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TEACHING ENGLISH VOCABULARY USING THE COMMUNICATIVE APPROACH AT FOURTH
GRADE STUDENTS OF MI AL INAYAH BANDUNG
Siti Rohmah
11220584
e-mail: [email protected]
English Education Study Program of STKIP Siliwangi Bandung
ABSTRACT
The objective of the research entitled “Teaching English Vocabulary Using Communicative Approach at Fourthgrade Students of MI AL INAYAH BANDUNG” was to know how far communicative approach improves thestudents’ vocabulary mastery. This research used one group pretest-posttest design and quantitative method. Theinstrument of the research was test. The population of this research was 40 of fourth grade students of MI ALINAYAH BANDUNG, and the sample was entire population. The data was collected by giving pretest and posttestto students’ sample. This data was analysed by using the t-test formula. The results of the data analysis showed thatthe mean score of pre-test was 62.87 the mean score of post-test was 75.75, tobs was 5.85 and the tcritical value withthe degree of freedom (df) 39 and significance level at 5% was 1.95. Based on the data analysis the alternativehypothesis of this research was accepted because the tobs was higher than ttable (5.85>1.95). It also meant thatTeaching English Vocabulary Using Communicative Approach to improve the students’ vocabulary mastery waseffective.
Key words: Teaching, English Vocabulary, Communicative Approach.
A. BackgroundLanguage is the key of whole knowledge. By
using it, we can open science, technology, economy,social, and culture gate. Language as acommunication instrument is very important to learnand understand because without which human beingcannot survive in the world.
Vocabulary plays an important role in masteringthe four language skills. Students are expected to beable to develop their vocabularies to make goodsentences. In fact, it is a big problem, but they shouldbe encouraged to do so.
The communicative approach is an approach tothe teaching of second and foreign language thatemphasizes interaction as both the means and theultimate goal of learning a language. It is also basedon the idea that learning language successfully comesthrough having to communicate in real meaning. Thisapproach is supporting the increase of student’scommunicative competence.
The teacher, however, must have an exciting wayto develop their English vocabularies in order tobecome an enjoyable and amusing English teachingand learning process.
Based on the background above the writer hasconducted a research entitled Teaching EnglishVocabulary Using Communicative Approach.
The writer would like to state the problem asfollows: 1) How far is the students’ vocabularymastery without communicative approach? 2) Howfar communicative approach improves to thestudents’ vocabulary mastery?
B. Theoretical Foundation1. Definition of Teaching
Teaching is a process to give guidance to theyoung learners to reach the goal. Teaching known as“Instruction” means a process that makes someonedo learning. Teaching is a media for learning processincluding behavior individual changes through pre-planned material.
Teaching is an exciting job. Today, manyreferences help teachers to get some solution ofproblems in teaching learning process. Theteachers can use some references to find out sometechniques of teaching in their classroom. On theother hand, teaching is not easy to do. The teachershould do much of his work before entering theclassroom. According to Brown (1995:45),
1
TEACHING ENGLISH VOCABULARY USING THE COMMUNICATIVE APPROACH AT FOURTH
GRADE STUDENTS OF MI AL INAYAH BANDUNG
Siti Rohmah
11220584
e-mail: [email protected]
English Education Study Program of STKIP Siliwangi Bandung
ABSTRACT
The objective of the research entitled “Teaching English Vocabulary Using Communicative Approach at Fourthgrade Students of MI AL INAYAH BANDUNG” was to know how far communicative approach improves thestudents’ vocabulary mastery. This research used one group pretest-posttest design and quantitative method. Theinstrument of the research was test. The population of this research was 40 of fourth grade students of MI ALINAYAH BANDUNG, and the sample was entire population. The data was collected by giving pretest and posttestto students’ sample. This data was analysed by using the t-test formula. The results of the data analysis showed thatthe mean score of pre-test was 62.87 the mean score of post-test was 75.75, tobs was 5.85 and the tcritical value withthe degree of freedom (df) 39 and significance level at 5% was 1.95. Based on the data analysis the alternativehypothesis of this research was accepted because the tobs was higher than ttable (5.85>1.95). It also meant thatTeaching English Vocabulary Using Communicative Approach to improve the students’ vocabulary mastery waseffective.
Key words: Teaching, English Vocabulary, Communicative Approach.
A. BackgroundLanguage is the key of whole knowledge. By
using it, we can open science, technology, economy,social, and culture gate. Language as acommunication instrument is very important to learnand understand because without which human beingcannot survive in the world.
