Proposal Skripsi FKIP Bahasa Inggris
IMPROVING
VOCABULARY MASTERY THROUGH
GROUP
INVESTIGATION TECHNIQUE OF THE SIXTH GRADE STUDENTS OF SD NO. 2 TIBUBENENG
IN
ACADEMIC YEAR 2010/2011
1.1 Background of the Study
Learning English
as an international language is very important for many people in the world, in
order to develop relationship with those who come from different national
language. If we can communicate with each other through reading news papers, magazines
or anything else, we will know the customs, culture and
development other countries.
development other countries.
English is used
internationally as a means of communication. People compete strongly throughout
the world to survive, due to the rapid development of science and technology,
the mastery of the English language is compulsory. English is used as
telecommunication tools. Therefore, it makes the mastery of English very
crucial. Language exists to complete communication, namely to convey idea, or
any opinion or any message from someone else, from the speaker to the reader or
listener. So, the function of the language is as a communication, both oral and
written.
Based on the
elementary school curriculum, the learning of English involves the mastery of
four skills namely, listening, speaking, writing and reading. Moreover the
other aspects of language are concurrently taught to develop the four language
skills above such as, grammar, pronunciation, vocabulary, and spelling. The
above basic skills can not be successfully learned or mastered then the
language components are not well mastered or vice versa. As, a result, learners
will not be able to communicate well in English. Vocabulary is crucial in
language learning since the ability to communicate is primary supported by the
vocabulary mastery of that language. In relation to this Rachmadie (1985) states
that in order to be able to communicate, knowing the rule of grammar,
structure, phonology of language, it will be useless without the mastery of
vocabulary.
Vocabulary is
the sum of words of any language used in books or texts. In order to understand
texts or books the vocabulary as one element of the text shall be mastered
well. To master vocabulary, the words shall be learned item by its definiton.
Moreover, Mc
Neil in Murga (2006:3) writes that to read well, he/she needs a strong
vocabulary. To build strong vocabulary, he/she needs to read well. In order to
read confidently, he/she has to know many words and he/she has to know how to
figure out the meanings of new words that he/she discovers as he/she reads. Yet
the best way to expand his/her knowledge of words is to read often in varied
content areas.
In accordance
with the face above, it is found that the elementary school students faced
problems in learning vocabulary. Most of them can not recognize and produce the
meaning of the words that has already been taught by the teacher, as the case
with the sixth grade students of Sekolah Dasar No. 2 Tibubeneng.
Furthermore,
Palmberg (1990:18) asserts that the unsuccessful teaching of vocabulary can
also be caused by the teaching learning condition and teaching learning style.
This suggests that the English teachers shall be creative and innovative in
teaching and practicing different vocabulary teaching technique, one of the vocabulary
activities which is considered more effective is Group Investigation Technique.
Group
Investigation as a cooperative learning method to integrate interaction and
communication in the classroom with the process of academic inquiry. In this
method, groups take on topics within a unit syudied by the entire class. The
groups break these topics into tasks within the group and carry out the
activities necessary to prepare group reports, which are presents to the class
as a whole. In addition, the resercher believes that Group Investigation
Technique can improve the student’ achievement in English vocabulary at sixth
grade students of Sekolah Dasar No. 2 Tibubeneng.
1.2
Statement of Research Question
Based on the explanation
above, the problem of the study can be stated as follows : “To what extent is
the effectiveness of Group Investigation Technique in improving students’
vocabulary mastery of the sixth grade students of Sekolah Dasar No. 2 Tibubeneng?”
1.3 Objective of the Study
The basic of the problem states above, the study is
developed with the fundamental purpose of improving vocabulary mastery of the sixth
grade students of Sekolah Dasar No. 2 Tibubeneng. Besides, this study is also
intendeed to find out the effectiveness of Group Investigation Technique especially
for improving students vocabulary in the school cencerned.
