THE ENGLISH VOCABULARY MASTERY OF THE FIFTH GRADE STUDENTS OF SDN 3 TELUKWETAN JEPARA IN THE ACADEMIC YEAR 2013/2014 TAUGHT BY USING WHOLE BRAIN TEACHING (WBT)
By: ROSIANA DITA DWI CAHYA NIM 200932080
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2013
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THE ENGLISH VOCABULARY MASTERY OF THE FIFTH GRADE STUDENTS OF SDN 3 TELUKWETAN JEPARA IN THE ACADEMIC YEAR 2013/2014 TAUGHT BY USING WHOLE BRAIN TEACHING (WBT)
SKRIPSI Presented to the University of Muria Kudus in Partial Fulfillment of the Requirements for Completing the Sarjana Program in English Education
By: ROSIANA DITA DWI CAHYA NIM 200932080
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2013
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MOTTO AND DEDICATION
MOTTO If it is a broken part, replace it. If it is a broken arm, then brace it. If it is a broken heart, then face it. And everything will be fine. No matter which road you traverse, it’s certain that along the way, you learn something that will ultimately make you better prepared for future journeys. (Taken from the book entitled “Letters to My Teacher”)
DEDICATION This skripsi is dedicated to: Her beloved mother (Hj. Rusminah), who always prays for her success. Her beloved brothers (Mas Joko & Amin Rois), who give motivation every time. Her beloved someone, who always give support and huge love. All her best friends.
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ADVISORS’ APPROVAL
This is to certify that the Skripsi of Rosiana Dita Dwi Cahya (NIM: 200932080) has been approved by the skripsi advisors for further approval by the Examining Committee.
Kudus, September 2013 Advisor I
Nuraeningsih, S.Pd, M.Pd NIS. 0610701000001201
Advisor II
Dra. Sri Endang Kusmayarti, M.Pd NIS. 0610701000001009
Acknowledged by The Faculty of Teacher Training and Education
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EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Rosiana Dita Dwi Cahya (NIM: 200932080) has been approved by the Examining Committee as a requirement for the Sarjana Degree of English Education.
Kudus, September 2013 Skripsi Examining Committee:
Nuraeningsih, S.Pd, M. NIS. 0610701000001201
, Chairperson
Mutohar, S.Pd, M.Pd NIS. 0610701000001204
, Member
Drs. Suprihadi, M.Pd NIP. 19570616 198403 1 015
, Member
Titis Sulistyowati, S.S, M.Pd NIP. 19810402 200501 2 001
, Member
Acknowledged by The Faculty of Teacher Training and Education
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ACKNOWLEDGEMENT
First and foremost, the writer sends her greatest gratitude to Allah SWT, God the Almighty, for blessing, health and inspirations granted to her during the composition of this skripsi entitled “The English Vocabulary mastery of the Fifth Grade Students of SDN 3 Telukwetan Jepara in the Academic Year 2013/2014 Taught by using Whole Brain Teaching (WBT)”. Besides, this skripsi will never come into existence without the help of other sides. Firstly, the writer wishes to give her highest gratitude to Nuraeningsih, S.Pd, M.Pd as her first advisor and Dra. Sri Endang Kusmaryati, M.Pd as her second advisor, who given continuous guidance, correction and encouragement until this final project is accomplished. Secondly, the writer is also indebted to Dra. Zuliatin, the headmaster of SDN 3 Telukwetan Jepara who has given the writer permission to carry out the research at her school, and also to Sunaryo the headmaster of SDN 2 Telukwetan Jepara who has given the writer permission to conduct the try out. The last, the writer shows her gratitude to her mother and family for their kind support and sincere care. The writer sends her sincere thank and pray especially to her beloved father who has departed to the peaceful heaven. May God, Allah SWT accept all his good deed and service during his life. The writer is also indebted to anyone who has given kind help and suggestion for the composition of this Skripsi. Although the writer cannot mention
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them one by one but without their help and support, the writer cannot submit this Skripsi in the due time. Finally, the writer hopes that this Skripsi will be useful especially for those who are in the field of education. And the writer also does realize that the writing is still far from perfect. So this Skripsi requires improvement, comment and suggestion from the readers.
