Proposal Abenk

7/25/2019 Proposal Abenk

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CHAPTER I

INTRODUCTION

A. Background of Study

Vocabulary is one of language components studied by students at all

level of schools in Indonesia. It is impossible to be successful English

learners without mastering the English vocabulary. Vocabulary is a central

aspect of language and of critical importance of typical language. Without

having sufficient vocabulary, people can not communicate effectively or

express his ideas in both oral and written form. To support the speakers

interaction in communication, vocabulary becomes important because it can

be used as basic foundation to construct a word into a good se!uence of

sentence.

Vocabulary is one of important component in English, so learners

need to master it well. The learner should comprehend and have high

confident to use it in front of speaker especially when the learner

communicate. Vocabulary has important role to use as tool of

communication. "ince vocabulary is very important for the student who

study English, higher interest should be given to it.

#t $Ts% &ute the student have potential to speak or write but the

student have a problem to support their potential that is the student still low

on vocabulary skill, it is because the students do not know how the exactly

way to learn vocabulary and ac!uire it.

"o to solve the problem the researcher use the metacognive strategy

in this research to increase the students vocabulary skill. This strategy have

advantage in teaching vocabulary, that is the student can be control their

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own and setting a plant how to learn vocabulary and metacognition also

develops higher learning and problem solving skill. "pecifically, this

research would like to finding out the effect of using metacognitive strategy

toward students vocabulary achievement at $Ts% &ute.

B. Statement of pro!em

'rom the background of the study stated above, the reearcher

formulates the !uestion as follows(

)Is the metacognitive strategy effective toward the students vocabulary

achivement*

C. Purpo"e of "tudy

+ased on the statement of the problem above, the purpose of this

study as follows(

) To finding out whether or not the effect of metacognitive strategy toward

the students vocabulary achievementat $Ts% &ute exist

D. S#gn#f#cance of Study

-. Theoritical "ignificance

This strategy is expected to overcome the difficulties in teaching

and learning process, especially for vocabulary achievement.

. /ractical significance

a. Teacher

This study is expected to show the teacher to find out the way in

teaching vocabulary.

b. "tudent

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This study is expected to show the students to find out the way

how to learn vocabulary.

E. Scope of t$e "tudy

)The research is limited to eight grade students of $Ts% &ute, and

Vocabulary achievement using metacognitive strategy. There are two

variables in this study0 they are independent variable and dependent

variable. Independent variable is metacognitive strategy and dependent

variable is students vocabulary achievement.

%. Def#n#t#on of &ey Term"

a. $etacognitive strategy is thinking about thinking. #s #nderson states

the use of metacognitive strategies ignites one1s thinking and can lead to

higher learning and better performance 2#nderson, 33( -4. Its mean

using metacognitive strategy the learner will be more think about the

way how to learn until the learner get the exactly way to learn, so the

learner will be more easy to learn.

b. Vocabularry is a core component of language proficiency and provides

much of the basis for how well learner speaks, listen, read, and write

25ichard and 5enandya, 33( 664

CHAPTER II

RE'IE( O% RE)ATED )ITERATURE

A. *enera! Concept of 'ocau!ary

+. Def#n#t#on of 'ocau!ary

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Whute 2-789(::; in /uulian Edge 2-77:(; in Ika

?evi, 3-4 states knowing many words in foreign language are

important as it enables us to have more chance in understanding the

language.

