into verbs. But other parts of speech can be

converted as well: She upped and left. Finally, new word can be coined shortening

or called clipping longer words. As: flu that clipping from influenza, or email

from electronic mail.

Then we have the multi-word units. Multi-word units or often called simply

lexical chunk is joined groups of more than one word as look for, do up. It can

function as a meaningful unit with a fixed or semi-fixed form. “The chunks vary

in term of how fixed and how idiomatic they are”.27 The common words that used

in informal language that compounds of verb + adverb like “swung round” or verb

+ preposition like “look after” known as either phrasal verbs or multi-part verbs.

b. Types of Vocabulary

There are many types of vocabulary divided by the experts. Finocchiaro has

divided the lexicon or vocabulary into two groups. There are function and content

words. The function words are closed class; we cannot add the preposition,

auxiliaries, modals or any other structure word of the language. On the other hand,

content words can be added at any time as new scientific advances. 28 Gairns and

Stuart have different classification. They have divided the vocabulary in two

groups also. They are receptive and productive vocabulary. Receptive mean

language items which can only be recognized and comprehended in the context of

reading and listening. Productive vocabulary to be language items which the

learner can recall and use appropriately in speech and writing.29

In conclusion, the definition of vocabulary is the word of the language that

has the knowledge and meaning that can convey the human’s purpose of the

verbal and nonverbal communication. Vocabulary has the function that we have to

27

Scott Thornbury, How to Teach Vocabulary, p.6

28Mary Finocchiaro, English as a Second Language: from Theory to Practice, (New York: Regents Publishing Company. Inc, 1974), p.35

29 Ruth Grains and Stuart Redman, Working with Words: A Guide to Teaching and Learning Vocabulary, (New York: Cambridge University Press, 1986),p.64

16

know the numerous kinds of its and the types of its as the knowledge that must to

be learned.

2. External Motivator

Before we discuss the external motivator, we first need to take an

understanding of what motivation is. Zahra Habib wrote that “Motivation is an

influence that accounts for the initiation, direction, intensity, and persistence of

behavior. Motivations are very reasons behind people’s thoughts and behaviors”.30

It is related to the Samuel’s opinion that motivation is “the process that initiates,

directs and sustains behavior to satisfy physiological or psychological needs”.31

From the definitions above we know that motivation is the human’s action to

achieve their effort both of physically and psychologically by obviously direction.

According to D. Crow, the motivation is the potential urges or drives that

seek expression. Motivation is the dynamic forces that affect thoughts, emotions,

and behavior that arising out of natural need or acquired interest.32 Samuel said

that in the real life, the motives for many activities are both internal and external.

Internal mean that the desire to perform an act by satisfying or pleasurable of

itself. And the external mean that the desire to perform an action to gain the

reward or to avoid an undesirable consequence.33

Another definition of the external motivation came from Zahra that said

extrinsic motivation is “motivation created by external factors such as rewards and

punishments”.34 From that definition we know that extrinsic motivation is the

intervention to arouse student’s desire from the outside. The external factor that

can stimulate students to achieve something is called external motivator.

30 Zahra Habib, External Motivation, retrieved on, Feb, 16 2011 11.13pm.

31 Samuel E. Wood and Ellen Green Wood, The World of Psychology, (USA, Allyn and Bacon, 1996), p.361

32 Lester D. Crow and Alice Crow, Educational Psychology, (New York, American Book Company,1958), p.252

33E. Wood, The World of Psychology, p.361

34 Zahra Habib, External-Motivation, retrieved on Feb, 16 2011 11.13pm.

17

Muhibbin said that “the external motivation is the student’s external

condition that forced student to do the learning activity”.35 Students motivated to

do the task that given by teacher because they will get the sign on the achievement

book. Zahra said that “Individuals who are extrinsically motivated work on tasks

because they believe that participation will result in desirable outcomes such as a

reward, teacher praise, or avoidance of punishment”.36 So, the extrinsic or external

motivation is motivation to engage in an activity as a means to an end

When the students extrinsically motivated, they are only performing the task

for what teacher will gain from completion. On the other hand, when they are

intrinsically motivated, there is no requirement for external rewards or

punishments, because the activity is a reward in itself. Gardner as cited by Lim

Kiat Boey said that “the problem of motivation in second language learning has

been studied and two kinds of motivation have been distinguished”. 37 Two kinds

of motivation that have been distinguished are instrumental and integrative

motivations. Lim said that the students with integrative motivation have greater

success at learning the second language than those with merely instrumental

motivation.

Sabri said that term of the external motivation is the impeller of ambition or

purpose by stimulation of the outside of aspect.38 In line with Levine’s opinion

that external motivation is the effect of intensive motive from outside that have

the relevance with the object.39

According to Ngalim Purwanto, there are many functions of motivation.

The first function is to drive or encourage someone to do. It is can be a motor that

has big energy to drive someone to do his/her task. Motivation can also determine

the direction of someone deed. The more explicit is the purpose of direction, the

35 Muhibbin Syah, Psikologis Belajar, (Jakarta: PT. Logos Wacana Ilmu, 1999), p.137

36 Zahra Habib, External-Motivation, retrieved on, Feb, 16 2011 11.13pm.

37Lim Kiat Boey, an Introduction to Linguistics for the Language Teacher,(Singapore: Singapore Unniversity Press,1975), p.109

38 M. Alisuf Sabri, Pengantar Psikologi Umum&Perkembangan,(Jakarta, Pedoman Ilmu Jaya,1993), p128-130

39 Mel Levine, A Mind at a time,(Jakarta,PT. Gramedia Pustaka Utama,2004),p.319

18

stronger drives to achieve the purpose. And then, motivation can select our deed.

It is mean that someone who motivated to achieve the dream, he/ she will select

the deed that can make the dream come true.40In the learning process, motivation

is the absolutely condition of the learning.

a. Theory of Motivation

There are many theories that try to explain what the motivation is.

According to Samuel, there are three theories of motivation. The first is instinct

theories of motivation. The firstly instinct theories of motivation become from the

result of observing animal behavior that every animal has an inborn, unlearned,

fixed pattern of behavior that is characteristic of an entire species. The idea of

attributing human as well as animal behavior suggested from Darwin’s theory that

humans evolved from lower animals. The notion of the continuity of the species

paved the way from the application of the concept of instinct to explain human

behavior. Most present-day psychologists reject instinct theory as an explanation

of human motivation.41

The second theory is drive-reduction theory. This theory was popularized by

Clark Hull in 1943. According to Hull that cited by Samuel, “all living organisms

have certain biological needs that must be met if they are to survive”.42 And a

rising need to an internal state of tension or arousal called a drive. Drive-reduction

theory is derived largely from the biological concept of homeostasis that has the

meaning the tendency of the body to maintain a balance internal state in order to

ensure physical survival that required for physical existence.

And then the third theories are arousal theory. This theory tries to explain a

striving for an optimal level of arousal. “Arousal refers to a person’s state of

alertness and mental and physical activation”.43 Arousal theory does not propose

that we are always motivated to reduce arousal or tension. Arousal theory states

that we are motivated to maintain an optimal level of arousal. If arousal less than

40 M. Ngalim Purwanto, Psikologi Pendidikan, (Bandung: Remadja Karya, 1985), p. 67

41 E. Wood and Ellen Green Wood, The World of Psychology, p.362

42 E. Wood and Ellen Green Wood, The World of Psychology, p. 362.

43 E. Wood and Ellen Green Wood, The World of Psychology, p. 363.

19

the optimal level, we do something to stimulate it. But, if arousal exceeds the

optimal level, we do reducing the stimulation. Berlyn that cited by Samuel said

“Our level of arousal affects how we feel. Some researchers claim that emotional

feelings are negative at both extremes of the arousal continuum, and that people

generally feel better when their arousal level is somewhere in the middle”.44

Another theory came from Abraham Maslow that proposed a hierarchy of

needs to account for the range of human motivation. The psychological needs

such as food and water placed at the base of hierarchy, these needs must be

sufficient satisfied before higher ones can be considered.45 Then one step up of the

hierarchy is safety needs that need for safety and security. When these needs are

carried out, we climb another level satisfy our needs to belong and to love and be

loved. Maslow’s opinion is the most prominent factor in human adjustment

problems are that failure to meet the belonging and love needs deprives

individuals of acceptance, affection, and intimacy. One step to the higher one of

the hierarchy is the needs for self-esteem and the people’s esteem. These needs

involve our sense of worth and competence, our need to achieve and be

recognized for it, and our need to be respected.