1.4 Limitation of The Study
On account of
this fact, challenges will be related to vocabulary mastery faced by the
subjects of this study are definitely too broad and complex to be dealt with in
a single study. Accordingly, in the present class action study the researcher,
while acknowledging that there are many other useful stategies, limits this
investigation to the improving students vocabulary through Group Investigation Technique
of Sekolah Dasar No. 2 Tibubeneng. The material and source are taken from the
same book as in the class of the sixht grade students of Sekolah Dasar No. 2
Tibubeneng.
1.5 Significance
of The Study
The
results of the present study are expected to bear the following importance.
a.
Theoretically, the findings of the
present study are expected to contribute substantial support to the existing
research findings which have revealed, that learning
vocabulary is significant to the achievement of the student in mastering the
four language skills which are supposed to be relatively difficult, and should
be learned and mastered by the sixht grade students of Sekolah Dasar No. 2
Tibubeneng.
c.
The findings of the present study are also
further intended to shed light on the implementation of communicative approach,
the students must master the vocabulary. Vocabulary mastery is a very important
component in mastering English.
1.6 Assumption
For
the purpose of underlying the present study, some assumptions are :
·
The instrument is used for collecting
data are considered to be valid and reliable.
·
The populations of the study are the
sixth grade students of Sekolah Dasar No. 2 Tibubeneng which are assumed to be
capable of acquiring vocabulary through Group Investigation Technique.
·
It is assumed that the population has
already mastered vocabulary.
·
All subjects under investigation are
assumed to have learnt English for the same period of time.
·
The subjects under study are assumed to
have the same level.
1.7 Hypothesis
On
attempting to give a tentative solution to the problem, the hypothesis will be
stated as the following: the students ‘vocabulary mastery can be improved
through Group Investigation Technique.
1.8 Definition
of Key Terms
To avoid misunderstanding about the present study and
provide clear sight about what this study is about, some key terms are
explained operationally as follows:
1.8.1 Vocabulary
Vocabulary is a list of
words used in a book, usually with definition or translation (Hornby 1987:959).
Vocabulary is a list of words arranged on alphabetical order and briefly
explained the associate meaning with particular combination of letters that
from a word or group of word and used by person, class or proffesion, either in
speaking and writing using those words or phrases.
1.8.2 Group Investigation Technique
Group Investigation Technique is a learning method
which involves the activities of deciding topic and teams, planning action, final
report preparation, and assessment during teaching and learning process (Tsoi et al, 2008). It is a cooperative
learning method to integrate interaction and communication in the classroom
with the process of academic inquiry.
1.8.3 Sekolah
Dasar No. 2 Tibubeneng
One of the state
elementary school which is located in Tibubeneng Village, Kuta Utara, Badung
Regency.
1.9
Theoretical Framework
This present study is based on the following theoretical
framework : (1) Conception of vocabulary, (2) Conception of teaching vocabulary,
(3) Conception of the importace of vocabulary, (4) Classification of vocabulary,
(5) Technique in improving vocabulary, (6) Assesment of vocabulary.
1.10 Research
Method
1.10.1 Subject
of the Study
The
subjects of this research are the sixth grade students of Sekolah Dasar No. 2 Tibubeneng.
In the Academic Year of 2010/2011. These students are 35 of all together, which
specifically consist of 17 females and 18 males. They were selected on the
basis of the preliminary observation, which shows that students have low
achievement in recognizing and producing word meaning.
1.10.2 Research Design
The type of investigation uses in
this research is Classroom Action Research. Action research is a cyclic process
of planning action, observation and reflection (Kemmis and Taggart, 1988 : 35).
This study is intended to know the effectiveness of Group Investigation
Technique in improving students vocabulary of the sixth grade students of
Sekolah Dasar No. 2 Tibubeneng. This classroom action study is concerned with improving
students vocabulary skill consist of : initial reflection or pre-test,
questionnaire, and reflection or post test. In this classroom action study the
teaching and learning process were divided into two cycles, in which each cycle
consist of four session, each session of four interconnected activities namely.
