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TEACHING VOCABULARY TROUGH COLLABORATIVE LEARNING
(A Case Study at the Third Year of SMK YAPRI Cilandak, South Jakarta)
A SKRIPSI
Presented to the Faculty of Tarbiya and Teacher’s Training in Partial Fulfillment of the Requirements for the Degree of Strata I (SI)
IRMAN MUKHTAR MARDIANSYAH NIM: 1981414352
Approved by Advisor
PROF. DR. HADJID HARNAWIDAGDA M.Pd
ENGLISH DEPARTMENT THE FACULTY OF TARBIYAH AND TEACHER’S TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
1427H / 2007 M
LEGALIZATION OF EXAMINATION COMMITTEE
A Skripsi entitled” THE CORRELATION BETWEEN STUDENTS’
ACHIEVEMENT MOTIVATION AND ENGLISH SPEAKING
PERFORMANCE” was examined at examination session of the Faculty of Tarbiyah
of Syarif Hidayatullah State Islamic University Jakarta on ,… September 2004. This
Skripsi has fulfilled the requirement for the Degree of Strata-I (S-I) at the English
Department.
Jakarta, 14 September 2004
Examination Committee
The Head of Committee The Secretary of Committee
Prof. Dr. H. Salman Harun Dr. Dede Rosyada, MA NIP. 1500062568 NIP. 150231356
Committee
Examiner I Examiner II
Drs. H. Atiq Susilo, M.A. Drs. Syauqi, Mpd. NIM: 150182900 NIP. 150246289
ACKNOWLEDMENT
In the name of Allah, the Lord of the world the Beneficent and Merciful.
Lot of love and prayers to be prayed to Allah the Almighty for giving the
writer His compassion to finish the last assignment in my study. Peace and salutation
be upon to the noble prophet of Islam, Muhammad SWT, the perfect man and the best
leader in the world, his family, relatives, and all followers.
Many people have given contribution while this A Skripsi is process until
becomes a complete work for the requirement at Sarjana Degree (SI).
Here, there are those who are mentioned below deserving honorable place in
the writer’s heart, particularly to: Prof. Dr. H. Salman Harun, as the Dean of Tarbiyah
and Teacher Science Faculty, Drs. Nasrun Mahmud, M.Pd. and Drs. Syauki as head
and secretary of English Department. In particular, Drs. H. Atiq Susilo, MA who
have been very patient to sacrifice his energy and time to assist the writer so that the
writer could finish this skripsi writing.
The writer would like also to thank the following people who had contributed
directly or indirectly to this writing. First, I would like to thank H. Mahdi Muchtadi
and Siti Jubaedah, my parents for their constant prayer, precious help and support.
Also for my aussie dad, Robert Wood who have helped me to overcome most of my
problems. For Drs. Habib Chirzin and Nunik from the Indonesian National
Commission on Human Rights, family of Initiatives of Change Indonesia and all over
the world.
Finally, the writer recognizes this writing is far from perfect. Therefore, it is
really a pleasure for him to receive critics to accomplish it. And we hope that this
work would be beneficial, particularly for me and for those who are interested in.
The writer welcomes suggestions and comment from the readers for the improvement
of this skripsi.
May God bless them by His love and compassion, Amen
Jakarta, 14 September 2004
Muhammad Bachrul Ilmi
TABLE OF CONTENTS
Acknowledgement ……………………………………………………………… i
List of Tables……………………………………………………………………… v
CHAPTER I: INTRODUCTION ……………………………………..………. 1
1. The background of study ………………………………………………
2. The statement of problems …………………………………………….
3. The limitation of study …………………………………………………
4. The purpose and the use of study …………………………………….
5. The organization of writing …..………………………………………
CHAPTER II: THEORETICAL FRAME WORK…………………………..
A. I. TRANSLATION
a. Definition of translation ………………………………………………
b. Kinds of translation ……………………………………………………
c. Procedure of translation ………………………………………………
d. The process of translation ……………………………………………
B. II. IDIOMS
a. Definition of Idioms …………………………………………………..
b. Sources of Idioms ……………………………………………………..
c. Types of Idioms ……………………………………………………….
d. The Function of idioms ………………………………………………
CHAPTER III: ANALYSIS OF IDIOMS TRANSLATION
CHAPTER IV: THE RESEACRH METHODOLOGY
a. The Instrumental of Collecting Data
………………………………
b. Description of Data
………………………………………………….
c. The Test of
Hypothesis………………………………………………
d. The interpretation
…………………………………………………..
e. The interpretation
………………………………………………….
CHAPTER V: CONCLUSION AND SUGGESTION
a. Conclusion ……………………………………………………………
b. Suggestion ……………………………………………………………
BIBLIOGRAPHY ………………………….……………………………….
APPENDIXES ……………………………………………………………..
Acknowledgement
“Bismillahirrahmaanirrahiim”
Praise be to Allah, Lord of the world who has bestowed upon the writer in
completing this “skripsi”. Peace and Blessing be upon our prophet Muhammad SAW,
his families, his companions and his followers.
This “skripsi” is presented to the English Education Department of the Faculty
of Tarbiya and Teacher Training, State Islamic University Syarif Hidayatullah Jakarta
as a partial fulfillment of the requirement for the Degree of Strata-1 (S1).
The writer would like to express his great honor and deepest gratitude to his
beloved father (Drs. H. Iding Mujtahidin, M.Pd.), his mother (Hj. Maemanah S.Pdi),
Rifki Firdaus, Fitriani Rahmah, Eva Nurfadillah, Ayu Kurmasari who always give
support, motivation and moral encouragement to finish his study.
The writer would like to express his thanks and great gratitude to his advisor
Prof DR. Hadjid Harnawidagda M. Pd. for his valuable help, guidance, corrections
and suggestions for completing this “skripsi”.
His gratitude also goes to:
1. Prof. DR. Dede Rosyada as the Dean of Faculty of Tarbiya and Teacher
Training.
2. Drs. Nasrun Mahmud, M. Pd. as the Head of English Department.
3. Nida Husna M. Pd. as the Secretary of English Department.
4. Mrs. Neneng as a Writer’s Academicals Advisor in English Department
5. All lecturers of English Department for their encouragement to the writer.
6. Drs. H. M. Yusuf Sulaiman as the head master of SMK YAPRI Cilandak for
giving chance and the help to have the research
7. Desi Puspasari who always gives support, motivation and moral
encouragement to finish his study.
8. All his beloved friends in English Education Department (Muhammad
Elka’bati, Ahmad Riyadi, Faisal).
9. Afif Fauzi for his helping as a teacher in controlled and experimental class.
10. Johan, Urinaldi, Ema, Rifki, Euis, Rini, Eri and Gatot for giving support and
spirit to the writer in completing his study.
11. All his friends that he cannot mention them one by one who always help and
give the writer support, time and remind him in accomplishing this “skripsi”.
May Allah, The Almighty bless them all, amen.
