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A COMPARATIVE STUDY ON STUDENTS’ VOCABULARY MASTERY USING MAGAZINE ARTICLE AND STORYBOOK
At the Eleventh Grade of SMA Negeri 6 Semarang
Artikel
oleh
TESTIANA DENI WIJAYATININGSIH
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH SEMARANG
2012
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A COMPARATIVE STUDY ON STUDENTS’ VOCABULARY MASTERY USING MAGAZINE ARTICLE AND STORYBOOK
At the Eleventh Grade of SMA Negeri 6 Semarang Oleh Testiana Deni. W
Abstrak: Topik penelitian ini adalah studi perbandingan penguasaan kosakata dengan menggunakan artikel majalah dan buku cerita di kelas XI SMA N 6 Semarang. Penguasaan kosakata dalam pembelajaran bahasa adalah kebutuhan dasar untuk mencapai hasil penguasaan bahasa yang benar. Seorang guru yang professional seharusnya mengetahui teknik, metode, media, dan prosedur untuk memperoleh cara yang efektif dalam pengajaran. Penelitian ini membahas pengajaran kosakata antara menggunakan artikel majalah dan buku cerita sebagai media dalam pembelajaran kosakata. Dalam penelitian ini, penulis memilki tujuan untuk mengidentifikasi apakah ada perbedaan yang signifikan dalam penguasaan kosakata antara menggunakan artikel majalah dan buku cerita. Media ini diharapkan berguna untuk para guru dan para siswa dalam proses belajar mengajar bahasa Inggris.
Pencapaian tujuan penelitian didukung oleh desain penelitian khususnya quasy-experimental yakni one shot case study yang digunakan untuk memperoleh data. Selain itu, penelitian ini juga menggunakan kuesioner dan lembar observasi. Berdasarkan data yang diperoleh, dari satu grup jurusan Bahasa kelas XI SMA N 6 Semarang, hasil yang diperoleh dari siswa yang diajar dengan menggunakan buku cerita lebih baik daripada yang diajar menggunakan artikel majalah.
Penggunaan penilaian t-test dalam menilai hasil tes kosakata diperoleh t-value (2, 76) yang berarti lebih tinggi daripada critical value sebesar (2, 03). Sehingga, pengajaran kosakata dengan menggunakan buku cerita terbukti lebih baik dalam penelitian ini daripada menggunakan artikel majalah.
Kesimpulannya, sebagai guru seharusnya dapat mengambil beberapa strategi untuk meningkatkan motivasi dan usaha dalam pembelajaran bahasa Inggris, serta menemukan teknik pengajaran kosakata yang tepat. Berdasarkan hasil yang diperoleh, guru bahasa Inggris dapat menggunakan media ini sebagai media alternatif untuk menciptakan situasi pembelajaran yang membuat siswa-siswa lebih tertarik dalam belajar bahasa Inggris khususnya kosakata.
I. INTRODUCTION
1.1. General Background
Language is not only used for daily conversation but also used in education, research
and science both spoken and written. Considering those functions of language, people study
language both formal or in class and informal or outside the class.
It is important for us to learn language especially English since it is used as a means of
communication among nation in the world. Although English is not the largest number of native
or ‘first’ language speakers, it is widely used by many people all over the world as their ‘second’
language (Harmer, 2001:1). In this globalization era, Indonesian people in their daily life will
frequently use English. Besides they can communicate with many people from others countries,
they can use English to cover the limitation vocabulary in Indonesian. Actually, Indonesian
people have learned some English words subconsciously. There are some words that sound
weird and less appropriate if it is translated in Indonesian but they are familiar with the words
such as: bank, chocolate, computer, hamburger, hotel, piano, restaurant, taxi, telephone,
television, university and so on (Harmer, 2001:1). Indonesian has adopted many of those words
because they do not originally come from Indonesian. So, if we have mastered English well, we
will be accustomed to those words and we can apply them appropriately.
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Another advantage of learning English is that we will know the development of
knowledge, science and technology because most of books, articles, journals of science are
written in English. Because those advantages, Indonesian government involves English into the
competence-based curriculum. English has been taught formally since Junior High School and
as a local content English has been taught in Elementary School starting from grade four.
In fact, the result of the effort has not satisfied yet. There are many factors influence the
unsatisfactory result. Some of them are the limitation of teachers’ mastery of English, the
limitation of facilities and media used in teaching English. If we see from students’ points of
view, English is considered as one of scary subjects besides mathematics and physics. It is not
easy to learn English but it is not as difficult as they think.
The duty of English teachers is to make the students enjoy learning English. They can
be interested in learning English if we can motivate them by using some interesting media and
activities and we can adjust them to their ages and grades.
In the Senior High School, students learn English as the second language. Students are
expected to be success in learning English through mastering both language skill and language
components. Language skills are listening, reading, speaking, and writing. Language
components contain vocabulary, structure and pronunciation. Students should be able to apply
those skills and components in their habitual activities and in their social environment.
Vocabulary as one of the language components is an important element in language
besides the other components. As Manzo and Sherk (1971:72, 78) stated that “vocabulary is
central of formation, acculturation, articulation apparently all learning.” We cannot write
anything in English without knowing English vocabulary consists of how to pronounce and how
to spell them and it will help the students in learning the other parts, such as structure, reading
dialogue, and writing. Therefore it is important for teachers to study methods and techniques of
improving students’ vocabulary so that they can learn as effectively as possible.
Vocabulary consists of the range of words that we can use in all aspects of English
language work. By learning a larger vocabulary, it helps us to express our ideas precisely and
without repeating yourself in composition. Of course, we can build up a large vocabulary
because we are interested in words. In noticing words, we must prick up our ears when we hear
a word that we have not heard before.
One way to develop vocabulary is reading. Alexander (1988:138) says that one of the
most effective ways to develop vocabulary is to read widely in varied, suitable, and interesting
materials. Therefore as a teacher, one should motivate and guide the students in mastering and
learning vocabulary through reading. The reading materials can be articles, advertisements,
folktales, myths, fables, fairytales, legends, hero tales or short stories and some song lyrics that
we can find easily in newspapers, magazines, Internet sites, and cassettes.
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Vocabulary is also an important part in teaching learning process. Moreover, the
teacher has to manage the teaching learning process well. He/ she should use appropriate
teaching method, techniques, and media.