At the top of Maslow’s hierarchy is the need for self-actualization, the need

to actualize or perform our full ability. The self-actualization through achievement

in the surrounding environment may be made satisfied to someone. But the surest

path to self-actualization is one in which a person finds significant and consistent

ways to be serve and contribute to the well-being of humankind.

Although the Maslow’s hierarchy of needs has been popular notion, there

are opinions that the Maslow’s hierarchy has not been verified by empirical

research. Bridwell said that the steps on the hierarchy cannot be said to be

invariant or the same for all people.46The desire for success and recognition is so

strong when people are prepared to sacrifice safety, security, and personal

44 E. Wood and Ellen Green Wood, The World of Psychology, p. 363.

45 E. Wood and Ellen Green Wood, The World of Psychology, p. 366.

46 E. Wood and Ellen Green Wood, The World of Psychology, p. 367.

20

relationships to achieve it. A few people are willing to sacrifice their very lives for

others or for a cause to which they are committed. Perhaps they, too, have a

hierarchy, but one in which the order of needs is somewhat different.

b. Types of the External Motivator

According to Gavin Reid, motivation is the key factor of success the

learning process. The motivation is like the fuel in the car.47 The power source

that makes the machines moves to work. There are some ways to motivate the

students extrinsically. The kind of external motivators are :

1) Motivate by the task. The task that was given to the learners should be the

simple task. It is can reduce the students’ frustration because the task is

simple and they can be motivated to do the other task.

2) Motivate by giving the appreciation. The appreciation was needed to

stimulate the learner when they finished the task that challenged. Whatever

the appreciation that given to the learner, it was should be negotiated with

the learners before. Giving appreciation should be the short strategy to

improve students’ motivation.

3) The social motivation or the influence of group is the next motivation that

can motivate the students. Social interaction can help students to develop a

few things as give and take, sharing to the other, hearing people’s opinions

and so on. The process of helping and cooperating with the other can be

students’ motivation. The group that be motivated can get the energy to

circulate to all group members and this group can be the strength of

motivation.

4) The feedback motivation. Every single student needs the feedback to

ensure that he/she on the right way. The feedback should be different than

correcting students’ work. It should be continued and positively given to

the students and could make better character of student. Giving the

feedback to motivate can be given at the beginning of the learning process.

47 Gavin Reid, Motivating Learners in the Classroom: Ideas and Strategy,(Jakarta: PT.

Indeks,2009),p.19

21

5) Teacher praise; is given to all the students for the purpose of reinforcing

them for doing the better task. “The principle of the reinforcement is to

invoke to stamp in the desired responses and to stamp out those that are

not approved”.48 Reward is necessary given to the students as the teaching

media that preventive and representative to make students happy and can

make them motivated.49

6) Giving the marks or grades. Some of the students learn to achieve the good

mark. Giving the mark can stimulate students to try getting the best mark.

7) Giving reward. Reward should be given to the students whom achieve the

target learning. The reward hoped can stimulate students’ expectation to

get it.

8) Rivalry. Rivalry or competition used to achieve the higher level of

achievement. It is often make better of the learning result, at the individual

rivalry or group rivalry. The competition has to make good aim in

mastering the lesson, not for the negative purposes. The fourth is

9) Learning wish. Learning result will be better when the students have the

willing or learning wish.

10) Cooperation. Doing the task together will be heighten the learning activity.

The cooperative learning can make students learn how to be good team

work and stimulated the whole member of the group.

11) Giving the challenging task. The difficult task should be given to the

students for stimulating their ability to do the best and finished the task.

Challenging task is need for the variation of the learning activities. 50

Teacher can use various external motivator like Nasution’s explanation to

encourage students to study hard.

c. The Relationship between External Motivator and Teaching-Learning Process

48 Philip Lawrence Harriman, et. Al. Essential of Educational Psychology, (Tokyo,

Maruzen Company,1958), p.246

49 Thoifuri, Menjadi Guru Motivator, (Semarang, RaSAIL Media Group, 2007), P.61

50 S. Nasution, Didaktik Asas-Asas Mengajar, ( Bandung, Jemmars, 1982), 4th ed. P.81

22

The external motivation has source from the outside. Such as praise, prize,

rule of school, teacher, model or good example, parents, or friends. They are

concrete examples of extrinsic motivator that can stimulate students to study.

Even though that is come from the outside, the external motivation sometimes

influence the intrinsic motivation. Mc Clelland as cited by Agus suprijono said

that motivation can contribute to 64% of the learning achievement.51

3. Teaching vocabulary

Teaching English as a foreign language for Indonesia students is not easy.

Teacher was demanded to be successful in teaching learning goals. The

fundamental factor of success in the teaching learning process is an effective

teaching. To do an effective teaching, it is necessary for the teacher to have a

theory that accounts for effective language teaching, including a specification of

the key variables in effective and how they are interrelated. It is also important to

develop principal for his preparation of language teaching, especially for

vocabulary teaching.

Sisilia said that “teaching English as a foreign language to young learners

requires that teacher have a thorough understanding of young learners’

development, needs, and characteristics”.52 According to Blakely as cited by

Sisilia, those young learners are constantly developing cognitive and

metacognitive skills. Developing the cognitive aspect is related to mental

processes of perception, memory, judgment, and reasoning. Developing of

metacognitive refers to thinking about thinking, that known “what we know” and

“what we don’t know.”

According to L. Ron Hubbard in basic study manual, there are three barriers

of mastery the vocabulary. No mass or image of the vocabulary, the chronological

steps and miss understanding of words meaning.53 One solution to this problem is

51 Agus Suprijono, Cooperative Learning, (Yogyakarta: Pustaka Pelajar, 2010), p.162

52 Sisilia S. Halimi, et. Al.,Becoming a Creative Teacher: A Manual for Teaching English to Indonesian Elementary Students, (ttp.t.p. t.t), p.1

53 L.Ron Hubbard, Basic Study Manual, trans (Yovita Hardiwati), (Jakarta: PT. Grasindo, 2002), p.23-50

23

to accept that students have different needs, and to further accept that they must

assume some of the responsibility for defining those needs and the vocabulary that

will be relevant to those needs.54 John’s opinion told that vocabulary can be seen

as a priority area in language teaching, requiring test to monitor the learners’

progress in vocabulary learning and to assess how adequate their vocabulary

knowledge is to meet their communication needs.55 Consequently teaching

vocabulary is important for teaching English as a foreign languages preparation

component that support the language skills.

According to Wallace, there are six principles on teaching vocabulary.

However, there are only four that are related to this study.56 The first is the aim. In

teaching learning process, the teacher has to be clear about his aims. He has to

decide on what is involved in vocabulary learning. He also has to know what kind

of words and how many word that students should master. In this study, the aim

of teaching vocabulary should be based on the curriculum given.

The second is the quantity. Teacher may have to decide on the number of

vocabulary items to be learnt. Teacher has to divide how many new words in a

lesson students should learn. The decision of the number of new words in a lesson

is very important. The actual factors, depends on varying form class to class

learner. If there are many words, the students may be confused, discouraged, or

stressed. Teacher should limit the words that will be taught to the students. The

third is needs. The choices of words should be relate to aims of the teaching. That

it is also possible for the teacher to put the responsibility of choosing the

vocabulary to be taught to the students. And the finally is meaningful

Presentation. In teaching vocabulary, the teacher should present the target words

in such a way that their meanings are perfectly clear and unambiguous.

54 L.Ron Hubbard, Basic Study Manual, p. 55.

55John Read, Assessing Vocabulary, ( United Kingdom: Cambridge University Press, 2000),p.1-2

56 Wallace J. Michael, Teaching Vocabulary, (London: Bridles Ltd, 1982), p.27-30

24

4. Maximizing the Use of External Motivator to Teach Vocabulary

English in Indonesia is not first language, it is regarded as second language.

Learning English is the cognitive process of acquiring skill or knowledge of

English as target language. Ellis said that “Learning is a process of discovery,

which takes place spontaneously and automatically providing certain condition

have been met”.57

According to Patsy, learning English involves: Behavior that means

language learning is result of imitation, practice, feedback on success, and habit

formation. Innate (human intellectual) means that human language develops with

help or biology. Interaction means that language develops as result of a complex

interplay between the unique human characteristics and environment.58 The

challenge to the teacher is that of helping the learner retain his identity, develop

his individuality, and absorb a background of democratic culture.59

According to Finocchiaro teacher should need methods and techniques of

teaching English as a second language to develop certain knowledge, skills, and

insight60. In this case, teacher should be able to create learning atmosphere fun

and interesting. Actually, teachers do not refuse to do the appropriate method in

teaching English for students in order to get the goal of teaching process.