Vocabulary plays an important role in masteringthe four language skills. Students are expected to beable to develop their vocabularies to make goodsentences. In fact, it is a big problem, but they shouldbe encouraged to do so.
The communicative approach is an approach tothe teaching of second and foreign language thatemphasizes interaction as both the means and theultimate goal of learning a language. It is also basedon the idea that learning language successfully comesthrough having to communicate in real meaning. Thisapproach is supporting the increase of student’scommunicative competence.
The teacher, however, must have an exciting wayto develop their English vocabularies in order tobecome an enjoyable and amusing English teachingand learning process.
Based on the background above the writer hasconducted a research entitled Teaching EnglishVocabulary Using Communicative Approach.
The writer would like to state the problem asfollows: 1) How far is the students’ vocabularymastery without communicative approach? 2) Howfar communicative approach improves to thestudents’ vocabulary mastery?
B. Theoretical Foundation1. Definition of Teaching
Teaching is a process to give guidance to theyoung learners to reach the goal. Teaching known as“Instruction” means a process that makes someonedo learning. Teaching is a media for learning processincluding behavior individual changes through pre-planned material.
Teaching is an exciting job. Today, manyreferences help teachers to get some solution ofproblems in teaching learning process. Theteachers can use some references to find out sometechniques of teaching in their classroom. On theother hand, teaching is not easy to do. The teachershould do much of his work before entering theclassroom. According to Brown (1995:45),
2
It can be stated from the definition above thatteaching is not just presenting information orknowledge to young learners, but it needs strategiesand tactics. The teacher must decide what goals itwould be best to teach and what strategies and tacticsare best suited for teaching these goals.
The objective of language is to encourageeffective communication in daily life, by practicingeffective expression, increasing vocabulary, givingsample opportunities that use language to describe, tocompare and relate experiences, thought and felling,creating stories dramas, song, poem, etc. languageshould be embedded throughout all activities.
2. Definition of VocabularyVocabulary is one of the language system
components that is important to be learnt. It playedan important role in the four language skills. Bymastering vocabulary, students will be able toproduce many sentences either in spoken or writtentexts.
In general, vocabulary is composed of word inlanguage. According to Oxford Advanced learnersDictionary,” vocabulary is the total number of wordsin a language”. Without knowing vocabulary,students will not be able to speak, written, read orlisten comprehensively. (Cameron, 2001:75)
Knowing a word is something to do withrecognizing its meaning”. It means that in learningvocabulary, students have to know and understandthe meaning; therefore, they would use it inmeaningful context.River in Nunan (1983:125) said that
The acquisition of adequate vocabulary wasessential for successful foreign language use,because without an extensive vocabulary, we wouldnot able to use structural and function words that wehave learned for comprehensible communication.
3. Communicative ApproachThe communicative method in teaching foreign
languages is also known as CommunicativeLanguage Teaching (CLT) or the CommunicativeApproach.
This method emphasized learning a languagethrough a genuine communication. Learning a newlanguage is easier and more enjoyable, when it istruly meaningful.
The communicative approach is a flexible methodrather than a rigorously defined set of teachingpractices. It can best be defined with a list of generalprinciples.
4. Definition of Approach, Method, andTechnique
The definition of approach, method, and techniquewas proposed by Anthony (in Brown, 2001:14). Hedefines
Approach as axiomatic (obviously true),approach as a set of correlative assumptions dealingwith the nature of language, learning, and teaching.Method is an overall plan for the orderlypresentation of language of language material, nopart of which contradicts, and all of which is basedupon, the selected approach (method is procedural).Technique is implementation which actually takesplace in a classroom. Thus, techniques must beconsistent with a method, and therefore in harmonywith approach as well. For example, if a teacherbelieves that the mastery grammar is highlyimportant for one to be able to learn particularlanguage, then the teacher may adopt GrammarTranslation Method (GTM) and give grammarexercise activity to his/her student in each meeting.
In teaching and learning process a teacher mustknow about what approach, method, and techniquethat will be used. Besides, the teacher must knowabout children’s characteristic because the teacher isa person who influences the teaching and learningprocess in order to reach the success of educationwill determine the student’s achievement.
Teaching English is not an easy job so that theteacher must understand what method she/he used inteaching English. Besides, teacher must understandthe characteristics of children, perhaps students canreceive the material easily and more attractive.
5. Games for LearningLince (2005:57) “Play is a purposeful activity and
games are a part of playing”. Children enjoyconstructive activity play and games. They are notonly motivating and fun but can provide excellentpractice for improving pronouncing, vocabulary,grammar and the four language skills as well inaddition, for young learners games also provide animportant link between home and school which helpsto make them to feel more secure and confident.