According to Clark (1984:184), teaching methods are the means by which the teacher
attempts to bring about the desired learning. Basically, method in teaching concerns the way
teachers organize and use technique of teaching, subject matter, teaching tools and teaching
material and teaching procedures, that will best achieve these objectives, carrying out the
procedures, evaluating the success of the learning activities and following up their success and
failure.
According to Gerlach (1975:187), techniques are the ways and means adopted by a
teacher to direct the learner’s activities toward an objective. Techniques are the tools of the
teacher. The effective teacher has a multitude of techniques and must be prepared to select the
one, which will be most efficient in leading the learner to the desired terminal behavior.
Techniques are the means for reaching an objective and can be part of expository or inquiry
approaches.
1.2. Statements of the Problems
In this thesis, the writer limits the discussion by stating the following problem:
Is there any significant difference of student’s achievement in vocabulary mastery between
making use of magazine articles and storybook?
II. REVIEW OF RELATED LITERATURE
2.1 Concept of Vocabulary
2.1.1 Definition of Vocabulary
We hear and use vocabulary on every occasion and for all purposes everyday. It is
difficult for someone to answer the question of what vocabulary is. Therefore, the answer is not
as easy as how it is issued. Until now, linguists have not had the same opinion about the concept
of vocabulary. There are a lot of definitions about what vocabulary is:
Webster (1986:1320) stated vocabulary is a sum or stock list of word employed by a
language, group, individual, or in relation to be a subject.
According to Mc. Carthy (1990:VIII), vocabulary is the single biggest component of any
language course. No matter how well the student learns grammar, no matter how successfully
the sounds of second language are mastered, without how to express a wide range of meanings,
communication, and in a second just cannot happen in any meaningful way.
Another definition of vocabulary stated by Holt (1996:803) is an alphabetical list of the
words used in a book often including their translation or definition.
In addition, Yonip and Sumakah (1971:9) stated that vocabulary is:
(1) The stock or supply of words that a person uses or understands even if he does not use them
in oral or written communication or in reading,
(2) The stock of special words used in discussing various trades, arts, professions, and sciences.
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The WorldNet’s definition, vocabulary is a listing of the words used in some enterprise
(http://dict.die.net/vocabulary/).
From the definitions above, the writer concludes that vocabulary is a list of words with
their meaning used in speech community by a group or individual person and in writing skills of
particular person.
2.1.2 Various Types of Mastery of Vocabulary
The biggest component of any language is vocabulary. Therefore, the students have to
master it well. Fries (1945:2) stated, whenever we think of language and language learning, we
usually think of mastering of vocabulary of learning the words.
Vallette as cited by Kustaryo (1988:3) said that the ability to understand the target
language greatly depends on one’s knowledge of vocabulary. The words one knows depend
upon the experience one has got. The students usually have a certain motivation to master
certain vocabulary, usually in relation to their need. For example, when a student wants to go
abroad, he needs to know the expression for asking some information, booking a room in a
hotel, buying things in a shop, ordering meals in a restaurant, and so on.
According to Ruth (1957:221-223), the type of vocabulary that needs to be considered in
education can be discussed in four types:
(1) Understanding vocabulary
(2) Speaking Vocabulary
(3) Writing Vocabulary
(4) Potential, or marginal, vocabulary
The writer thinks it only understands vocabulary, which is related to her study. Therefore
she only presents the illustration about understanding vocabulary.
Understanding vocabulary can be divided into two:
(1) Listening: the words an individual recognizes and comprehension through listening.
(2) Reading: the words an individual recognizes and comprehension through reading.
According to Ruth (1957:221-223), an individual reading vocabulary is the vocabulary
he can respond to in reading through recognition of the word and comprehension of its meaning.
Reading is not only recognition of words but involves also getting meaning from the recognized
pattern of the symbols on a page. One can gain meaning from symbols only if he can bring
meaning to the recognition of those symbols. The meaning lies in the mind of the reader. In both
reading and listening, some word meanings can be gained from the context in which they appear
even though the reader or listener has never encountered them before and might not know them.
Actually there are some methodologists who divide vocabulary into passive and active
vocabulary. Or they can say receptive and productive vocabulary. The receptive vocabulary is
the words we understand approximately when we meet them, but cannot use, while the
productive vocabulary is the words we know well enough to use ourselves. Nevertheless, in fact,
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all the methodologists’ vocabulary categories have the same basic. They complete each other in
learning language to acquire the target language.
The number of English words is huge. It is very rare to find people who have the certain
size of vocabulary, even the highly educated ones.
As Nation and Waring in edited by Schmitt and McCarthy (1997: 7-9) stated that we
should expect that native speakers will add roughly 1,000 word families a year to their
vocabulary size. That means that a five-year-old beginning school will have a vocabulary of
around 4,000 to 5,000 word families. A university graduate will have a vocabulary of around
20,000 word families. However, people still have a job to steadily build up their stock of words.
The writer may be curious to know the requirements of vocabulary mastery. Wallace
(1981: 27) said that to master or to fully know a foreign language word. It is expected that
learners:
(1) are able to recognize it in its spoken and written forms
(2) are able to recall it at will
(3) are able to relate it to appropriate objects or concepts
(4) can use it in appropriate grammatical forms
(5) are able to pronounce it in a recognizable way
(6) know in what ways it can combine with other words
(7) know the relation between the word and other words
(8) are aware of its connotation and association
(9) can use it in the appropriate level of formality in the appropriate situation
Therefore, vocabulary mastery is a necessity. Because of their lack of vocabulary, people
cannot communicate their ideas as clearly as they would like to and they cannot grasp the ideas
transmitted to them. Their listening, writing, speaking, and reading abilities are hampered by
their limited vocabulary.
2.2 Teaching Vocabulary
2.2.1 Principles of Teaching Vocabulary
English is not an easy thing to teach. Teacher must use an effective media; make
preparation on material that is going to be taught in teaching-learning process in order to make
the students study effectively.
In teaching vocabulary, teacher has to manage the learning situation where the learners
can do some or all the things with the target vocabulary. Therefore, it is important to develop
principles for the preparation of language teaching, especially for vocabulary.