Teaching learning process should be varied to make students feel fun during the

process. In language learning, they need more than instruction and command from

their teacher. This is challenge for the teacher to be able to motivate the students

to pay attention using various external motivator.

57 Rod Ellis, Instructed Second Language Acquisition: Learning in Classroom,(USA:

Basil Blackwell ltd., 1990) p.2.ٍ

58 Patsy M. Lightbown and Nina Spada, How Language are Learned, (Hongkong: Oxford University Press, 2000) p.2.

59 Lester D.Crow and Alice Crow, , Educational Psychology, p.22.

60 B Finocchiaro. English as a Second Language, p. 173.

25

CHAPTER III

RESEARCH METHOD

A. Research Design

The classroom action research is the process of repairing teacher strategies

in teaching and learning process. It is uses to increase the effectively of teaching

method. There are components in doing this research. Glanz stated that the

classroom action research is research which is started from plan the action

(planning), action (acting), observe and evaluate the process of acting

(observation and evaluation), and reflecting, etc until repairing or improving will

be achieved by the researcher.1

In action research, all of the components are doing by the researcher in

every cycles of the research. The explanation of the four components in one

cycles for doing in classroom action research are:

a. Planning

Planning is a plan to conduct treatment or after making sure about the

problem of the research. The researcher needs to make the preparation before

doing an action research. Researcher prepares some materials that will be used in

research process. It is explaining of word what, why, when, and where the

researcher does the research.

b. Acting

This section discusses the implements of planning; it is about the steps and

activities that would be taken by the researcher.

c. Observing

In this step, a researcher has to observe all events or activities during the

research. The observer observes the situation in class during lesson, response and

attitude of students when they are given explanation, doing task, and to know their

difficulties.

1Jeffrey Glanz, Action Research: An Educational Leader’s Guide to School Improvement,

(Norwood: Christoper-Gordon Publisher, Inc, 1998), p. 20

26

d. Reflecting.

Reflecting is the inspection effort on the success or the failure in reaching

the temporary purposes in order to determine the alternative steps that are

probably made to get the final goals of the research.2

Generally, the classroom action research consists of two cycles or more.

Every cycle holds in appropriate with the purpose of the study. In this research,

the researcher uses two cycles. Every cycle consists of four components that are

planning, acting, observing, and reflecting.

The researcher uses the research design from Kemmis and Taggart that

consists of several cycles of action in teaching based on reflection from the result

of study in cycle before.

B. Research Setting

This classroom action research will be conducted at the first grade students

of SD Alam IT Auliya Kendal in the academic year of 2010/2011. It is on the

street of Soekarno Hatta 196 Karangsari Kendal. There is only one class at the

first grade and only this class that SD Alam IT Auliya Kendal has. There are just

six students that learn there. They are two girls and four boys. The researcher

chooses this elementary school because he gets easy to do research at there and

English is taught from the first grade. The school does not have the permanent

English teacher. So, the researcher can explore teaching vocabulary by various

methods with the head master’s permission.

The researcher has time schedule for doing the research and he uses the time

to do observation and getting familiar with school condition, doing the research,

and analyze the result. The explanation of time and setting the research are such

as below:

The researcher did the research start from 27 April until 18 May 2011. This

is the schedule time for research:

2 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT. Rineka Cipta, 2006), p. 98-99.

27

Table 1

Time schedule

Task description Time Schedule

27 April 9 May 11 May 18 May 20 May

Asking permission to head master to

do research and getting familiar with

the school situation.

�

Doing observation by observing the

teaching and learning process from

the teacher in the class and getting

familiar with the students.

�

Collecting data for pre cycle �

Doing first cycle (applying teaching

vocabulary using external motivator

related to the material topic of the

things at the guest room)

�

Doing the test �

Doing second cycles (applying

teaching vocabulary using another

external motivator such as

punishment) related to the topic of the

things at the bedroom.

�

Doing the test �

Doing third cycles (applying teaching

vocabulary using another external

motivator such as giving reward)

related to the topic of the equipment

of kitchen.

�

Doing the test �

Analyzing the data and writing the

report �

28

C. Collaborator

In this research, the researcher will collaborate with the teacher class of SD

Alam IT Auliya on doing this research. The researcher will teach the students by

using external motivator that has been planned before teaching-learning activities

in the class with the teacher class. In this research the teacher class as the

observatory of applying the method in teaching learning process. The teacher

gives suggestion about instructional information, teaching material, learning

assessments, and teaching method applied in first grade of SD Alam IT Auliya

Kendal.

D. Research Procedure

This classroom action research is arranged into three cycles of implementing

the use of external motivators in teaching. They are cycle I, cycle 2, and cycle 3.

Which each cycle consists of planning, acting, observing, and reflecting.

The procedure of classroom action research3

3 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT.

Rineka Cipta, 2006), p. 98-99.

Planning

Acting Reflecting

Observing

1st CYCLE

2nd CYCLE Reflecting

Observing

Acting

3rd CYCLE

Planning

29

There were some procedures in doing a classroom action research. The

procedure of research that researcher did such as below:

1. First activity (Pre Cycle).

The researcher recorded the test result in pre cycle on 27 April 2011. In this

activity students were given the vocabulary and test consists of 10 items. This test

was used to know students’ ability in mastering vocabulary that given. After did a

test, the researcher arranged the lesson plan and the material of the study. It was

the set of equipment of teaching. It is made by researcher and teacher class to

apply in teaching vocabulary. It’s consists of identity, standard of competence and

learning activities. Then the researcher arranged the observation checklist, it was

about sheet of observing. It was used to do observing the students in teaching and

learning process. The researcher also arranged the instruments of evaluation. It

was the set of equipment that used to get the result from the research.

2. Second activities of action research (cycle I).

The researcher did the research on 9 May 2011. The steps of the activities

are:

a. Planning. There was some planning of research which was done by the

researcher. The researcher identified the teaching learning design, such as,

arranging lesson plan which was according to the teaching learning process

which was using external motivator. Then the researcher prepared the

teaching-learning process resources, such as, material, students’ attendance

list, worksheet, and the observation sheet. And the researcher planned the

teaching technique that would be implemented in teaching vocabulary.

b. Action. In this activity, the researcher as the teacher, implement the using

external motivator to improve students’ vocabulary, and the teacher of class

helped the researcher as the observer. The researcher began the teaching-

learning process based on lesson plan. The students were introduced about

vocabulary of the things at the guest room. The steps were as follows: to

implement teaching vocabulary, the researcher firstly opened the class by

greeting the students and checked students’ attendance. Before entering the

main activity, the researcher told to the students that he would give the

30

punishment to the students who got the lowest score in group and individual

test.

Entering the main activities, researcher gave introduction about the

material by asking some questions to the students, such as “do you know

where room does the guest sit?” etc. Then, researcher showed some pictures of

things in the guest room. Researcher told the pictures in English and

pronounced it. Students were asked to pronounce the vocabulary loudly after

the researcher. After that the researcher asked the students what the difficult

thing. And then the students were asked to read loudly together. After students

read the words together, researcher gave the meaning of words.

Researcher divided students into two groups and asked each group to

match some words that related to the pictures on the whiteboard quickly. The

group that got the lowest result, must sing a song in front of the class.

Researcher asked students to answer the question in multiple choice forms.

Researcher told to students again that who got the lowest score got the

punishment to sing a song. Researcher checked the students’ work and asked

the students who got the lowest result to sing. The researcher gave the

feedback to the students about their activities.

c. Observation. In this observation, the activities were observed by the teacher

class some points such as the classroom activities and students’ response

during teaching learning process; students’ pay attentions toward teacher’s

explanation, students’ show curiosity by asking question to the teacher,

students’ participation on writing the vocabulary on the whiteboard, students’

pronounce the vocabulary, students’ participation in a group work, students’

interest in doing test and teacher explanation, management of the class,

giving motivation to the students and so on.

d. In the reflection, the researcher concluded the result of first cycle to make a

plan to the next cycles.

31

3. Third activities of action research (cycle II).

a. The second cycle conducted by planning. The researcher prepared for the

instructional tools such as: lesson plan, materials, and evaluation test, and

absolutely prepared the checklist observation.

b. Action. Researcher asked the students to tell their daily activities at home.

