THE USE OF TALULAR (TEACHING AND LEARNING USING LOCALLY AVAILABLE RESOURCES) TO IMPROVE STUDENTS’ VOCABULARY MASTERY OF THE FIFTH GRADE STUDENTS OF SDN 2 PADURENAN GEBOG KUDUS IN ACADEMIC YEAR 2013/2014 (A Classroom Action Research)
By: HENI MUSLIMAH 2009-32-144
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2013
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THE USE OF TALULAR (TEACHING AND LEARNING USING LOCALLY AVAILABLE RESOURCES) TO IMPROVE STUDENTS’ VOCABULARY MASTERY OF THE FIFTH GRADE STUDENTS OF SDN 2 PADURENAN GEBOG KUDUS IN ACADEMIC YEAR 2013/2014 (A Classroom Action Research)
SKRIPSI Presented to the University of Muria Kudus in Partial Fulfillment of the Requirements for Completing the Sarjana Program in the Department of English Education
By: Heni Muslimah NIM 2009-32-144
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MURIA KUDUS UNIVERSITY 2013 iii
MOTTO AND DEDICATION
MOTTO:
“Success does not depend on your aptitude or your altitude. It depends on your attitude”
"Real success is determined by two factors. First is faith, and second is action."
"Think big, feel strong, and pray hard for deep heart."
“Learn from yesterday; live for today; hope for tomorrow”
“Live simply, Love generously, Care deeply, Speak kindly”
DEDICATION: The writer dedicates this research to:
her beloved Parents
her beloved Brother and Sister
her Nephews
her friendship, especially in Course E class
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ACKNOWLEDGEMENT
Thanks God for the blessing, mercy and compassionate given to the writer, so that the writer can accomplish this final project entitled “The Use Of TALULAR (Teaching And Learning Using Locally Available Resources) to Improve Students Vocabulary Mastery of the Fifth Grade Students of SDN 2 Padurenan in Academic Year 2013/2014 (A Classroom Action Research).” The writer realizes that she is not able to complete her final project without support, advice, and encouragement for many people. Therefore, the writer would like to express her sincerest gratitude, to those who are directly or indirectly involved in the completion of this final project. 1. Dr. Slamet Utomo, M.Pd as the Dean of Teacher Training and education Faculty of Muria Kudus University. 2. Diah Kurniati, M.Pd as the Head of English education Department of Teacher Training and education Faculty of Muria Kudus University. 3. Ahdi Riyono, SS, M.Hum as the first advisor who has given guidance, correction, and suggestion wisely in accomplishing this research. 4. Drs. Suprihadi, M.Pd as the second advisor who has given guidance, correction, and suggestion wisely in accomplishing this research. 5. Edi Purwanto, S.Pd.SD as the principle of SDN 2 Padurenan Gebog Kudus who has given the writer a permission and support to do the research.
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6. Susi Hirmayanti, S.Pd as the English teacher of SDN 2 Padurenan Gebog Kudus who has given the writer advice and help in accomplishing this final project. 7. The fifth grade students of SDN 2 Padurenan Gebog Kudus. 8. The writer’s beloved mother, father, sister, brother and nephews for their love, support and patience. 9. The writer’s friends, especially for Maria, Fila, Ian, Arik, Zulfan, Candra, and Vios. 10. All the writer’s friends that the writer can not mention one by one. The writer also realizes that this final project is not perfect. There are still many mistakes make elsewhere. Therefore, the writer happily receives any constructive criticism and suggestion. The writer hopes that it will be useful for those especially who are in the field of education. Kudus, 29 September 2014
Heni Muslimah
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ABSTRACT Muslimah, Heni. 2013. The use of TALULAR (Teaching And Learning Using Locally Available Resources) To Improve Students’ Vocabulary Mastery (A Classroom Action Research of the Fifth Grade Stuents of SDN 2 Padurenan Gebog Kudus.Skripsi: English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisor: (i) Ahdi Riyono, SS, M.Hum (ii) Drs. Suprihadi, M.Pd Key words: Vocabulary Mastery, TALULAR (Teaching And Larning Using Locally Available Resources) Learning English cannot be separated from learning vocabulary. Learning vocabulary is the first step of learning language. Students need vocabulary which can support them to produce and use meaningful sentences because vocabulary provides organ of sentence that can be understood by others. In fact, the fifth grade students of SDN 2 Padurenan Gebog Kudus in academic year 2013/2014 felt difficulties to understand, remember the vocabulary and to know the meaning of english vocabulary. In conducted the research, the writer used TALULAR because the resources for learning english is available in students environment. The objective of this research is to know whether TALULAR (teaching and learning using locally available resources) can improve vocabulary mastery of the fifth grade students