According to Wallace (1996:15-16), there are principles on which teaching vocabulary is
based:
(1) Aims
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The aims have to decide on the number of vocabulary items to be learned. How many of the
things listed does the teacher expect the learner to be able to achieve? What kinds of words?
(2) Quantity
The teacher decides on the number of vocabulary items to be learned. How many new words
in a lesson can the learners learn? If there are too many words, the learner may become
confused, discouraged.
(3) Need
In any case, one would hope that the choice of vocabulary would relate to the aims of a
course and the objectives of individual lesson. It is also possible for the teacher; in a sense,
to put the responsibility of choosing the vocabulary to be taught on the students in a
situation where they have to communicate and get the words they need, as they need them
using the teacher as an informant.
(4) Frequent Exposure and Repetition
It is seldom, however that we remember a new word simply by hearing at the first time.
There have to be certain amounts of repetition until there is evidence that student have
learned the target word.
(5) Meaningful presentation
The learner must have a clear and specific understanding of what it denotes or refers to, i.e.
its meaning although meaning involves many other things as well. This requires that the
word be presented in such a way that its denotation or reference is perfectly clear and
unambiguous.
(6) Situation of Presentation
The choice of words can be varied according to the situation in which we are speaking and
according to how well we know the person to whom we are speaking (from informal to very
formal). Thus, a student should learn words in the situation in which they are appropriate.
Those principles, of teaching vocabulary are to reach the target language, no matter what
techniques and methods are used. Teaching vocabulary necessities using approaches that
facilitate the learners’ ability to grasp the materials (Kustaryo, 1988:23-24).
For an English teacher who teaches adults, vocabulary teaching also invites notable
reactions. Some people believe that in learning a foreign language, teaching vocabulary is a
waste of time since the vocabulary is in unlimited number.
These ideas are reasonable, if the participant of the teacher-preparation programs had
received emphasis on vocabulary in the classroom. The students who are satisfied in their
vocabulary can be gained through experience.
Finally, the writer may conclude from the previous information about teaching of
vocabulary that teachers who teach vocabulary have to understand the aim of teaching
vocabulary. When teachers present a new vocabulary they should primarily try to enable
students to recognize the words and their meanings perfectly clear, to use the words
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appropriately well depends on the situation. They should give more emphasis on vocabulary that
is very useful for them in learning English.
2.2.2 Teaching Vocabulary at Senior High School
Teaching vocabulary to adults is different from teaching it to children because
adolescents have wider knowledge than children. Teaching vocabulary to average and above
average students is relatively easy because the students have a good understanding in language
and a sizeable vocabulary (Carnine, et. al., 1990:138) Modeling is used when verbal
explanations of a new word include words students do not understand. For example, when
teaching the preposition “over”, the teacher cannot explain why something is “over” without
using the term “over” or a synonym for “over” such as “above”. Modeling is used primarily to
teach the word labels for common objects, actions, and attributes. Synonyms are used when a
student knows a word(s) that can explain the meaning of a new, unknown word. For example, a
student knows the word “over” but does not know “above.” Instead of introducing “above”
through modeling examples the teacher tells the students that “above” means “over” and then
tests the students to make sure that they understand synonym. Similarly, if a student knows the
meaning of “wet,” the teacher can use a “little wet” to explain the meaning of “damp.”
Definitions are used when student have adequate language to understand a longer explanation
and when the concept is too complicated to be explained through a synonym. The teacher
constructs a definition by specifying a small class to which a new word belongs and then by
telling how the word differs from other members of the class. For example, a simple definition
of service station might be “a place where gasoline is sold and cars are repaired.” Service station
is in the class of “place.” It differs from other places because gas is sold and cars are repaired
there. After a definition is given, examples are presented to test the student’s understanding of
the definition.
2.3 Media in Teaching Vocabulary
2.3.1 Definition of Media
Language teaching is a collective title for a variety of activities undertaken by different
people in very different circumstances. There is consequently no single medium ideal for
language teaching. A medium broadly conceived, is any person, material, or event that
establishes conditions that enable the learner to acquire knowledge skills, and attitudes. In this
sense, the teacher, the textbook, and the school environment are media.
According to Hornby (1995:727), media is the main means of communicating with large
numbers of people especially television, radio, and newspaper.
Besides, there are many opinions, which are suggested by some educators:
1) AECT (Association for Educational Communication and Technology) 1977 states
that media is all forms and tools that are used to convey information process.
2) Briggs, as quoted by Sudjarwo (1989:17) says that media is a means, which is used
to give stimuli for students to be more active in the learning process.
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3) Supporting Brigg’s idea, Gagne (1970) says that media is the various kinds of
components in students’ environment can motivate students for learning.
4) NEA (National Education Association) says that media is all of things that is
manipulated, seen, heard, read, or talked about with instrument is used for the activities.
Every media is a means to an end or to a goal, for example; in this study, the writer uses
magazine articles and storybook as means to improve the students’ ability in vocabulary.
From the definitions above, the writer tries to conclude that media are the kinds of
substances that are used by a teacher during teaching learning process to support the
presentation of the lesson. Then, the media will be helpful to support the presentation of the
lesson during the teaching learning process, if they are prepared carefully and creatively.
2.3.2 Various Types of Media in Teaching Vocabulary
According to Rossi (1966:3), a medium may be defined as any form of device or
equipment, which is normally used to transmit information between persons. An education
medium is such a device used for educational purposes. They become media only when
associated with those peculiar processes of human behavior, which we have termed the
transmission of information.
As stated by Rossi (1966:8), media differ along various dimensions. Some of these are
relevant to the understanding of media impact. Thus it is useful to examine media dimensions
and to exemplify types of media at various points along them:
1) Literacy
Some forms of media, such as books and teaching machines require that the user be able to
manipulate and understand symbols. In short, that he be literate. Other media forms, such as
television may be understood and appreciated by illiterate and literate users alike.
2) Audio and visual
3) Static and dynamic
4) Solo versus group
From that explanation above, the writer conclude that storybook and magazine articles are
included in literacy.
2.3.3 Selection and Use of Media
One of the functions in using media is to help the students to become more active in the
learning process. In order to reach the target, the teacher should know the best way to choose an
appropriate medium, which is applicable to the conditions. The teachers’ knowledge about a
fundamental component of the systematic approach to teaching and learning which can help
them to choose and design medium and the teachers’ own experience also will help them to
judge the relevance of using the media. A medium of instruction must be selected based on its
potential for implementing a stated objective. Therefore, selection must be based on one
consideration of how the medium will be used in an actual instruction. The process of selecting
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instructional strategies and media accepts Gagne’s premise that “no single medium is likely to
have properties that make it best for all purposes” (Gerlach and Ely, 1980:250).