Students retell their daily activities at home. Then the researcher reviewed of

the previews result test and motivated them to get the better result. The

researcher told that he would give the achievement mark to the students who

could answer his question. After that the researcher asked the students where

did they sleep, did they sleep alone, and etc. The researcher drew the bedroom

and things that usually there, on the whiteboard. The researcher asked the

students what the names of the things that drawn in Indonesian language.

Then the researcher said the things in English. Students follow after him

loudly. Then the researcher mimics the vocabulary and the students must

guess what the researcher said.

c. The researcher divided students into three groups and gave each group a

collage of the bedroom and things of its. Every group must stick the pictures

on the white board become a complete picture of the bedroom and its content.

After students had done sticking pictures on the whiteboard, the researcher

gave the appreciation by giving the smile mark on their work. Then the

researcher asked them to answer the questions individually. Before closing the

class, the researcher asked the students to count the smile mark that they got

and reinforced them to study hard. Then the researcher asked the students to

give applause together.

d. Observation. Teacher observed the classroom activity and students’ response

during teaching learning process. Students’ pay attentions toward teacher’s

explanation students are active during learning and teaching process. Students’

seriousness in understanding the material, students interesting the materials,

students are active in answering the teacher’s question and students’

achievement in mastering new vocabulary.

e. The researcher did the reflection by concluded the results of second cycles.

32

4. Fourth activities of action research (Cycle III).

a. The third cycles conducted by planning.

The researcher prepared for the instructional tools: lesson plan, materials, and

evaluation test, and absolutely prepared checklist observation.

b. Action. The researcher asked the students “where did your mother cook?”, to

warming up. Implement teaching vocabulary, the researcher asked the

students to look for the words that had been hidden at the surrounding of the

class. After they found the words, the researcher read the words that had found

and students follow after him. Researcher asked the students to pronounce the

words loudly after him. Students asked a question to teacher what they did not

understand the meaning of the words.

Researcher gave the students’ group assignment to match some words

with their meaning. Students worked assignment in group. Teacher gave the

students’ individual assignment to answer the question in multiple choice

forms and to stick the pictures that related to the meaning. Students work

assignment in individual. Teacher gave the gift to students after them have

done the task.

c. Observation. The teacher class observed the classroom activity and students’

response during teaching learning process. Students’ pay attentions toward

teacher’s explanation students are active during learning and teaching process.

Students’ seriousness in understanding the material, students interesting the

materials, students are active in answering the teacher’s question and students’

achievement in mastering new vocabulary.

d. The researcher did the reflection that conclude the results of third cycles.

E. Data Collection Technique

The classroom action research needs the data to support the investigation.

There are several ways to collect data like questionnaire, observation, field notes,

interview, documentation, test, and et cetera. To get the accurate data in this

study, the researcher gathered the data to support and uses some kinds of the

instruments that will be appropriate for the problem statement. The techniques and

33

method which are used by the researcher to collect the data are documentation,

observation and test. The description of the instruments for collecting data such as

below:

Observation, it is an activity to observe something by using sense toward a

particular object. In this research, the researcher will observe of school, students

and English teacher of the school. In this research the writer will use check list.

(√) to get the data. The observation is used to know the activities during teaching

and learning process, such as how teacher explains the material, what is the

students’ respond and how is the student’s work in doing the test.

Documentation, the researcher will describe the result of the field notes in

his own words. The aim was to have the document about the class situation,

number of students, number of classes, students’ name list and teaching schedule.

Test, it is a share of questions or exercises and other tools which used to

measure skill, intelligence knowledge, and ability that had by individual or group.

This method is applied by researchers to know the students’ achievements that

have done in learning English, especially in teaching vocabulary.

In this research, the researcher uses an achievement test to measure the

student’s progress in mastering new vocabulary. Related to the achievement test,

there were many types of achievement test, such as essay test, completion test,

multiple choice test, and so on. The researcher uses multiple choices and matching

test. With those forms, the researcher can get score directly the specific skill and

learning. The scoring can be done quickly and easily.

To make the research easier collected the data and to get better result,

complete and systematic, the researcher used some kinds of research instruments.

An instrument could be in form of questionnaire, observation list, interview

checklist or orientation, test, and etcetera. In this research, the researcher used the

observation list, documentation, and test.

Documentation in this instrument was used to obtain document which

related with this research. They are school’s files like the data of teacher and

students, lesson schedule, students’ worksheet, students’ textbook, photo, and so

on.

34

Observation checklist contain with the students’ observable behavior that

indicated their understanding on the vocabulary that taught by teacher. The

researcher can see from their activities and responds during teaching-learning

process. The researcher observed 9 aspects suck as: students’ attendance, students

pay attentions toward teacher’s explanation, the students’ participation on writing

the vocabulary on the white board, the students show curiosity by asking the

questions to the teacher, the students’ enthusiasm in responding teacher’s

question, students pronounce the vocabulary given, active in a group work,

interest in doing individual task. This is the observation checklist as the

instrument:

Table 2 The Checklist Observation Instrument

In which

1. Poor 0%-35% , 2. Fair 40%-59% 3. Average 60%-74%

4. Good 75%-84% , 5. Excellent 85%-100%

No Indicators Check list Total

score 1 2 3 4 5

A Students’ activities

1. Students’ attendance

2. Students pay attentions toward teacher’s

explanation

3. Students’ participation on writing the

vocabulary on the white board

4. Students show curiosity by asking the

questions to the teacher

5. Students’ enthusiasm in responding

teacher’s questions

6. Students pronounce the vocabulary given

7. Students’ participation in a group work

8. Students follow the teacher’ instruction

9. Students’ interest in doing the test

35

The next instrument of the research was the tests. The researcher used an

achievement test to measure the students’ progress in mastering vocabulary.

Related to the achievement test, there were many types of achievement tests, such

as essay test, completion test, multiple choice test, and so on. The researcher used

the multiple choice test and matching test. With those forms, the researcher could

get score directly the specific skill and learning. The scoring could be done

quickly and easily.

The reason to give assessment test to the students was to measure the

students’ progress in each cycle during the classroom action research. The teacher

gave pre-test to the students after the teacher taught vocabulary without using

external motivator or still used conventional method with 10 questions. After that,

the researcher began to conduct action research three cycles of using external

motivator in teaching vocabulary. Every action after give the treatments, then give

the assessment that consists of 10 questions test to measure mastering students’

vocabulary.

F. Data Analysis Technique

Technique of data analysis comes from the interpretation of the data

collection. In analysis the data, the researcher gets the data from document,

observing the teaching learning process, and the result of the students’ test.

Processing of the data uses descriptive analysis. It is to explain the condition

in raising indicator achievement every cycle, and to describe the success of the

teaching learning process by considering external motivator in improving

students’ vocabulary.

The data from document and observation are described as detail as the

researcher gets. Data from observation are grouped based on students’ behavior

and students’ response that can be taken as a clue or indicator for students’

understanding when the vocabulary introduced. Data from the observation that

was got by field note will be analyzed use some steps. Data will be edited, and the

writer makes a categorization, tabulation and check list, so, the result of data from

the observation can be described clearly.

36

In this research, the researcher also uses mean formula to know the average

of students’ score and to check students’ improvement in learning new

vocabulary. The formula is as follow:

N

xM

Σ=

Explanation:

M : the average of students’ score

xΣ : Total score

N : the number of students

First step, the researcher gets score using conventional method from pre-

cycle, the teacher is English teacher their selves, then mean of score using

conventional method will be compare with mean of score from one cycle. Mean

of score from one cycle will be compared with mean of next cycle, It is to know

how far the progress of students in this research.

G. Achievement Indicator

To know the students’ success and failure in doing the activities that was

planned and assessed, the result test of the study can be referred to the criterion

issued by SD Alam IT Auliya Kendal, namely Kriteria Ketuntasan Minimum

(KKM). A material could be said successfully taught if students got the minimal

score 70. It means that 70% of the material were understood and mastered by

them.

37

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Result of the Study

This chapter deals with the analysis of the data that were found from the

activities during the research. As mentioned in the previous chapter that in this

research, the researcher wants to describe the implementation of teaching

vocabulary by using external motivation to improve students’ vocabulary and to

find out the improvement of students’ vocabulary after taught using external

motivation. In this research the researcher uses classroom action research. Its

purposes are to know students’ ability in receiving and mastering the vocabulary

that given. In these findings, the researcher presents the result of research and the

analysis of data collected which are conducted through four cycles that consist of

pre cycle and three cycles of the treatment. Pre-cycle considered as the

preliminary reflection, three times of the treatment are the teaching and learning

processes using external motivation and the assessment tests.