Jakarta, August 7th 2007
The writer
TABLE OF CONTENTS
The Legalization of Advisor
The Legalization of Committee
Acknowledgement ………………………………………………………. i
Table of Content ………………………………………………………… iii
CHAPTER I INTRODUCTION
A. Background of the Study …………………..……………………… 1
B. Limitation and Formulation of Problem...…………………………. 4
C. Objective of Study…………… …………………………………… 5
D. Research Method ...……………. …………………………………. 5
E. Organization of Writing….……. …………………………………. 5
CHAPTER II THEORETICAL FRAMEWORK
A. Vocabulary
1. The Meaning of Vocabulary …………………………………... 7
2. Types of Vocabulary …………….…………………………….. 8
3. The Expected Learning Outcome of Vocabulary Instruction…. 9
B. Collaborative Learning
1. The Definitions of Collaborative Learning.……………………. 11
2. The Theories Underlying Collaborative Learning…...………… 14
3. The Principles of Collaborative Learning...……………………. 15
4. The Advantages and Disadvantages of Collaborative Learning.. 16
C. Grammar Translation Method
1. The Definitions of Grammar Translation Method .……………. 17
2. The Theories Underlying Grammar Translation Method ……... 19
3. The Principles of Grammar Translation Method ...……………. 20
4. The Advantages and Disadvantages of Grammar Translation
Method…………………………………………………………. 21
D. Thinking Framework ……………………………………………….22
CHAPTER III METHODOLOGY
A. Objective of the Study …………………………………………….. 26
B. Place and Time of the Study ………………………………………. 26
C. Research Method …………………………………………………. 26
D. Population and Sampling ………………………………………….. 27
E. Instrument ………………………………………………………… 27
F. Techniques of Analyzing the Data ………………………………… 29
CHAPTER IV RESEARCH FINDINGS
A. Data Description ………………………………………………….. 32
B. Test of Hypothesis ………………………………………………... 36
C. Interpretation of Data …………………………………………….. 38
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ………………………………………………………… 39
B. Suggestion ………………………………………………………… 39
BIBLIOGRAPHY ……………………………………………………….. 41
APPENDIXES
A. Lesson Planning: Collaborative Learning..…………………………42
B. Lesson Planning: Grammar Translation Method…………………...47
C. The instrument: test ……………………………….………………..52
D. Validity of the test ………………………………………………….55
E. Reliability of the test ……………………………………………….57
F. Official Statements
CHAPTER I
INTRODUCTION
A. Background of The Study
Language is the most important element in communication. Human being
could know each other by language. Recently, there is one language that has
significant role in connecting every people in the world that is English language.
United Nation as international organization uses English language as one of
communication languages since it was held in 1945.
The factors above are the reasons that English is studied in many levels.
English Language becomes important to study. It could be seen that language has
been learned in any levels of educational fields. For instance, in Indonesia, English
language is taught from lowest level education into highest level (universities). When
English language becomes main subject in school, Learning English language is
obligatory. Students should master the language to pass the National Examination
(Ujian Nasional).
Beside that, students should face the challenge of National Curriculum target.
They can use the language for communication if they master several factors. As we
know as communicative competences. These are discourse competence, linguistic
competence, actional competence, socio cultural competence and strategic
competence. These competences are the curriculums in Indonesia for the language
teaching and learning.
Therefore, at least students should know the language from the basic element
to master the language. They must master the vocabulary knowledge well to improve
their language skill as a communicative language.
In fact, the students do not master yet. It can be proven that the students of
SMK YAPRI Cilandak at third year grade always ask the meaning of words.
Students could not pronunciate the words well. Students could not make a simple
sentence with correct structure. These are the signs that students do not master the
language as well. These are indicated the vocabulary of students is low. In fact
knowing a lot of words in a foreign language is very important. The more words you
know, the better your chance to understanding or making yourself understood.1
Without an extensive vocabulary and strategies for acquiring new vocabulary,
students often achieve less than their potentials and may discourage from making use
of language learning opportunities around them such as listening radio, listening to
native speakers, using the language in different contexts, reading, or watching
television….2.
As we know mastering vocabulary is not easy, yet other aspects of the
language should be considered such as; sound and structure. Vocabulary is one of the
most important elements in language. We could not speak the language well if we do
not master it. No matter how well we learn grammar, how successfully the sound of a
foreign language is mastered, without words to express a wider range of meanings,
communication in the foreign language just could not happen in any meaningful
way.3
There are many factors that make the students’ vocabulary low. They came
from the internal factors and the external one. The internal factors are from the inside
of the students themselves such as motivation, interest, intelligence etc. And the
external factors are from the outside of the students that affect their learning process
such as economic background, learning materials, teachers’ performance including
their teaching methods.
Teaching method is the level which theory is put into practice and at which
choices are made about particular skills to be taught.4 Teaching methods could be
assumed as the causal factors that cause the students’ vocabulary problem. It is
1 Julian Edge, Essentials of English Language Teaching, (Singapore: Longman Singapore Publisher), 1993. p. 27 2 Jack C. Richards, Willy A. Renandya. Methodology in Language Teaching (an Anthology of current Practice). (Cambridge: Cambridge University Press. 2002}. p 255 3 A.M. Zaenuri, Vocabulary 1.2003. p. 1 4 Jack C. Richards, Theodore S. Rogers, Approaches and Methods in Language Teaching (a description and analysis), (Cambridge: Cambridge University Press, 1992), p. 15.
implemented in teaching and learning. The better a teacher implements the methods
the better result can be gotten. Before teachers teach in the classroom, they should
prepare by the suitable method for teaching and learning activities.
Finding suitable methods for implementing in the classroom are not easy. For
example, Grammar translation method has dominated Europe in foreign language
teaching since 1840’s until 1940’s. This method is implemented by teacher in
SMK YAPRI now. It is one possibility that indicates the students’ vocabulary is low.
Writing and reading form is superior to use in the method than speaking and listening.
Teachers just teach the students lexically. All the meanings of words are translated by
mother tongue language. Meanwhile the meaning of words is complicated. It depends
on many factors. Situations and the discourse of the speakers affect how the meanings
are. Then, there are direct method, communicative language teaching, total physical
responses and natural approach which have been developed by scientist to find the
better one for language teaching and learning even though these methods are rarely
used by teachers in Indonesia.
In teaching and learning process, what is important not only how much or
how little teaching and learning are done in the classroom with the method, but also
how active the students are in their leaning process. It has form the philosophy of
learner-centered which is divided two focuses on the language process and the
language content.
In learning vocabulary, students can not develop their vocabulary if they
depend on the teacher themselves. So active learning is needed to improve the
vocabulary knowledge. One of the methods to drive active learning is collaborative
learning activities. In collaborative learning (activities), students generally work in
groups two or more5. Collaborative learning could be called as an umbrella term for a
variety of educational approaches involving joint intellectual efforts by students, or
students and teacher together. Collaborative learning activities vary widely, but most
5 Mel Silberman, “Active Learning”, (Boston: Ally and Bacon, 1996), p.5
center on students’ exploration or application of the course material. It is not only the
teacher’s presentation.
In line with, Collaborative learning appears as one of the promising learning
concept offering some new views in learning a second language. Particularly
collaborative learning give learner the opportunity to think for themselves, compare
their thinking with others, make a small research project and investigates subject
matter with other learner; it can encourage students to think logically based on their
mind and their belief.
Based on the theories mentioned above, the writer inspired to discuss the
effectiveness of collaborative learning activities in teaching and learning vocabulary.
How if Collaborative learning is used by teachers in English language teaching and
learning and compared with grammar translation method.
Therefore, in this ‘Skripsi’ the writer would like to use the collaborative
learning in teaching vocabulary in order to know its effectiveness in teaching
vocabulary. Based on the statement above, the topic that will be discussed by the
writer is teaching vocabulary through collaborative learning method.
B. Limitation and Formulation of Problem
In this paper, the writer limits the subject matters to discuss teaching
vocabulary trough collaborative learning at the third year students of SMK YAPRI
(Yayasan Pendidikan Raudlatul Ilmiyah) Cilandak. Then the writer uses grammar
translation methods as a comparison to measure the effectiveness of the method.
The formulation of problem in this paper is “whether the using of
collaborative learning improve the outcome of vocabulary teaching at the third year
students of SMK YAPRI (Yayasan Pendidikan Raudlatul Ilmiyah) Cilandak than
grammar translation method?, or in other words, is the average gained score of the
students of experiment class higher than the controlled class?.
C. Objective of Study
This study aims to know the influence of optimizing collaborative learning in
vocabulary teaching at the third year students of SMK YAPRI (Yayasan Pendidikan
Raudlatul Ilmiyah) Cilandak.