To carry out the media selection rule, the four steps of process is recommended:
1) Write an objective;
2) Determine the domain in which the objective can be classified: cognitive,
affective, and psychomotor;
3) Select an appropriate strategy within the domain determined in step 2; and
4) Select appropriate media.
When the teacher uses media, he should choose and design it appropriately. It means that
media is a means to improve the students’ ability to master the subject and can help them to
facilitate the learning process.
Many media and many styles of visual presentation are useful to the language learners.
There is no general rule to indicate which media and which visual styles are appropriate at any
one time.
The choice is affected by:
1) The age, interest, type of intelligence, and experience of the students;
2) The physical circumstances of the classroom or laboratory; and
3) The cost and convenience of the materials available (Wright, 1976:1).
In addition, the principle criterion of choosing the media will help teacher to decide
which media will be used. The media are appropriately needed of students in teaching learning
process. They should provoke the students into learning a certain subject. Basically, the media
provide an interesting stimulus for students to learn something.
2.4 Concept of Teaching Vocabulary Using Magazine Articles and Storybook
2.4.1 Definition of Magazine articles
Whenever we think about vocabulary, we usually think about some media to teach it in
the classroom.
To know what magazine and article is, the writer would like to do present several
definitions as follows:
a) Magazine
Hornby (2000:771) stated that magazine is a type of large thin book with a paper cover
that you can buy every week or month, containing articles, photographs, etc; often on a
particular topic. It means that magazine is for public. It does not only contain news, but also
opinions, editorial, advertisements, entertainment.
According to wordnet.princeton.edu/perl/webwm, a magazine is a periodical publication
containing a variety of articles on various subjects.
In addition, magazine is a type of periodical that contains articles on popular topics
aimed at general readers. Magazines are usually published weekly or monthly and generally
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contain advertising and color illustrations. The articles are shorter and less authoritative than
those found in scholarly journals. (www. amberton. edu/VL_terms.htm) s
According to Grolier Inc. (1973:573), magazine is a periodical publication, usually with
a paper cover, containing miscellaneous articles, and often illustration and photographs.
Based on the explanations above, magazine is a kind of mass media, which is usually
printed every week or every month. For examples of it is Readers’ Digest, Cool and Smart
magazine, Contact magazine, Hello, etc.
b) Article
Article has some definitions as follow:
According to Webster’s New World Dictionary of American English, article is a
complete piece of writing, as a report or essay that is part of newspaper, magazine, or book.
Hennessy (1993: 7) stated that an article is a piece of deliberately structured writing for
publication, usually running from 600 to 2000 words which aims to inform, comment, persuade,
or entertain. An article might aim to inspire or to stimulate the reader to think or to provoke to
action. It often includes the author’s point of view and sometimes develops an argument.
Parallel to this, an article is a piece of writing on a specific topic, by one or more authors, that
forms an independent part of a periodical publication such as a journal or serial, magazine, or
newspaper (www. utas. edu.au /library/ etutor/ main/ webzglos. htm.)
From the explanations above the writer concludes that magazine article is an easier and
cheaper media of reading. The students can also use it in their daily activities vocabulary.
2.4.2 Definition of Storybook
Storybook is one of media that interest students to learn more vocabulary. To know what
storybook is, the writer would like to do present several definitions as follows:
According to wordnet.princeton.edu/perl/webwm, storybook is a book containing a
collection of stories, usually for children).
In the http://www.alwords.com/word-storybook.html, storybook is a book that contains a
tale or a collection of tales, especially one for children.
In addition, storybook is a book containing stories, short narratives, either true or false
http://www.webster-dictionary.net/definition/storybook.
Based on explanations above, the writer concludes that storybook is a book consists of
stories or short narrative for children especially tales story.
2.5 Concept of Synonym and Antonym
a) Synonym
A synonym is one of two or more words that have the same or similar meaning. When an
author uses difficult words, he often will also use a more familiar word to make it easy to
understand. In other words, a synonym is a word with the same meaning as another in the same
language but often with different implication and associations. According to Tarigan (1993:78)
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stated that the word synonym formed by the word sin (the same) and onim (a word is classified
with another words).
In addition Jackson (1988: 64), the term synonymy derives from Greek and its two parts
(syn+ nymy) mean ‘same + name’: synonymy deals with sameness of meaning, more than one
word having the same meaning, or alternatively the same meaning being expressed by more than
one word (‘name’).
Wallace (1981:225) stated that the benefit of knowing synonyms is that you can increase
your ability to be more exact on precise when you speak or write.
Parallel to this, Mc Carthy (1990:16) stated that synonymy means that two or more words
have the same meaning.
Based on the explanation above, the writer concludes that synonyms are words, which are
similar in meaning.
b) Antonym
An antonym is a word of opposite meaning. In other words, it is a word that is contrary in
meaning to another.
According to Tarigan (1993:79) stated that antonim is formed by anti or ant which means
the opposite and onim or onuma which means name clearly antonim is a word which has the
opposite meaning with another word.
Jackson (1988:64) stated that antonymy likewise derives from Greek and its two parts (ant
+nymy) mean ‘opposite + name’: antonymy deals with oppositeness of meaning words with
opposite meanings of various kinds.
Mc. Carthy (1990:17) stated that antonymy, or oppositeness may be several kinds. For
example, we can observe this sentence; “The first box is big, while the second is small.” The
word while is the signal that an opposite is being used. It is indicated that “big” is the opposite
of “small.”
Parallel to this, Wallace (1981:225) stated that antonyms are words which are opposite in
meaning.
From the explanation above, the writer concludes that antonyms are words which are
opposite in meaning.
III.METHOD OF INVESTIGATION
3.1 Sources of Data
In this research, some data are needed to achieve the objective of the research. The
definition of source of data is stated by Arikunto (1991:102). She says that sources of data are
subjects where the data comes from. In this study the writer used the research procedure in order
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to get the required data. The data and information are obtained from test results, observation,
teacher’s document, and questionnaire.