@ameron 233-(;A in /u


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,. T$e Importance of 'ocau!ary

#ccording Thornbury 233;(-:4 without grammar very little

can be conveyed, without vocabulary nothing can be conveyed. This is

how linguist ?avid Wilkins summed up the importance of vocabulary

learning. =is view is echoed in this advice to students from a recent

course book 2?eller = and =ocking ?, Innovation, CT/4( )if you spend

most of your time studying grammar, your English will not improve

very much. Dou will see most improvement if you learn more words

and expression. Dou can say very little with grammar, but you can say

almost anything with words.

f all the language skills, it is widely acknowledged that

vocabulary is a very important part in English language learning, and

that no one can communicate in any meaningful way without

vocabulary. +owen et al. 2-786( :4 and $c@arthy 2-773( iix in

"iriwan $ayuree, 33;4 indicate that the single, biggest component of

any language course is vocabulary. This is consistent with %ation

2-773( 4 who affirms that learners also see vocabulary as being a very,

if not the most, important element in language learning. Cearners feel

that many of their difficulties, in both receptive and productive

language use, result from the lack of vocabulary knowledge. &ita


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5eceptive or recognition, vocabulary is that set of words for

which an individual can assign meanings when listening or

reading. There are words that are often less well known to students

and less fre!uent in use. Individual may able assign some short of

meaning to them, ever though they may not know the full subtleties

of the distinction. Typically, there are also words that individuals

do not use spontaneously. =owever, when individuals encounter

these words, they recogniFe them, even if imperfectly 2=iebert G

&amil, 336( -A4.

b. /roductive vocabulary

/roductive vocabulary is the set of words that an individual

can use when writing or speaking. They are words that are well H

known, familiar, and used fre!uently 2=iebert G &amil,336( -A4.

B. Teac$#ng 'ocau!ary

Vocabulary is very important for second language learners0 only with

sufficient vocabulary learners can effectively express their ideas both in oral

and written form. Thus they should have a good idea of how to expand their

vocabulary so that they can improve their interest in leaning the language.

Canguage teachers, therefore, should posses considerable knowledge on how

to manage an interesting classroom so that the learners can gain a great

success in their vocabulary learning.

Teaching vocabulary plays an important role in language ac!uisition

because the mastery of vocabulary will help students to master all the

language skills0 speaking0 listening0 writing0 and reading. The vocabulary will

make the students practice life and will strengthen belief that English can be

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used to express the same ideas or feeling they express in their native

language.

'urthermore2'inochiaro, -7;A(:8 in "ofika @handra %ilawati, 3384 in

teaching vocabulary the teacher can introduce the list of vocabulary that is

taken from the book. The teacher uses and adds other vocabulary which is

relevant to the students. Teacher needs a good knowledge on their teaching

materials. When they have to teach the students about vocabulary, teachers

should know the general knowledge of vocabulary, words and also the

meaning. The words or vocabulary can be spoken and written.

Wallace 2-78(3; in "ofika @handra %ilawati, 3384 explainsteaching

vocabulary should consider as follows(

a. #ims

The aim of teaching vocabulary is to make the teacher easy to

formulate thematerials, which will be taught to the students.

b. uantity

The teacher has to decide the number of vocabulary items to be

learned. Thelearners will get confuse or discouraged if they get many new

words.Therefore, the teacher should select new words, which can easy to

understandby the learners.

c. %eed

In teaching vocabulary, the teacher has to choose the words really

needed bythe students in communication.

d. 're!uent exposure and repetition

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're!uent exposure and repetition here means that the teacher should

givemuch practice on repetition so that the students master the target

words well.They also give opportunity to the students to use words in

writing orspeaking.

e. $eaningful presentation

In teaching vocabulary the teacher should present target words in such

a way. That the meaning of the target words is perfectly clear and

unambiguous.

f. "ituation and presentation

The teachers tell the students that they have to use the words

appropriately.The use of words depends on the situation in which they are

used anddepends on the person to whom they are speaking. 'rom the

expalnation above the researcher conclude that the teachers must know the

different kinds of vocabulary. In addition, understanding the above factors

is very important for the teacher before teaching vocabulary to elementary

school.

In teaching vocabulary, a teacher also should be aware on some

principles. =armer 2-77-( -6A4 states )ne of the problems of teaching

vocabulary is how to select what words to teach. 'urthermore, he says

)other criteria which are rather more scientific have been used0 two of the

more important are fre!uency and coverage.