Further, Mustafa (2008:12) adds that “a game ispotentially useful to enhance children learningbecause it is really a part of day to day menu forchildren in every culture”. When a lesson consists ofgame, then it is not a lesson in the eyes of younglearners therefore, it is greatly appreciated. Still, it issuch a lesson that gives the teacher the opportunity tohelp learners acquire new forms and lexis in theeasiest and most effective with the young learnerswho find it difficult to understand a long list of rules.It is a strong argument for incorporating them in EFL
2
It can be stated from the definition above thatteaching is not just presenting information orknowledge to young learners, but it needs strategiesand tactics. The teacher must decide what goals itwould be best to teach and what strategies and tacticsare best suited for teaching these goals.
The objective of language is to encourageeffective communication in daily life, by practicingeffective expression, increasing vocabulary, givingsample opportunities that use language to describe, tocompare and relate experiences, thought and felling,creating stories dramas, song, poem, etc. languageshould be embedded throughout all activities.
2. Definition of VocabularyVocabulary is one of the language system
components that is important to be learnt. It playedan important role in the four language skills. Bymastering vocabulary, students will be able toproduce many sentences either in spoken or writtentexts.
In general, vocabulary is composed of word inlanguage. According to Oxford Advanced learnersDictionary,” vocabulary is the total number of wordsin a language”. Without knowing vocabulary,students will not be able to speak, written, read orlisten comprehensively. (Cameron, 2001:75)
Knowing a word is something to do withrecognizing its meaning”. It means that in learningvocabulary, students have to know and understandthe meaning; therefore, they would use it inmeaningful context.River in Nunan (1983:125) said that
The acquisition of adequate vocabulary wasessential for successful foreign language use,because without an extensive vocabulary, we wouldnot able to use structural and function words that wehave learned for comprehensible communication.
3. Communicative ApproachThe communicative method in teaching foreign
languages is also known as CommunicativeLanguage Teaching (CLT) or the CommunicativeApproach.
This method emphasized learning a languagethrough a genuine communication. Learning a newlanguage is easier and more enjoyable, when it istruly meaningful.
The communicative approach is a flexible methodrather than a rigorously defined set of teachingpractices. It can best be defined with a list of generalprinciples.
4. Definition of Approach, Method, andTechnique
The definition of approach, method, and techniquewas proposed by Anthony (in Brown, 2001:14). Hedefines
Approach as axiomatic (obviously true),approach as a set of correlative assumptions dealingwith the nature of language, learning, and teaching.Method is an overall plan for the orderlypresentation of language of language material, nopart of which contradicts, and all of which is basedupon, the selected approach (method is procedural).Technique is implementation which actually takesplace in a classroom. Thus, techniques must beconsistent with a method, and therefore in harmonywith approach as well. For example, if a teacherbelieves that the mastery grammar is highlyimportant for one to be able to learn particularlanguage, then the teacher may adopt GrammarTranslation Method (GTM) and give grammarexercise activity to his/her student in each meeting.
In teaching and learning process a teacher mustknow about what approach, method, and techniquethat will be used. Besides, the teacher must knowabout children’s characteristic because the teacher isa person who influences the teaching and learningprocess in order to reach the success of educationwill determine the student’s achievement.
Teaching English is not an easy job so that theteacher must understand what method she/he used inteaching English. Besides, teacher must understandthe characteristics of children, perhaps students canreceive the material easily and more attractive.
5. Games for LearningLince (2005:57) “Play is a purposeful activity and
games are a part of playing”. Children enjoyconstructive activity play and games. They are notonly motivating and fun but can provide excellentpractice for improving pronouncing, vocabulary,grammar and the four language skills as well inaddition, for young learners games also provide animportant link between home and school which helpsto make them to feel more secure and confident.
Further, Mustafa (2008:12) adds that “a game ispotentially useful to enhance children learningbecause it is really a part of day to day menu forchildren in every culture”. When a lesson consists ofgame, then it is not a lesson in the eyes of younglearners therefore, it is greatly appreciated. Still, it issuch a lesson that gives the teacher the opportunity tohelp learners acquire new forms and lexis in theeasiest and most effective with the young learnerswho find it difficult to understand a long list of rules.It is a strong argument for incorporating them in EFL
3
of young learners’ classroom. Then, he discusses thatlanguage game is a healthy challenge to a child’sanalytical thought where the keys to a successfullanguage game are clear rules and well defined theultimate goal.