3.2 Subjects
3.2.1 Population and Sample
There are many definitions of population. Saleh, one of them, says that population is a
group of objects, events, or indicators that become targets of the research (2001:17). Meanwhile
Easton and Mc Coll (2005:2) state that population is any entire collection of people, animals,
plants or things from which we may collect data. The population in this study was the students
of SMA Negeri 6 Semarang.
Arikunto (1996:117) says that sample as a limited number of elements from a population
to be representative of the population. The sample of this study was the year XI students of
SMA Negeri 6 Semarang. Since the population is not small, one of the classes would be chosen
as the sample. In this research, the writer took 18 students as the sample.
3.2.2 Sampling Technique
After the writer dedicated how many subjects should be presented the population
characteristics, she selected representative students from the population. To select the
representative students from the population, she took the technique called the purposive
sampling. Purposive sampling means choosing the sample with an underlying purpose or them
(http: // www. bized ac. uk/timeweb/digging/dig-source-expt.htm). Meanwhile, Sudjana
(1996:168) states that purposive sampling is also known as the sample is based on personal
consideration.
In this study, the writer gave teaching learning process to the students’ mastery of
vocabulary achievement by using magazine article and storybook as the media of it. The purpose
of which was to improve the student’s vocabulary achievement especially synonym and
antonym. It is hoped that by using magazine article and storybook, the writer would find out that
they could be applied as media in teaching vocabulary.
3.3 Research Design
This study used one shot case study and descriptive comparative. It means that she used
two one shot case studies, and then the result of them would be compared to describe the
significant differences in teaching vocabulary between using the magazine article and storybook
by the teacher. Then, she described the significant differences between magazine article and
storybook used in teaching vocabulary.
The design of the experiment could be described as following:
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1 1Ε→ΧΕΕ→ΧΕ
E= one class, XI IPB
E1= treatment result of magazine article
E2= treatment result of storybook
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X1= treatment magazine article
X2= treatment storybook
In the design above, the subject chosen is only one class but using two treatments or one
group two treatment. Since the technique of sampling chosen by the writer is purposive
sampling, it means that the writer chose the sample with an underlying purpose. The class
consists of 18 students. They get and study English more than the other classes. They have more
English lesson every week. So, it would make the process of research easier to be done. Firstly,
magazine article treatment was done. Secondly, storybook treatment was done. Then the writer
gave the tests to them. The test consisted of one part, it was multiple choice tests. The result of
which were then computed statistically. The writer also used observation data and questionnaire
to make the result more complete. So, it is called descriptive comparative.
3.4 Procedure of Experimentation
Conducting an experiment always requires some steps, which have to be done in a
chronological order. The writer took the following steps as she worked on her experiment.
a. Chose the eleventh grade students of SMA N 6 Semarang.
b. Took one class of Bahasa consists of eighteen students as the samples purposively.
c. Conducted the real experiment
The activities of the experiment:
1) Activities in doing experiment
The experiment was began on 22nd March 2010 and ended on 10th June 2010. In introducing
the experiment, the students were given magazine article and storybook as a media of
vocabulary mastery.
List of activities of the research:
No Activities Material Time1.
2.
3.
4.
5.
Giving treatment
Giving treatment
Giving post test
Silent period
Giving treatment
Vocabulary
Synonym
Antonym
- Explanation of the passages
from magazine article
- Explanation of the difficult
words
Synonym and antonym as the
vocabulary material test from the
magazine article passage
-
Vocabulary
Synonym
22nd March 2010
23rd March 2010
24th March 2010
25th until 5th April
2010
6th April 2010
NYMy Σ=N
xMx Σ=
15
6.
7.
8.
Giving treatment
Giving post test
Distributing
questionnaire
Antonym
- Explanation of the passage
from storybook
- Explanation of the difficult
words
Synonym and antonym as the
vocabulary material test
-
13th April 2010
20th April 2010
3rd May 2010
Post test
Post test was given after conducting all the activities above. It was conducted twice on 24th
March and 20th April 2010.
d. Scored the result of the test
e. Determined the meaning of the result of the two media
f. Compared the two media by using the result of the test, observation, and questionnaire.
3.5 Statistical Design
Brown (1988: 116-117) points out that statistics are calculation made to describe a
sample. In this research, the writer uses simple statistic analysis is done by searching mean,
percentage, proportion, ratio, and t test formula so that the conclusion derived is adjusted to the
problems.
The following formula was used to get the means:
Rachman&Muhsin (2004: 17)
Where Mx = the mean of the magazine article treatment
∑x = the sum of all scores of the magazine article treatment
My = the mean of the storybook treatment
∑y = the sum of all scores of the storybook treatment
To make analysis more reliable, the writer analyzed by using t-test formula. The
significant difference between the two means can be seen by using this formula:
11 2
2
1
1
21
−−
−
−=
nXS
nXS
XXt
16
Where t = t-test
=1x Mean of the magazine article treatment
2x = Mean of the storybook treatment
1xS = Deviation of the magazine article treatment
2xS = Deviation of the storybook treatment
Arikunto (2002:275)
3.6 Variables
There are two kinds of variable; they were independent variable and dependent variable.
The independent variable is the variable that the experimenter expects to influence the others
(Nunan, 1992:25). The independent variable (X) in this study was the English vocabulary
teaching using magazine article (X1), and the second one (X2) as the English vocabulary
teaching using storybook. The dependent variable is acting. In this study, the students’
achievement manifested in the test score would be dependent variable.
3.7 Instrument of the Research
An instrument is very useful to collect data required in the research. The instrument that
would be used in the research was intended to measure the students’’ vocabulary mastery
achievement especially synonym and antonym. The instruments of this research are passages,
field notes, and tests.
3.7.1 Reading Test
3.7.1.1 Reading Passages
In conducting the research, the writer concerned about vocabulary mastery achievement
of the students using magazine article and storybook to the second of senior high school. To
make a good test of vocabulary, firstly the writer prepares the passages from magazine article
and storybook. The title of the passages from storybook and magazine article is “The Little
Match Girl” by Hans Christian Andersen. The writer selects the passages with some
consideration below from Harris (1969:50-62).
1) Length
Inasmuch as the test, writer will generally wish to include samples of various kinds of
material, the individual test passages should be kept brief. Passages of between 100 and 250
words are about the proper length.
