perpustakaan.uns.ac.id digilib.uns.ac.id THE ...eprints.uns.ac.id/15148/1/346772401201409337.pdffrom the scores that improved gradually in every test. ... teacher ˇs technique in

perpustakaan.uns.ac.id digilib.uns.ac.id

commit to user

i

THE IMPLEMENTATION OF BRAINSTORMING ACTIVITIES

IN IMPROVING STUDENTS’ VOCABULARY MASTERY

(A CLASSROOM ACTION RESEARCH ON THE EIGHTH GRADE

STUDENTS OF SMP NEGERI 39 PURWOREJO

IN 2009/2010 ACADEMIC YEAR)

Arranged by:

IKA LARASTUTI

K2205011

THESIS

Submitted to Teacher Training and Education Faculty of

Sebelas Maret University as a Partial Fulfillment of the Requirements

for Gaining the Undergraduate Degree of English Education

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2013


commit to user

ii


commit to user

iii


commit to user

iv


commit to user

v

ABSTRACT

Ika Larastuti. K2205011. “THE IMPLEMENTATION OFBRAINSTORMING ACTIVITIES IN IMPROVING STUDENTS’VOCABULARY MASTERY (A CLASSROOM ACTION RESEARCH ONTHE EIGHTH GRADE STUDENTS OF SMP NEGERI 39 PURWOREJOIN 2009/2010 ACADEMIC YEAR)” A thesis. Surakarta: Teacher Training andEducation Faculty of Sebelas Maret University, April 2013.

The aims of the research are: (1) to identify whether and to what extent theimplementation of brainstorming activities improves the students’ vocabularymastery and (2) to describe the class situation when brainstorming activities areimplemented in the classroom.

The method used in this research is collaborative classroom actionresearch; it is designed to improve students’ vocabulary mastery by usingbrainstorming activities. The research was carried out on the eighth grade studentsof SMP Negeri 39 Purworejo in the academic year of 2009/2010 in April untilMay 2010. It is conducted in two cycles in which each cycle includes four stagesnamely planning, action, observation and reflection. Each cycle consisted of threemeetings. The data is in the form of qualitative and quantitative data. Thequalitative data is collected through observation, interview, field note, researchdiaries and photograph. The quantitative data is collected from the scores of pre-test and post-test. The qualitative data was analyzed using Constant ComparativeMethod and the quantitative data was analyzed by comparing the mean score ofpre-test and post-test.

The research findings showed that brainstorming activities can improvestudents’ vocabulary mastery. The improvement of vocabulary mastery isbrainstorming activities could help students to learn four aspects of vocabularieswell. Their achievement could be seen from their performance in learning andfrom the scores that improved gradually in every test. The mean score of the pre-test is 6.11, the mean score of the post – test cycle 1 is 7.20 and the mean score ofthe post – test cycle 2 is 7.80 The improvement of class situations can be seenfrom the differences before and after the research. Before using brainstormingactivities, the teacher found difficulties in motivating and encouraging thestudents to learn English. After implementing the uses of brainstorming activities,the researcher could reduce the difficulties. The teaching learning process wasmore effective because the students are more motivated in learning.

The researcher hopes that the finding of this research can enrich theteacher’s technique in improving students’ vocabulary mastery and enrich theknowledge and experience for other researchers and readers.


commit to user

vi

ABSTRAK

Ika Larastuti. K2205011. “PENERAPAN KEGIATAN CURAH IDE DALAMMENINGKATKAN PENGUASAAN KOSAKATA BAHASA INGGRISSISWA (PENELITIAN TINDAKAN KELAS DI KELAS 8 SMP NEGERI 39PURWOREJO TAHUN AJARAN 2009 – 2010” Skripsi. Surakarta: FakultasKeguruan dan Ilmu Pendidikan Universitas Sebelas Maret, April 2013.

Tujuan penelitian ini adalah: (1) untuk mengetahui apakah dan sejauhmana penerapan kegiatan curah ide dalam meningkatkan penguasaan kosakatasiswa dalam pembelajaran Bahasa Inggris dan (2) untuk menjelaskan situasi kelaspada saat kegiatan curah ide diterapkan di dalam kelas.