In additional, Philips (1993:79) proposed that“games in the language classroom help children tosee learning English as enjoyable and rewarding”.Games are one way which can develop the ability ofchildren to cooperate, to compete without beingaggressive.
6. Teaching English Vocabulary UsingCommunicative Approach
The communicative approach in learning a newlanguages makes the teacher the facilitator. Theinteraction between student and teacher is paramountas well as collaborative learning. This type oflearning uses techniques that help to convey theideas, thoughts, feelings and information to reachothers. This approach has both the teacher and thestudent engaging in the process of selecting andorganizing the content of the curriculum.
The communicative approach is only deemedsuccessful if the teacher understands the student. Thegoal is to increasing students mastery vocabularies.
C. Research Methodology1. Research Design
This study used a quantitative method becausethere were some statistical computations in analyzingthe data gained. Then, experimental research designwas used in testing the proposed hypotheses. Thisstudy used the framework of one group pretest andposttest of pre-experimental Design. This kind ofdesign compares the students’ learning achievementbefore and after the treatments through the pretestand posttest results. According to Lazaraton(1991:87) proposed the design as follows:
: pretest score (before giving the treatment)T : Communicative Approach treatments
: posttest score (after giving the treatment)
This study used one group Pretest-Posttest of pre-experimental research design for several reasons.Firstly, for limited time and cost, it was not feasibleto use the true experimental design. Secondly, sincethis study was conducted in a rural elementaryschool, where there was only a class for each grade,so it was not possible to involve the control group inthis study.
2. Research MethodGenerally, there are two kinds of research
methods, those are qualitative and quantitative. Thefollowing are the definitions for each kind of themethods:1. Qualitative
Wiersma (1991:14) “Qualitative research is donefor the purpose of understanding social phenomena,social being used in a broad sense.”2. Quantitative
McMillan & Schumacher (2000:40) “Quantitativeemphasizes a priori category to collect data in theform of numbers. The goal is to provide statisticaldescriptions, relationships, and explanations.”
Those definitions are different, each kind of thoseresearch method has its own function or purpose.Based on the definitions, the writer used quantitativemethod in this research.
3. Research InstrumentAccording to Fraenkel and Wallen (1993:102)
“An instrument is the device that the researcher usesto collect the data.” A research instrument isimportant to help the researcher collect the data andfinally draw a conclusion from the data rivaled. Inthis research, the writer used test in collecting data toanswer the research questions. The vocabulary testwas used in pretest and posttest. The test contained15 items of pictures.
4. Population and Samplea. Definition of Population
According to McMillan & Schumacher (2000:40)A population is a group of elements or cases,
whether individuals, objects, or events, thatconform to specific criteria and to which we intendto generalize the results of the research.
Based on the definition, the population that thewriter took was the students of the fourth grade of MIAl Inayah Bandung. The number of population is 40students.
b. Definition of SampleAccording to Wiersma (1991:247) “A sample is a
subject of the population to which the researchintends to generalize the results.” For the sample inthis research, the writer took all of the population ofthe students in fourth grade as the sample of theresearch.
The selection of the sample was based on severalreasons. According to the observation, the Englishteaching in the school still uses the conventionalmethod. And the school welcomed the writer toconduct the study. Considering those reasons, theresearcher tried to apply the communicative approach
– T -
3
of young learners’ classroom. Then, he discusses thatlanguage game is a healthy challenge to a child’sanalytical thought where the keys to a successfullanguage game are clear rules and well defined theultimate goal.
In additional, Philips (1993:79) proposed that“games in the language classroom help children tosee learning English as enjoyable and rewarding”.Games are one way which can develop the ability ofchildren to cooperate, to compete without beingaggressive.
6. Teaching English Vocabulary UsingCommunicative Approach
The communicative approach in learning a newlanguages makes the teacher the facilitator. Theinteraction between student and teacher is paramountas well as collaborative learning. This type oflearning uses techniques that help to convey theideas, thoughts, feelings and information to reachothers. This approach has both the teacher and thestudent engaging in the process of selecting andorganizing the content of the curriculum.
The communicative approach is only deemedsuccessful if the teacher understands the student. Thegoal is to increasing students mastery vocabularies.
C. Research Methodology1. Research Design
This study used a quantitative method becausethere were some statistical computations in analyzingthe data gained. Then, experimental research designwas used in testing the proposed hypotheses. Thisstudy used the framework of one group pretest andposttest of pre-experimental Design. This kind ofdesign compares the students’ learning achievementbefore and after the treatments through the pretestand posttest results. According to Lazaraton(1991:87) proposed the design as follows:
: pretest score (before giving the treatment)T : Communicative Approach treatments
: posttest score (after giving the treatment)
This study used one group Pretest-Posttest of pre-experimental research design for several reasons.Firstly, for limited time and cost, it was not feasibleto use the true experimental design. Secondly, sincethis study was conducted in a rural elementaryschool, where there was only a class for each grade,so it was not possible to involve the control group inthis study.