of SDN 2 Padurenan Gebog Kudus. This research applied the classroom action research. This research was conducted of the fifth grade students of SDN 2 Padurenan Gebog Kudus in academic year 2013/2014 in first semester. There are 12 students of the fifth grade ( 7 girls and 5 boys). The design of classroom action research is a cyclical process. This research consisted of three cycles which consists of four steps (planning, action,observation and reflection). In each cycle there are two meetings. There were three data collections that be used, they are achievement test and observation checklist. In the result, teaching English vocabulary mastery by using TALULAR of the fifth grade students of SDN 2 Padurenan Kudus in academic year 2013/2014 improved from cycle I to cycle II. In cycle I, the average score is 59.75. The category is sufficient. In cycle II the students’ vocabulary mastery improves from cycle I. In this cycle, the average score is 66.75. The category of score is still sufficient. The writer ends the action process at cycle III. The students’ vocabulary mastery of cycle III improve from the cycle II that is the average 66.75 becomes 80.20. It means the measurement of students’ vocabulary mastery improvement is good. The conclusion of the research shown that the students’ progress during teaching learning process by using TALULAR is good. The students’ achievement in English vocabulary mastery of the fifth grade students of SDN 2 Padurenan Gebog Kudus is improved. The writer suggested that the english teacher of fifth grade ix
students of SDN 2 Padurenan Gebog Kudus use TALULAR in teaching and larning english vocabulary and the teacher should have a skill and professional teaching because they should be selective and accommodated to available learning resources with the material that will be teach.
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ABSTRAK Muslimah, Heni. 2013. Penggunaan TALULAR (teaching and learning using locally available resources) untuk meningkatkan penguasaan kosakata bahasa inggris pada siswa (penelitian tindakan kelas. Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing: (i) Ahdi Riyono, SS, M.Hum (ii) Drs. Suprihadi, M.Pd Kata Kunci: penguasaan kosakata, TALULAR (teaching and learning using locally available resources). Dalam belajar bahasa inggris tidak dapat di pisahkan dari belajar kosa kata. Belajar kosakata adalah langkah pertama dalam belajar bahasa. Siswa meembutuhkan kosakata untuk mendukung mereka menghasilkan dan menggunakan kalimat sepenuhya karena kosa kata melengkapi bagian kalimat agar dapat dipahamai oleh orang lain. Pada kenyataannya ditemukan kelas lima SDN 2 padurenan Gebog kudus tahun ajaran 2013/2014 merasa kesulitan dalam memahami, mengingat kosakata dan mengetahui arti dari kosakata dalam bahasa inggris. Dalam melakukan penelitian ini, penulis menggunakan TALULAR ( teaching and learning using locally available resources) atau belajar dengan menggunakan bahan-bahan lokal yang tersedia. Penulis menggunakan TALULAR dikarenakan sumber lokal dapat tersedia di sekitar lingkungan siswa. Tujuan penelitian ini adalah untuk mengetahui apakah TALULAR dapat meningkatkan penguasaan pada kosakata bahasa inggris kelas lima SDN 2 Padurenan Gebog Kudus tahun ajaran 2013/2014. Penelitian ini menggunakan penelitian tindakan kelas. Penelitian ini dilakukan di kelas lima SDN 2 Padurenan Gebog Kudus tahun ajaran 2013/3014 pada semester pertama yang terdiri dari 12 siswa (7 anak perempuan dan 5 anak laki-laki). Model penelitian ini menggunakan proces siklus. Penelitian ini terdiri dari tiga siklus dan setiap siklus terdapat empat langkah (perencanaan, aksi, observasi dan refleksi). Dalam setiap siklus akan ada dua pertemuan. Untuk pengumpulan data, penulis menggunakan tiga data koleksi yaitu tes dan observasi. Hasil penelitian menunjukkan bahwa penguasaan kosakata bahasa inggris pada kelas lima SDN 2 Padurenan Gebog Kudus tahun ajaran 2013/2014 meningkat dari siklus I sampai siklus III. Di siklus I nilai rata-rata penguasaan pada kosakata bahasa inggris adalah 59.75 sebagai kategori cukup. Di siklus II nilai rata rata penguasaan pada kosakata bahasa inggris adalah 66.75 masih sebagai kategori cukup. Penulis mengaikhiri process siklus pada siklus III nilai rata-rata penguasaan pada kosakata bahasa inggris adalah 80.20 sebagai kategori baik. Kesimpulan dari penelitian ini menunjukkan bahwa penigkatan selama proses belajar mengajar dengan menggunakan TALULAR dalam kategori baik. Hasil xi
prestasi kosakata bahasa inggris siswa kelas lima SDN 2 Padurenan Gebog Kudus telah meningkat. Penulis memberikan saran kepada guru bahasa inggris kelas lima SDN 2 Padurenan Gebog Kudus menggunakan TALULAR sebagai cara alternatif dalam proses belajar mengajar kosakata bahasa inggris dan guru juga seharusnya mempunyai keahlian dan profesioanal dalam mengajar karena guru harus selektif dan memilih sumber belajar lokal yang cocok dengan materi yang akan diajarkan.