B. Implementation External Motivation in Teaching Vocabulary and

Improvement of Students’ Vocabulary

1. Students’ Score in Pre Cycle

Before doing cycle, the researcher collected the first data such as the

students’ name and the score from the average tests that had done by the students

in learning English lesson. It was held on 27 April 2011. Test score was used to

know the students’ ability in mastering vocabulary. Based on the observation

result of teaching learning process, the researcher saw that the teacher still used

conventional methods, the teacher only translated and monotone in teaching

vocabulary. The students were easy to get bored. At the last time, students had to

do some assessments. The teacher gave a text with topic was about human’s body.

There were 10 questions in the test; all questions were about human’s body based

on the text given. It was followed by 6 students as the participants of the study.

38

The teacher provided 15 minutes for them to do the test. The purpose of the test

was to measure the increasing of the students’ ability in receiving and mastering

vocabulary that given. The score from pre cycle could be seen in the table below:

Table 3

Scoring Data from the Pre Cycle

Number Students’ Code Score

Urt Induk

1 001 A1 60

2 002 A2 65

3 003 A3 75

4 004 A4 60

5 005 A5 80

6 006 A6 65

Total ∑ = 6 ∑ =405

According to the table above, the final score of the test was also being counted

using formula as follows:

M = ∑�

�

Explanation:

M : the average of the students’ score

∑X : total score

N : the number of students

M = ���

� = 67.5

The average score of the students test for pre cycle test was 67.5. It means that the

result is low because still under the achievement indicator of 70 points.

The result of pre-test is not satisfying yet. The researcher was aware of the

most of the students in first class still have difficulties in mastering vocabulary.

39

Researcher considered that by giving continuous improvement to the students they

would get the better result.

2. Implementation and Result of First Cycle

The first cycle was held on 9th

May 2011. The first cycle was about teaching

learning process and the assessment test. The researcher did research of using

external motivation to improve students’ vocabulary at class I SD Alam IT Auliya

Kendal. The topic was parts of house especially things at the guest room. There

were 6 students. There were four steps in this cycle such as follow:

Planning, the researcher identified the teaching learning design, such as,

arranging lesson plan which was according to the teaching learning process which

was using external motivation. Then the researcher prepared the teaching-learning

process resources, such as the materials, pictures the things at guest room,

students’ attendance list, worksheet, and observation sheet. And then, researcher

made a plan of teaching technique that would be implemented in teaching

vocabulary using external motivation.

Acting. The learning process was started by greeting, asked students to pray

together, checking attendance. Before entering the main activity, the researcher

told to the students that he would give the punishment to the students who got the

lowest score in the group and individual test. Then the researcher gave the

introduction about materials by asking some questions such as, “do you know

where room does the guest sit?” “What do you do to keep your guest room

clean?” Etc. Then the students answered the questions orally. The researcher told

his own activities to keep his guest room. The students were introduced to the

vocabulary of the things at the guest room by showing some pictures. Researcher

told the pictures in English and pronounced it and students followed after him.

After that the researcher asked the students to guess what the researcher said by

mimic some vocabulary. And then the students answered what vocabulary that the

researcher said. After that the researcher asked the students what the difficult

thing. And then the students were asked to read loudly together.

40

After all of the activities had finished, researcher divided students into two

groups that consist of 3 students and asked each group to match some words that

related to the pictures on the white board quickly. The group that got the lowest

result must sing a song in front of the class. Then, researcher evaluated students

by giving evaluation test that consist of 10 questions that divided to 6 multiple

choice and 4 matching pictures to the words. Researcher told to students again that

who got the lowest score of the evaluation; they got the punishment to sing a song.

Teacher checked the students’ work and asked the student who got the lowest

score to sing. Teacher gave the feedback to the students about their activities.

The result score of the first cycle was gotten by researcher from the

evaluation test. The scoring from evaluation test such as below:

1. Score 1 if the answer was true

2. Score 0 if there was false

Table 4

The Score from the Evaluation Test in First Cycle

Number Students’ Code Score

Urt Induk

1 001 A1 70

2 002 A2 60

3 003 A3 90

4 004 A4 70

5 005 A5 80

6 006 A6 60

∑ = 6 ∑ = 430

According to table above, the final score of the test was also being counted using

the formula as follows:

M = ∑�

�

Explanation:

M : the average of the students’ score

41

∑X : total score

N : the number of students

Mean = �� ����

������ � ��� ��������

= ���

�� 71.7

= 71.7

From the analysis above, it was clear that the average of the students test

result of first cycle was 71.7 . There is the improvement comparing to the pre-

cycle. But the students still had difficulty in mastering vocabulary. Hence, the

researcher decided to conduct the next cycle and the researcher intended to give

better explanation to them.

Observing of the research, the teacher of class observed students in learning

process by using observation instruments. This observation was done in learning

process of using external motivation to teach vocabulary especially on noun of

things at the guest room. There were notes for the students’ participation in this

research. It could be seen from the table such as follow:

Table 5

Score of Observation in First Cycle

No Indicators

Poor Fair Aver

age

Good Exce

llent Total

score

1 2 3 4 5

A Students’ activities

1. Students’ attendance

2. Students pay attentions toward

teacher’s explanation

3. Students’ participation on

writing the vocabulary on the

white board

4. Students show curiosity by

asking the questions to the

teacher

5. Students’ enthusiasm in

responding teacher’s questions

� 5

� 3

� 2

� 2

� 2

42

Score = �� ����

���� � ���� x 100%

= ��

�� x 100%

= 55.5 %

In the first meeting of implementing external motivation to improve

students’ vocabulary, all of students were attended in class. From the result of

observation, the researcher knew that students’ activeness were fair. Most of

students just listened and followed what the researcher pronounced. Fawwas and

Eno were students who active in asking questions even though their concentration

were fair.

From the observation students’ participation, it was showed that students

still did not respond well for learning process using external motivation of giving

punishment and feedback. From the observation can be seen that students’

activeness was little enough. Students still did not focus on the material. They did

not listen to teacher’s explanation, and there were many students were passive in

learning process, and working evaluation themselves.

Base on the note above, the researcher as the teacher must be more creative

in delivering material by using external motivation to improve students’

vocabulary. Researcher completed the student’s observation in the first cycle and

then he did reflecting and evaluating the learning activities in the first cycle and

tried to get solution on the problem by planning some action such as; researcher

asked the students to focus on the study and to do the evaluation test by

themselves, to be more active in the learning process. The researcher should

6. Students pronounce the

vocabulary given

7. Students’ participation in a

group work

8. Students follow the teacher’

instruction

9. Students’ interest in doing the

test

� 3

� 4

� 3

Total Score 1 6 9 4 5 25

43

manage class well, made class condition well to get students be more active and

noted all of the activities learning process in class.

Reflecting. From the result of evaluation of test above showed that there

were some students got pass in evaluation test. The mean in first cycle was 71.7. It

increased 4.2 from the pre test. Although there was the increasing of the result, the

researcher analyzed that some students still had difficulty in identifying the

vocabulary. Based on the problem above, the researcher conducted cycle 2 in

order to improve students’ vocabulary.

3. Implementation and Result of Second Cycles

This cycle hold on 11th

May 2011. This cycle consisted of the several steps

such as; Planning, the researcher planned some activities to get maximum result in

the second cycles. He did same activities such as the first cycle. The planning of

the second cycles such arranged the lesson plan, attendance list, observation sheet,

evaluation test.

Acting of the research starts such as in the first cycle. Learning process was

started by greeting, asked students to pray together, and checking attendance.

Then the researcher reviewed of the previews result test and motivated them to get

the better result. The researcher told that he would give the achievement mark to

the students who could answer his question. The researcher as the teacher gave

warming up by giving question about student’s activities in the bedroom such as,

“Where did you sleep?” “What do you do to keep your bedroom clean?” Etc.

Teacher asks the students to close their eyes and to imagine they are at the bedroom.

They are asked what they see at the bedroom. The researcher told his own activities to

keep his bedroom. Teacher draws on the whiteboard a bedroom. Researcher asks the

students to write the name of the picture by following researcher’s dictation .Researcher

told the pictures in English and pronounced it. Then the students followed after

him.

