a
SYNOPSIS
A.
The
Title of Research
This research is about THE EFFECTIVENESS OF WORD ANALOGIES TO
IMPROVE THE ENGLISH VOCABULARY MASTERY AT ISLAMIC HIGH SCHOOL MIFTAHUL ULUM
BANTAN AIR”
B.
The
Background of the Problem
Nowadays, English become more important
in era globalization because English is international language. Every people
using English language all over the word. Especially in developing country, for
example in Indonesia every person has much mastery English language in order
communicate whit other people in other country. In Indonesia English also has
been treating as one of the subject, which is learned by the students of
secondary school and university both states and privates. The students have to
understand that English language is an instrument of oral and written, which
communication is required on order to have access to science and technology.
Learning English is a log process, it
takes time and hard work to study it. So, in order to have good English the
students have to learn two important part of the foreign language. They are
language component (Grammar, phonology, and Vocabulary) and language skill (Reading,
Speaking, Listening and Writing). It means that every student who wants to
master English, she must learn the language component and skill due to the
component firstly are interrelated each other. Especially Vocabulary, because
vocabulary is very important in mastering English. Without learning vocabulary
the students will difficult in learning English. And it also help students to
comprehend the reading text, listening and understand how to from a sentence by
understanding the rule.
In Indonesia the student are always
faced by some problems in learning a foreign language that is English especially
studying English Vocabulary. The problem are students have limited Vocabulary
when the studying English. In Dictionary, every word has own and how the use of
the word. However, it is possible that someone will be able master all
Vocabularies.
The purpose of Vocabulary learning
should include both remembering word and ability to use them automatically in
wide range of language contexts when the need arises. It reveals that
Vocabulary learning demand conscious learning mechanism. Vocabulary is the
study of
a. the
meaning of words
Many words have
several different meaning each, study
meanings of the words and the part of speech.
b. Analogies:
this comparing two pair word and choosing the pair together.
Analogies are important part of teaching
Vocabulary. Analogy is comparison the thing to another. Usually the comparison
is a similarity, through analogies also can be used to compare dissimilar thing
or aspects of thing. These are also straight forward analogies. Besides the
writer also found some symptom How the Effectiveness word analogies to
Improving Vocabulary. The symptoms are seen as follows:
a. Some
students have difficult in learning Vocabulary
b. Some
students difficulties to understanding word analogies and find the
relationships of word
c. Some
students have less English Vocabulary
d. The
students not interest in memorizing English Vocabulary
C.
The
Reason of Choosing Title
1) The
researcher is very interested in knowing much about word analogies, especially
in improving English vocabulary
2) The
vocabulary ability is an important thing in English. It is the most important
in listening, speaking, reading, and writing
3) By
doing this research, researcher hope to able to improve this knowledge
especially in developing his English vocabulary master
D.
The
Definition of Term
1. Word
analogies: consist of two set of word that share a common relationship ( Wiliam James)
2. Improve:
3. Vocabulary:
a strong indicator of reading
E.
The
Setting of the Problem
1.
Identification
of the Problems
Based
on the background above, the researcher focuses on the Effectiveness of word analogies to improve the English vocabulary
mastery at Islamic high school Miftahul Ulum Bantan Air. The researcher can
identify the problems as follow:
1) How
is the Effectiveness of word analogies to improve the English vocabulary
mastery at Islamic high school Miftahul Ulum Bantan Air.
2) Why
do the students still get difficulties to improve their English vocabulary
3) What
are the factor that cause the eleventh grade senior Islamic high school
students don’t understand the word analogies
4) Do
the eleventh grade senior Islamic high have effort to increase their vocabulary
by learn word analogies
2.
The
Limitation of the Problems
In
this research, it is necessary to limit the problems. The problem focuses on
the scope of the Effectiveness of word analogies (antonym, cause and affect
(adjective< verb), and synonym) to improve the English vocabulary mastery at
Islamic high school Miftahul Ulum Bantan Air
3.
The
Formulation of the Problems
Based
on the limitation of the problems discussed above the major problems of
research can be formulation as follow:
1) How
is the Effectiveness of word analogies to improve the English vocabulary
mastery at Islamic high school Miftahul Ulum Bantan Air ?