Kudus, September 2013
The writer
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ABSTRACT
Cahya, Rosiana Dita Dwi. 2013. The English Vocabulary Mastery of the Fifth Grade Students of SDN 3 Telukwetan Jepara in the Academic Year 2013/2014 Taught by using Whole Brain Teaching (WBT). Skripsi. English Education Department, Teacher Training and education Faculty, Muria Kudus University. Advisor: (1) Nuraeningsih, S.Pd, M.Pd (2) Dra. Sri Endang Kusmayarti, M.Pd. Key words: Whole Brain Teaching (WBT), English Vocabulary Elementary school students are expected to master enough vocabulary to support their English skill to the next level. They cannot express their idea or opinions in English without knowing English vocabulary. Based on the curriculum, students of Elementary school as beginner level are supposed to be able to use the simple spoken language related with the scope of school. Therefore, students have to master the vocabulary well. In fact, the vocabulary mastery of the fifth grade students of SDN 3 Telukwetan Jepara in academic year 2013/2014 is still under the minimum standard score. The problem happens because the teacher only uses translation method in teaching vocabulary. In this case the writer wants to introduce the new method named Whole Brain Teaching (WBT). WBT is a method that consist of seven activities, they are: Class-Yes, Classroom rules, Teach-Okay, Mirror, Hand and Eyes, Switch, and Scoreboard. This research has a purpose to find out whether there is a find out whether there is a significant difference between the English vocabulary mastery of the Fifth Grade Students of SDN 3 Telukwetan Jepara in the academic year 2013/2014 before and after being taught by using WBT. This is quantitative research, which relies on quantitative data. The method of the research is experiment. The design of this research is one group pre-test and post-test though multiple choices test. The sample of this research is the fifth grade students of SDN 3 Telukwetan Jepara class VA that consist of 32 students. The result of the research shows that the vocabulary mastery of the fifth grade students of SDN 3 Telukwetan Jepara in the academic year 2013/2014 before being taught by using Whole Brain Teaching (WBT) is low. The score of mean and standard deviation are 63.75 and 13.5. Meanwhile, the vocabulary mastery of the fifth grade students of SDN 3 Telukwetan Jepara in the academic year 2013/2014 after being taught by using Whole Brain Teaching (WBT) is excellent. The score of mean and standard deviation are 93.37 and 6.94. The calculation of t-test gets result 12.85 with the level of significant 0.05, degree of freedom (df) 31, and t-table is 2.04. Because t0 falls in the critical region, so the H0 is rejected and Ha is accepted. So, the writer concludes that there is a significant difference between the English vocabulary mastery of the fifth grade students of SDN 3 Telukwetan Jepara in the academic year 2013/2014 before and after being taught by using Whole Brain Teaching (WBT).
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Considering the process and result of this research, the writer suggest that the English teacher must be more creative when applying new method or technique in the teaching and learning process, especially in applying Whole Brain Teaching (WBT) in Elementary school. And for further researchers, they can conduct research using Whole Brain Teaching (WBT) in another skill, like speaking and can use this research as reference in conducting the research using Whole Brain Teaching (WBT).
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ABSTRAK
Cahya, Rosiana Dita Dwi. 2013. Penguasaan Kosakata Bahasa Inggris Siswa Kelas Lima SDN 3 Telukwetan Jepara Tahun Ajaran 2013/2014 Diajar Menggunakan Whole Brain Teaching (WBT). Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing: (1) Nuraeningsih, S.Pd, M.Pd (2) Dra. Sri Endang Kusmayarti, M.Pd. Key words: Whole Brain Teaching (WBT), Kosakata Bahasa Inggris Siswa Sekolah Dasar diharapkan untuk menguasai kosakata bahasa Inggris yang cukup untuk mendukung kecakapan bahasa Inggris mereka pada tingkatan berikutnya. Mereka tidak dapat mengekspresikan ide atau pendapat mereka dalam bahasa Inggris tanpa mengetahui kosakata bahasa Inggris. Berdasarkan kurikulum, siswa Sekolah Dasar sebagai pemula diharapkan mampu menggunakan bahasa Inggris lisan sederhana dalam lingkup sekolah. Oleh karena itu, siswa harus menguasai kosakata bahasa Inggris dengan baik. Faktanya, penguasaan kosakata bahasa Inggris siswa kelas lima SDN 3 Telukwetan Jepara tahun ajaran 2013/2014 masih dibawah nilai standar minimal. Permasalahan tersebut terjadi karena guru hanya menggunakan metode terjemahan dalam mengajar kosakata. Dalam hal ini penulis ingin mengenalkan metode baru yang bernama Whole Brain Teaching (WBT). WBT adalah metode yang terdiri dari tujuh aktivitas, yaitu Class-Yes, Classroom rules, Teach-Okay, Mirror, Hand and Eyes, Switch, and Scoreboard. Penelitian ini memiliki tujuan untuk menemukan apakah ada perbedaan yang berarti dari penguasaan kosakata bahasa Inggris pada siswa kelas lima SDN 3 Telukwetan Jepara tahun ajaran 2013/2014 sebelum dan sesudah diajar menggunakan Whole Brain Teaching (WBT). Ini meruapakan penilitian kuantitatif, yang bergantung pada data kuantitatif. Metode penelitian ini adalah penelitian eksperimen. Desain penelitian ini adalah kelompok pre-test dan post-test melalui tes pilihan ganda. Sampel penelitian ini adalah siswa kelas lima SDN 3 Telukwetan Jepara kelas VA yang terdiri dari 32 siswa. Hasil dari penelitian ini menunjukkan bahwa kemampuan kosakata bahasa Inggris dari siswa kelas lima SDN 3 Telukwetan Jepara tahun ajaran 2013/2014 sebelum diajarkan menggunakan Whole Brain Teaching (WBT) adalah rendah. Nilai rata-rata dan standar deviasinya adalah 63,75 dan 13,5. Sementara itu, kemampuan kosakata bahasa Inggris dari siswa kelas lima SDN 3 Telukwetan Jepara tahun ajaran 2013/2014 sesudah diajarkan menggunakan Whole Brain Teaching (WBT) adalah baik sekali. Nilai rata-rata dan standar deviasinya adalah 93,37 dan 6,94. Perhitungan dari t-test (t0) mendapatkan hasil 12,85 dengan taraf perbedaan dalam tingkat kepercayaan 0,05, derajat kebebasan (df) 31, dan t-tabel (tt) adalah 2,04. karena t0 jatuh pada daerah kritis, maka H0 ditolak dan Ha diterima. Jadi penulis menyimpulkan bahwa ada perbedaan yang signifikan dalam