After all of the activities had finished, researcher divided students into three

groups and gave each group a collage of the bedroom and things of its. Every

group must stick the pictures on the white board become a complete picture of the

44

bedroom and its content. After students had done sticking pictures on the

whiteboard, the researcher gave the appreciation by giving the smile mark on their

work. Then the researcher asked them to answer the questions individually.

Researcher evaluated students by giving evaluation test that consist of 10

questions that divided to 6 multiple choice and 4 match the pictures to the words.

Before closing the class, the researcher asked the students to count the smile mark

that they got and reinforced them to study hard. After that the researcher asked

students to give applause together.

The result score of the second cycle was gotten by researcher from the

evaluation test. The scoring from evaluation test such as below:

Table 6

The Score from the Evaluation Test in Second Cycle

Number Students’ Code Score

Urt Induk

1 001 A1 70

2 002 A2 70

3 003 A3 80

4 004 A4 70

5 005 A5 90

6 006 A6 70

∑ = 6 ∑ = 450

According to table above, the final score of the test was also being counted

using the formula as follows:

M = ∑�

� =

���

�

= 75

From the analysis above, it is clear that the average of the students test result

of second cycle was 75. There is the improvement comparing to the first cycle.

45

But there was 3.3 point increased from the first cycle. It was not significant

improvement. Hence, the researcher decided to conduct the next cycle and the

teacher intended to give better explanation to them.

Observing of the research, the teacher of class observed students in learning

process at class by using observation instruments. This observation was done in

learning process of using external motivation to teach vocabulary especially on

noun of things at the bedroom. There were notes for the students’ participation in

this research. It could be seen in the table below:

Table 7

Score of Observation in Second Cycles

No Indicators

Poor Fair Avera

ge

Good Excel

lent

Total

score

1 2 3 4 5

A Students’ activities

1. Students’ attendance

2. Students pay attentions

toward teacher’s

explanation

3. Students’ participation on

writing the vocabulary on

the white board

4. Students show curiosity by

asking the questions to the

teacher

5. Students’ enthusiastic in

responding teacher’s

questions

6. Students pronounce the

vocabulary given

7. Students’ participation in a

group work

8. Students follow the teacher’

instruction

9. Students’ interest in doing

the test

� 5

� 3

� 2

� 3

� 4

� 3

� 4

� 1

� 3

46

Score = �� ����

������ ���� x 100%

= ��

�� x 100%

= 62.2%

In the second meeting of implementing external motivation in this case

using appreciation and feedback to improve students’ vocabulary, all of students

were attended in class. There was the increasing of the students’ enthusiastic in

responding teacher’s question. But the class very crowded because the students

gibe to the other about their bedroom.

From the observation of students’ participation, it showed that students

more enthusiasts about the topic, but it made the class crowded. Giving feedback

and appreciation as the external motivation just can increase a little bit of the

result test.

Reflecting. From the result of evaluation of test above showed that there

were some students get pass in evaluation test. The mean of the test result in

second cycle was 75 and 62.2% for the students’ participation of the learning

process from the observation result. Although there was the increasing of the

result, the researcher analyzed that some students still did not maximal in doing

the activities. Based on the problem above, the researcher conducted cycle 3 in

order to improve students’ vocabulary and implement the other kind of external

motivation.

4. Implementation and Result of Third Cycles

This cycle was holding on May 18th

2011. This cycle consisted of the

several steps such as; Planning, the researcher planned some activities to get

maximum result in the second cycles. He did same activities such as the first

cycle. The planning of the second cycles such arranged the lesson plan, attendance

list, observation sheet, evaluation test.

Total Score 1 2 12 8 5 28

47

Acting of the research starts such as in the second cycle. Learning process

was started by greeting, asked students to pray together, and checking attendance.

The researcher asked the students “where did your mother cook?”etc, to warming

up. Implement teaching vocabulary, the researcher asked the students to look for

the words that had been hidden at the surrounding of the class. After they found

the words, the researcher read the words that had found and students followed

after him. Researcher asked the students to pronounce the words loudly after him.

Students asked a question to teacher what they did not understand the meaning of

the words.

After that the researcher gave the students’ group assignment to match some

words with their meaning. Students worked assignment in group. Teacher gave

the students’ individual assignment to answer the question in multiple choice

forms and sticking the pictures that related to the meaning. Students work

assignment individually. Teacher gave the gift to students after them have done

the task.

The result score of the third cycle was gotten by researcher from the

evaluation test. The scoring from evaluation test such as below:

Table 8

The Score from the Evaluation Test in Third Cycles

Number Students’ Code Score

Urt Induk

1 001 A1 100

2 002 A2 80

3 003 A3 100

4 004 A4 90

5 005 A5 90

6 006 A6 80

∑ = 6 ∑ = 540

48

According to table above, the final score of the test was also being counted

using the formula as follows:

M = ∑�

�

= ���

�

= 90

From the analysis above, it is clear that the average of the students test result

of third cycle was 90. There was the significant improvement comparing to the

preview cycles. The researcher felt that the implementation of external motivation

to improve students’ vocabulary was successful.

Observing of the research, the teacher of class observed students in learning

process at class by using observation instruments. This observation was done in

learning process of using external motivation of giving reward and challenging

task in teaching vocabulary especially on noun of things of kitchen equipment.

There were notes for the students’ participation in this research. It could be seen

in the table below:

Table 9

Score of Observation in Third Cycles

No Indicators

Poor Fair Average Good Excel

lent

Total

score

1 2 3 4 5

A Students’ activities

1. Students’ attendance

2. Students pay attentions

toward teacher’s explanation

3. Students’ participation on

writing the vocabulary on

the white board

4. Students show curiosity by

asking the questions to the

teacher

5. Students’ enthusiasm in

responding teacher’s

� 5

� 4

� 3

� 4

� 4

49

Score = �� ����

������ ���� x 100%

= �

�� x 100%

= 68.8%

In the third meeting of implementing external motivation to improve

students’ vocabulary, in this case using reward and challenging task, all of

students were attended in class. From the result of observation, the researcher

knew that students more active and enthusiast in doing the challenging task. Most

of students like finding the words were hidden around the class. They looked

happy and curious. Doing activities out of the class made them stimulated to do

the task enthusiastically. It seen on the result of the observation was 68.8 %.

From the observation that teacher class observed, it was showed that

students were more active in the third cycle. They were able to respond the

researcher’s explanation because they were promised if they can do the evaluation

test correctly, they would be given a good book from the researcher. Besides that,

students like learning by doing such as giving the challenging task out of the

class.

Reflecting. From the result of evaluation score in the third cycles above

showed that there were 6 students had finished in the evaluation better. It showed

that students had good achievement in the study of vocabulary using external

motivation to the better score.

questions

6. Students pronounce the

vocabulary given

7. Students’ participation in a

group work

8. Students follow the teacher’

instruction

9. Students’ interest in doing

the test

� 3

� 4

� 4

Total Score 6 20 5 31

50

The result of the student’s evaluation showed that there were students got

the better result or amount 90, it means that the students were better in respond the

material in the third cycles. It also showed that students were active in learning

process by using external motivation in this cycle using reward and challenging

task.

Teaching vocabulary by using external motivation was able to improve

students’ vocabulary. Although there were the kinds of external motivation like

giving punishment and feedback cannot improve students’ vocabulary

significantly, all of the implementation teaching vocabulary by using external

motivation can improve students’ vocabulary. By analyzing the result of the

research in the whole cycles commonly and the result of third cycles especially,

this research was stopped by the researcher.

C. The Analysis of the Whole Meetings

Table 10

Comparison Percentage Students’ Enthusiastic in Response Teaching Learning

Process Using External Motivation on Cycle I, Cycle II and Cycle III

No Cycle Total score Percentage (%)

1 Cycle 1 25 55.5%

2 Cycle 2 28 62.2%

3 Cycle 3 30 68.8 %

Table 11

Comparison Average of the Students’ Score on Pre Cycle,

Cycle 1, Cycle 2, and Cycle 3

No Cycle Mean

1 Pre-Cycle 67.5

2 Cycle 1 71.7

3 Cycle 2 75

4 Cycle 3 90

51

Table 12

The diagram of the whole result

As whole the meetings ran well. There was some significant improvement

from pre-cycle to the third cycles.

In the pre-cycle test, all of the students have been doing the test, and the

average result was 67.5. In this activity teacher of class taught the students by

translated the vocabulary directly without pictures. In learning process, the

students were inactive and enthusiast to the lesson. They did not give response

maximally to the teacher explanation and they like talked with the other. Some of

them looked bore and sleepy.

