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THE IMPLEMENTATION OF BRAINSTORMING ACTIVITIES IN IMPROVING STUDENTS’ VOCABULARY MASTERY (A CLASSROOM ACTION RESEARCH ON THE EIGHTH GRADE STUDENTS OF SMP NEGERI 39 PURWOREJO IN 2009/2010 ACADEMIC YEAR)

Arranged by: IKA LARASTUTI K2205011

THESIS Submitted to Teacher Training and Education Faculty of Sebelas Maret University as a Partial Fulfillment of the Requirements for Gaining the Undergraduate Degree of English Education

ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA commit to user 2013 i


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ABSTRACT Ika Larastuti. K2205011. “THE IMPLEMENTATION OF BRAINSTORMING ACTIVITIES IN IMPROVING STUDENTS’ VOCABULARY MASTERY (A CLASSROOM ACTION RESEARCH ON THE EIGHTH GRADE STUDENTS OF SMP NEGERI 39 PURWOREJO IN 2009/2010 ACADEMIC YEAR)” A thesis. Surakarta: Teacher Training and Education Faculty of Sebelas Maret University, April 2013. The aims of the research are: (1) to identify whether and to what extent the implementation of brainstorming activities improves the students’ vocabulary mastery and (2) to describe the class situation when brainstorming activities are implemented in the classroom. The method used in this research is collaborative classroom action research; it is designed to improve students’ vocabulary mastery by using brainstorming activities. The research was carried out on the eighth grade students of SMP Negeri 39 Purworejo in the academic year of 2009/2010 in April until May 2010. It is conducted in two cycles in which each cycle includes four stages namely planning, action, observation and reflection. Each cycle consisted of three meetings. The data is in the form of qualitative and quantitative data. The qualitative data is collected through observation, interview, field note, research diaries and photograph. The quantitative data is collected from the scores of pretest and post-test. The qualitative data was analyzed using Constant Comparative Method and the quantitative data was analyzed by comparing the mean score of pre-test and post-test. The research findings showed that brainstorming activities can improve students’ vocabulary mastery. The improvement of vocabulary mastery is brainstorming activities could help students to learn four aspects of vocabularies well. Their achievement could be seen from their performance in learning and from the scores that improved gradually in every test. The mean score of the pretest is 6.11, the mean score of the post – test cycle 1 is 7.20 and the mean score of the post – test cycle 2 is 7.80 The improvement of class situations can be seen from the differences before and after the research. Before using brainstorming activities, the teacher found difficulties in motivating and encouraging the students to learn English. After implementing the uses of brainstorming activities, the researcher could reduce the difficulties. The teaching learning process was more effective because the students are more motivated in learning. The researcher hopes that the finding of this research can enrich the teacher’s technique in improving students’ vocabulary mastery and enrich the knowledge and experience for other researchers and readers.

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ABSTRAK Ika Larastuti. K2205011. “PENERAPAN KEGIATAN CURAH IDE DALAM MENINGKATKAN PENGUASAAN KOSAKATA BAHASA INGGRIS SISWA (PENELITIAN TINDAKAN KELAS DI KELAS 8 SMP NEGERI 39 PURWOREJO TAHUN AJARAN 2009 – 2010” Skripsi. Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret, April 2013. Tujuan penelitian ini adalah: (1) untuk mengetahui apakah dan sejauh mana penerapan kegiatan curah ide dalam meningkatkan penguasaan kosakata siswa dalam pembelajaran Bahasa Inggris dan (2) untuk menjelaskan situasi kelas pada saat kegiatan curah ide diterapkan di dalam kelas. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas kolaboratif; penelitian ini didesain untuk meningkatkan penguasaan kosakata siswa menggunakan kegiatan curah ide. Penelitian ini dilakukan di kelas 8 SMP Negeri 39 Purworejo tahun ajaran 2009/2010 dari bulan April sampai Mei 2010. Penelitian dilaksanakan dalam dua putaran di mana setiap putaran terdapat empat langkah yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Setiap putaran terdiri atas tiga kali pertemuan. Data penelitian dalam bentuk kualitatif dan kuantitatif. Data kualitatif diperoleh melalui pengamatan, wawancara, catatan lapangan, catatan harian peneliti dan foto. Data kuantitatif diperoleh dari nilai pretes dan post-tes. Data kualitatif dianalisis menggunakan Metode Konstan Komparatif dan data kuantitatif dianalisis dengan cara membandingkan nilai ratarata antara pre-tes dan post-tes. Penemuan peneliti menunjukkan bahwa kegiatan curah ide dapat meningkatkan penguasaan kosakata Bahasa Inggris siswa. Peningkatan penguasaan kosakata siswa adalah kegiatan curah ide dapat membantu siswa mempelajari empat aspek kosakata dengan baik. Peningkatan dapat dinilai dari aktifitas belajar siswa dan nilai tes yang naik secara bertahap. Rata-rata pre-tes adalah 6.11, rata-rata post-tes 1 adalah 7.20 dan rata-rata post-tes 2 adalah 7.80. Peningkatan situasi kelas dapat dilihat dari perbedaan sebelum dan sesudah penelitian. Sebelum penggunaan kegiatan curah ide, peneliti menemukan kesulitan dalam memotivasi dan memberanikan murid untuk belajar bahasa Inggris. Setelah penerapan kegiatan curah ide, peneliti dapat mengurangi kesulitan dalam proses pembelajaran. Pembelajaran menjadi lebih efektif karena murid lebih termotivasi. Peneliti berharap penemuan penelitian ini dapat menambah teknik guru dalam meningkatkan penguasaan kosakata siswa khususnya dalam pelajaran Bahasa Inggris dan menambah pengetahuan dan pengalaman bagi peneliti lain dan para pembaca.