Metode yang digunakan dalam penelitian ini adalah penelitian tindakankelas kolaboratif; penelitian ini didesain untuk meningkatkan penguasaankosakata siswa menggunakan kegiatan curah ide. Penelitian ini dilakukan di kelas8 SMP Negeri 39 Purworejo tahun ajaran 2009/2010 dari bulan April sampai Mei2010. Penelitian dilaksanakan dalam dua putaran di mana setiap putaran terdapatempat langkah yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Setiapputaran terdiri atas tiga kali pertemuan. Data penelitian dalam bentuk kualitatifdan kuantitatif. Data kualitatif diperoleh melalui pengamatan, wawancara, catatanlapangan, catatan harian peneliti dan foto. Data kuantitatif diperoleh dari nilai pre-tes dan post-tes. Data kualitatif dianalisis menggunakan Metode KonstanKomparatif dan data kuantitatif dianalisis dengan cara membandingkan nilai rata-rata antara pre-tes dan post-tes.

Penemuan peneliti menunjukkan bahwa kegiatan curah ide dapatmeningkatkan penguasaan kosakata Bahasa Inggris siswa. Peningkatanpenguasaan kosakata siswa adalah kegiatan curah ide dapat membantu siswamempelajari empat aspek kosakata dengan baik. Peningkatan dapat dinilai dariaktifitas belajar siswa dan nilai tes yang naik secara bertahap. Rata-rata pre-tesadalah 6.11, rata-rata post-tes 1 adalah 7.20 dan rata-rata post-tes 2 adalah 7.80.Peningkatan situasi kelas dapat dilihat dari perbedaan sebelum dan sesudahpenelitian. Sebelum penggunaan kegiatan curah ide, peneliti menemukankesulitan dalam memotivasi dan memberanikan murid untuk belajar bahasaInggris. Setelah penerapan kegiatan curah ide, peneliti dapat mengurangi kesulitandalam proses pembelajaran. Pembelajaran menjadi lebih efektif karena muridlebih termotivasi.

Peneliti berharap penemuan penelitian ini dapat menambah teknik gurudalam meningkatkan penguasaan kosakata siswa khususnya dalam pelajaranBahasa Inggris dan menambah pengetahuan dan pengalaman bagi peneliti lain danpara pembaca.


commit to user

vii

MOTTO

So truly with each hardship comes ease. Truly with each hardship comes ease

(Al-Insyirah 5-6)

Nun, demi pena dan apa yang mereka tuliskan

(Al-Qalam 1)

Man jadda wajada, Man shabara zhafira, Man yazra’ yahshud

Siapa yang bersungguh-sungguh pasti berhasil,

Siapa yang bersabar pasti beruntung,

Siapa yang menanam dia yang memetik

(Arabic Proverb)

Dum Spiro, Spero

While I breathe, I hope

(Cicero)

A journey of a thousand miles begins with one small step

(Lao Zhu)

Never measure the height of a mountain until you have reached the top

Then, you will see how low it was

(Dag Hammarskjold)

If there is a will, there is a way

(English Proverb)

Be an unbeatable!

(The Writer)


commit to user

viii

DEDICATION

This thesis is whole-heartedly dedicated to:

- Allah SWT and the Prophet Muhammad SAW

- Beloved parents, my sister Prasekti Dwijayanti and my extended family

- Abi Andaya Iswara

- Maya, Tika, Tyar and my best friends

- The classmates of English Education Department 2005

- All of lecturers and students of English Education Department of UNS

- All of teachers, lecturers and students in this world. You are awesome!

- Everyone who gave me a hand, motivation, and encouragement on my thesis

and my life. You make all more iridescent.

- The readers, here and there


commit to user

ix

ACKNOWLEDGEMENT

Praise to Allah the Almighty for His blessing given to the writer, so she

can accomplish the writing of her thesis as a partial fulfillment of the

requirements for gaining the Undergraduate Degree of Education in English

Education Department of Sebelas Maret University Surakarta. The writer also

wishes to express her deepest gratitude and appreciation to:

1. Prof. Dr. M. Furqon Hidayatullah, M.Pd, the Dean of Teacher Training

and Education Faculty, for giving the writer permission to write the

thesis.

2. Dr. M. Rohmadi, S.S., M.Hum, the Head of the Art and Language

Education Department, who gave the writer permission to write the

thesis.

3. Endang Setyaningsih, S.Pd, M.Hum, the Head of the English

Education Department, who gave the writer permission to write the

thesis and as the writer’s second consultant for her guidance, advice,

encouragement and time during the completion of this thesis writing.

4. Drs. A. Handoko Pudjobroto, as the writer’s first consultant for his

guidance, advice, encouragement and time from beginning up to the

completion of this thesis writing.

5. Drs. Bambang Agus Purwanto, M.Ed, (RIP) as the writer’s formerly

first consultant for his dedication, guidance, advice, helping and time,

even when he was sick, he still spent his time for reading and

discussing the writer’s thesis.