In the first cycle, the average result of the test was 71.7 . The researcher as

the teacher began giving external motivation of giving punishment and feedback

in teaching students vocabulary. In the teaching learning process, there were many

students afraid to sing a song in front of the class. They tried to cheat and

discussed the answer with their friend. The average result of observation was 55.5

%, even though there was improvement result from the pre cycle, but students still

did not respond well. They paid attention to the lesson, although many of the

students still made mistake in identifying the written vocabulary that given.

In the second cycles, the average result of the test was 75. It was

improvement result from the first cycle although there were 4.3 points increased

from the first cycle. The average result of observation was 62.2 %,

0

10

20

30

40

50

60

70

80

90

100

pre cycle cycle 1 cycle 2 cycle 3

test result

observation result

52

And the average result test of the third cycles was 90. It was highest result

of the whole cycles in the research. It showed that there was some significant

improvement in students’ achievement. And the students’ gave response well. It

showed the result of observation was 68.8 %. It was the best result of the cycles.

The researcher had a notion that the implementation of the external

motivation in teaching vocabulary to improve students’ vocabulary was

successful. Because by giving motivation to the students in learning process, they

more enthusiast and active in responding and mastering the material that given.

53

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The research conclusion is presented according to the data which had been

analyzed in the previous chapter. From all the data analysis about using external

motivation to improve students’ vocabulary in teaching vocabulary at first grade

of SD Alam IT Auliya Kendal in the academic year of 2010/2011, this action

research can be conclude as follow:

The first, the implementation of using external motivation to improve

student’s vocabulary in teaching vocabulary was done in three cycles. The teacher

used different kinds of external motivation in each cycle, in the first cycle used

punishment and feedback for the topic of “the things at the guest room”, second

cycle used “achievement mark and appreciation for the topic “the things in the

bedroom”, and in the third cycle used reward and competition for the topic of

“kitchen equipment”. Teacher divided students into two groups, which consist of

three students. It was used to make them cooperate and work together. Students

asked to match the words that related to the pictures on the whiteboard quickly.

After that, researcher gave the individual test in multiple choices and matched the

picture to the words of the material that had been given.

And the second, according to the data from the result of the observation and

tests which had been done and analyzed in the previous chapter, it was seen the

increase of result check list at the first observation was 55.5 %, second

observations was 62.2 %, and third observations was 68.8 %. The third cycle was

the best result of all cycles. It means that improving students’ vocabulary by using

external motivation in teaching vocabulary was more acceptable and could

stimulate students in mastering the vocabulary. It was seen that the result of first

test was 71.7, second test was 75 and third test was 90.

54

B. Suggestions

After seeing the condition above, or based on the observation result that the

teacher did it, the researcher as the teacher has some suggestions to himself and

the other researcher such as bellow:

For the teacher, the first, teacher is expected to prepare the material well to

get maximum result in teaching and learning process. They were expected to be

creative to get students interest in learning process, such as prepares the pictures

to make students more understand about the material. The second, the teacher is

expected to more understand the students’ characterization to get easier in

delivering material. The third, the teacher expected to create the condition of the

class to be more fun. The fourth, teacher is expected to arrange the teaching and

learning process well in order to make students more active and give respond well

to the material. And finally, the teacher is expected to encourage students to

mastery the material and gives other kinds of external motivation to them.

For the students, the first, students are expected to study more and to

respond in learning process. The second, they are expected to more interested in

English study. And finally, they are expected to improve their ability in English.

For the next researcher, the writer admits that there are so many limitations

in conducting research. The writer realizes that this thesis is far from being

perfect. This can be caused by many factors, such as the limitation of time, and it

was not prepared well or perhaps because the lack of the writer understanding.

The writer hopes that the next researchers can prepare everything as good as

possible in conducting the research and can do the follow up of the research.

C. Closing

The true praise is only belonging to Allah, who gives power and health until

this thesis can be finished. The writer is sure that this research far from the

perfectness. Therefore, constructive criticism and advices are really expected.

Finally, the researcher hopes that it can be useful for him and for the reader in

general.

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Pustaka, 2007

CURRICULUM VITAE

Name : Adi Setiono Tikmiyanto

Date of Birth : Kendal, 26th of July

1980

Student Number : 053411323

Address : Rejosari Rt 04/03 Brangsong Kendal 51371

E-mail : adiseto99@yahoo.co.id

Background of Education

� SDN 3 Rejosari

� MTs Al Iman Muntilan

� SMK Texmaco Semarang

� IAIN Walisongo Semarang

Appendix 1

Students name of first grade SD Alam Islam Terpadu

Auliya Kendal

Number

Students’ Name

Students’

Code

Urt Induk

1 001 Dafarel Hataya H. A1

2 002 Egal Pratama M. A2

3 003 Endah Ratna Pratiwi A3

4 004 Eno Ilman Yanuarta A4

5 005 Fairuz Zahiya M.D A5

6 006 M. Fawwaz Abdillah A6

Appendix 2

LESSON PLAN

(Cycle I)

School : SD Alam IT Auliya Kendal

Class / Semester : I / 2nd of elementary school

Theme : My House (things at the guest room)

Subject : English

Date : Monday, May 9th , 2011

Skill Focus : Speaking

Time : 2 x 40 minutes

Competency Standard :- Capability to mention some name of things about

guest room in English,

- Capability to pronounce the words correctly, and

- Capability to answer the questions.

Basic Competency :- To express name of things about guest room in

English

- Pronounce the name of things about guest room

correctly

Indicator : - Students are able to identify parts of the house at the

guest room in English.

- Students are able to pronounce the things about

guest room in English.

- Students can match between the picture and the

word.

Teaching Method : Direct Method and Silent Way

Learning activities :

1. Pre activities

a. Teacher opens the class by greetings.

1). Good morning students, how are you today?

b. Teacher checks students’ attendances.

2. Main Activities

a. BKOF (Building Knowledge of the Field)

1). Teacher gives introduction about material by asking some questions.

a). Do you know what is the guest room?

b). Do you know what things at the guest room?

c). Can you mention it?

2). Students answer the questions orally.

b. MOT ( Modeling of the Text)

1). Teacher shows some pictures of the things in the guest room

2). Teacher tells the picture in English

3). Teacher pronounces the vocabulary on the picture loudly

4). Students pronounce the vocabulary after teacher

5). Teacher asks the students what the difficult things

6). Student tells the difficult words to pronounce

7). Teacher pronounces the words by mimic and the students guess what

the teacher said.

8). Teacher asks the students to read the vocabulary together

c. JCOT (Joint Construction of the Text)

1). Teacher divides students into two groups and asks the students to

match some words that relevant with the pictures.

2). Teacher tells the students the rule of doing the task, which group that

got the lowest result must sing a song.

3). Students do the task in group and each group write the result of

discussion on the white board.

4). The group which get the lowest result sing a song in front of the class.

d. ICOT (Independent Construction of the Text)

1). Teacher asks the students to answer the question in multiple choice

forms.

2). Students do the assignment in individual.

3. Post Activities

a. Teacher reviews the material.

b. Teacher gives the feedback to the students and reinforces them to study

hard.

c. Teacher closes the class.

Teaching Media : pictures, double tape, scissor.

Assessment

Form : written test

Aspect to be assessed: students’ ability to identify the noun of things at the

guestroom in English.

Technique : students cross the correct answer and match the pictures to the

related meaning of the pictures

.

Scoring Guidance of individual test:

Every correct answer scored 10

Maximum score @10x10 question = 100

The students score = scored got x 100

Maximum score

Kendal,May, 9th 2011

Known by:

The Teacher Class The Researcher

Yuli Wiyastutik, S. Si Adi Setiono Tikmiyanto

NIM:053411323

Summary of the Material First Cycle

Noun of the things at the guest room

Vase Doormat

Aquarium Lamp

Chair

Door Ashtray

Television Wall picture

Table

Appendix 3

LESSON PLAN

(Cycle II)

School : SD Alam IT Auliya Kendal

Class / Semester : I / 2nd of elementary school

Theme : My House (things at the bedroom)

Subject : English

Date : Monday, May 11th, 2011

Skill Focus : Speaking

Time : 2 x 40 minutes

Competency Standard :- Capability to mention some name of things about

bedroom in English,

- Capability to pronounce the words correctly, and

- Capability to answer the questions.

Basic Competency :- To express name of things about bedroom in English

- Pronounce the name of things about bedroom

correctly

Indicator : - Students are able to identify parts of the house at the

bedroom in English.