D. Research Method
In writing this paper, the writer uses field research, which aims to collect the
data by taking some samples from the third year students of SMK YAPRI (Yayasan
Pendidikan Raudlatul Ilmiyah) Cilandak from variables. Then, the data will be
analyzed by using the product moment theory. In social science, this field research is
known as a quantitative research.
This research is an experimental study in which the experimental class and the
controlled class were treated by the teachers who has the same educational
background from State Islamic University in order to eliminate the bias. The writer
told both of the teacher about the way of teaching and the lesson planning.
Before the treatment writer gave pre-test as comparison with the post-test were
given after the treatment. It was given to know how the influence of collaborative
learning to vocabulary knowledge of the students.
The treatment was done for eight meeting. After eight meetings the writer gave
the test as we called post-tests to both of the class. The test was same in qualities and
quantities to keep the reliability of the research.
A week he had two meeting divided into four hour lessons @ 50 Minutes each
in control class and experimental class. It was meant two hours per day. The writer
divided them into two kinds teaching learning. In one meeting is one hour were usual
teaching learning as school recommended. And one hour were the research.
When all the researches have done, the writer used the t-test to measure the gain
of experimental class and controlled class.
E. Organization of Writing
This paper consists of five chapters. The first chapter is introduction which
describes the background of study, the limitation and formulation of problem, the
objective of Study, the method of research and the Organization of Writing.
The second chapter is theoretical framework which explains four matters.
First, it explains some theories of vocabulary itself, from the meaning of vocabulary,
types of vocabulary, the expected outcome in vocabulary instruction. Second, it
explains the definition of collaborative Learning method, some theories of it, the
advantages and disadvantages. Third, it explains the definition of Grammar
translation method, some theories of it, the advantages and disadvantages. Fourth, it
explains the thinking framework of the “skripsi”.
The discussion about research methodology is written in the third chapter. It
includes the objective of study, place and the time of study, research method,
population and sampling, instruments and techniques of analyzing data.
Research findings are written in the fourth chapter. It includes after the
research data is collected, the research result is mentioned which includes description
of data, analysis of data, the test of hypothesis and the interpretation and discussion of
data.
Finally, the writer tries to give conclusion and suggestion in the fifth
chapter.
CHAPTER II
THEORETICAL FRAMEWORK
A. Vocabulary
1. The Meaning of Vocabulary
Vocabulary can be defined lexically as a collection of words and phrases
usually alphabetically arranged and explained or defined.6 It is a sum or stock of
words employed by a language group or work or in relation to a subject (scope of
language) or generally vocabulary is a list of a foreign language textbook of the
words and phrases taught or used.
Vocabulary is the entire accumulation of words in language for example
estimates of the number words in English language range from about 415.000 to
as high as 3.000.000. Vocabulary is the knowledge of words and word meanings.7
Specifically, vocabulary is list of words with their meanings, especially one
which accompanies a text book in a foreign language.
As Steven Stahl (2005) said, "Vocabulary knowledge is knowledge; the
knowledge of a word not only implies a definition, but also implies how that word
fits into the world." 8 Vocabulary knowledge is not something that can ever be
fully mastered; it is something that expands and deepens over the course of a
lifetime. Instruction in vocabulary involves far more than looking up words in a
dictionary and using the words in a sentence. To increase the vocabulary
knowledge, so vocabulary is acquired incidentally through indirect exposure to
words and intentionally through instruction in specific words and word-learning
6 Philip Babvock Gove, Webster’s Third New International Dictionary, (Massachusetts: G & C Meriam Company, 1966), p. 2560 7 The New Book of knowledge, (Connecticut, Grolier incorporated, 1986), vol. 19 U-V p. 371 8 Linda Diamond and Linda Gutlohn, “Teaching Vocabulary ,” the article is accessed on April 16th, 2007 at http://www.ldonline.org/article/9943
strategies.9 Vocabulary knowledge also needs to increase by continuity. Learners
are expected to learn vocabulary creatively.
Jack C. Richards defines vocabulary as a core component of language proficiency and provides much of the basis how well learners speak, listen, read and write. Without an extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less than their potentials and may be discouraged from making use of language learning opportunities around them such as listening radio, listening to native speakers, using the language in different contexts, reading, or watching television.10
It can be seen from the explanation the vocabulary is also the collection of
words a person knows and uses in speaking, writing, reading or listening. It
means vocabulary is whole words that are used in communication.
Based on some definitions above, the writer can conclude that vocabulary
is a list of word collections and phrases usually arranged and explained or defined
in some subjects, activities, various registers, and particular sphere (group) that
are related to the meaning of the words and the way to use them in
communication.
2. Types of Vocabulary
According the New Book of knowledge, an individual vocabulary varies
in size according to the type of vocabulary being considered.11 The first type of
vocabulary is that a person gains in a hearing vocabulary. Most babies respond
correctly to spoken words long before they are able to use those words in their
own speech. the number of words a person recognizes when he hears them remain
larger than the number he can use correctly in his own speech or writing when
children start to read, they begin to acquire a sight vocabulary, or words they
recognize in print. They also learn to use a large number of words in their writing. 9 Linda Diamond and Linda Gutlohn, “Teaching Vocabulary ,” ………….. 10 Jack C. Richards, Willy A. Renandya. Methodology in Language Teaching (an Anthology of current Practice). (Cambridge: Cambridge University Press. 2002), p 255 11 11 The New Book of knowledge, (Connecticut, Grolier incorporated, 1986), vol. 19 U-V p. 371
These words are nearly always fewer in number than the speaking, hearing, or
reading vocabularies. A person’s total vocabulary consists of the sum of all the
words he can understand or use correctly, whether in speaking, listening, reading
or writing.
Specifically, a person has two kind vocabularies those are active and
passive vocabulary. The active or use vocabulary is made up of words used in
speaking or writing. Active vocabulary is also called productive vocabulary. This
kind of vocabulary is used appropriately in speaking and writing. Meanwhile the
passive or recognition vocabulary is also called receptive vocabulary. This
vocabulary can be understood in the context of reading or listening. The passive
or recognition vocabulary consists of words a person understands when listening
or reading. Many people have recognition vocabulary several times larger than
their use vocabulary. This means that they understand words they hear or read but
do not habitually use in speaking or writing. As we know, the type of vocabulary
not just for meaning but it is used in speaking, listening, reading and writing.
These two kind of vocabulary is stated by Jo Ann Aebersold. She
classifies the vocabulary into active and passive vocabulary
a. Active Vocabulary is called as productive vocabulary. This vocabulary is used
appropriately in speaking and writing.
b. Passive Vocabulary is called as receptive vocabulary. This vocabulary can be
understood in the context of reading or listening. 12
3. The Expected learning Outcomes of Vocabulary Instruction
Generally, in Indonesian context, based on curriculum 2006, the learners
who are learning English language, are expected to improve their communication
ability in language skill to form their productive and receptive skills fluently.
Building understanding about different language is important. There is English 12 Jo Ann Aebersold, From Reader to Reading Teacher, (New York: Cambridge University Press, 1997), p. 139
language as a second language become one of the main language studies. When
learners understand about this language, the learners are expected to improve
their understanding about the meaning of different culture to broad their cultural
understanding. These goals can be called as the language use.
To reach these expected learning outcomes, vocabulary knowledge is
needed as a basis of a language. Large vocabularies help learners to express our
ideas precisely in communication. Vocabulary knowledge enables language use,
language use enables the increasing of vocabulary knowledge, and knowledge of
the word enables the increasing of vocabulary knowledge and language use and
so on.13 Without vocabulary, students could not able to understand how the
language is. The role of words is to know how the language is used, practiced and
communicated.