2) Do
the eleventh grade senior Islamic high have effort to increase their vocabulary
by learn word analogies ?
F.
The
Objective, the Need of the Research
1.
The
Objective of the Research
This
research has some objective to find out the students’ in improving vocabulary
with word analogies at Islamic high school Miftahul Ulum Bantan Air.
2.
The
Need of the Research
This research is
hopes to give contribution to:
1) To
enlarge researcher knowledge
2) To
know how far student ability to understanding word analogies to improve the
English vocabulary mastery at Islamic high school Miftahul Ulum Bantan Air
3) As
a contribution for educational especially for English education
4) To
give of students at Islamic high school Miftahul Ulum Bantan Air to mastery
their vocabulary
G.
The
Theoretical Frameworks
1.
Definition
of Vocabulary
Vocabulary
is a strong indicator of reading success, it was established in the 1970 that
children’s declining reading comprehension compared to more able peer from age.
Vocabulary is one of the four language component, which are speaking, grammar,
phonology and vocabulary. It is an important element that cannot be separated
from each other in language learning process.
Learning
a language means learning its voices we use the varies in communication either
in spoke or written. In generally no language acquisition is possible without
understanding the vocabulary, either in the first or the second language.
In
learning as a linguist David Wilkins
(2002: 13) says: that vocabulary learning is very important, “without
grammar very little can be conveyed, without vocabulary nothing can be
conveyed”.
From
the quoted above researcher opinion vocabulary is one of the very important not
only for communicating orally but also written.
A
person’s vocabulary is the set of words a language that are familiars to that
person. A vocabulary develops with age, and server as a use full and
fundamental tool for communication and acquiring knowledge.
According
to (richards,1987:83) quoted by (john read,2000:25) in Abdullah paper (2011:25) states that :
the first assumption is that vocabulary knowledge of native speakers continues
to expand in adult life, in contrast to the relative stability of their
grammatical competence. The other seven assumptions cover various aspects of
what is meant by knowing word.
1) Knowing
a word means knowing the degree of probably of encountering that word in speech
of print. For many word we also know the sort of words most likely to be found
the word.
2) Knowing a word means implies knowing
limitations on the use of word according to variations of function and
situation.
3) Knowing
a word means knowing the syntactic behavior
4) Knowing
a word means entails knowledge of the underlying from word and the derivation
that can made from it.
5) Knowing
a word means knowledge of the network of association between that word and
other word in language
6) Knowing
a word means knowing the semantic value of word.
7) Knowing
a word means many of different meaning.
There are many factor that affect
the vocabulary develop learner. Stevick
(1976) quotes by chitravelu (2005) suggest
that the amount of intellectual and emotional effort put in to the learning
process, the learn is so also important their fore, vocabulary practice must be
stimulating and interesting. Beside that learn through active use is more
likely to be remember that word which have merely been listen or read.
To
get understanding about vocabulary, Donna
Young (2007) explain that vocabulary is the study the meaning of the words;
many words have several different meaning each, study the meaning of the words
and the part of speech.
More
ever according to Kamil & Hilbert
(2007) vocabulary is knowledge of words and word meanings. However
vocabulary is more complex that this definition
suggests. First words come in two from Oral and Print. Oral vocabulary
includes those word that they recognize and use in listening and speaking.
Print Vocabulary includes those that they recognize and using in reading and
writing. Second, words knowledge also comes in two from receptive and productive.
2.
Word
Analogies
1.
The
Definition
A-nal-o-gy
similarity in some respects between things that are other wised dissimilar, a
comparision based on such similarity see synonym at likeness.
Analogies
in linguistic is the process by which word or morphemes as re- formed or
created on the model of existing grammatical patterns in a language. Often reading
to greater regularity in paradigms.
2.
The
Theories of word Analogies
An
Analogies is a similarity between concepts. Analogies can help students build
conceptual bridges between what is familiar and what is new. Often, new concept
represents complex, hard-to-visualize system with interacting part.