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kemampuan kosakata bahasa Inggris pada kelas lima SDN 3 Telukwetan Jepara tahun ajaran 2013/2014 sebelum dan sesudah diajarkan menggunakan Whole Brain Teaching (WBT). Mempertimbangkan proses dan hasil dari penelitian ini, penulis menyarankan bahwa guru bahasa Inggris harus lebih kreatif ketika mengaplikasikan metode baru atau teknik dalam proses belajar mengajar terutama dalam mengaplikasikan Whole Brain Teaching (WBT) di sekolah dasar. Dan untuk peneliti selanjutnya, mereka dapat mengadakan penelitian menggunakan Whole Brain Teaching (WBT) di keterampilan lain misalnya speaking, dan dapat menggunakan penelitian ini sebagai referensi dalam mengadakan penelitian menggunakan Whole Brain Teaching (WBT).
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TABLE OF CONTENS Page
COVER .............................................................................................................
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LOGO ................................................................................................................
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TITLE ................................................................................................................
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MOTTO AND DEDICATION .........................................................................
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ADVISORS’ APPROVAL ................................................................................
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EXAMINERS’ APPROVAL ............................................................................
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ACKNOWLEDGEMENT .................................................................................
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ABSTRACT ......................................................................................................
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ABSTRAK ........................................................................................................
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TABLE OF CONTENTS ..................................................................................
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LIST OF TABLES ............................................................................................
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LIST OF FIGURES ...........................................................................................
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LIST OF APPENDICES ...................................................................................
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CHAPTER I INTRODUCTION .....................................................................
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1.1 Background of the Research ........................................................................
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1.2 Statement of the Problem .............................................................................
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1.3 Objective of the Research .............................................................................
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1.4 Significance of the Research ........................................................................
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1.5 Limitation of the Research ...........................................................................
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1.6 Operational Definition .................................................................................
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CHAPTER II REVIEV TO RELATED LITERATURE AND HYPOTHESIS...................................................................................................
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2.1
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Teaching English in SDN 3 Telukwetan Jepara .......................................
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2.1.1 The Curriculum of Teaching English in SDN 3 Telukwetan Jepara ........
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2.1.2 The Purpose of Teaching English in SDN 3 Telukwetan Jepara .............
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2.1.3 The Material of Teaching English in SDN 3 Telukwetan Jepara .............
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2.1.4 The Method of Teaching English in SDN 3 Telukwetan Jepara ..............
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2.2
English Vocabulary ..................................................................................
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2.2.1 The Types of English Vocabulary ............................................................
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2.2.2 The Purpose of English Vocabulary .........................................................
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2.2.3 Teaching Vocabulary for Young Learners ...............................................
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2.3
Whole Brain Teaching as a Method for Teaching Vocabulary ................
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2.3.1`The Brain in Whole Brain Teaching ........................................................