Furthermore, Celce-Murcia stated there is a common assumption that the
more words a learner knows, the larger is the learner’s vocabulary knowledge.14
Learners are forced to know a lot of words to increase their vocabulary
knowledge. With large vocabulary knowledge, the learners are expected to know
the meaning of words and understanding the second languages.
As we know, deciding the meaning of an unknown word from the way it is
used in a sentence is the vocabulary skill most worth working for.15 For that
reasons, the expected learning outcomes of vocabulary instruction taken from
John Read’s opinions that the learners are expected to:
a. Know lexical items of various kinds. b. Know a word means knowing the degree of probability of encountering that
word in speech or print. For many words we also know the sort of words most likely to be found associated with the word.
c. Know a word implies knowing the limitations on the use of the word according to variations of function and situations.
13 Norbert Schmitt, Vocabulary in Language Teaching, (New York: Cambridge University Press, 2000), p. 6 14 Marianne Celce-Murcia, Teaching English as A Second or Foreign Language, (Wadsworth: Heinle & Heinle Publishers, 1991), p. 306 15 Nancy Davis, Vocabulary Improvement, (USA: McGraw-Hill Inc., 1967), p. 115
d. Know a word means knowing the syntactic behavior associated with the word. e. Know a word entails knowledge of the underlying form of a word and the
derivations that can be made from it. f. Know a word entails knowledge of the network of associations between that
word and other words in the language. g. Know a word means knowing the semantic value of a word. h. Know a word means knowing many of different meanings associated with
word. 16
Frank W. Kerr divides the words those are needed to be understood and
applied vocabulary in the context of a phrase or larger structure.17 The words that
need to be understood appear in brief context (a phrase, a clause or a short
sentence) could be seen as follows:
a. Diction: Choice of words to express ideas; distinct pronunciation. b. Synonym: one of two or more words having essentially the same meaning. c. Antonym: a word opposite in meaning to another word. d. Homonym: a word pronounced like another but different in origin, meaning,
and often in spelling. e. Derivative: a word form obtained from another word by adding prefixes or
suffixes. f. Lexicon: a compiling word as in dictionary; the special vocabulary of an art or
activity. g. Etymology: the history of the origin or derivation and development of a word. h. Linguistics: the study of human speech including the parts, structures, and
changes in language. i. Denotation: the lexical definition of a word. j. Connotation: the suggestive, often emotional weight or significance of a word
rather than its recognized denotative meaning. k. Affix: any prefix or suffix added to a word, including plural, tense, and
possessive endings, comparative indicators, etc. l. Semantics: the science, study, and history of the changes in meanings of
words; a part of linguistics. m. Colloquialism: informal, conversational words and expression, primarily
spoken rather writing. n. Dialect: the particular language (colloquialisms, pronunciations, sayings, etc.)
of an area as it differs in this aspects from some other area.
16 John Read, Assesing Vocabulary, (Cambridge, Cambridge University Press, 2000) p. 25 17 Frank W. Kerr, Expression and Meaning (A Handbook for Vocabulary Development), (Belmont: Dickenson Publishing Company, 1966), p. 10
o. Slang: a nonstandard, frequently short-lived, but currently popular, sometimes abusive and vulgar, almost always colorful word or phrase. 18
The need for vocabulary is one point on which teachers and students
agree.19 Vocabulary knowledge is not something that can ever be fully mastered;
it is something that expands and deepens over the course of a lifetime. Instruction
in vocabulary involves far more than looking up words in a dictionary and using
the words in a sentence. So vocabulary is English words that are related to the
meaning of the words and the way to use them in communication
B. Collaborative Learning
1. Definition of Collaborative Learning
Collaborative learning as we know today found its roots in the 1870’s
when four research groups working independently in Israel and United Sates
began to design and study collaborative learning models for classroom context.
From various sources, there are at least four definitions of collaborative
learning. First Gokhale stated that the term “collaborative learning” refers to an
instruction method in which learners at various performance levels work together
in small group toward a common goal. 20 The learners are responsible for helping
one another. Collaborative learning offers more opportunity for language
development and language integration. In practical term, collaborative learning
makes students working together to achieve common learning goals.
Second, Smith and McGregor write that collaborative learning is an
educational approach to teaching and learning that involves group of learners
working together to solve a problem, complete a task, or create a product21. In
18 John Read, Assesing Vocabulary, …………………..p. 26 19 Virginia French Allen, Techniques in Teaching Vocabulary, (Oxford: Oxford University Press, 1983), p 1 20 David Nunnan, Collaborative Language Learning and Teaching (Cambridge: Cambridge University Press, 1992), p.3 21 Smith and McGregor, What is Collaborative Learning, http://learningcommons. evergreen. edu /pdf/collab.pdf, July 24th 2007
collaborative learning classroom, students are divided into several groups. Each
group will finish their task together and take the conclusion themselves based on
the tasks or problem are given.
Third, different from two definitions above that view collaborative
learning specifically as an approach to teaching and learning, Panitz stated that
collaborative learning as a philosophy of interaction and personal lifestyle not just
a classroom technique. 22 He further writes that in all situations where people
come together in group based other group members. With different interaction
and personal lifestyle of students is expected to appear the understanding in their
mind.
In addition, Mel Silberman defined collaborative learning as placing
students in groups and giving then tasks in which they depend on each other to
complete the work is a wonderful way to capitalize on the social needs of
students.23 Social need of learning is a human need to respond to others and
operate together to reach the objective. The learning becomes interesting because
the learners doing it with their group. The learners also have to talk with others
what they are experiencing or explaining which is lead to the connection. This
connection motivates learners to stimulate learner.
Fourth, even broader than Panitz’s and Silberman, Bruffee makes an
emphasis on the process of reaculturation, he defines collaborative learning as
reaculturative process that become members of knowledge communities whose
common property is different from the common property of knowledge
communities they already belong to. Bruffee further writes that collaborative
learning helps learners to build understanding of knowledge and learning that are
already taking place in their society. Every person belongs to “several
22 Ted Panitz, Collaborative learning Versus Cooperative Learning, http;/www.city.londonmet .ac.uk/delibertaiion/colab.leraning/panitz.html. May 11th 2007 23 Mel Silberman, Active Learning (101 strategies to teach any subject), (Massachusetts: Allyn & Bacon, 1996), p. 6
interpretative or knowledge communities” 24 that forms many aspects such as
point of view, histories, values, conventions and interests. Therefore, at this point,
it is necessary to help learners learn to realize and discuss the line between the
communities they already belong to and the community represented by the
teacher academic discipline which the learners want enter.
From the four definitions discussed above, it can be summed up that the
definitions and the concept of collaborative learning are quite varied and broad.
Placing students in groups and giving them tasks in which they depend in each
other to complete the work is a wonderful way to capitalize on the social need of
students.25 In working together, students are enforced to know other thinking.
Differences between students can increase understanding about some materials or
lessons. Good communication is needed to achieve the goal.
From the explanation above, the writer concludes collaborative learning as
one method that uses students-group for teaching and learning. In collaborative
classroom, students decide their own goal in learning. The role of teacher is just
as a mediator and a knowledge transferor. Differences of knowledge in the groups
are expected increasing the understanding of the students of learning materials.
2. The Theories Underlying Collaborative Learning
There are three theories on how collaborative improves the educational
and physiological outcomes for learners, these can be broadly described as
cognitive, social constructivism and motivational.26 These theories based
collaborative learning as an approach in teaching learning.
