THE EFFECTIVENESS OF WORD ANALOGIES TO IMPROVE THE ENGLISH VOCABULARY MASTERY AT ISLAMIC HIGH SCHOOL MIFTAHUL ULUM BANTAN AIR”

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:

                     =   The value of t- obtained

  M_x                       =   The mean of score experiment classes

  M_y                       =   The  mean of score in control classes

            =   Standard deviation of experiment classes

      =   Standard  deviation of control classes

          =   Number of the sample in experimental and control  class

          =   The constant number

                                                                                ( 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

             =  The number of individual inexperimental classes

   =  The number of individual in control classes

t-test < t critical ( 5%,1% ) the hypothesis is rejected

t-test > t critical ( 5%,1% ) the hypothesis is accepted.