TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS USING MEMORIZATION TECHNIQUE AT THE SECOND GRADE OF SDN 2 SLENDRA- CIREBON
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1 TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS USING MEMORIZATION TECHNIQUE AT THE SECOND GRADE OF SDN 2 SLENDRA- CIREBON Nela Dwi Astuti exo_n@ymail.com English Education Program Language and Art Education Department Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Siliwangi Bandung ABSTRACT The objective of this research entitled Teaching English Vocabulary to Young Learners Using Memorization Technique at the Second Grade of SD Negeri 2 Slendra-Cirebon was to reveal whether or not memorization technique can improve vocabulary mastery to young learners at SD Negeri 2 Slendra-Cirebon. This research used quantitative method, and one group pretest-posttest design. The population in this research was 25 students at the second grade of SDN 2 Slendra- Cirebon and the sample was entire population. The data were collected by giving the pretest and posttest to the students sample. The collected data were analyzed by using t-test formula. The results of this research showed that the mean score of pretest was 56, the mean score of posttest was 87.6, and the t observed was 22.96, the t table with degree of freedom was 24 and significance levels at 5% was 1.2. Based on the data analysis, the alternative hypothesis was accepted because the t observed was higher than t table (22.96 > 1.2). It also meant that Teaching English Vocabulary to Young Learners Using Memorization Technique was effective to improve student s achievement in vocabulary at SDN 2 Slendra-Cirebon. Key words: Teaching, Vocabulary, Memorization Technique A. BACKGROUND Pinter (2006:1) stated that Primary education is very different in various parts of the world. In some contexts, primary school starts from five to eleven years of age, while in others contexts children starts school later, at the age of six or seven, and state primary school can carry on until children are 14 years of age, although primary school in these cases is often divided into lower and upper primary sections. In some contexts, children start learning English in kindergarten at the age of five or even earlier. In order to embrace most contexts where English is taught to children, the ideas in Pinter s book can be applicable to all these age groups, from five to fourteen years of age. According to Allen and Valette (1977:149) vocabulary is an important factor in all language teaching especially for communication. If a learner doesn t recognize the meaning of the words or even if the learner lacks enough words, the learner will be unable to participate in the conversation. According to Min-Hsun Chiang s theory ( Grammar is like skeleton and vocabulary is like flesh. As the strong skeleton makes the strong body, confidence in grammar will enable to speak sound. According to Larsen-Freeman (1986:14) by using Memorization Technique, students are given lists of target language vocabulary words and their native language equivalents and are asked to memorize them. Students are given a series of sentences with words missing as their exercises. They fill in the blanks with new vocabulary items. Considering the background of the necessity of teaching vocabulary to young learners using memorization technique, and the existing difficulties during the process of teaching, the study conducted is entitled Teaching English Vocabulary to Young Learners Using 1
2 Memorization Technique (A Case Study at SD Negeri 2 Slendra-Cirebon). B. THEORETICAL FOUNDATION This chapter presents several theories that are relevant to this study in detail. a. Vocabulary According to Hornby (1995:1447) vocabulary is: all the words that a person knows or uses all the words in a particular language, the words that people use when they talking about a particular subject. From those definition of vocabulary, we may conclude that the term vocabulary refers to all words known or used by a person which are used in dialect, register and terminology, and vocabulary is an important factor in all language teaching especially for communication, if a learner doesn t recognize the meaning of the words or even if the learner lacks enough words, the learner will be unable to participate in the conversation. Vocabulary is basically a matter of foreign language. We need to understand each words we say when we make a conversation or when we communicate in foreign language. Vocabulary is one of vital aspects in language. Knowing vocabulary is very important in understanding a language although it is not only vocabulary that is important. Haycraft (1978:95-96) stated that there is a need to limit the vocabulary that is introduced, if too much to introduced, students will be impeded by the need to absorb too many words. In this case the writer takes 10 new vocabularies. Sometimes, both students and teacher assume that contrary because extensive list of words covered in a textbook or notebook give a sense of visible accumulation and therefore of progress. b. Teaching Vocabulary Using Memorizaton Using memorization in teaching vocabulary is the one of ways in achieving vocabularies for the students. By using memorization, it will motivate students to have high respond to learning foreign language. In addition to have discipline and discover new words because it will force the students to looking for new words and memorizing it even they can perform in front of class to explore the meaning of words. The teacher would give the lists of vocabulary and the meaning first and then ask students to memorize it. In this research, the students would give 10 words the name of animal then the teacher will help them by remind and repeated that words until they can memorize it. c. Teacher s Role Before presenting vocabulary in class, it is helpful to remember the following: 1. Whenever possible, teach the words in spoken from first, and only when the students can pronounce them well, introduce the written form. 2. Try to present new words in context. 