First in relation to cognitive theory, working in the small group, learners
have the opportunity to rethink their understanding with others and to be exposed
to other mind. The share-cognitive approach places the focus on the social context 24 Kenneth Bruffee, Sharing Our Toys; Cooperative VS Collaborative Learning – Cover Story, http://findarticles.com/p/articles/mi_m1254/is_n1_v27/ai_16739700, May 11th 2007 25 Mel Silberman, “Active Learning”,…………………. 26 Smith and MacGregor, What is Collaborative Learning…………………..
that is claimed to make the collaborative happens and not just presence of
collaborating shared cognition provides a forum for the peers to learn knowledge
and skills in context where they are applicable. Moreover, by linking together
specific context and the knowledge to be learned, peers condition make
knowledge applying and eventually leading to creative thinking.
Second theory is social constructivism. Relating to this theory there is a
social discourse that leads to the conceptual framework which relates the new
knowledge.27 Social constructivism focuses on individual development with
respect to the social interaction. In collaborative learning, social interaction is
needed as a way to make the students more understand about what they have
learned.
The third theory is motivational; the motivational theorists believe that
structure of collaborative learning creates an environment which motivates
learning. For instance, if group and individual performance are components of
final assessment. Individuals are motivated not only to learn the material but also
to encourage all group members to understand the basic of knowledge. Here is a
driving force to foster positive interdependent relationship between group
members.
3. The Principles of Collaborative Learning
While there are different definitions of collaborative learning,
collaborative learning has four general characteristics. The first and the second
begin from the relationships between teachers and students. The third
characterizes the teachers with new approaches to the instructions. The fourth
addresses the composition of a collaborative learning. 27 Kenneth Bruffee, Sharing Our Toys; Cooperative VS Collaborative Learning – Cover Story………..
a Shared knowledge among teachers and students
In traditional classroom, the dominant view for teaching is the teacher
as information giver; knowledge is given only one way from teacher to
student. In contracts, the real of collaborative learning is shared knowledge.28
In collaborative classroom, teachers are the main knowledge. The teachers
have content, skills, instruction and information that should be given to the
students. With the students-group, it is expected can value and build the
knowledge, personal experiences, languages, strategies, and culture that
students take to the learning classroom. Sharing between teachers and students
it is important to drive collaborative learning.
b Shared authority among teachers and students
In collaborative classroom, teachers share authority with students in
very specific ways. In most traditional classrooms, the teacher is largely,
responsible for setting goals, designing learning tasks, and assessing what is
learned.29
Inviting students to set specific goal in learning is done by the
teachers. To set his specific goal, teachers are depended on what is being
taught and how the activities and assignments are. Collaborative teachers
encourage students to use of their own knowledge, ensure that students share
their knowledge and their learning strategies, treat each other respectfully, and
focus on high levels of understanding. They help students listen to diverse
opinions, support knowledge claims with evidence, engage in critical and
creative thinking, and participate in open and meaningful dialogue.
28 TB. Tinzmann, et.al., What is Collaborative Classroom? http://www.arp.sprnet.org/Admin/supt/ collab2.htm, May 21st 2007 29 TB. Tinzmann, et.al., What is Collaborative Classroom? ……..
c Teacher as mediators
As knowledge and authority are shared among teachers and students,
the role of teacher increasingly emphasize mediated learning. 30 Successful
mediation helps students connect new information to their experiences, also
helps figure out what to do when they are learning and how to learn. The
teacher as a mediator adds the information and supports to maximize the
ability to take responsibility for learning.
d Heterogeneous grouping of students
The perspective, experiences, and backgrounds of all students are important for enriching learning in the classroom. As learning beyond the classroom increasingly requires understanding diverse perspectives, it is essential to provide students opportunities to do this in multiple contexts in schools. 31
Heterogeneous in collaborative teaching and learning bring the
different knowledge, experience and culture to the classroom situation.
Students are taught to tolerance to other mind. It is expected with these
differences that students’ understanding can be increased by themselves.
4. The Advantages and Disadvantages of Collaborative Learning
There are some advantages of collaborative learning, they are:
a. Flexibility; the students are frequently ‘observer’ of others, and work to an
externally imposed pace. In small group and pair work, on other hand, the
possibility of an individual learning preferences being engaged is
correspondingly increased.
30 TB. Tinzmann, et.al., What is Collaborative Classroom? http://www.arp.sprnet.org/Admin/supt/ collab2.htm, May 21st 2007 31 TB. Tinzmann, et.al., What is Collaborative Classroom? …….
b. Dynamic; there are a number of different people to react it, to share ideas
with and so on; exchange of information is sometimes more ‘natural’ in
smaller-scale interaction.
c. Positive atmosphere; collaborative learning can promote a positive
atmosphere or ‘affective climate’. Motivation is improved if learners feel
less inhibited and more able to explore possibility self expressions;
therefore collaboration in the classroom is encouraged.
One of the important aspects of collaborative learning is that it is
helping promote collaborative behavior and better group relations among
students. It is simultaneously helping students with their academic writing.
32
The disadvantages of collaborative learning are:
a. It takes much time to organize the group. The teacher should make the
groups that combine all the students that have different intelligences
(heterogeneous groups).
b. The class becomes noisy. It could annoy other students.
c. The learners become confuse at the beginning. When the role of teacher
just as the mediators, the learners is expected to learn with their groups.
The learners are confused about the learning goal. They must take the
conclusion and opinion based many different discussions and minds.
C. Grammar Translation Method
5. The Definitions of Grammar Translation Method
The Grammar Translation method is a method of foreign or second language
teaching which uses translation and grammar study as the main teaching and
learning activities. At one time The Grammar-Translation Method was called
32 Jo Mcdonough and Cristopher Shaw, Materials and Method in ELT: a Teacher’s Guide, (Massachusets: Blakwell Publishing, 2003,) 2nd ed, p. 203
Classical Method since it was first used in the teaching of the classical languages
of Latin and Greek.33
Grammar Translation was in fact first known in the United States as the
Prussian Method.34 The Grammar Translation method, or classical method
emerged when people of the western world wanted to learn "foreign" languages
such as Latin and Greek. Its focus was on grammatical rules, the memorization
of vocabulary and of various declensions and conjugations, translations of texts,
doing written exercises.
Mean while Richards and Rogers defined the Grammar Translation
Method as a way of studying a language that approaches the language first
through detailed analysis of its grammar rules, followed by application of this
knowledge to the task of translating sentences and texts into and out of the target
language.35
The related argument that studying Greek and Latin helped to further a certain
intellectual discipline: the mind being trained, it was asserted, by logical analysis
of the language, extensive memorization of complicated rules and paradigms, and
the application of these rules and paradigms in translation exercises.36 By this
explanation Grammar-translation method is also called the ‘traditional method’.
This does not mean that it is the oldest method. It has been, and still is used in
language teaching and learning.
As we know, while teaching the text books the teacher translates every word
into the mother tongue of students. Further, students are required to translate
sentences from their mother tongue into English. These exercises in translation
33Article “Grammar Translation method” assessed at 10 June 2007 http:// en. wikipedia.org /wiki/ Grammar_translation 34 Jack C. Richard & Theodore S. Rodgers. Approaches and Methods in Language Teaching, a Description and Analysis. (New York: Cambridge University Press, 1986), p. 3 35 Richards and Rodgers, Approaches and Methods., p. 3. 36 Roger Bowers, Applied Linguistics and English Language Teaching, (London: Macmillan Publishers, 1991), p. 147.
are based on various items covering the grammar of the target language. The
method emphasizes the study of grammar through deduction that is through the
study of the rules of grammar. A contrastive study of the target language with the
mother tongue gives a view into the structure not only of the foreign language but
also of the mother tongue.
Classes are taught in the students' mother tongue, with little active use of the
target language. Vocabulary is taught in the form of isolated word lists.
Explanations of grammar are always provided. Grammar instruction provides the
rules for putting words together; instruction often focuses on the form and
inflection of words. Reading of difficult texts is begun early in the course of
study. Little attention is paid to the content of texts, which are treated as exercises
in grammatical analysis. Often the only drills are exercises in translating
disconnected sentences from the target language into the mother tongue, and vice
versa. Little or no attention is given to pronunciation.