+ased on the statements, in teaching vocabulary, a teacher is expected

to select words which are fre!uently used by the speakers of the language

and are covered in many other words.

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+. Ind#cator" of 'ocau!ary

#ccording to Thornbury 233;( ;4 there are four indicators of

vocabulary follow as(

a. /ronunciation5esearch shows that words that are difficult to pronounce are

more difficult to learn. /otentially difficult words will typically be

those that contain sounds that unfamiliar to same groups of learners

such as 5egular and Corry for >apanese speakers. $any learners find

that words with clusters of consonants, such as strength or scrip or

breakfast, are also problematic.. "pelling

"ound H spelling mismatches are likely to be the coused of

errors, either of pronunciation or of spelling, and can contribute to a

words difficulty. While most English spelling is fairly law H abiding,

there are also some glaring irregularities. Words that contain silent

letters are particularly problematic( foreign, listen, headache,

climbing, bored, honest, cupboard, muscle, etc.

c. $eaning

When two words overlap in meaning, learners are likely to

confuse them. $ake and here are a case in points( you make breakfast

an make an appointment, but you the housework and do a

!uestionnaire. Words with multiple meaning, such as since and still. It

also can be troublefor some learners. =eaving learned one meaning of

the word, they may be reluctant to accepts a second, totally different

meaning. Jnfamiliar concepts may make a word difficult to learn.

Thus, culture specific items such as word and expressions associated

with the game cricket 2a sticky wicket, a hat trick, a good innings4

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will seem fairly opa!ue to most learners and are unlikely to be easily

learned.

d. Jsing word

The letter is the most authentic, but even that talk is

constrained by a contrived situation in which the test taker, usually in

matter of second has to come up with an appropriate sentence, which

may or may not indicate that the test taker )known the word.

+ased on the explanations above, it can concluded that

vocabulary is a list of words or total numbers of words that make up

language and often prhases usually arranged alphabetically and

defined or translated as a lexicon or glossary, that it come in at least

two forms( oral and written and one of the important elements in

language learning besides sound, structure and grammar in which

consists of some indicators such as pronunciation, spelling, meaning

and how to using the word. Vocabulary can be defined as the stock of

words used by person, class or profession and it can make the basic

words in English necessary for communication with another persons.

,. Te"t#ng 'ocau!ary

=arold 2-78:(-4 states the purpose of vocabulary tests is to

measure the comprehensionand production of words.

To know directly the progress of vocabulary teaching or

thestudents achievements, the writer should test the students. The writer

inthis section present only with thedescription of what to test and thetypes

of test that could be developed.

=arold 2-78:(-4 states there are four general kinds of vocabulary

test. They are (

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a. Cimited 5esponse.These test items re!uire either a simple physical

action like pointing at something or a very simple verbal answer such

as KyesK or Kno.K .In testing children and beginningBlevel adults, we often use

directed physical responsesand visuals.We do this to avoid language

skillsthat have not been mastered yet. 'or these tests,students don1t

have to knowhow to read or write. In fact, they don1t even have to

know how to speak.

b. $ultipleBchoice completion. It is a test in which a sentence with a

missing word is presented0 students choose one of four vocabulary

items given to complete the sentence.

# good vocabulary test type for students who can read in the

foreign language is multipleBchoice completion. It makes the student

depend on context clues and sentence meaning. This kind of item is

constructed by deleting a word from a sentence.

c. $ultiplechoice paraphrase. It is a test in which a sentence with one

word underlined is given. "tudents choose which of four words is the

closest in meaning to the underlined item.

$ultipleBchoice paraphrase tests of vocabulary items offer much

of the same advantage that multipleBchoice completion tests do, and

the contexts are much easier to prepare. Jnderstanding is checked by

the student1s having to choose the best synonym or paraphrase of the

vocabulary item. # sentence context is still used. =owever, choosing

the right word depends more on knowing the key vocabulary item

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than on finding meaning in the sentence. In 1fact, the context may

simply show that the item is a noun.

d. "imple completion 2words4 has students write in the missing part of

words that appear in sentences.