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MOTTO So truly with each hardship comes ease. Truly with each hardship comes ease (Al-Insyirah 5-6) Nun, demi pena dan apa yang mereka tuliskan (Al-Qalam 1) Man jadda wajada, Man shabara zhafira, Man yazra’ yahshud Siapa yang bersungguh-sungguh pasti berhasil, Siapa yang bersabar pasti beruntung, Siapa yang menanam dia yang memetik (Arabic Proverb) Dum Spiro, Spero While I breathe, I hope (Cicero) A journey of a thousand miles begins with one small step (Lao Zhu) Never measure the height of a mountain until you have reached the top Then, you will see how low it was (Dag Hammarskjold) If there is a will, there is a way (English Proverb) Be an unbeatable! commit to user (The Writer) vii


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DEDICATION This thesis is whole-heartedly dedicated to: -

Allah SWT and the Prophet Muhammad SAW

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

-

Abi Andaya Iswara

Maya, Tika, Tyar and my best friends

The classmates of English Education Department 2005

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All of lecturers and students of English Education Department of UNS

-

All of teachers, lecturers and students in this world. You are awesome! Everyone who gave me a hand, motivation, and encouragement on my thesis and my life. You make all more iridescent. -

The readers, here and there

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ACKNOWLEDGEMENT Praise to Allah the Almighty for His blessing given to the writer, so she can accomplish the writing of her thesis as a partial fulfillment of the requirements for gaining the Undergraduate Degree of Education in English Education Department of Sebelas Maret University Surakarta. The writer also wishes to express her deepest gratitude and appreciation to: 1. Prof. Dr. M. Furqon Hidayatullah, M.Pd, the Dean of Teacher Training and Education Faculty, for giving the writer permission to write the thesis. 2. Dr. M. Rohmadi, S.S., M.Hum, the Head of the Art and Language Education Department, who gave the writer permission to write the thesis. 3. Endang Setyaningsih, S.Pd, M.Hum, the Head of the English Education Department, who gave the writer permission to write the thesis and as the writer’s second consultant for her guidance, advice, encouragement and time during the completion of this thesis writing. 4. Drs. A. Handoko Pudjobroto, as the writer’s first consultant for his guidance, advice, encouragement and time from beginning up to the completion of this thesis writing. 5. Drs. Bambang Agus Purwanto, M.Ed, (RIP) as the writer’s formerly first consultant for his dedication, guidance, advice, helping and time, even when he was sick, he still spent his time for reading and discussing the writer’s thesis. 6. Drs. Martono, M.A., as her Academic Consultant for his advices. 7. All of the Lecturers in English Education Department of Teacher Training and Education Faculty of Sebelas Maret University. 8. Suwarto AS, S.Pd. MM.Pd., the Headmaster of SMP Negeri 39 Purworejo for facilitating the writer in doing the research. 9. Sugeng Sutopo, S.Pd, the English Teacher of class VIII B for helping commit to user the writer in conducting this research. ix