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TABLE OF CONTENTS
COVER ........................................................................................................... i LOGO .............................................................................................................. ii TITLE ............................................................................................................. iii MOTTO AND DEDICATION ...................................................................... iv ADVISORS’ APPROVAL ............................................................................ v EXAMINERS’ APPROVAL ......................................................................... vi ACKNOWLEDGEMENT ............................................................................. vii ABSTRACT .................................................................................................... ix ABSTRAK ...................................................................................................... xi TABLE OF CONTENTS ............................................................................... xiii LIST OF TABLES ......................................................................................... xvii LIST OF FIGURES ....................................................................................... xviii LIST OF APPENDICES ............................................................................... xviiii CHAPTER I INTRODUCTION 1.1 Background of the Research ................................................................ 1 1.2
Statement of the Problems.................................................................... 6
1.3
Objective of the Research .................................................................... 6
1.4
Significance of the Research ................................................................ 6
1.5
Limitation of the Research ................................................................... 7
1.6
Operational Definition.......................................................................... 7
CHAPTER II REVIEW TO RELATED LITERATURE AND HYPOTHESIS 2.1
Teaching English .................................................................................. 9
2.1.1 Teaching English in Elementary School .............................................. 9 2.1.2 Young learner in Elementary School ................................................... 10 2.2
Teaching English in SDN 2 Padurenan Gebog Kudus. ........................ 11
2.2.1 The Curriculum of the Teaching English in SDN 2 Padurenan Gebog Kudus ...................................................... 11 2.2.2 Purpose of Teaching English in SDN 2 Padurenan Gebog Kudus ...... 12 2.2.3
Material of teaching english in SDN 2 Padurenan Gebog Kudus ........ 12 xiii
2.3
Definition of Vocabulary ..................................................................... 12
2.3.1 Kinds of Vocabulary ............................................................................ 14 2.3.2 Vocabulary Mastery. ............................................................................ 15 2.3.3
Teaching Vocabulary ........................................................................... 16
2.4
Media .................................................................................................... 18
2.4.1
Kinds of Media ..................................................................................... 19
2.4.2
Media in Language Teaching ............................................................... 19
2.5
TALULAR ........................................................................................... 20
2.5.1 Types of TALULAR ............................................................................ 22 2.5.2 Advantages ........................................................................................... 24 2.5.3 Disadvantages ....................................................................................... 25 2.5.4 Procedure of Teaching Vocabulary Using TALULAR........................ 25 2.6
Teaching and Learning Method for Young Learners ........................... 28
2.7
Review of Previous Research ............................................................... 32
2.8
Theoretical Framework ........................................................................ 33
2.9
Action Hypothesis ................................................................................ 35
CHAPTER III METHOD OF THE RESEARCH 3.1 Setting and Characteristics of Research Subject .................................. 36 3.2
Variable of the Research ...................................................................... 36
3.3
Design of the Research ......................................................................... 37
3.3.1 Planning ................................................................................................ 38 3.3.2 Acting ................................................................................................... 39 3.3.3 Observating .......................................................................................... 39 3.3.4 Reflecting ............................................................................................. 40 3.4
Technique of Collecting Data .............................................................. 41
3.5
Technique of Data Analysis ................................................................. 42
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CHAPTER IV FINDING OF THE RESEARCH 4.1 Preliminary Research ........................................................................... 45 4.2
The Cycle Action Procedure ................................................................ 47
4.2.1 The Result of Cycle I ........................................................................... 47 4.2.1.1 Planning ................................................................................................ 47 4.2.1.2 Action ................................................................................................... 48 4.2.1.3 Observation .......................................................................................... 49 4.2.1.4 Reflection ............................................................................................. 50 4.2.2