6. Drs. Martono, M.A., as her Academic Consultant for his advices.

7. All of the Lecturers in English Education Department of Teacher

Training and Education Faculty of Sebelas Maret University.

8. Suwarto AS, S.Pd. MM.Pd., the Headmaster of SMP Negeri 39

Purworejo for facilitating the writer in doing the research.

9. Sugeng Sutopo, S.Pd, the English Teacher of class VIII B for helping

the writer in conducting this research.


commit to user

x

10. All of the students in class VIII B of SMP Negeri 39 Purworejo for

participating well in this research.

11. All of her teachers for teaching, educating and giving her knowledge

and manner.

12. Her beloved Mom and Dad for their prayer, caring, love and sincerity;

her sister Prasekti Dwijayanti for her cheers; also her extended family

for their prayers, support and love.

13. Abi Andaya Iswara for good and bad times; his family for their prayer

and encouragement.

14. Kriana, Tika, Maya, Tyar, Nova, Arifia, Aryo, Bimo, Aam, Arifah,

Sarah, Suci, Morgan, Ajeng, Aji, Diana Eka, Nunik, Nila, Nia, Ika,

Tina, Ocha, Widi, Bena, Diana Permata, Fita Lita, Dhita, Ardian,

Andri, Ignazt, Yanika, Agung, Mb Assa and all her best friends.

15. All of her friends in English Education Department of Sebelas Maret

University, SMA Negeri 1 Purworejo and SMP Negeri 2 Purworejo.

16. All of her friends in Wisma Putri Sima 2 Jebres Surakarta for good and

bad times.

17. Everyone who lend her a hand in the completion of this thesis writing.

Finally, the writer realizes that the thesis is imperfect as she has limitation

as human being. Hence, any criticism and suggestion will be valuable to the

betterment of this thesis. Last, she hopes that this thesis can contribute both

theoretically and practically to the development of English language teaching

field.

Surakarta, April 2013

Ika Larastuti


commit to user

xi

TABLE OF CONTENT

page

TITLE OF PAGE………………………………………………………… i

PRONOUNCEMENT…………………………………………………… ii

THE APPROVAL OF THE CONSULTANTS………………………….. iii

THE APPROVAL OF THE EXAMINERS…………………………....... iv

ABSTRACT…………………………………………………………......... v

ABSTRAK………………………………………………………………… vi

MOTTO……………………………………………………….................... vii

DEDICATION……………………………………………………………. viii

ACKNOWLEDGEMENT……………………………………………...... ix

TABLE OF CONTENT………………………………………………....... xi

LIST OF TABLES……………………………………………………....... xiv

LIST OF FIGURES……………………………………………………..... xv

LIST OF CHARTS ………………………………………………………. xvi

LIST OF APPENDICES…………………………………………………. xvii

CHAPTER I INTRODUCTION………………………………………….. 1

A. Background of the Study………………………………………….. 1

B. Problem Statements………………………………………………... 8

C. Objectives of the Study……………………………………………. 8

D. Benefits of the Study………………………………………………. 9

CHAPTER II REVIEW ON RELATED LITERATURE………………… 10

A. Review on Vocabulary Mastery…………………………………… 10

1. The Nature of Vocabulary Mastery……………………………. 10

2. The Construct of Vocabulary Mastery………………………… 12

3. Types of Vocabulary………………………………................... 13

4. Aspects of Vocabulary…………………………………............. 14

5. The Importance of Teaching Vocabulary……………………… 19

6. Teaching and Learning Vocabulary………………………….... 21

a. The Ways of Choosing Appropriate Vocabulary…………..

b. The Techniques of Presenting New Vocabulary…………...