WordBformation items re!uire students to fill in missing parts of

words that appear in sentences. These missing parts are usually

prefixes and suffixes, for example, the unB in untie or the Bful in

thankful. # related task is to use words like the following in a sentence

and have students supply missing syllables of any kind, such as the

reiB in relative or the Bate in deliberate. We can see, then, that there is a

different emphasis in simpleBcompletion tests than in those we have


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#ccording to Thornbury 233;(-:4 says there are three kinds of

testing vocabularyachievements, such as(

-4 $ultiple @hoice Test

$ultiple choice test are a popular way of testing in that they are

easy to score 2a computer can do it4, and they are easy to design.

$oreover, the multiple choice format can be used with isolated words,

words in a sentence context, or words in whole context.

4 LapBfill Test

LapBfill test re!uire learners to recall the word from

memory in order to complete a sentence in a text.

:4 "elective 2or open4 type

This of test often use grammar than vocabulary.

C. etacogn#t#/e Strategy

+. etacogn#t#on

$etacognition can be loosely defined as )thinking about ones own

thinking. $ore specifically, metacognition is )an appreciation of what

one already knows, together with a correct apprehension of the learning

task and what knowledge and skills it re!uires combined with the ability to

make correct inferences about how to apply ones strategic knowledge to a

particular situation and to do so efficiently and reliably 2/eirce, 33:( 4.2%elson G @onner, 3384 states in general, metacognition is the

engine that drives selfBdirected learning. In the late -7;3, >ohn 'lavell

came up with an innovative word, metacognition, to describe the method

thinking about ones own process of thinking 2Civingston, -77;, Walhs G

"attes, 336 in ?onna $. "teuver, 3394. #ccording to 'lavellMs own

definition in -78-,)metacognition has usually been broadly and rather

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loosely defined as any knowledge or cognitive activity that takes as its

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strategi yang tepat dalam proses pembela


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e. /rovide timely corrective feedback and remodel use of strategy as

needed.

f. /rovide students with strategy cue sheetsas students begin

independently using the strategy.

g. $ake a point of reinforcing students for using the strategy

appropriately.

h. Implicitly model using the strategy when performing the corresponding

vocabulary skill in class.

1. Strateg#e" #n metacogn#t#/e

#ccording to $uhammad %ur 2336( -34 there are some strategies

that are able to use in metacognitive(a. 5ehearseal strategy

In this strategy consist of underline strategy and marginal note

strategy

b. Elaboration strategy

In this strategy consisit of analogy, matrix and /A5 strategy

c. rganiFation strategy

In this strategy consist of outlining, maping and mnemonics

strategy. In mnemonics strategy there are some methods that are able

to use in teaching, that are( akronim, chugking and linkword or

keyword method.

2. Concept of metacogn#t#/e "trategy

#pplying metacognitive in research, the researcher will be choose

the one of appropriate strategy or method in metacognitive when the

researcher give students treatment.

In this research, the researcher will be applying the one of

mnemonics strategies that is linkword or keyword method also known as

the keyword mnemonic. The researcher use this method in this research

because this methodit is one of the most powerful methods for learning

the meaning of foreign language vocabulary, and can also be used for

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remembering the pronunciation of a foreign language word when given a

word in ones native language.

The method, at the first stage, re!uires students to associate the

spoken foreign word to a native word 2the keyword4 that sounds

approximately like some part of the foreign word. #t the second stage, it

re!uires students to form a mental image of the keyword )interacting

with the English translation 2#tkinson G 5augh, -7;6 in international


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In learning English vocabulary for the second language and foreign

language teachers and students will find out many difficulties and

problems. The researcher found many problems based on the teaching

practice done by the researcher in the school some students lacked in

vocabulary and the students still not understand if the teacher asked them

in English. "tudents did not know what they would say to respond the

teacher because the students lack vocabulary. "tudents were confused to

choose the words to make sentences. To solve these problems, the

researcher must have a good method in teaching English vocabulary for

the students.

ne of the teaching strategies in teaching English vocabulary is

using $etacognitive "trategy. $etacognitive "trategy is able to help the

student to choose the correct strategy in learning vocabulary and to help

the students to increase their capability in mastering English vocabulary.