Result of Cycle II ................................................................................. 53
4.2.2.1 Planning ................................................................................................ 53 4.2.2.2 Action ................................................................................................... 54 4.2.2.3 Observation .......................................................................................... 55 4.2.2.4 Reflection ............................................................................................. 55 4.2.3
Result of Cycle III ................................................................................ 58
4.2.3.1 Planning ................................................................................................ 58 4.2.3.2 Action ................................................................................................... 59 4.2.3.3 Observation .......................................................................................... 59 4.2.3.4 Reflection ............................................................................................. 60 CHAPTER V DISCUSSION 5.1 The Use of TALULAR for Teaching English Vocabulary .................. 64 5.2
The Improvement of the Students’ Vocabulary Mastery of the Fifth Grade Students of SDN 2 Padurenan Gebog Kudus in Academic Year 2013/2014 .................................................................................... 67
CHAPTER VI CONCLUSION AND SUGGESTION 6.1 Conclusion ............................................................................................ 70 6.2
Suggestion ............................................................................................ 71
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REFERENCES ............................................................................................... 72 APPENDICES ................................................................................................ 75 STATEMENT................................................................................................. 118 CURRICULUM VITAE ................................................................................ 119 `
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LIST OF TABLES Tables
Page
2.1
Types of Vocabulary ............................................................................ 14
3.1
The Measurement of the Students’ Achievement ................................ 44
4.1
Data of Students’ score of Pre-Cycle Test ........................................... 46
4.2
Scoring of Students’ Achievement Test of Vocabulary Mastery Taught by using TALULAR at the Fifth Grade Students of SDN 2 Padurenan Gebog Kudus in Academic Year 2013/2014 in Cycle I ..... 51
4.3
The Measurement of the Students’ Achievement Cycle I ................... 52
4.4
Scoring of Students’ Achievement Test of Vocabulary Mastery Taught by using TALULAR at the Fifth Grade Students of SDN 2 Padurenan Gebog Kudus in Academic Year 2013/2014 in Cycle II.... 56
4.5
The Measurement of the Students’ Achievement Cycle II .................. 57
4.6
Scoring of Students’ Achievement Test of Vocabulary Mastery Taught by using TALULAR at the Fifth Grade Students of SDN 2 Padurenan Gebog Kudus in Academic Year 2013/2014 in Cycle III .. 61
4.7
The Measurement of the Students’ Achievement Cycle III ................. 62
4.8
Recapitulation of the Students’ Score of Students’ Mastery of Vocabulary Taught by Using TALULAR ............................................ 63
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LIST OF FIGURES
Figure 3.1
Page Kemmis and Mc Taggart’s Action Research Model (1986) ................. 38
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LIST OF APPENDICES Appendic
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.
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The Syllabus of First Semester of fifth Students of SDN 2 Padurenan Gebog Kudus in Academic Year 2013/2014 ............................................ 75 The Lesson Plan of Teaching English Vocabulary in Cycle I ................. 82 The Lesson Plan of Teaching English Vocabulary in Cycle II ................ 86 The Lesson Plan of Teaching English Vocabulary in Cycle III .............. 90 The Layout Of Achievement Test In Pre-Cycle ....................................... 94 The Key Answer of The Achievement Test In Pre-Cycle ........................ 96 The Layout of Achievement Test in Cycle I ............................................. 97 The Key Answer of The Achievement Test Cycle I ................................. 99 The Layout of Achievement Test In Cycle II ........................................... 100 The Key Answer of The Achievement Test in Cycle II ........................... 102 The Layout of Achievement Test In Cycle III .......................................... 103 The Key Answer of The Achievement Test in Cycle III .......................... 105 The Score of Students’ Achievement Tests in Pre-Cycle ......................... 106 The Score of Students’ Achievement Tests in Cycle I ............................. 107 The Score of Students’ Achievement Tests in Cycle II ............................ 108 The Score of Students’ Achievement Tests in Cycle III........................... 109 The Students’ Observation Form .............................................................. 110 The Result of Students’ Observation Form in Cycle I .............................. 111 The Result of Students’ Observation Form in Cycle II ............................ 112 The Result of Students’ Observation Form in Cycle III ........................... 113 The Teacher’s Observation Form ............................................................. 114 The Result of Teacher’s Observation Form in Cycle I ............................. 115 The Result of Teacher’s Observation Form in Cycle II ............................ 116 The Result of Teacher’s Observation Form in Cycle III .......................... 117
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