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2.4
Review of Previous Research ...................................................................
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2.5
Theoretical Framework ............................................................................
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2.6
Hypothesis ................................................................................................
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CHAPTER III METHOD OF THE RESEARCH .......................................
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3.1
Design of the Research .............................................................................
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3.2
Population and Sample .............................................................................
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3.3
Instrument of the Research .......................................................................
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3.4
Data Collecting .........................................................................................
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3.5
Data Analysis ..........................................................................................
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CHAPTER IV FINDING OF THE RESEARCH ........................................ 4.1
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The English Vocabulary Mastery of the Fifth Grade Students of SDN 3 Telukwetan Jepara in the Academic Year 2013/2014 before being Taught by Using Whole Brain Teaching (WBT) .....................................
4.2
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The English Vocabulary Mastery of the Fifth Grade Students of SDN 3 Telukwetan Jepara in the Academic Year 2013/2014 after being Taught by Using Whole Brain Teaching (WBT) .....................................................
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Hypothesis Testing ...................................................................................
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CHAPTER V DISCUSSION ..........................................................................
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CHAPTER VI CONCLUSION AND SUGGESTION ................................
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6.1
Conclusion ..............................................................................................
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6.2
Suggestion ..............................................................................................
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REFERENCES ................................................................................................
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APPENDICES .................................................................................................
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STATEMENT .................................................................................................
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CURRICULUM VITAE .................................................................................
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4.3
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LIST OF TABLES Page
Table 3.1 The Criteria of the Students’ Score ............................................................
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3.2 The Criteria of Reliability Index ................................................................
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4.1 The Pre-test Score of English Vocabulary Mastery of the Fifth Grade Students of SDN 3 Telukwetan Jepara in Academic Year 2013/2014 ..................... 28 4.2 The Frequency Distribution of the English Vocabulary Mastery of the Fifth Grade Students of SDN 3 Telukwetan Jepara in Academic Year 2013/2014 before being Taught by Using WBT ..........................................................
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4.3 The Post-test Score of English Vocabulary Mastery of the Fifth Grade Students of SDN 3 Telukwetan Jepara in Academic Year 2013/2014 ..................... 30 4.4 The Frequency Distribution of the English Vocabulary Mastery of the Fifth Grade Students of SDN 3 Telukwetan Jepara in Academic Year 2013/2014 after being Taught by Using WBT...............................................................
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LIST OF FIGURES Page
Figure 3.1 The One Group Pre-test and Post-test Design of Experiment ....................
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4.1 The Histogram of English Vocabulary Mastery of the Fifth Grade Students of SDN 3 Telukwetan Jepara in Academic Year 2013/2014 before being Taught by Using WBT ............................................................................................. 29 4.2 The Histogram of English Vocabulary Mastery of the Fifth Grade Students of SDN 3 Telukwetan Jepara in Academic Year 2013/2014 after being Taught by Using WBT ................................................................................................ 31 4.3 The Sampling Distribution Showing t (obtained) versus t (critical) = 0.05 Two Tailed Test, df = 31 ............................................................................
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LIST OF APPENDICES
Page
Appendix 1. The Syllabus of SDN 3 Telukwetan Jepara ................................................
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2. The Table of Specification of Vocabulary Test Item ..................................
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3. The Pre and Post Test ..................................................................................
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4. Answer Key .................................................................................................
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5. The Score of English Vocabulary Try out test of the Fifth Grade Students of SDN 2 Telukwetan Jepara in the Academic Year 2013/2014 ....................
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6. The Calculation Reliability of Try out of the Vocabulary Mastery of the Fifth Grade Students of SDN 2 Telukwetan Jepara.............................................. 61 7. Lesson Plan .................................................................................................
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8. The List Score of the English Vocabulary Mastery before being Taught by Using Whole Brain Teaching (WBT) ........................................................
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9. The Calculation of Mean and Standard Deviation of the Vocabulary Mastery before being Taught by using Whole Brain Teaching (WBT) ................... 83 10. The List Score of the English Vocabulary Mastery after being Taught by Using Whole Brain Teaching (WBT) ................................................................... 85 11. The Calculation of Mean and Standard Deviation of the Vocabulary Mastery of the Fifth Grade Students of SDN 3 Telukwetan Jepara in the Academic Year 2013/2014 after being Taught by using Whole Brain Teaching (WBT) .... 86 12. The Calculation of t observation (to) ............................................................
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13. The Value of T-Table for Any Number Degree of Freedom ......................
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14. The Students’ Answer Sheet .......................................................................
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