From the explanation above, the writer interprets the Grammar Translation
method as a traditional method that emphasizes in writing and reading skill. The
translation to mother tongue is needed to support language teaching and learning.
Learning literary is main focus in this method.
6. The Theories Underlying Grammar Translation Method
Generally speaking, the Grammar-Translation Method belonged to the school
of traditional linguistics.37 Traditional linguists believed that the written form of
language was superior to the spoken form. they gave priority to the written form
and took words as their starting point. When discussing the rules of language,
traditional linguists usually took a prescriptive approach. Traditional linguists
emphasized correctness, the purity of a language, literary excellence and the use
of Latin models. 37 Article “Grammar Translation method” assessed at 10 June 2007 http://blog.hjenglish. com/cxchun/archive /2005/10/06/146389.html
The theory of language underlying the Grammar-Translation Method was
derived from Comparative Historical Linguistics.38 The result of comparison
between different languages indicated that the classical languages such as Greek
and Latin were very much similar to the modern Indo-European languages. In the
Grammar-Translation Method, Comparative Historical Linguistics believed that
all languages were from one language and were ruled by a common grammar. In
foreign language teaching, the target language was primarily interpreted as a
system of rules to be observed in texts and sentences and to be related to the first
language rules and meanings.
In the Grammar-Translation Method, the students’ first language was
maintained as the reference system in the acquisition of the target language.39
The theory of learning underlying the Grammar-Translation Method was
Faculty Psychology.40 The Faculty Psychologists believed that the mind of
human beings had various faculties which could be trained separately. According
to the Faculty psychologists, understanding and memorization of grammatical
rules which are complicated are very important to develop students mental. The
Grammar-Translation Method was an expression of classical humanism. The
language was regarded as a body of esteemed knowledge to be learned with an
emphasis on intellectual rigor.
There are three theories can be concluded in Grammar Translation method.
The written form is superior in Grammar Translation method, the system of rules
to be observed in texts and sentences and to be related to the first language rules
and meanings is emphasized in this method and the last is understanding and
memorization of grammatical rules which are complicated are very important.
7. The Principles of Grammar Translation Method
38 Article “Grammar Translation method” assessed at 10 June 2007 …… 39 Jack C. Richard & Theodore S. Rodgers. Approaches and Methods in Language Teaching….p.3 40 Article “Grammar Translation method” assessed at 10 June 2007 ……
A basic purpose of learning a foreign language in the Grammar
Translation method is to gain the ability of reading the literature written in it.
Literary language is superior to the spoken language. Student’s studies are
limited with target language. Translating each language into each other is an
important goal for learners. If they can do that, they are successful learners.
In this method the authority in the classroom is the teacher. Error
correction in teaching learning is if a student answers of a question
incorrectly, the teacher selects a different student to give the correct answer or
replies the answer.
To be able to communicate with target language’s speakers is not among
the goals. Grammar is taught deductively.41 Explicit grammar rules are given.
Students should be aware of the grammatical rules in target language and
when it is necessary, verb conjugations and some other grammatical
paradigms should be memorized. The primary skills to be improved are
reading and writing. Speaking and Listening are less important, pronunciation
is not taught.
8. The Advantages and Disadvantages of Grammar Translation Method
There are some advantages of Grammar Translation method, they are:
a. The phraseology of the target language is quickly explained.42 Translation is
the easiest way of explaining meanings or words and phrases from one
language into another. Other methods when explaining vocabulary items in
the second language is found time consuming. A lot of time is wasted if the
meanings of lexical items are explained through definitions and illustrations
in the second language. Further, learners acquire some short of accuracy in
understanding synonyms in the source language and the target language.
41 Jack C. Richard & Theodore S. Rodgers. Approaches and Methods in Language Teaching…p.4 42 “The Grammar Translation Method”, the article is accessed on April 26th, 2007 at http://purwarno- linguistics.blogspot.com/2006/01/grammar-translation-method_13.html
b. Teacher’s labour is saved.43 Since the textbooks are taught through the mother
tongue, the teacher may ask comprehension questions on the text that taught
in the mother tongue. Communication between the teacher and the learners
does not problems. Even teachers who are not fluent in English can teach
English through this method. That is the reason why this method has been
practiced so widely and has survived so long.
There are some disadvantages of Grammar Translation method, they are:
a. It is an unnatural method.44 The natural order of learning a language is
listening, speaking, reading and writing. That is the way how the child learns
his mother tongue naturally. But in the Grammar Translatio Method the
teaching of the second language starts with the teaching of reading. Thus, the
learning process is reversed.
b. Speech is neglected. The Grammar Translation Method lays emphasis on
reading and writing. It neglects speech.45 Thus, the students who are taught
English through this method fail to express themselves adequately in spoken
English. Even at the undergraduate stage they feel shy of communicating
through English. It has been observed that in a class, which is taught English
through this method, learners listen to the mother tongue more than that to the
second/foreign language. Thus, they have to pay a heavy price for being
taught through this method.
c. Exact translation is not possible. Translation is a difficult task and exact
translation from one language to another is not always possible.46 A language
is the result of various customs, traditions, and modes of behaviour of a
speech community and these traditions differ from community to community.
43 “The Grammar Translation Method”, the article is accessed on April 26th, 2007….. 44 “The Grammar Translation Method”, the article is accessed on April 26th, 2007….. 45 “The Grammar Translation Method”, the article is accessed on April 26th, 2007….. 46 “The Grammar Translation Method”, the article is accessed on April 26th, 2007…..
d. It does not give pattern practice. A person can learn a language only when he
internalizes its patterns to the extent that they form his habit.47 But the
Grammar Translation Method does not provide any such practice to the
learner of a language. It rather attempts to teach language through rules and
not by use. Researchers in linguistics have proved that to speak any language,
whether native or foreign entirely by rule is quite impossible. Language
learning means acquiring certain skills, which can be learnt through practice
and not by just memorizing rules.
D. Framework Thinking
To use the language, mastering vocabulary is needed. Vocabulary is basic
element to know the language. It is needed for understanding the meaning of words
and using it in the communication. Vocabulary mastery can be reached by learning
activities. It is not easy to learn vocabulary. The learners must learn actively. A
suitable method is needed to improve the vocabulary.
Collaborative learning appears as one of the promising learning concept offering
some new views in teaching and learning a second language especially vocabulary
learning. Particularly collaborative learning give learner the opportunity to think for
themselves, compare their thinking with others, make a small research project and
investigates subject matter with other learner. It is expected in teaching and learning
vocabulary that memorizing and spelling the words will be gotten by understanding
the meaning with the context of a phrase or larger in group situation.
From the reasons above it is expected collaborative learning can be a suitable
method for teaching and learning vocabulary, although the question of which method
is most appropriate for teaching and learning a foreign language is still under debate.
Although none is perfect, some these way are expected more successful than others.
47 “The Grammar Translation Method”, the article is accessed on April 26th, 2007…..
CHAPTER III
METHODOLOGY
A. Objective of the Study
The study aims to know the influence of optimizing collaborative learning in
vocabulary teaching at the third year students of SMK YAPRI (Yayasan Pendidikan
Raudlatul Ilmiyah) Cilandak.
B. Place and Time of the Study
The writer did the research at SMK YAPRI (Yayasan Pendidikan Raudlatul
Ilmiyah) Cilandak. He conducted this research at the school from the 16th of July
2007 to 5th of August 2007.
C. Research Method
This research is an experimental study in which the experimental class and the
controlled class were treated by the teachers who has the same educational
background from State Islamic University in order to eliminate the bias. The writer
told the teacher about the way of teaching and the lesson planning.