2) Subject matter
The specific purpose of the test will naturally dictate the subject matter of the passages
selected. The excerpts must be clear and meaningful when taken out of context, and not require
outside subject-matter information to be fully comprehended.
3) Style and treatment of subject
Paragraphs that make just one clear, direct point, for in stance, seldom make suitable
passages for testing purposes, inasmuch as they do not yield a sufficient number of test items.
17
Much more likely are paragraphs which (a) deal chronologically with a series of events, (b)
compare or contrast two or more people, objects, or events, (c) present an author’s
individualistic opinions on a familiar subject.
4) Language
The passages in a reading test should approximate materials which the examinations are
likely to encounter when they put their English to use, the test writer must always set realistic
tasks for his test population, which consists, after all, of learners of a second, or foreign
language.
3.7.1.2 Tests
Harris (1969: 51-54) had suggested some types of test were suitable to measure student
ability during the lesson:
a) Definition (multiple – choice)
b) Completion (multiple choice)
c) Paraphrase (Multiple – choice)
d) Paraphrase (supply type)
e) Pictures (objective)
From the five choices available to test vocabulary of student’s achievement, the writer
used completion (multiple – choice). It also supported with following considerations.
a) Multiple-choice items have long been the most highly regarded and widely used from of
objective-tes item.
b) They are adaptable to the measurement of most important educational out-comes.
c) Its form provides a realistic, naturally appropriate setting for student achievement.
d) Students often find multiple-choice items less ambiguous than completion or true false
item.
e) It is easier for the researcher to defend correct answers.
In this study, the writer used an achievement test. The achievement test is similar to the
progress test in that measures how much the student has learned it of first foreign language
interaction (Valette, 1996: 4). The achievement test is appropriate to measure the students’
progress in learning process.
Achievement tests can be designed to measure a variety of learning outcomes, such as
knowledge of particular facts, the ability to apply facts and principle; and various thinking skills.
The first aim in constructing an achievement tests is to identify the learning outcomes that are to
be measured. It is based on the vocabulary mastery of the students after conducting the teaching
learning process by using storybook and magazine article. When the students answered the test
items, the writer would get the result of it. It was because the writer wanted to know how far the
students mastered the vocabulary especially synonym and antonym from the passages entitled”
The Little Match Girl.”
18
3.7.1.3 Observation
The observation in this research is used to know the students’ behavior in the teaching
learning process. In using field notes, the writer systematically kept notes of the class situation,
either while the lesson was in progress or immediately afterwards.
3.7.1.4 Questionnaire
In conducting the research, the writer used questionnaire for gathering the data in
describing the significant differences of students’ mastery vocabulary using magazine article and
storybook.
As Suharsimi (1997: 128-130) stated that a questionnaire is questions which is used to
gather information from respondents about their personals or what they knew.
Meanwhile, in healthlinks washington. edu/howto/ measurement/ glossary/ stated that
questionnaire is a method used for collecting data; a set of written questions which calls for
responses on the part of the client; may be self-administered or group-administered.
Questionnaire is a way of getting data about persons by asking them rather than watching
them behave or by sampling a bit of their behavior (Tuckman, 1978:197).
The writer used questionnaire after she conducted the tests. It is hoped that it would help
the research data to take the conclusion in describing the significant differences of students’
mastery vocabulary using magazine article and storybook.
3.8 Method of Collecting Data
In completing the study, the writer collected the data and analyzed in the following steps.
Firstly, the writer tabulated the data collected. It included scoring the students test both of two
post tests. Then, the writer compared the data from both of them, observation, and questionnaire
result. Since this thesis discussed comparative study by which the writer wanted to compare two
media of teaching vocabulary especially synonym and antonym, she described the significant
differences teaching of them. It is hoped whether using the magazine article more easier than the
some conclusions of the significant different between them descriptively.
3.9 The Construction of the Test
The writer had previously mentioned that the type of test applied in this research was a
completion (multiple choices).
According to Harris (1969: 3), an achievement test indicates the extent to which an
individual has mastered the specific skills or body of information acquired in a formal learning
situation.
The test consisted of 30 items of multiple choices with four options: A, B, C, and D. The
test materials were taken from magazine article and storybook passage according to curriculum-
based competence 2004 of senior high school.
19
After constructing the test items, the writer then arranged test items into the following
multiple-choice numbers.
1) The test of synonym on the verb, adverb, adjective, and noun was
spread on items numbers 1, 3, 5, 7, 9, 11, 14, 16, 18, 20, 22, 23, 24, 26, 27, and 30 from
storybook and magazine articles.
2) The test of antonym on the verb, adverb, adjective, noun, vas
spread on items numbers 2, 4, 6, 8, 10, 12, 13, 15, 17, 19, 21, 25, 28, and 29 from storybook
and magazine article.
The total number of the test was 30 items.
3.10 Scoring System
Based on the explanation above, the writer used the scores of students’ test result from
the magazine article and the storybook. In this case, she took the average of each media then
compared the percentages. The data is strengthened by observation and questionnaire in order to
get a valid result.
4.1 Statistical Research Result
4.2 Statistical Analysis
After conducting the research, the writer administered, analyzed, and interpreted the
obtained data. Statistical Analysis is concerned with the organization of the test scores and other
numerical data collected through measurement.
4.2.1 Computation between the Two Means
After getting all the scores computation was made. The first was to know the significant
difference of the treatment using magazine article and storybook one could be seen through the
difference of the two means.
The score distribution of the magazine article treatment and storybook treatment could
be seen in appendix 7.
The computation of the two means scores of the magazine article treatment and that of
the storybook treatment was calculated as follows:
67,6418
1164
=
=
Σ=NxMx
The mean score of the magazine article treatment was 64,67.
181368=
Σ=NYMy
The mean score of the storybook treatment was 76,00.
00,7618
13682
2
=
=
Σ=NxMy
67,6418
11641
1
=
=
Σ=NxMx
20
If we compared the two means, it is clear that the mean of storybook treatment is higher
than that of the magazine article one. The difference between the two means is 11 (My-Mx). To
make analysis more reliable, the writer analyzed by using t-test formula. The significant
difference between the two means can be seen by using this formula:
11 2
2
1
1
21
−−
−
−=
nXS
nXS
XXt
Where
Before applying t-test formula, Sx1 and Sx2 had to be found out first. The step was to get
Sx1 and Sx2.