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10. All of the students in class VIII B of SMP Negeri 39 Purworejo for participating well in this research. 11. All of her teachers for teaching, educating and giving her knowledge and manner. 12. Her beloved Mom and Dad for their prayer, caring, love and sincerity; her sister Prasekti Dwijayanti for her cheers; also her extended family for their prayers, support and love. 13. Abi Andaya Iswara for good and bad times; his family for their prayer and encouragement. 14. Kriana, Tika, Maya, Tyar, Nova, Arifia, Aryo, Bimo, Aam, Arifah, Sarah, Suci, Morgan, Ajeng, Aji, Diana Eka, Nunik, Nila, Nia, Ika, Tina, Ocha, Widi, Bena, Diana Permata, Fita Lita, Dhita, Ardian, Andri, Ignazt, Yanika, Agung, Mb Assa and all her best friends. 15. All of her friends in English Education Department of Sebelas Maret University, SMA Negeri 1 Purworejo and SMP Negeri 2 Purworejo. 16. All of her friends in Wisma Putri Sima 2 Jebres Surakarta for good and bad times. 17. Everyone who lend her a hand in the completion of this thesis writing. Finally, the writer realizes that the thesis is imperfect as she has limitation as human being. Hence, any criticism and suggestion will be valuable to the betterment of this thesis. Last, she hopes that this thesis can contribute both theoretically and practically to the development of English language teaching field. Surakarta, April 2013

Ika Larastuti

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TABLE OF CONTENT page TITLE OF PAGE…………………………………………………………

i

PRONOUNCEMENT……………………………………………………

ii

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

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

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ABSTRACT………………………………………………………….........

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ABSTRAK…………………………………………………………………

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MOTTO………………………………………………………....................

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DEDICATION…………………………………………………………….

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ACKNOWLEDGEMENT……………………………………………......

ix

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

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

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

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LIST OF CHARTS ……………………………………………………….

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

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

1

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

1

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

8

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

8

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

9

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

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

10

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

10

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

12

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

13

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

14

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

19

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

21

a. The Ways of Choosing Appropriate Vocabulary………….. to user b. The Techniques ofcommit Presenting New Vocabulary…………...

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

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

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

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

33

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

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

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3. The Advantages of Using Brainstorming Activities in English Teaching and Learning Process…………………………………

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

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D. Hypothesis………………………………………………………….

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

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

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

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

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

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

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

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

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

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

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

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

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

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1. Cycle 1………………………………………………………….

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2. Cycle 2…………………………………………………………

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B. Discussion…………………………………………………………..

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

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CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION

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

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

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commit to user C. Suggestion…………………………………………………….........

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BIBLIOGRAPHY…………………………………………………………

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APPENDICES……………………………………………………………..

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LIST OF TABLES page Table 3.1.

Research Schedule………………………………………

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Table 4.1

The Summary of Research Findings in Cycle 1………...

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Table 4.2

The Summary of Research Findings in Cycle 2………...

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Table 4.3

Research Findings Based on Field Note of Research …..

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Table 4.4

Research Findings Based on Interview Transcript before and after Research……………………………………….

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Table 4.5

Research Findings Based on Researcher’s Diaries……...

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Table 4.6

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

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Post-Test 1 and Post-Test 2……………………………. Table 4.7

The Comparison of Mean Score of Each Vocabulary

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Aspect Scores………………………………………….. Table 4.8

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

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Post-Test 2……………………………………………… Table 4.9

The Improvement of Students’ Vocabulary Mastery

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from Cycle 1 to Cycle 2………………………………… Table 4.10

The Summary of All Research Findings………………...

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LIST OF FIGURES page Figure 2.1

The Example of Brainstorming Activities………………..

43

Figure 3.1

The Procedures of Action Research...................................

52

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LIST OF CHARTS page Chart 4.1

Students’ Improvement of Meaning Aspect……………...

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Chart 4.2

Students’ Improvement of Spelling Aspect………………

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Chart 4.3

Students’ Improvement of Using Aspect………………...

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Chart 4.4

Students’ Improvement of Pronunciation Aspect………..

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LIST OF APPENDICES page Appendix 1:

School Map………………………………………………

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Appendix 2:

List of Students’ Name…………………………………... 85

Appendix 3:

Group Distribution……………………………………….

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Appendix 4:

Class Seat Map…………………………………………...

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Appendix 5:

Research Schedule……………………………………….

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Appendix 6:

Indicators of the Problem………………………………...

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Appendix 7:

Pre-Research Observation……………………………….

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Appendix 8:

Transcript of Interview (before Research)……………….

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Appendix 9:

The Result of Questionnaire (before Research)………….

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

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

149

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

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

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

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

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

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

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

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

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

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

250

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

260

Appendix 23: Photographs……………………………………………… 264 Appendix 24: Letters of Permission…………………………………….. 269

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