Before the treatment writer gave pre-test for comparing with the post-test that
was given after the treatment. It was given to know how the influence of collaborative
learning and grammar translation method to vocabulary knowledge of the students.
The treatment was done for eight meeting. After eight meetings the writer gave
the test as we called post-tests to both of the class. The tests had a same qualities and
quantities to keep the reliability of the research.
A week he had two meeting that was divided into four-hour lessons @ 50
minutes each for both control class and experimental class. It was two hours each
days. The writer divided them into two kinds teaching learning. A meeting was one
hour that used usual teaching learning as school’s recommendation, so it was an hour
for the research.
D. Population and Sampling
The population of this research consists of two classes, namely class 12 SK1,
class 12 PJ2. The sample of this research is 46 students, which is divided into 2
classes, namely class 12 SK1 and class 12 PJ2.
12 SK1, it is called as “Kelas Sekretaris”, and 12 PJ2, it is called as “Kelas
Penjualan”. The writer found these classes have low vocabulary. So the writer used
these two classes for the research because the writer found the problem in their
vocabulary knowledge. Both of the classes used to use grammar translation method
for language teaching and learning.
In the research the writer used SK1 for experimental class which is
collaborative learning used and 12 PJ2 for controlled class which is grammar
translation method used.
E. Instrument
The instrument of this research is vocabulary test which consisting of 30 (thirty)
questions. The test is divided into two test form; they are multiple choices and
matching tests. They are divided into three categories: easy (30%), middle (50%), and
difficult (20%). Multiple choices consist of 20 items from number 1 to number 20.
The score per item is 4. It means if students can choose the answer of 1 item
correctly, they will get 4 score and if they can choose the answer of 20 item correctly,
he will get 80 scores.
Matching tests consist of 10 items from number 20 to number 30. It’s score per
item is 2. It means if students can choose the answer of 1 item correctly. They will get
2 score and if they can choose the answer of 10 items correctly, he will get 20 scores.
From the description of each test form above, we can see that the high score of
this test is 100 scores.
The instrument is divided into two tests, the first is try-out to know how valid
and reliable the instrument is and the second is pre-test and posttest to know the gain
of students’ vocabulary.
1. Validity
According to Burhan Nurgiyantoro, research instrument validity questions
whether an instrument that will be used has a capability to measure something to
be measured.48 Moreover, he mentions that product moment theory is used to
measure research instrument validity.
Formula:
1) Mean total (Mt)
2) Standard Total Deviation (SDt)
3) Validity rpbi : rpbi
From the calculation about this test, the valid number that are 3, 5, 8, 9, 15,
21, 22, 23, 24, 25, 26, 27, 28, 29 and 30. it means from 30 question that was
given, there are 14 numbers which are valid. And 16 questions those were not
valid the writer changed the questions, so the questions were become valid.
48 Burhan Nurgiyantoro, Statistik Terapan untuk Penelitian Ilmu-Ilmu Sosial, (Yogyakarta: Gadjah Mada University Press: 2000), p. 296
NtX
Mt ∑=
)()( 22
NXt
NXt
SDt ∑∑ −=
qP
SDtMM
rpbirpbi tp −=:
2. Reliability
Reliability defines whether an instrument can measure something to be
measured constantly. Burhan Nurgiyantoro stated that “…Realibilitas menunjuk
pada pengertian apakah sebuah instrumen dapat mengukur sesuatu yang diukur
secara konsisten dari waktu ke waktu. Jadi kata kunci untuk syarat kualifikasi
suatu instrumen pengukur adalah konsistensi, keajegan, atau tidak berubah-
ubah”(Realibity questions whether an instrument can measure something
consistently from time to time. Thus, the key words for qualifying requirements
are consistency or unchanged).49
The formula to be used to find out reliability;
formula:
SDT2 = Varian Total
Σ piqi = piqi + p2q2 + p3q3 ....
K = total valid numbers
From the calculation of try out, the reliability score that the writer get is It
0,841. df = (20 – 2) = 18 r tabel = 5 % 18 = 0,444 The conclusion is r tabel < r
hitung, so the test is reliable.
F. Techniques of Analyzing the Data
49 Burhan Nurgiyantoro, Statistik Terapan untuk Penelitian Ilmu-Ilmu Sosial………….
( )( )1
222
−
−= ∑ ∑
nnXXn
SDt
⎟⎟⎠
⎞⎜⎜⎝
⎛ −⎟⎠⎞
⎜⎝⎛
−= ∑
2
112
.1 SDt
QPSDtK
KKR
To analysis and find out the differences of students score in using the
collaborative learning in teaching vocabulary in teaching vocabulary, the writer
uses t-test. The analysis has concerned between experiment class and controlled
class
T-test is one of statistic test that is used for testing the null hypothesis of
truth and fake. This t-test was taken from the different population. The writer
used t-test for two connected small sample.50 Because the objects are just 23
person each class.
The formula to seek “t” or to in the condition with small sample (N<30) is
as follows:
If we use the formula to seek the result of “to”, the steps are needed to find it
that can be explained as follows:
1. Mean of Variable I (Variable X)
2. Mean of Variable II (Variable Y)
3. Standard Score Deviation of Variable X
50 Prof. Drs. Adang Sudijono, Pengantar Statistik Pendidikan, Jakarta, PT. Raja Grafindo Persada, 2006, p. 305
21
21
MMSEMMto−
−=
1
1NXMorMx Σ
=
2
2NYMorMy Σ
=
1
2
1NX
SDorSDx ∑=
4. Standard Score Deviation of Variable X
5. Standard Error of Mean of Variable X
6. Standard Error of Mean of Variable Y
7. Difference of Standard Error between Mean of Variable X and variable Y
8. The final is seek “to”
2
2
2N
YSDorSDy ∑=
11
11
−=
NSDSDorSD MMx
12
22
−=
NSDSDorSD MMy
22
211 2 MMM SESESEorSE M +=
21
21
MMSEMMto−
−=
CHAPTER IV
RESEARCH FINDINGS
D. Data Description
After doing the research, the writer found the test score of experimental class
and controlled class as follows:
Table 1
The Test Scores of the Experimental Class Students
N
Pre-test
post-
test gained score
1 64 60 -4
2 48 64 16
3 50 66 16
4 46 56 10
5 62 64 2
6 66 64 -2
7 56 68 12
8 42 67 25
9 66 54 -12
10 64 76 12
11 58 78 20
12 72 78 6
13 78 82 4
14 36 64 28
15 52 62 10
16 58 76 18
17 48 64 16
18 68 67 -1
19 50 50 0
20 84 98 14
21 70 76 6
22 70 96 26
23 54 54 0
Sum 222
Table 1
The Test Scores of the controlled class
N
Pre-test
Post-
test Gained score
1 80 80 0
2 84 80 -4
3 76 76 0
4 80 64 -16
5 76 64 -12
6 32 54 22
7 44 68 24
8 44 72 28
9 49 68 19
10 60 58 -2
11 72 62 -10
12 57 62 5
13 49 58 9
14 62 52 -10
15 72 46 -26
16 46 70 24
17 64 50 -14
18 26 72 46
19 51 68 17
20 42 60 18
21 34 76 42
22 30 64 34
23 48 50 2
Sum 196
Table 2
The Calculation Result of Mean and Standard Deviation
of Experiment Class and controlled class
N X Y x y x2 y2
1 -4 0 -13.652 -8.522 186.382 72.620
2 16 -4 6.348 -12.522 40.295 156.794
3 16 0 6.348 -8.522 40.295 72.620
4 10 -16 0.348 -24.522 0.121 601.316
5 2 -12 -7.652 -20.522 58.556 421.142
6 -2 22 -11.652 13.478 135.773 181.664
7 12 24 2.348 15.478 5.512 239.577
8 25 28 15.348 19.478 235.556 379.403
9 -12 19 -21.652 10.478 468.817 109.794
10 12 -2 2.348 -10.522 5.512 110.707
11 20 -10 10.348 -18.522 107.078 343.055
12 6 5 -3.652 -3.522 13.338 12.403
13 4 9 -5.652 0.478 31.947 0.229
14 28 -10 18.348 -18.522 336.643 343.055
15 10 -26 0.348 -34.522 0.121 1191.750
16 18 24 8.348 15.478 69.686 239.577
17 16 -14 6.348 -22.522 40.295 507.229
18 -1 46 -10.652 37.478 113.469 1404.620
19 0 17 -9.652 8.478 93.164 71.881
20 14 18 4.348 9.478 18.904 89.837
21 6 42 -3.652 33.478 13.338 1120.794
22 26 34 16.348 25.478 267.251 649.142
23 0 2 -9.652 -6.522 93.164 42.533
Sum 222 196 0.000 0.000 2375.217 8361.739