2. Research MethodGenerally, there are two kinds of research
methods, those are qualitative and quantitative. Thefollowing are the definitions for each kind of themethods:1. Qualitative
Wiersma (1991:14) “Qualitative research is donefor the purpose of understanding social phenomena,social being used in a broad sense.”2. Quantitative
McMillan & Schumacher (2000:40) “Quantitativeemphasizes a priori category to collect data in theform of numbers. The goal is to provide statisticaldescriptions, relationships, and explanations.”
Those definitions are different, each kind of thoseresearch method has its own function or purpose.Based on the definitions, the writer used quantitativemethod in this research.
3. Research InstrumentAccording to Fraenkel and Wallen (1993:102)
“An instrument is the device that the researcher usesto collect the data.” A research instrument isimportant to help the researcher collect the data andfinally draw a conclusion from the data rivaled. Inthis research, the writer used test in collecting data toanswer the research questions. The vocabulary testwas used in pretest and posttest. The test contained15 items of pictures.
4. Population and Samplea. Definition of Population
According to McMillan & Schumacher (2000:40)A population is a group of elements or cases,
whether individuals, objects, or events, thatconform to specific criteria and to which we intendto generalize the results of the research.
Based on the definition, the population that thewriter took was the students of the fourth grade of MIAl Inayah Bandung. The number of population is 40students.
b. Definition of SampleAccording to Wiersma (1991:247) “A sample is a
subject of the population to which the researchintends to generalize the results.” For the sample inthis research, the writer took all of the population ofthe students in fourth grade as the sample of theresearch.
The selection of the sample was based on severalreasons. According to the observation, the Englishteaching in the school still uses the conventionalmethod. And the school welcomed the writer toconduct the study. Considering those reasons, theresearcher tried to apply the communicative approach
– T -
4
using flashcard as media as an alternative method inEnglish teaching, especially in teaching sportequipment vocabulary, to the fourth grade students inMI Al Inayah Bandung.
5. Research Data Collection
The data are collected from tests, those are:
1). Pretest
The writer gave the pretest to obtain the data, Itwas used to know the students’ prior knowledge ofsome sport equipment vocabularies.
2). Posttest
The writer gave the posttest to obtain the data, Itwas used to measure the students’ vocabularyachievement after the communicative approachtreatments.
6. Research Data Analysis
After giving the tests, the writer computed andanalyzed the result of both pretest and posttest byusing a t-test formula, it is computed through thefollowing steps:
a. Data TableThe following is the table on which data are
presentedTable 3.1
Pretest and Posttest score
n = the total number of studentsX= the differences in scoring of pretest and posttest
b. Data CalculationTo analyze the result of this study, the writer
followed the steps bellow:1. Mean
Fraenkel & Wallen (1990:51)The mean is another average of all the scores in a
distribution. It is determine by adding up all the
scores and then dividing this sum by the totalnumber of scores.
To calculate the mean score from the pretest that wasgiven to the sample, the writer used the formula asfollow (Crowl,1996:140):
The mean = =∑
= the mean of the difference in scoring of thepretest and posttest
X = the difference in scoring of the pretest andposttest
n = the total number of students
2. Standard DeviationAccording to Fraenkel & Wallen, (1990:51) “The
standard deviation is the most useful index ofvariability”. Therefore, to calculate the standarddeviation of the result of average score, the writerused the formula from Crowl (1996:140):
S =∑ ∑
S = the standard deviation of the difference inscoring of the pretest and posttest
X = the difference in scoring of the pretest andposttest
n = the total number of the student
3. t-testThe writer uses t-test to obtain the final result and
will be compared with the table of distribution(Crowl, 1996:179).
= ∑ − (∑ )²( −1)
Remark:
= The mean difference between the two sets ofscores
∑ = Summation (Sum up)
D = The difference between the scores of one person(or matched pair)
D2 = The squared difference between the scores ofone person (or matched pair)
SubjectN
Experimentalgroup
Differencex
Differencesquared x2
Pretest
Posttest
1234
N= ∑x = ∑x2
4
using flashcard as media as an alternative method inEnglish teaching, especially in teaching sportequipment vocabulary, to the fourth grade students inMI Al Inayah Bandung.