- Students are able to pronounce the things at the

bedroom in English.

- Students can match between the picture and the

word

Teaching Method : Direct Method

Learning activities :

1. Pre activities

a. Teacher opens the class by greetings.

1). Good morning students, how are you today?

b. Teacher checks students’ attendances.

c. Teacher asks the students to close their eyes and to imagine they are at the

bedroom. They are asked what they see at the bedroom.

2. Main Activities

a. BKOF (Building Knowledge of the Field)

1). Teacher tells the sort story about his experience living in the boarding

house.

b. MOT ( Modeling of the Text)

1) Teacher gives the suggestion to the students that mastery vocabulary

can make them speak to the stranger.

2) Teacher tells that he will gives the achievement mark to the student

who can answer the question correctly

3) Teacher draws on the whiteboard a bedroom

4) Teacher asks the students to write the name of the picture by

following teacher’s dictation

5) Teacher tells the picture in English

6) Teacher pronounces the vocabulary on the picture loudly

7) Students pronounce the vocabulary after teacher

8) Teacher asks the students what the difficult things

9) Teacher asks the students to read the vocabulary together

c. JCOT (Joint Construction of the Text)

1). Teacher divides students into three groups and asks the students to

stick some collage on the whiteboard quickly.

2). Teacher gives appreciation and smile mark to them

d. ICOT (Independent Construction of the Text)

1). Teacher asks the students to answer the question in multiple choice

forms.

2). Students do the assignment in individual.

3). Teacher asks the students to give applause together.

3. Post Activities

a. Teacher review the material.

b. Teacher gives reinforcement to mastery the vocabulary

c. Teacher closes the class.

Teaching Media : pictures, glue, scissor.

Assessment Form : written test

Aspect to be assessed : students’ ability to identify the noun of things at the bedroom

in English.

Technique : students cross the correct answer and match the pictures to

the related meaning of the pictures

.

Scoring Guidance of individual test:

Every correct answer scored 10

Maximum score @10x10 question = 100

The students score = scored got x 100

Maximum score

Kendal,May, 11th 2011

Known by:

The Teacher Class The Researcher

Yuli Wiyastutik, S. Si Adi Setiono Tikmiyanto

NIM:053411323

Summary of the Material Se

Noun of the things at the Be

Window

Mirror

Second Cycle

Bedroom

Curtain

bolster

Bed

Blanket Pillow

Cupboard Sweater

Clock

Appendix 4

LESSON PLAN

(Cycle III)

School : SD Alam IT Auliya Kendal

Theme : My House (kitchen equipment)

Subject : English

Date : Wednesday, May 18th, 2011

Class / Semester : I / 2nd of elementary school

Skill Focus : Speaking

Time : 2 x 40 minutes

Competency Standard :- Capability to mention some name of things about

kitchen equipment in English,

- Capability to pronounce the words correctly, and

- Capability to answer the questions.

Basic Competency :- To express name of things about kitchen equipment

in English

- Pronounce the name of things about kitchen

equipment correctly

Indicator : - Students are able to identify parts of the house about

kitchen equipment in English.

- Students are able to pronounce kitchen equipment in

English.

- Students can match between the picture and the

word

Teaching Method : Direct Method

Learning activities :

4. Pre activities

c. Teacher opens the class by greetings.

1). Good morning students, how are you today?

d. Teacher checks students’ attendances.

5. Main Activities

e. BKOF (Building Knowledge of the Field)

1). Teacher gives introduction about material by asking some questions.

a). Have you ever did something at the kitchen?

b). Where did your mother cook?

c). Can you mention the equipment of the kitchen?

2). Students answer the questions orally.

f. MOT ( Modeling of the Text)

1) Teacher shows some pictures of the equipment of the kitchen

2) Teacher asks the students to coloring the pictures

3) Teacher tells the pictures in English

4) Teacher pronounces the vocabulary on the picture loudly

5) Students pronounce the vocabulary after teacher

6) Teacher asks the students what the difficult things

7) Student tells the difficult words to pronounce

8) Teacher asks the students to read the vocabulary together

g. JCOT (Joint Construction of the Text)

1). Teacher asks the students to find some pictures that hidden around the

class.

2). Teacher tells to the students the rule of doing the task, and will give

the prize to the student who got five pictures.

3). Students find the pictures that hidden around the class and collect the

pictures to teacher.

h. ICOT (Independent Construction of the Text)

1). Teacher asks the students to answer the question in multiple choice

forms.

2). Students do the assignment in individual.

6. Post Activities

d. Teacher review the material.

e. Teacher gives the prize to the students

f. Teacher closes the class.

Teaching Media : pictures, glue, scissor.

Assessment Form : written test

Aspect to be assessed: students’ ability to identify the noun of things at the kitchen

room in English.

Technique : students cross the correct answer and match the pictures that

have related meaning of the pictures

Scoring Guidance of individual test:

Every correct answer scored 10

Maximum score @10x10 question = 100

The students score = scored got x 100

Maximum score

Kendal,May, 18th 2011

Known by:

The Teacher Class The Researcher

Yuli Wiyastutik, S. Si AdiSetiono Tikmiyanto

NIM: 053411323

Summary of the Material Third Cycle

Noun of the things of Kitchen Equipment

Stove Knife

Wok Pan

Spatula Cup

Bowl Plate Fork and Spoon

Appendix 5

Test Cycle I

Individual Assignment: Nama :

………………………..

Pilihlah jawaban yang benar dengan menyilang huruf a, b atau c.

1. Arti kata Vase adalah:

a. Kursi

b. Rumah

c. Pot bunga

2. Arti kata Table adalah:

a. Kasur

b. Meja

c. Pensil

3. Arti kata Chair adalah:

a. Kursi

b. Keluarga

c. Pintu

4. Arti kata Lamp adalah:

a. Minuman

b. Lampu

c. Rumah

5. Arti kata Door adalah:

a. Meja

b. Kasur

c. Pintu

6. Arti kata Wall Picture adalah:

a. Kursi

b. Meja

c. Gambar dinding

Cocokkan gambar disebelah kiri dengan kata yang sesuai di sebelah kanan

dengan memberi garis.

1. a. Ashtray

2. b. Television

3. c. Aquarium

4. d. Doormat

Answer Key of Evaluation Cycle 1

1. C. pot bunga

2. B. meja

3. A. kursi

4. B. lampu

5. C. pintu

6. C. gambar dinding

7. a. Ashtray

8. b. Television

9. c. Aquarium

10. d. Doormat

Appendix 6

Test Cycle 2

Individual Assignment: Nama :

………………………..

Pilihlah jawaban yang benar dengan menyilang huruf a, b atau c.

1. Arti kata Pillow adalah:

a. Kasur

b. Bantal

c. Jendela

2. Arti kata Window adalah:

a. Cermin

b. Jendela

c. Selimut

3. Arti kata Curtain adalah:

a. Gorden

b. Cermin

c. Jam

4. Arti kata Blanket adalah:

a. Lemari

b. Kasur

c. Selimut

5. Arti kata Bolster adalah:

a. Pakaian

b. Kasur

c. Guling

6. Arti kata Bed adalah:

a. Kasur

b. Lemari

c. Selimut

Isilah titik-titik di bawah gambar dengan menempelkan kata yang sesuai

artinya.

7………………………….. 8………………………..

9…………………. 10……………………

Answer Key of Evaluation Cycle 2

1. B. bantal

2. C. jendela

3. A. gorden

4. C. selimut

5. C. guling

6. A. kasur

7. Clock

8. Sweater

9. Mirror

10. Cupboard

Appendix 7

Test Cycle III

Individual Assignment: Nama : ………………………..

Pilihlah jawaban yang benar dengan menyilang huruf a, b atau c.

1. Arti kata Pan adalah:

d. Panci

e. Sendok

f. Meja

2. Arti kata Cup adalah:

d. Piring

e. Cangkir

f. Pisau

3. Arti kata Knife adalah:

d. Pisau

e. Garpu

f. Piring

1.Pasangkan gambar-gambar sesuai dengan arti kata tersebut.

5. B-o-w-l

4.P-l-a-t-e

6. S-p-o-o-n

7. F-o-r-k

s-p-a-t-u-l-a

8. S-p-a-t-u-l-a 9.S-t-o-v-e 10.W-o-k

Answer Key of Evaluation Cycle 3

1. A. Panci

2. B. Cangkir

3. A. Pisau

4. Plate

5. Bowl

6. Spoon

7. Fork

8. Spatula

9. Stove

10. Wok