From table 2 and 3, the writer have found that Σ X = 222, Σ Y = 196, Σ x2 =
2375.217, Σ y2 = 8361.739
The formula to seek “t” or to in the condition with small sample (N<30) is as
follows:
If we use the formula to seek “to”, the steps are needed as follows:
1. Determining Mean variable X with formula:
2. Determining Mean variable Y with formula:
3. Determining of Standard of Deviation of Variable X:
1
1NXMorMx Σ
=
23196
= 521,8=2
2NYMorMy Σ
=
23222
= 652,9=
1
2
1NX
SDorSDx ∑= 23217.2375
= 270.103=
162,101 =SDorSDx
21
21
MMSEMMto−
−=
4. Determining of Standard Deviation of Variable Y:
5. Determining of Standard Error of Mean Variable X:
6. Determining of Standard Error of Mean Variable Y:
7. Determining Standard Error Mean Difference of M1 and M2:
8. Determining to with formula:
21
21
MMo SE
MMt−
−=
23739.8361
= 553,363=
067,192 =SDorSDy
22
2
Ny
SDorSDy ∑=
11
11
−=
NSDSEorSE MMx 123
162.10−
=22162.10
=690.4162.10
=
065,42 =MSEorSE My
12
22
−=
NSDSEorSE MMy
123067.19−
=22067,19
=690.4067,19
=
166,2=MSEorSE Mx
22
211 MMM SESESEorSE +=
22 065,4166,2 +=
499.16691,4 += 19,21=
603,41 =SEorSEM
063,4521,8652,9 −
=
9. Determining t-table in significance level 5 % with df or db:
The writer gained t table for df = 44:
S.L. 5 % = 2,02
10. The Comparison between t-score with t-table:
t-score = -t-table <> t-score <> + t-table
t-score = -2,02 < 0,245 > 2,02
E. Test of Hypothesis
As mentioned the analysis above, the writer has determined the alternative
hypothesis (Ha) and null Hypothesis (Ho) as follows:
Ha: “There is a significant difference between the students’ vocabulary scores
taught by the Collaborative Learning and taught by the grammar
translation method”.
Ho: “There is no significant difference between the students’ vocabulary scores
taught by the collaborative learning and taught by the grammar translation
method”.
The hypothesis from experiment class and controlled class which are calculated
by using t-test formula above, the criteria as follow:
If to > tt
The alternative hypothesis is accepted and null hypothesis
is rejected. It means “There is a significant difference
between the students’ vocabulary scores taught by the
Collaborative Learning and taught by the grammar
( ) ( ) 4422323221 =−+=−+= NNdf
063,4131,1
= 245,0=
If to < tt
translation method”.
The alternative hypothesis is rejected and the null
hypothesis is accepted “There is no significant difference
between the students’ vocabulary scores taught by the
Collaborative learning and taught by the grammar
translation method”
According the calculation above, it can be interpreted that the gained scores
between teaching vocabulary through collaborative learning and teaching vocabulary
using grammar translation method were difference. The mean score of Experimental
class (variable X) is 9,652, while the mean score of controlled class (variable Y) is
8,521.
The calculation showed that the standard error mean was 4,063 with to 0,245.
This score was the result from the calculation of deviation standard X and Y, and the
calculation from mean of difference standard error X and Y.
Between experiment class and controlled class the writer used the degree of
significance of 5 %. From the calculation the writer found the degree of freedom (df)
is 44 obtained from (N1 + N2 – 2) = (23 + 23 – 2). in significance level 5 % with df
or db, it can not be found the score of 44, so the writer determined the degree of
freedoms score with 40. So the df was 2,02. Comparing the result of t-score with the
value of degree of significance, the writer got -2,02 < 0,245 < 2.02. Since to score
obtained from the result of calculating is smaller than tt score in the table, so the
alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is accepted.
Because the alternative hypothesis is rejected and the null hypothesis is accepted, it
was meant there is no significance difference between the students’
vocabulary scores taught in experiment class and controlled class.
F. Interpretation of Data
According to the explanation about the analysis of the result on the tables
above, we can conclude that teaching vocabulary through the collaborative learning
was not adequate success. It can be seen on the tables above that the students who
learn in the experiment class and the controlled class Method do not have a
significant differences.
Based on the data, the mean scores of experiment class is 9,652, controlled
class is 8,521. So the to-score is 0,245. When the t-table is compared with t-
observation, the result showed that t-table is bigger than to-score. It means that there
is no significant influence of using the collaborative learning in teaching vocabulary
and teaching vocabulary through grammar translation method. Although there are
differences of the students’ vocabulary scores taught by the collaborative learning but
they are not significant differences. So, the students’ vocabulary scores taught by the
collaborative learning are not better than taught in controlled class.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
With regard to above result, the writer concludes that teaching vocabulary
through the collaborative learning is not better than teaching vocabulary trough
grammar translation method. It can be seen on the tables above that the students
who there where in experiment class and there were in controlled class do not
have a significant differences. It shows that:
1. The mean of test score between experiment and controlled class are not quite
different. The mean score of experiment class (variable X) is 9,625, while the
mean score of controlled class (variable Y) is 8,521.
2. The result of the analysis of the research shows the value of “to” is 0,245. It is
smaller than the value of t-table of the significance 5% that is 2,02. So the
analysis can be interpreted that -2,02 < 0,245 < 2,02.
3. to score obtained from the result of calculating is smaller than tt score in the
table, so the alternative hypothesis (Ha) is rejected and the null hypothesis
(Ho) is accepted.
B. Suggestion
According to conclusion above, the writer suggests for the teacher who is
teaching English language especially vocabulary. There are some suggestions that
can be suggested connecting to the writer’s conclusion. The suggestions are as
follows:
1. Teacher is expected to have good planning in teaching for the learners. This is
basic element when a teacher teaches the class. Especially to teach a
vocabulary as known as a basis of language.
2. Teacher should employ various methods and techniques in teaching language
especially vocabulary. Games, pictures, gestures are needed for remembering
vocabularies so it can be understand clearly.
3. Teacher is not expected to be a mediator only but he should be a motivator too
to motivate learners more active in their classroom activities. In the class,
usually the active learners are partially. It is the teacher’s job to motivate them
so they can learn fully.
4. In collaborative learning, it is better to employ it in more advanced level
because collaborative needed more understanding in many aspects (individual
environment and social environment).
5. The teacher is not expected to focus only on the grammatical forms, but also
how to use the language to communicate. So the teacher must teach integrated
language skill and sub-skill because the mean of the language is to
communicate. With this suggestion is expected that the students will not get
confused and misunderstanding.
6. Teacher is expected to create a comfortable classroom for the learners.
Teacher can change the form of chairs or tables in the class to find a
comfortable classroom for them.
Those are some suggestions which the writer offered especially to the
teacher as an addition to complete the way of teaching learning process in the
classroom.
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