Planning (P), Action (A), Observation (O) and Reflection (R). The designed of
the present class action can be formulated as in the following :
1.10.3 Research instrument
There
are a number of research instruments that used in collecting the data, such as
follows:
1. Teaching Scenario
The
teacher’s scenario is prepared in order to have a clear description of what to
be done in the classroom. It is a guideline for the teacher in conducting every
step of the teching plan.
2. Test
Based
on its function, the test can be divided into two types, namely : Pre test and
Post test. A pre-test is developed in order to know the problem in detail and
to examine students’ achievement in vocabulary mastery before the treatment is
given. In consists of ten items, the students should match the word in the
boxes with the picture. Post test I is administered to know students’ mastery after
the action. Post test II will be continue if the improvement still not
significant yet.
3. Questionnaire
The
questionnaire are given to the students in order to get the subjects’ response
toward learning English, especially in English Vocabulary through group
Investigation Technique. It will be distributed at the end of the second cycle.
This is simple one which consists of ten items.
1.10.4 Data Collection
The intended data in this study are collected by using
Intial Reflection (pre-test), Reflection (post-test), and questionnaire.
Firstly before the teaching is carried out the students are given pre test.
This is conducted in order to find the initial reflection as well as to see the
problem they faced. They are tested individually and suggests to answer ten
questions. There are two kinds of data : quantitative and qualitative data. The
students’ score that can be collected by the students in post-test 1 –
post-test 2 shows quantitative data. The qualitative data is obtained from the
questionnaire.
1.10.5 Data Analysis
The
obtained data is analyzed by descriptive quantitative and descriptive
qualitative techniques in order to find out the result of the study. The
quantitative data is obtained from the result of the pre-test and the two
post-tests. Whereas the qualitative data is obtained from the result of the
questionnaire.
Both data are analyzed
descriptively in which the mean score of the pre-test is compared to the mean
score of the post-test 1 and 2 to know how far the effectiveness of the
treatment given in improving the students’ vocabulary achievement.
The following formula is used to
analyze the obtained data adopted from the criteria proposed by Masidjo (1995)
:
1. The score obtained by each student / subject
(X)
(Masidjo, 1995)
2. The student’s level of Mastery
(Masidjo, 1995)
3. The student’s mean score (M)
(Masidjo, 1995)
As an addition, if the
mean score were > 75, the cycle will be stoped.
For determining the level of students’ mastery,
particularly, the Criterion Referenced Type I is used in which the minimum
competence that is considered as a passing score is 65% from the whole
materials and that falls into sufficient category.
The criteria of the level of the student’s mastery can be
seen in the following table.
Table 3.1 The Level of The
Student’s Mastery
Scores
(%)
|
Level
of Mastery
|
90%
- 100%
|
Excellent
|
80%
- 89%
|
Good
|
65%
- 79%
|
Sufficient
|
55%
- 64%
|
Insufficient
|
Less
than 55%
|
Poor
|
The above table can be
explained as follows :
Excellent : the students’ level who are able to master 90 – 100% of the
whole material.
Good : the students’
level who are able to master 80 – 89% of the whole material.
Sufficient : the students’ level who
are able to mater 65 – 79% of the whole material.
Insufficient : the students’ level who are
able to master 55 – 64% of the whole material.
Sufficient : the students’ level who are able to mater less
than 55% of the whole material.
4. The data resulted from the questionnaire :
(Masidjo, 1995)
REFERENCES
Bonita
Aryvadevi, Desak Putu, 2009. Implementation
of Group Investigation To Improve The Students’ achievement in the Seventh
Grade Students of SMPN 1 Banjar in Writing Descriptive Paragraph in the
Academic Year 2008/2009. Institut Keguruan dan Ilmu Pendidikan Negeri
Singaraja.
Hornby,
A.S. 1987. Oxford Advance Learner
Dictionary of Current English. London: Oxford University Press.
Palmberg,
R. 1990. Improving Foreign Language
Learner’s Vocabulary Skills. RELC Journal. Vo. 21 (1) : 1-9
18 Juni 2015 pukul 07.12
terima kasih banyak nah bli