5. Research Data Collection
The data are collected from tests, those are:
1). Pretest
The writer gave the pretest to obtain the data, Itwas used to know the students’ prior knowledge ofsome sport equipment vocabularies.
2). Posttest
The writer gave the posttest to obtain the data, Itwas used to measure the students’ vocabularyachievement after the communicative approachtreatments.
6. Research Data Analysis
After giving the tests, the writer computed andanalyzed the result of both pretest and posttest byusing a t-test formula, it is computed through thefollowing steps:
a. Data TableThe following is the table on which data are
presentedTable 3.1
Pretest and Posttest score
n = the total number of studentsX= the differences in scoring of pretest and posttest
b. Data CalculationTo analyze the result of this study, the writer
followed the steps bellow:1. Mean
Fraenkel & Wallen (1990:51)The mean is another average of all the scores in a
distribution. It is determine by adding up all the
scores and then dividing this sum by the totalnumber of scores.
To calculate the mean score from the pretest that wasgiven to the sample, the writer used the formula asfollow (Crowl,1996:140):
The mean = =∑
= the mean of the difference in scoring of thepretest and posttest
X = the difference in scoring of the pretest andposttest
n = the total number of students
2. Standard DeviationAccording to Fraenkel & Wallen, (1990:51) “The
standard deviation is the most useful index ofvariability”. Therefore, to calculate the standarddeviation of the result of average score, the writerused the formula from Crowl (1996:140):
S =∑ ∑
S = the standard deviation of the difference inscoring of the pretest and posttest
X = the difference in scoring of the pretest andposttest
n = the total number of the student
3. t-testThe writer uses t-test to obtain the final result and
will be compared with the table of distribution(Crowl, 1996:179).
= ∑ − (∑ )²( −1)
Remark:
= The mean difference between the two sets ofscores
∑ = Summation (Sum up)
D = The difference between the scores of one person(or matched pair)
D2 = The squared difference between the scores ofone person (or matched pair)
SubjectN
Experimentalgroup
Differencex
Differencesquared x2
Pretest
Posttest
1234
N= ∑x = ∑x2
5
∑D2 = Square each difference and sum the squares
(∑D2) = Sum the differences and square the sum
N = The number of differences
4. Degree of freedom is needed when we want tocompare between to obtained t (tobs) with the tableentry for relevant df and level significant the degreeof freedom formula is:
7. Research ProcedureThe research was conducted in six days of
attendance at 08.00 a.m. to 09.30 a.m. It was startedon April 4th,2012 and ended on May 9th,2012.
Before conducting the research, the writer did thefollowing procedures:a. The writer completed the requirements for the
research included permit letters from theinstitution STKIP Siliwangi Bandung and theschool where she would do the research in MI AlInayah Bandung.
b. The writer prepared everything related to theimplementation of the research in the field suchas: made lesson plans used were based onKurikulum Tingkat Satuan Pendidikan (KTSP)and Standar kompetensi and Kompetensi Dasar(SK-KD).
D. Findings and Discussion1. Research Findings.
In these research findings, the writer discussionsabout what She was found on the field of theresearch. Those findings include the result of pretestand posttest that was given to the fourth gradestudents of MI Al Inayah Bandung.
The questions has a total score 100. Each numberof questions was scored 1. So, if they could answer40 questions well, it mean that they get the score 100.All of the questions were given to the students to findout their mastery on the vocabulary. During theprocess of doing both of the tests, the writer founddifferent results.
a. Pretest Scorea. Mean
= ∑n
= 251540
= 62.87
b. Standard Deviation
S =∑ (∑ )
=( )
=–
= √ ,= √2779,60= 52, 72
b. Posttest Scorea. Mean
= ∑n
= 303040
= 75,75
b. Standard Deviation
S =∑ (∑ )
=( )
=– .
= √ .= √5770.81= 75,96
c. The degrees of freedomdf = n – 1n = the number of the studentsdf = 40 – 1df = 39
The critical value of t-table at the 0,05 level ofsignificance for this degree of freedom 5% from 39was 1.95
The last calculation is the t-testt = 1 – 2
-
t = 62.87 – 75,755,27 – 7,53
t = - 12.882.2
t = 5.85
2. DiscussionThe data analysis shows that:
M1 = 62.87
df = n – 1
5
∑D2 = Square each difference and sum the squares
(∑D2) = Sum the differences and square the sum
N = The number of differences
4. Degree of freedom is needed when we want tocompare between to obtained t (tobs) with the tableentry for relevant df and level significant the degreeof freedom formula is:
7. Research ProcedureThe research was conducted in six days of
attendance at 08.00 a.m. to 09.30 a.m. It was startedon April 4th,2012 and ended on May 9th,2012.