$etacognitive "trategy can be used with students at all levels it is most

useful with beginning students who understand little or no English.

$etacognitive "trategy is good strategy in teaching English because has

18

"tudents problem

Treatment

2Jsing linkword or keyword method4

Vocabulary achievement


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steps as follow( the teacher will help the student to know what the good

strategy in learning vocabulary.

E. Emp#r#ca! Re/#e5

This subheading discusses about the previous relevant study. The

research was conducted by #lfiyani khoiri 23-4 onThe Jse of

$etacognitive "trategy in Teaching 5eading for the Eleventh Lrade "tudents

of "$#% &udus in the #cademic Dear 3--N3-. The sub


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"$#% &udus in the academic year 3--N3- before and after being taught

by using $etacognitive "trategy.

The second research was conducted by @hayada ?anuwong 23394 on

the role of metacognitive strategies in promoting learning English #s a

foreign language independently. In the area of language learning, two

approaches have been used in previous research. ne involving

metacognition has yielded very successful results in learning while another,

without metacognition, has yielded mixed results. "ome very successful

training pro


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Two instruments were used in this study. The first one was a 3 item

multipleBchoice test of vocabulary, which was developed by the researcher.

The test was used as the assessment tool in the preBtest and the postBtest phase

of the study. The second test was the reading comprehension test developed

by TE'C2http(NNwww.newtoefl.netNreading.html4. It was used in the preBtest

and postBtest stage of the study. The result of this study based on mean score

of the students in vocabulary is for preBtest is :A, A; and postBtest is :;, 3;

and for reading comprehension the mean score of the students for preBtest is

--9, : and postBtest is --8, 89.

+ased on the researched above, metacognitive strategy is the point and

the result of the researched above, showed the metacognitive strategies could

increase the students ability on reading and vocabulary. It is related with this

research will use metacognitive strategy in the research to increase students

vocabulary.

%. Hypot$e"#" of t$e "tudy

The hypothesis of this research is formulated as follows(

-. #lternative hypothesis 2=a4( $etacognitive "trategy is effective toward

studentsvocabularyachievement for the second grade students of $Ts%

&ute.. %ull hypothesis 2=o4( $etacognitive "trategy is not effective toward

students vocabulary achievement for the second grade students of $ts%

&ute.

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CHAPTER III

RESEARCH ETHOD

A. Re"earc$ De"#gn

This study is aimed to find out the effect of $etacognitive "trategy

towards students vocabularyachievement. The study will apply an

experimental research which use statistical analysis. #rikunto 2339( :4 says

experimental is a means to show the corellation cause and effect between

two factors that intentional surface by the researher with eliminate or reduce

another factors that disturb.

This research concludes as !uasiBexperimental that the researcher

needs to establish regular instruction into two groups. %amely experimental

group and control group. +oth groups were treated by using same test 2preB

test and postBtest4 and the researcher given treatment for both groups with

different stategies. The experimental group is treated by using linkword or

keyword method and for the control group is treated by using discussion

method.

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In the process of conducting the study, the researcher analyFes the

students vocabulary achievement. In this case, the researcher will give

instruction and prepare a test of vocabulary material. The instruction and the

test are giving two twice to both experimental group and control group. /reB

test is given at the first meeting before treating them by using each of the

define stategies for the two groups and postBtest will be given to the groups

using the same test after completing the treatment. Then, the researcher

analyFes and compares the result of the test for the two groups to measure

the independent variable.