00,133818
)1164(76610
)(
21
212
11
=
−=
Σ−Σ=NXXSX
Deviation from each value from magazine article was 1388,00.
00,162418
)1368(105592
)(
21
222
22
=
−=
Σ−Σ=NXXSX
Deviation from each value from storybook was 1624,00.
After getting Sx1 and Sx2, we could find out value by means t-test.
76,210,4
33,115294,957059,78
33,1111800,1624
11800,1338
00,7667,6411 2
2
1
1
21,14
−=
−=
−−=
−−
−
−=
−−
−
−=
nXS
nXS
XXt
o
4.2.2 Test of Significance
After getting the t-value, the writer consulted the critical value on the t-table to check
whether the difference was significant or not. Before the treatment was conducted, the level of
21
significance to be used in the experiment divided before. For this treatment, the writer used the
5% alpha level of significance as usually used in psychological and educational research.
The number of subject in this treatment for both magazine article and storybook was 18
with the degree of freedom; there was no critical value in the table. The t-table was 2,03. The
obtained t-value was 2,76 so the t-value was higher than the critical value. As stated by Brown
(1988:169) if the obtained t-value was higher than the critical value it could reject the null
hypothesis or in other words the difference was statistically significance. Since the obtained t-
value was higher than the critical value on the table (2,76>2,03) the difference was statistically
significance. Therefore, based on the computation, there was a significant difference between
teaching vocabulary using magazine article and storybook as the media. Teaching English
vocabulary using storybook was more effective than teaching vocabulary with magazine article.
It could be seen in the result where the students taught by using storybook got higher grades than
students taught with magazine article.
4.3 Non Statistical Analysis
The aim of this study is to describe whether there is a significant difference of students’
achievement in vocabulary mastery making use of magazine article and storybook. The writer
will clarify the non statistical analysis based on the Tinambunan’s classification of the
achievement. Below is the list of the level of mastery of the correct answer and grade for the
magazine article treatment and storybook treatment. There are five levels of achievement as
proposed by Tinambunan (1988:129)
Percentage of Correct
AnswerGrade Level of Achievement
93-100%
85-92%
75-84%
60-74%
below 60%
A- Outstanding
B- Very good
C- Satisfactory
D- Very weak
F- Fail
Outstanding achievement
Above average achievement
Average achievement
Below average achievement
Insufficient achievementThe following are the student’s achievement levels of the magazine article treatment:
No
Number
of
Students
Percentage
of Correct
Answer
Grade Level of Achievement
1.
2.
3.
4.
5.
0
0
2
12
3
93-100%
85-92%
75-84%
60-74%
below 60%
A- Outstanding
B- Very good
C- Satisfactory
D- Very weak
F- Fail
Outstanding achievement
Above average achievement
Average achievement
Below average achievement
Insufficient achievementThe following are the student’s achievement level of the storybook treatment:
No Number
of
Percentage
of Correct
Grade Level of Achievement
GRAPHIC OF THE RESULT OF THE VOCABULARY TEST OF THE MAGAZINE ARTICLE TREATMENT
0
2
4
6
8
10
12
14
A B C D F
STUDENT'S GRADE
FRE
QU
EN
CY
22
Students Answer1.
2.
3.
4.
5.
1
1
11
5
0
93-100%
85-92%
75-84%
60-74%
below 60%
A- Outstanding
B- Very good
C- Satisfactory
D- Very weak
F- Fail
Outstanding achievement
Above average achievement
Average achievement
Below average achievement
Insufficient achievementThe result of vocabulary of the magazine article treatment and storybook treatment is
reported in the graphic form. The horizontal line with the students’ grades and the vertical line
showed the frequency of the students. There were three graphics described the research findings.
The first graphic describes the result of the magazine article treatment, the second one showed
the result of the storybook treatment, and the last graphic showed the result of the test both of
them.
a) The graphic showed the result of vocabulary test
achieved by the magazine article treatment. There were no students who got the highest
score in the level of outstanding achievement, no students in the very good grade, 2 students
got satisfactory, 12 students in the very weak grade and 3 students in the fail grade.
b) The graphic of the result of vocabulary test of the
storybook treatment
This graphic showed the result of vocabulary test achieved by the magazine article
treatment. There was one student who got the highest score in the level of outstanding
achievement, one student in the very good grade, 11 students got satisfactory, 5 students in the
very weak grade and no student in the fail grade.
GRAPHIC OF THE RESULT OF THE VOCABULARY TEST OF THE STORYBOOK TREATMENT
0
2
4
6
8
10
12
A B C D F
STUDENT'S GRADE
FRE
QU
EN
CY
GRAPHIC OF THE RESULT OF THE VOCABULARY TEST OF BOTH
0
2
4
6
8
10
12
14
A B C D F
STUDENTS' GRADE
FRE
QU
EN
CY
MAGAZINE ARTICLE STORYBOOK
23
c) The graphic of the result of the both group
This graphic showed the result of the magazine article treatment and storybook
treatment.
4.4 Analysis of the Result of the Questionnaire
Questionnaire supports the result of the vocabulary scores, to describe the significant
differences of students’ achievement making use of magazine article and storybook. The steps of
analyzing the questionnaire are not different from those of analyzing the vocabulary test. Each
of the steps will be discussed in the following sections.
24
4.4.1 Grading
As written on the questionnaire, there are four options for each item. The item score is
ranged from 1 to 4. The students who answer A will get scores 4, the score 3 for the answer B, 2
for C, and 1 for D.
4.4.2 Tabulating and Tabling
To make the result of the grading of the questionnaire is readable, it is necessary to
tabulate it. It means that the result of the grading the questionnaire is put into a table. The table
consists of several columns number of students, criteria, score’s percentage, and student’s scores
based on the variables of the variables of the questionnaire and the total scores.
4.4.3 Findings
The average score of students’ reading interest to English text is 18,1 and 75,23%. It is
categorized good since the score is like in the table below:
No Range Category Frequency %1.
2.
3.
4.
81,26%-100%
61,51%-81,25%
43,76%-61,50%
25,00%-43,75%
Excellent
Good
Sufficient
Insufficient
0
16
2
0
0,00%
88,89%
11,11%
0,00%From the table above, the students are already having good interest in reading English
texts (89%).