Before conducting the research, the writer did thefollowing procedures:a. The writer completed the requirements for the
research included permit letters from theinstitution STKIP Siliwangi Bandung and theschool where she would do the research in MI AlInayah Bandung.
b. The writer prepared everything related to theimplementation of the research in the field suchas: made lesson plans used were based onKurikulum Tingkat Satuan Pendidikan (KTSP)and Standar kompetensi and Kompetensi Dasar(SK-KD).
D. Findings and Discussion1. Research Findings.
In these research findings, the writer discussionsabout what She was found on the field of theresearch. Those findings include the result of pretestand posttest that was given to the fourth gradestudents of MI Al Inayah Bandung.
The questions has a total score 100. Each numberof questions was scored 1. So, if they could answer40 questions well, it mean that they get the score 100.All of the questions were given to the students to findout their mastery on the vocabulary. During theprocess of doing both of the tests, the writer founddifferent results.
a. Pretest Scorea. Mean
= ∑n
= 251540
= 62.87
b. Standard Deviation
S =∑ (∑ )
=( )
=–
= √ ,= √2779,60= 52, 72
b. Posttest Scorea. Mean
= ∑n
= 303040
= 75,75
b. Standard Deviation
S =∑ (∑ )
=( )
=– .
= √ .= √5770.81= 75,96
c. The degrees of freedomdf = n – 1n = the number of the studentsdf = 40 – 1df = 39
The critical value of t-table at the 0,05 level ofsignificance for this degree of freedom 5% from 39was 1.95
The last calculation is the t-testt = 1 – 2
-
t = 62.87 – 75,755,27 – 7,53
t = - 12.882.2
t = 5.85
2. DiscussionThe data analysis shows that:
M1 = 62.87
df = n – 1
6
M2 = 75.75tobs = 5.85
The critical value with the degree of freedom (df)= 40 – 1 = 39
And the level of significant5% = 1.95
Based on the data analysis above, the writerconcluded that the alternative hypothesis wasaccepted because the tobs was higher than the ttable
(5.85 > 1.95 ). It also means that learning Englishwith Communicative approach using flashcard asmedia can improve the students vocabulary mastery.
PretestAfter conducting pretest, the research
determined mean score that was 56.31 with thehighest score of 77 and the lowest score of 40
PosttestAfter conducting the treatment, teacher carried out
posttest. Conducting posttest was to see whetherteaching using communicative approach usingflashcard as media gave an improvement in students’vocabulary mastery based on the cognitive score ornot and to find out to what extend the score improvedafter it was compared with the pre test score. Lookingat the result of post test, it can be determined that thehighest score of 82 and the lowest score of 70 out of100 while the mean is 74.31. The result shows thatthere was an improvement about 18.00 points.E. The Conclusions and Suggestions1. Conclusions
From the results of the research conducted in theprevious chapters, the author can draw the followingconclusion:
Based on the results of a comparative hypothesistesting between two groups of data that group pretestand posttest, that the alternative hypothesis wasaccepted because the tobs was higher than the t-table(5.85 > 1.95). It can be seen from the rate of the firsttest to the last test, the rate of the result that it wasreached is 67, lower than the last rate result that itwas 78, it can be concluded that the increasing ofvocabularies before and after the treatment usingcommunicative approach is effective enough, theresult of increasing was about 11%. The degrees offreedom for 39 (n-1), and the value significant is 0,05was 2,02.
From the research result in the last chapter, it canbe concluded that:a. Using something new, in here is the
communicative approach using flashcard asmedia, is something that must be tried in order tocompose, create, mix, and make more perfect inarranging the teaching-learning process media.
b. These research result shows that there is anattractiveness in the communicative approachusing flashcard as media to the students so thatthey feel more happily and get motivatedthemselves in mastering the vocabulary. It isproved by the increased results of the student test.
2. SuggestionsTo all of the English teachers across the area who
teach in elementary school, these research results canbe a relevant source to mix in your daily teaching-learning process. So it is advisable for them to usecommunicative approach using the flashcard asmedia as one supporting training materials inteaching-learning process.
BIBLIOGRAPHY
Arikunto, Suharsimi. (1999). Prosedur Penelitian :suatu pendekatan Praktek. Jakarta Rineka Cipta.
Brown, H. Douglas. (2001). Teaching by Principles:an interactive approach to language pedagogysecond edition. New York: Harper & RowPublisher, Inc.