3. Revision is essential. Blend words you have presented into later practice. (Haycraft, 1978:47) C. RESEARCH METHODOLOGY This chapter discusses the research methodology used in this study. a. Research Population and Sample 1. Population: populations are groups consisting of all people to whom a researcher wishes to apply the findings of a study. 2. Sample: samples are subsets of people used to represent population. b. Research Method In this research, the writer used a preexperimental method; this research was mean to find the effect of something given to the subject of the research. The writer would like to explain about a quantitative method. Quantitative method is used to examine questions that can best be answered by collecting and statistically analyzing data that are in numerical form (Crowl, 1996:10). c. Research Data Collection 1. Pre-Test: Pre-test is used to know ability of students. The test was given without the treatment. 2
3 2. Post Test: Post-test is used to find out the students ability after getting treatment. This test was given to the students after getting treatment. d. Research Data Analysis The explanation by Crowl (1996:338) that: in analyzing the collected data the writer used t observed formula with significant level at 5 %. The following is the formula of the t observed : t observed t = t observed = Degree of freedom is needed when we want to compare between the obtained t (t obs ) with the table entry for relevant V and level significant. The degree of freedom formula is: V = n-1. D. RESEARCH FINDING AND DISCUSSION This chapter discusses the result of investigation that includes the result of pretest and post test, analysis of pretest and post test, and discussion. No Table Student s score on pretest and post test Student s Name Pretest Post Test X X² 1 Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student Student SUM Mean a. Analysis of the Research Pre Test and Post Test - Finding the x from x = 790, n = 25 = = 31.6 = Finding x² x²= Finding ( x)² ( )²=790²= Finding ( )² ( )² = = Finding n-1 n is the sample size n 1 = 25 1 = 24 - Finding s 3
4 ² ² Finding n 25 = 5 - Finding t t = t observed t =.. t =.. ( )² t =. t =22.96 = 23 - Calculating the Number of Degree of Freedom is V V = n 1 V = 25 1 = 24 - Looking Up the Critical Value at the 5% Signification Level of these Degrees of Freedom of 25 V = n-1 = 25-1= 24 % x V = % x 24 = 1.2 The critical value is 1.2 In this study t observed is greater than the t critical value (6.88 > 1.2). b. Discussion Based on the result above, we can see that t observe > t table. It means that alternative hypothesis was accepted and null hypothesis was rejected. So there is a significant difference. It was said that there was improvement of student s achievement. However the achievement could be more enhanced if only there was more time. Most of the students could improve their achievement in vocabulary using memorization technique. We can see based on the result of pretest and posttest. Before the teacher gives the treatment, the scores of some students are bad. But after the teacher have given the treatment, the scores of the students better than before. So, study and learning vocabulary by using memorization technique was succeeding. E. CONCLUSION AND SUGGESTION The writer explains the conclusions and suggestions based on the data as a result of the research. a. Conclusion Based on the result of the research, the writer concluded that Teaching English Vocabulary to Young Learners Using Memorization Technique to the Second Grade of SDN 2 Slendra can improve the student s achievement in vocabulary using memorization technique in the class room. The students become more understand during the teaching and learning process. This is shown by result of the student s test after the treatments where they got more improvement. The result of this research is t observed is greater than the t critical value (22.96 > 1.2). It means that alternative hypothesis was accepted. There was signification difference, the post test scores are better than pretest. b. Suggestion The research which is also a classroom research is beneficial for improving the teaching learning process. That is why this kind of the study is one way to enhance the achievement of students. In conductions this study it would be much better if: 1. More time should be allotted to this kind of study, so new treatments are necessary for student s ability. 4
5 2. In this study, the teacher should be patient to help students improving their ability in memorizing a new vocabulary. F. BIBLIOGRAPHY Allen and Valette, Rebecca. (1977). Modern Language Classroom Techniques. New York: Oxford University Press. Crowl, Thomas K. (1996). Fundamentals of Education Research. City University of New York: Brown & Benchmark Publisher. Haycraft, John. (1978). An Introduction to English Language Teaching. England: Great Britain: Oxford University Press. Hornby, A. S. (1995). Oxford Advanced Learner s Dictionary. New York: Oxford University Press. Larsen-Freeman, Diane. (1986). Techniques and Principles in Language Teaching. New York: Oxford University Press. Pinter, Annamaria. (2006). Teaching Language Learners. New Oxford University Press. Young York: theory. Vocabulary Theory. 5
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