Students’ understanding and interest to vocabulary mastery score from magazine article
is 13,9 and 69,72% and is categorized very good, and from storybook 16,7 and 83,33% and is
also categorized very good.
Students’ understanding and interest to magazine article and storybook scores are in the
table below.
No Range Category Magazine article StorybookFrequency % Frequency %
1.
2.
3.
4.
81,26%-100%
61,51%-81,25%
43,76%-61,50%
25,00%-43,75%
Excellent
Good
Sufficient
Insufficient
6
10
2
0
33,33%
55,56%
11,11%
0,00%
11
5
2
0
61,11%
27,78%
11,11%
0,00%sBased on the table above, we can see most of students’ understanding and interest to
English magazine article are good (55,56%), and to storybook are very good (61,11%). Thus, it
can be explained that English text from storybook is easier to understand and more interesting
than magazine article.
4.5 Analysis of the Result of the Observation
From observation, it can be seen students are active in listening to teacher’s explanation
on magazine article (70%), in understanding the vocabulary is very good (65%) and in
25
completing assignment are good (67%). In teaching and learning process on storybook, students
are active in listening to teacher’s explanation (90%), in understanding the vocabulary is very
good (85%), and in completing assignment is very good (87%).
According to Sudjana (1989), the more active students in teaching learning process, the
more result they achieved.
4.6 Discussion of the Research Findings
4.6.1 Research Findings
This section would discuss the research findings which include the meaning of the test
result which is supported with the result of questionnaire and observation.
The aim of this study is to know whether there is significant difference of students’
achievement between making use of magazine article and storybook treatment can be shown in
the appendix 7 and 8. The result of storybook treatment is higher than that of the magazine
article treatment, they are 76,00 and 64,67.
The testing hypothesis indicates that the storybook treatment is significantly higher than
the magazine article treatment. Based on the result above, the writer concludes that the
storybook is better than the magazine article treatment. It is also supported with the result of
questionnaire of storybook treatment which is also higher (83,33%) than the result of
questionnaire of magazine article (69,72%) and the result of the observation list of storybook
treatment is higher (67%) than the result of the observation list of magazine article one (65%).
The research findings reveal that the result of the treatment is contrary to the hypothesis which
states that “there is no a significant difference of students ‘achievement between making use of
magazine article and storybook.” In mastery vocabulary especially synonym and antonym
achieved by the eleventh class students of senior high school who are taught by using magazine
article and storybook. In line with the research findings, the hypothesis must be changed to
“there is a significant difference of vocabulary especially synonym and antonym achieved by the
eleventh class students of senior high school who are taught by using storybook from who are
taught using magazine article.”
4.6.2 The Effect of the Treatment
According to the convention of level achievement, the result shows us that the treatment
of storybook is higher than the magazine article one. In other words, that teaching vocabulary
especially synonym and antonym using storybook is more effective than teaching vocabulary
using magazine article as the media.
Here the writer shows factors that are influenced by the result of the treatment from
magazine article and storybook. The explanation below showed the advantages of using
magazine article and storybook.
a. Magazine article
(1) The media could help the students in improving vocabulary.
26
(2) The media could enlarge the students’ knowledge and helped them to improve their
understanding of the material.
(3) The media gave the students new information for himself about everything he didn’t
know before.
(4) The media helped the teacher dig the new sources of reading material in improving
vocabulary of the students.
b. Storybook
(1) The media could help the students in improving vocabulary especially synonym and
antonym.
(2) The media made the students feel the language learning process as an interesting
experience.
(3) The media motivated the students to do the language learning.
(4) The media could help enlarge the students’ knowledge and helped them to improve their
understanding.
According to Sudjana (1989: 27) stated that care and motivation are the main
components in teaching learning process. Without them, the outcome of teaching learning
process will not be achieved optimally. There are several ways of improving care and motivation
such as; various teaching method, repeating information, giving new stimulus, for example:
asking some questions to the students, giving chance to the students in channeling their
academic interest, using media to attract students’ interest, such as pictures, photograph,
diagram, etc.
4.6.3 The Weaknesses of Using Magazine Article and Storybook as the Media for
Teaching Vocabulary Especially Synonym and Antonym
We all know that every media in teaching has its advantages and weaknesses. The use of
magazine article and storybook in teaching vocabulary especially synonym and antonym have
weaknesses as described below:
a. Magazine Article
(1) The language of the story from magazine article is difficult for students to understand.
(2) It is not practical enough because the content of the story is complicated. It makes
students bored with the story.
(3) The level of vocabulary within the story in magazine article is too high for senior high
school.
b. Storybook
(1) The students are only interested in the pictures of storybook not the content.
(2) The vocabulary within the storybook is too simple for students to understand. Hence, it
means that the story is not really challenging for them.
V. CONCLUSION AND SUGGESTION
5.1 Conclusion
27
Based on the interpretation and discussion in chapter IV, it was concluded:
1) There was a significant difference of students’ achievement in vocabulary especially
synonym and antonym between making use of magazine article and storybook for the
eleventh grade of SMA Negeri 6 Semarang.
2) The use of storybook in teaching and improving students’ vocabulary especially
synonym and antonym is more effective than magazine article. Based on the statistical
analysis, it could be seen that the mean of the storybook treatment score was higher than
the mean score of the magazine article treatment. The t-test measurement obtained 2,76.
Since the obtained t-value (2,76) was higher than the critical value on the table (2,03) at
0,05 alpha level of significance, it was found that the storybook treatment’s achievement
in vocabulary test was better than the magazine article one.
5.2 Suggestion
Based on the above conclusions, it was suggested that:
1) English teacher can apply storybook as a media in teaching vocabulary especially
synonym and antonym, so that students will be interested in learning English. The
opinion has been proved by doing research.
2) Students should do much practice in learning English vocabulary. The use of storybook
in improving vocabulary is not only for classroom teaching-learning process, but it can
be applied in a daily activity.
3) An English teacher should take some strategies to improve the students’ motivation and
effort in learning English and find most appropriate technique of teaching vocabulary,
such as:
a. Giving the students more vocabulary practices.
b. Teach the students with interesting media, that is storybook.
c. Chose the appropriate topics for the materials.
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