Analogies
can serve as early “Mental Model” that
student can use to from limited but meaningful understanding of complex
concepts. Analogies can play an important role in helping students construct
their own knowledge, a process that is encouraged in the standards and
consistent whit a constructivist view of learning. As students’ develop
cognitively and learn more science. They will evolve beyond these simple
analogies, adopting more sophisticated and powerful mental models (Glynn: 2007)
Simply
stated, analogies is a process of identifying similarities between two concepts
the familiar concepts is called the analog
and the unfamiliar science concepts is called target (Refik Dilber and Bahattin Duzgun: 2008)
An
analogies is a way of starting a comparative relationship between two set of
terms. A and B (of the first set) are related to each other in the same a way
that C and D (of the second set) are related to each other. (Hyerle 1996,2000)
From
the theories above, the researcher conclude that analogies can help students’
whit their vocabulary English thinking and study skill. When students’
understanding that analogies they can develops critical thinking abilities.
Analogies can develops and refiner students’ understanding of the specific
vocabulary.
An
analogy involves using knowledge from one relatively well know domain (the
source) and applying it the reasoned is working (Spellman & Holyoak, 1996, Glement & Gentner, 1991). Analogy
involves two levels of relation between the representation of the source and
target and their properties (Keance,
Ledgeway, and Duff, 1994). Analogies provide opportunities to learn because
important critical thinking skill-concept such as part or whole, vocabulary,
categories and opposites, function, similarities and differences. When children
see the relationship between thing through analogies they can build on that
knowledge and learn more about that thing (Kevin
Stuckey: 2007). The step in teaching with analogies systematically and
affectively by Glyyn (2007) is
follow:
a. Introduce
the target concept/ word to students.
b. Remind
students of what they know of the “analog
concept/ word”.
c. Identify
relevant features of the target concept word and analog concept.
d. Connect
(map) the similar feature of the target concept word/word and analog
concept/word.
e. Indicate
where the analog between the target and analog concept/ word break down.
f. Draw conclusions about the target concept/
word.
Whether comparing the concept of
cell building blocks or the term mc McCarthyism to a Salem witch trial,
analogies are excellent tool used to create a bridge between new knowledge and
know concept “analogies can serve as early mental model’s that students can use
to from limited but meaningful understandings of complex concept” (Glynn, 2007).
Word analogies have been found to
be useful thinking exercises that require students to draw inferences and offer
a way to increase students’ vocabulary and comprehension. As with almost any
learning strategy, activating students’ prior knowledge is a first step. This
can be exceptionally important with analogies. Often seen as an equation found
in standardized tests where each side of an analogy is balance the terms
teacher use within an analogy can effect students understanding of the material
being covered. Teacher should also remember to give demonstrations on how to
successfully analyze an analogy and model how students can create their own
analogies (Vacca & Vacca, 1999).
According to ( Beall, 1999; Glyyn, 1999; Simon, 1984;Thele & Tregust, 1991;
Venville & Tregust, 1997) as quoted by (Marykay Orgill & George Borden 2004:16) in Abdullah paper ( 2011:17) analogies
are most often used to help students’ understand new information in term of
already familiar information and to help them relate that new information to
their already existing knowledge in constructed in the mind of the learner. As
they construct knowledge, learners seek to giving meaning to the comparative
nature of analogies promotes such meaningful learning. To learn meaningfully
individual must choose to relate new knowledge.
The great advantage of teaching
with analogies is that it capitalizes students’ existing knowledge. Learning
involves finding relations-rather than memorizing a process intrinsically
motivating. Analogical thinking help students understand new phenomena and even
predict some aspects of their function. However, educator should be cautious,
because if students over- generalise and map no-corresponding feature between
the target and the analog, misconceptions will arise (Glynn, 1994; Kokotas 2002) that is why proper guidance is needed
during the whole analogy building process, and especially in step 5 and 6
referring to its limitations. As quoted by (Arygo
& Michael scoullos, 2007:57).
3.
The
Structure of Word Analogies
According
(William James, 2008) analogies
consist of two sets of word that share a common relationship, so analogies are
expressions of relationships between words and concepts. For example, Hot :
Cold :: light :___. To read this analogy you would say hot is to cold as light is to___.