21

23


commit to user

xii

c. The Ways to Discover the Meaning of the New Words…… 31

d. The Ways to Help Students Remember the New Words….. 32

7. Procedures of Teaching Vocabulary………………………........ 33

B. Review on Brainstorming Activities………………………………. 33

1. The Nature of Brainstorming Activities……………………….. 33

2. Kinds of Brainstorming Activities…………………………....... 36

3. The Advantages of Using Brainstorming Activities in English

Teaching and Learning Process………………………………… 41

C. Rationale……………………………………………………............ 44

D. Hypothesis…………………………………………………………. 46

CHAPTER III RESEARCH METHODOLOGY……………………….. 47

A. Research Setting………………………………………………........ 47

B. Research Subject…………………………………………………… 48

C. Research Methodology…………………………………………….. 48

D. The Procedures of Action Research……………………………..... 49

E. Data Collecting…………………………………………………….. 52

1. Collecting Qualitative Data……………………………………. 52

2. Collecting Quantitative Data………………………………….. 55

F. Data Analysis………………………………………………………. 56

1. Qualitative Data Analysis……………………………………… 56

2. Quantitative Data Analysis…………………………………….. 57

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION………....... 59

A. Research Findings………………………………………………….. 59

1. Cycle 1…………………………………………………………. 59

2. Cycle 2………………………………………………………… 61

B. Discussion………………………………………………………….. 69

C. Hypothesis Testing…………………………………………………….. 73

CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION 74

A. Conclusion……………………………………………………......... 74

B. Implication……………………………………………………......... 76

C. Suggestion……………………………………………………......... 77


commit to user

xiii

BIBLIOGRAPHY………………………………………………………… 79

APPENDICES…………………………………………………………….. 83


commit to user

xiv

LIST OF TABLES

page

Table 3.1. Research Schedule……………………………………… 48

Table 4.1 The Summary of Research Findings in Cycle 1………... 59

Table 4.2 The Summary of Research Findings in Cycle 2………... 61

Table 4.3 Research Findings Based on Field Note of Research ….. 63

Table 4.4 Research Findings Based on Interview Transcript before

and after Research………………………………………. 64

Table 4.5 Research Findings Based on Researcher’s Diaries……... 65

Table 4.6 The Comparison of Students’ Mean Score in Pre-Test,

Post-Test 1 and Post-Test 2…………………………….

66

Table 4.7 The Comparison of Mean Score of Each Vocabulary

Aspect Scores…………………………………………..

66

Table 4.8 The Comparison of Students’ Scores in Post-Test 1 and

Post-Test 2………………………………………………

66

Table 4.9 The Improvement of Students’ Vocabulary Mastery

from Cycle 1 to Cycle 2…………………………………

67

Table 4.10 The Summary of All Research Findings………………... 67


commit to user

xv

LIST OF FIGURES

page

Figure 2.1 The Example of Brainstorming Activities……………….. 43

Figure 3.1 The Procedures of Action Research................................... 52


commit to user

xvi

LIST OF CHARTS

page

Chart 4.1 Students’ Improvement of Meaning Aspect……………... 70

Chart 4.2 Students’ Improvement of Spelling Aspect……………… 70

Chart 4.3 Students’ Improvement of Using Aspect………………... 71

Chart 4.4 Students’ Improvement of Pronunciation Aspect……….. 71


commit to user

xvii

LIST OF APPENDICES

page

Appendix 1: School Map……………………………………………… 84

Appendix 2: List of Students’ Name…………………………………... 85

Appendix 3: Group Distribution………………………………………. 86

Appendix 4: Class Seat Map…………………………………………... 87

Appendix 5: Research Schedule………………………………………. 89

Appendix 6: Indicators of the Problem………………………………... 90

Appendix 7: Pre-Research Observation………………………………. 91

Appendix 8: Transcript of Interview (before Research)………………. 96

Appendix 9: The Result of Questionnaire (before Research)…………. 116

Appendix 10: Lesson Plans…………………………………………….. 118

Appendix 11: Field Note of Action Research…………………………... 149

Appendix 12: Researcher’s Diaries…………………………………….. 162

Appendix 13: The Result of Questionnaire (after Research)…………… 169

Appendix 14: Transcript of Interview (after Research)............................ 171

Appendix 15: Summary of All Research Findings…………………….. 186

Appendix 16: Blueprint, Pre-Test Items, Key Answers and Scoring

Rubrics………………………………………………….. 188

Appendix 17: Blueprint, Post-Test 1 Items, Key Answers and Scoring

Rubrics……………………………………...................... 193

Appendix 18: Blueprint, Post-Test 2 Items, Key Answers and Scoring

Rubrics……………………………………....................... 199

Appendix 19: Sample of Students' Test Items and Answer Sheets…….. 204

Appendix 20: Transcript of the Students’ Pronunciation………………. 241

Appendix 21: Sample of Students’ Questionnaires…………………….. 250

Appendix 22: Recapitulation of Students’ Score……………………….. 260

Appendix 23: Photographs……………………………………………… 264

Appendix 24: Letters of Permission…………………………………….. 269

Documents

perpustakaan.uns.ac.id digilib.uns.ac.id THE ...eprints.uns.ac.id/15148/1/346772401201409337.pdffrom the scores that improved gradually in every test. ... teacher ˇs technique in