Brown, James Dean. (1995).The element ofLanguage Curiculum: A Systematic Approach toProgram Development. Boston: Heinle & HeinlePublisher.
Cameron, L. (2001). Teaching Language to YoungLearners . New york : Cambridge UniversityPress.
Crowl, Thomas K. (1996). Fundamentals ofEducational Research. Times Mirror HigherEducation Group,Inc.
Fraenkel, J.R. and Wallen, N.E. (1990). How toDesign and Evaluate Research in Education.USA: Mc Graw-Hill.
Freeman, Diane L. (1986). Techniques and Principlein language Teaching. New York: OxfordUniversity Press, Inc.
McMillan, J. H & Schumacher, S. (2000). Researchin education. Newyork : Longman.
Pinter, Anamaria. (2006). Teaching Young Learners .New York : Oxford University Press.
Wiersma, William. (1991). Research Method inEducation Needham Heights. Allyn and Bacon.
6
M2 = 75.75tobs = 5.85
The critical value with the degree of freedom (df)= 40 – 1 = 39
And the level of significant5% = 1.95
Based on the data analysis above, the writerconcluded that the alternative hypothesis wasaccepted because the tobs was higher than the ttable
(5.85 > 1.95 ). It also means that learning Englishwith Communicative approach using flashcard asmedia can improve the students vocabulary mastery.
PretestAfter conducting pretest, the research
determined mean score that was 56.31 with thehighest score of 77 and the lowest score of 40
PosttestAfter conducting the treatment, teacher carried out
posttest. Conducting posttest was to see whetherteaching using communicative approach usingflashcard as media gave an improvement in students’vocabulary mastery based on the cognitive score ornot and to find out to what extend the score improvedafter it was compared with the pre test score. Lookingat the result of post test, it can be determined that thehighest score of 82 and the lowest score of 70 out of100 while the mean is 74.31. The result shows thatthere was an improvement about 18.00 points.E. The Conclusions and Suggestions1. Conclusions
From the results of the research conducted in theprevious chapters, the author can draw the followingconclusion:
Based on the results of a comparative hypothesistesting between two groups of data that group pretestand posttest, that the alternative hypothesis wasaccepted because the tobs was higher than the t-table(5.85 > 1.95). It can be seen from the rate of the firsttest to the last test, the rate of the result that it wasreached is 67, lower than the last rate result that itwas 78, it can be concluded that the increasing ofvocabularies before and after the treatment usingcommunicative approach is effective enough, theresult of increasing was about 11%. The degrees offreedom for 39 (n-1), and the value significant is 0,05was 2,02.
From the research result in the last chapter, it canbe concluded that:a. Using something new, in here is the
communicative approach using flashcard asmedia, is something that must be tried in order tocompose, create, mix, and make more perfect inarranging the teaching-learning process media.
b. These research result shows that there is anattractiveness in the communicative approachusing flashcard as media to the students so thatthey feel more happily and get motivatedthemselves in mastering the vocabulary. It isproved by the increased results of the student test.
2. SuggestionsTo all of the English teachers across the area who
teach in elementary school, these research results canbe a relevant source to mix in your daily teaching-learning process. So it is advisable for them to usecommunicative approach using the flashcard asmedia as one supporting training materials inteaching-learning process.
BIBLIOGRAPHY
Arikunto, Suharsimi. (1999). Prosedur Penelitian :suatu pendekatan Praktek. Jakarta Rineka Cipta.
Brown, H. Douglas. (2001). Teaching by Principles:an interactive approach to language pedagogysecond edition. New York: Harper & RowPublisher, Inc.
Brown, James Dean. (1995).The element ofLanguage Curiculum: A Systematic Approach toProgram Development. Boston: Heinle & HeinlePublisher.
Cameron, L. (2001). Teaching Language to YoungLearners . New york : Cambridge UniversityPress.
Crowl, Thomas K. (1996). Fundamentals ofEducational Research. Times Mirror HigherEducation Group,Inc.
Fraenkel, J.R. and Wallen, N.E. (1990). How toDesign and Evaluate Research in Education.USA: Mc Graw-Hill.
Freeman, Diane L. (1986). Techniques and Principlein language Teaching. New York: OxfordUniversity Press, Inc.
McMillan, J. H & Schumacher, S. (2000). Researchin education. Newyork : Longman.
Pinter, Anamaria. (2006). Teaching Young Learners .New York : Oxford University Press.
Wiersma, William. (1991). Research Method inEducation Needham Heights. Allyn and Bacon.