The
basic structure of analogies is the sentence relationship, they are usually
written with symbols: (“is to”) and (“as”). Thus, “juice : drink :: apple :
eat”. Reads juice is to drink as apple is to eat. The
key to solving analogies is to determine
the relationship that is present
among the words that compose the analogies. If the relationship between the
word expresses a relationships of synonym, then one would choose the answer
choice that has word that are used as synonym. When analogies include subject
area vocabulary and concept, those discipline are reinforced as well there is
no limit to the fields that analogies can touch. In solving an analogy you must
first understand the word given in the analogy as well as all of the potent
answer. Your next step is to determine the relationship between the first two
words in the analogy. Best on that relationship you can choose the answer for
the second half of the analogy.
An
analogy is a type of word problem that often appears on standardized test. It
is mode up to word pairs. Like this:
Graceful:
clumsy :: late : ___________. Your goal in solving analogies is to find a word
that correctly completes the second pair. A fist glance the words in an analogy
may seem to have nothing to do with each other, but the words are always
logically related. Both pair to words have the same kind to relationship to
solve the analogy you need to find that relationship. Read the analogies like
this: Graceful is to clumsy as late is to blank. The relationship between graceful and clumsy they are
antonym-word that has opposite meaning. The second pair of word must also be
antonym. Fill in the blank with a word that mean to opposite of late, and you
have solved the analogy early is the best answer.
The
relationship that is found in analogy questions fall into several general types:
1. Antonym
Antonym
is the negative connotation of a particular word. An antonym is a word or
phrase that is opposite in meaning to a particular word or phrase at the same
language. Antonym is words that have opposite meanings.
Example: Hot:
Cold :: Black :_______
a. Sad
c. Sane
b. Small
d. White
2. Cause
and effect (adjective > verb)
There
question pair word that are related through relationship cause. This type of an
analogies describes the cause and effect of something.
Example:
Thirsty: Drink :: Tired : _______
a. Cry c. Sleep
b. Laugh d. ask
3. Synonym
Synonym
is nothing but the similar meaning of a particular word or its semantic
relation. So, it is a word or a phrase
that means the same as other word or phrase in the same language. Synonym is
words that have similar meaning.
Example: Quick:
Fast :: Quiet : ________
a. Best
c. Silent
b. Kind
d. Likely
H.
The
Operational Concept
To
know own to used and difficulties in improving vocabulary at second year
students MA Miftahul Ulum Bantan Air. The writer used test, and to avoid
misunderstanding and to make easy in analysis the problems. The writer
establishes some indicators as follow:
TABLE. I
The Operational concept
|
Title
|
Variable
|
Sub
Variable
|
Indicator
|
Item
|
|
The effectiveness
word analogies
|
Word
Analogies
|
a. Antonym
b. Cause
and effect
c. synonym
|
a. To
found out and to know what kind of the word analogies
b.
|
15
15
15
|
|
To improve the
English vocabulary mastery
|
Improve
the English vocabulary
|
|
a.
The student can found
new vocabulary from word analogies
b.
The student to apply
word analogies as method to improve English vocabulary
|
|
I.
The
Relevance of the Research
This
research has been conducted with Abdullah at STAI Bengkalis with the title “A STUDY ON THE STUDENTS’ ABILITY IN
CONTRUCTING WORD ANALOGIES IMPROVE THE ENGLISH VOCABULARY MASTERY OF EIGHTH
GRADE AT SMPN 03 BANTAN”. The conclusion of this research the students
ability in constructing word analogies improve the English vocabulary mastery
is categories less; it can be seen from the calculating of data collected.
Where the average percentage is is obtained 57%. It can be divided from: F=
475+520+687+464+101= 2247. N= 95+130+229+232+101= 787. Based on the option
above it can be seen that the highest score is 5, so 787 x 5 = 3935
P=
The
percentage obtained to improving the vocabulary in learning English at the eighth
grade students of SMPN 03 Bantan is 57%. So, it can be categories “less” because 57 will be found in
categorize 0-59%.
J.
The
Methodology of Research
1.
The
Location and Time of the Research
The
research was conducted at Senior Islamic High School Miftahul Ulum Bantan Air.
The time of the research was started from September until December in 2013/
2014
2.
The
Population and Sample of the Research
The
population of this research is the eleventh grade students of Islamic high
school Miftahul Ulum Bantan Air years 2013/ 2014. They are two class, all of
the second classes are 42 students.
Every
number of the population has on equal and independent chance of being selected
for sample, because of the time and the capability of the writer is limited it
is impossible to take all of the population.