The research design of the two groups was formulated as follows(

Ta!e4 +. t$e pre6te"t and po"t6te"t de"#gn.

Lroup /reBtest Independent variable /ostBtest

E

@

D-

D-

O 2using linkword strategy4

B 2using vocabulary selfB

collection strategy4

D

D

Where(

E( the experimental group

@( the control group

D-( preBtest

D( postBtest

O( the treatment of the experimental group using linkword method

B ( the treatment for the control group using discussion method

2#ry, et. al 33( :384

B. Popu!at#on

-. /opulation

# population is the all of the sub


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students, consist of : classes, they are VIII # consist of 6, VIII +

consist of ;, VIII @ consist of 9.

. "ample

"ugiyono 23-( 94 states that sample is part of population or

number of people who are less than number of population.

The sampling techni!ue used in this study is cluster sampling.

#ccording to 2"ugiyono, 3-( 964 cluster sampling is atechni!ue

thatused by the researcher todetermine the samplewhenthe ob


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'urthermore, the researcher will use 3 items for the test. The

content material of the test is spelling. The score of one !uestion is -. If the

students wrong one !uestion the score is 3.

. Easay

The researcher will give the students easay test for preBtest on

vocabulary for two groups in the first meeting and postBtest on last meeting.

'urthermore, the researcher used :3 items for the test. The content

materials of the test are meaning and using word. The score of one

!uestion is . If the students wrong one !uestion the score is 3.

:. Text

The researcher will give the students text about story at preBtest

and poetry at postBtest for student read. /reBtest in the first meeting and

postBtest in last meeting for two groups.

'urthermore, the researcher will use -3 items of the key words will

the researcher evaluate student pronounce in the text. The content material

of the test is pronounce. The score of every word are if the students

correct in pronounce and if the students wrong the score is 3.

D. et$od of Co!!ect#ng Data

The data for this research areobtained from the participants of

students inthe second grade of $Ts% &ute by the following steps(

-. /reBtest

It is the first step of data gathering that is use by the researcher.

The researcher gives preBtest for both groups experimental and control

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group as the sample of research. /reBtest which is aimed at knowing

thestudents vocabulary achievement, before treating by method.

. Treatment

In the research the rerearcher give both of group three times for

treatment where for experimental group the researcher teach by using

linkword or keyword method and for the control group the researcher

teach by using discussion method.

:. /ostBtest

#fter giving treatment for the experimental group by using

linkwork or keyword method and for the control group by using

discussion method the researcher will give them postBtest to know the

ability of the students after teaching by linkword or keyword method and

to know there is or not the effect of $etacognitive strategy after giving

treatment.

E. Data Ana!y"#"

To analysis the data, the researcher will apply(

-. ?escriptive "tatistics

a. $ean

To calculate the main score the researcher will apply the formula as

follow(

B 'or experimental group

MX=XN

B 'or control group

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My= yN

($ere4M

x P the mean score of experimental group

My P the mean score of control group

78 P the sum of deviation

N P the total number of sample

2"udi


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fi 9the fre!uency of interval containing mode

reduced by that of previous interval

f2 9the fre!uency of interval containing mode

reduced by that of following interval

2#rikunto, 33:( :97 in Imran, 3-:( :4

d. "tandard deviation

To know standard deviation scores of both group, the researcher

will use the formula as follow(

SDD=

D2

N( DN )

2

"

($ere4

SDD P "tandard ?eviation

D P ?eviation

N P the %umber of "ample

: P the "um of

2"udi


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To calculate the row score of experimental and control group to

know the significant of both group after giving the treatment.

To infer the data the writer will apply the tBtest, the formula is as follow(

t=MxMy

(X

2+ Y

2

Nx+Ny2)( 1Nx + 1Ny)($ere4

t P tBtest

8 9 the standard deviation score of experimental group

y 9 the standard deviation score of control group

;, 9 the s!uare deviation of experimental group

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Proposal Abenk