In
this study Researcher used random sampling technique to take the sample.
According
to Winarno Surakhmad (1998:100) if
the population less than 100 person, so the sample is 50% of the populations.
TABLE II
THE POPULATION AND THE
SAMPLE OF THE RESEARCH
|
No
|
|
|
population
|
Total
|
Sample
|
|
|
Class
|
Male
|
Female
|
Sample
|
|
|
1
|
XI
A
|
12
|
10
|
22
|
11
|
|
2
|
XI
B
|
10
|
10
|
20
|
10
|
|
|
|
Total
|
|
42
|
21
|
Based on the
table above, the researcher takes 50% from all population. So the numbers of
sample are 21 students as sample.
3.
The
Technique of the Data Collection
In
order to get some data, which are needed to support this research, the writer
applies some technique as follow:
1.
Observation
This
technique is carried out to observe directly the students in learning english
vocabulary.
2.
Test
a.
Pre-Test
The pre-test was carried out at
the first meeting to determine the early background of the students selected as
the sample. Pre-test was given before teaching English by using word analogies.
In the pre-test, there are two
activities that will do by the writter or teacher. That is, planning, acting,
and reflecting.
The test is consisting to identify
the relationship of word given. The researcher will uses objective test of
multiple choice from the mean that students choose the best answer a, b, c ,d.
the item of question are 50 items and consist 3 categories such Antonym, Cause
and effect, synonym. Each category there is 15 questions.
b. Post test
The post test was administered
after four time meeting the result of the post testis a final data this
research.
3. Questioner
This
technique is used to get information whether the students have done somethings to improve their
vocabulary.
4.
The
Validity and the Reliability of the Instrument
To know the Validity and the Reliability
of the test, the items should reach the standard level of difficulty. According
to Heaton (1979) in Abdullah paper (2011:32) the test is
accepted if the degrees of difficulty are between 0.30-0.70, and it is rejected
if the degrees of difficulty less 0.30 (difficult) or over, 0.70 (easy). Try
out was means to find out the difficult try level of each items. It was
calculated by using formula (J.B.
Heaton: 1975:178 ).
FV=
FV = difficulty level
R = the numbers of correct answer
N = the number of the students
To
get the validity of data, the researcher uses more than one of technique to
collecting data. They are tests and questioner. From the test the researcher
use objective test of multiple choice. This mean that the students choose the
one correct answer a, b, c, or d. before give the test researcher takes try out
first. It is done to know the quality of the test items. Then, the researcher
uses the categories of qualitative statements. If range of score between 76-100%
its categories good, 60-75% is enough, 0-59% is less.
5.
The
Technique of Data Analysis
The
analysis the data collection, the researcher use t- test. To calculate the data, researcher uses formula that is
developed by Hartono (2006:191). In
measuring the students’ achievement, the researcher fixed the score follow:
TABLE 11.2
Rating Scale for Measuring students’ ability
|
NO
|
RANK
|
ABILITY
LEVEL
|
|
1
|
81 – 100
|
EXCELLENT
|
|
2
|
61 – 80
|
VERY GOOD
|
|
3
|
41- 60
|
GOOD
|
|
4
|
21 - 60
|
FAIR
|
|
5
|
0 -20
|
POOR
|
Suharsimi Arikunto in Mahsuri project Paper (2009: 107)
To find individual
score of students’ observation in experimental class and control class, the
researcher used formula:
p
=
Notation :
P = Item of
difficult level
F = The number of correct answer
N = The number of respondents
In this research, the writter used an experimental design. It has two
parts. There are time-series design and nonequivalent control group design and
the writer used nonequivalent control group design. In analyzing the data, the
writer uses score of pre-test and post test of the students, and by using the
independent sample T-test.
Notation:
Mx = The
mean of score experiment classes
My = The mean of
score in
control classes
( Hartono, 2004:191 )
The test must be determined the table is used as
company value to the t-test
which is calculated to find out the degree of freedom, the following formula
will be used:
df =
- 2
Where
: df = Degree of freedom
t-test < t critical ( 5%,1% ) the hypothesis is
rejected
t-test > t critical ( 5%,1% ) the hypothesis is
accepted.
