Professional Documents
Culture Documents
Critical Reading Exercise
Critical Reading Exercise
a final project
submitted in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan
in English
by
Giri Manik Ismawarningtyas
2201411068
“Don’t be too hard on yourself. There are plenty of people willing to do that
for you. Love yourself and be proud of everything that you do. Even mistakes
-Susan Gale-
Dedicated to:
My beloved mother and father, Lilis Pujianti and Sutarno,
Family, and
B3 2011 friends.
iv
ACKNOWLEDGEMENTS
First of all, I would like to express my thankfulness to Allah SWT, who has given
health, inspiration and ability. So that I could finish this final project to fulfill one
the advisor, for his continuous guidance, advice, suggestion and encouragement so
My honor also goes to the board of examiners: the chairman, Drs. Syahrul
Syah Sinaga, M. Hum., the secretary, Sri Wahyuni, S.Pd., M.Pd., the first
examiner, Rohani, S.Pd., M.A., and the second examiner, Maria Johana Ari
headmaster of SMA N 1 Bulu , the English teacher of grade XI, Rustani, S.Pd.,
and the students of SMA N 1 Bulu for the opportunity, guidance and help to
Sutarno), sister Singgih Wahyu Astuti, and 2011 B3 friends for praying and
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ABSTRACT
The study was aimed to investigate the use of tourism brochures in learning
vocabulary in the classroom of SMA N 1 Bulu. The participants of this study were
the science students of XI-2 of SMA N 1 Bulu in the academic year of 2014/2015.
There were 30 students in the class, consisting of 6 male students and 24 female
students. This study focused on the students‟ motivation profile before being
taught by using tourism brochures, the application of tourism brochures, and the
improvement of students‟ motivation.
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TABLE OF CONTENTS
Approval ................................................................................................................ ii
Declaration of Originality ..................................................................................... iii
Acknowledgements ............................................................................................... v
Abstract ................................................................................................................. vi
Chapter
I. INTRODUCTION
vii
II. REVIEW OF RELATED LITERATURE
2.1 Previous Studies .............................................................................................. 9
viii
3.7.4 The Analysis of the Checklist .............................................................. 40
IV. RESULT OF THE STUDY
ix
4.7 Description of the Post-Test ............................................................................ 69
4.7.1 The Mean and Criteria of Success ........................................................ 71
Brochures .............................................................................................. 79
Brochures .............................................................................................. 83
Bibliography ......................................................................................................... 86
Appendices ........................................................................................................... 90
x
LIST OF TABLES
xi
LIST OF FIGURES
xii
LIST OF APPENDICES
xiii
29. Sample of the Group Discussion................................................................................158
30. The Computation of the Whole Scores.....................................................................160
31. Documentations...............................................................................................................161
xiv
CHAPTER I
INDRODUCTION
In this chapter, the introduction of the study will be discussed. It presents the
background of the study, reasons for choosing the topic, the research problems,
purpose of the study, significance of the study, and definition and of terms.
It is written on English Syllabus of school based curriculum 2006 that the students
are demanded to respond the meaning of the text. It means that the students should
acquire not only the structure of the text but also the meaning and the purpose of
the text. In order to know the meaning of the text, they look the words up in the
dictionary. The problem is they forget the words soon after they have looked the
words. “Even with the best will in the world, students forget the words”
vocabulary items they cannot develop four main skills in English. Meanwhile,
McCarthy (2003:viii) states that “no matter how well the students learn grammar,
listen, speak, read, and write without comprehensive vocabulary. For example, the
students have to read some texts; the students have to find the meaning of all the
1
2
words in order to get the value of the texts. They may be able to read and
pronounce some unfamiliar words; yet, they don‟t understand the context and
value of the text. Consequently, they get low scores in speaking, reading, writing,
Motivation is needed for the students in learning English vocabulary. It makes the
students are more enthusiastic in learning process. According to Long, Ming, and
learning is particular importance. Gardner (1985) said “If the students are
learning English because they do not understand about the content material caused
method without interesting media. They do not try to find interesting media; yet
they only use the textbooks/LKS from the government which is not interesting
enough. Sometimes, it makes the students are easily get bored and lose motivation
learning English vocabulary. There are so many methods and media to teach
vocabulary items, for example by using games, pictures, and so on. Both attractive
methods and media will make students more active and enthusiastic to join
English class.
3
brochures are used for teaching English vocabulary items. Though tourism
brochures are only simple folded colorful paper, they could help students in
learning English vocabulary items. Students could find many words that are
media, since colors, pictures, and words are available in the tourism brochures.
Katijah (2008) mentions some advantages use tourism brochure in the class. First,
it provides students an opportunity to use the knowledge that get from outside of
the school, such as knowledge of the tourism sight and activity in the tourism
places. Next, it makes students acquire English vocabulary and speaking skill that
they require in their career purpose (perhaps a career in the tourism industry); the
students become more conscious of English as a tool they might need for their
the students are able to remember some new vocabulary items. In addition,
interesting media could make the students more interested and enthusiastic while
learning process. The students are not only having high motivation, but also they
proved that losing motivation in learning vocabulary items was the most crucial
problem for the students in SMA N 1 Bulu. Therefore, the reasons for choosing
phonology and grammar. We cannot listen, speak, read and write without
School based curriculum 2006 implements text based, so the students are
there are many kinds of text types that should be understood by the students. The
students should understand the content material related to the text types.
vocabulary items. Almost all students do not take note the new vocabulary items
which had been found by them. Besides, the teachers do not give the students
vocabulary items.
items which offer attractive colors, pictures, and words. It also will enhance
information in the tourism brochure, such as history, culture, food and so on.
Students could find many words in the tourism brochures. The words which have
been found by them in the tourism brochures can enrich their vocabulary items
which are useful in developing 4 main skills, speaking, reading, writing, and
listening.
2) How are the tourism brochures applied in teaching vocabulary to the students
in the classroom?
pedagogically.
teachers a new idea that tourism brochures as a teaching media could motivate the
vocabulary. There are a lot of words available in the tourism brochures, so they
can learn new vocabulary items which can be used to develop four main skills,
Practically, the result of this study will be useful for English teachers,
students, and other researchers. First, for the English teachers, it is expected that
the result of this study can stimulate and motivate the teachers to be more creative
and energetic in giving innovative media. For the students, it may motivate the
students in learning English vocabulary items. The students can feel the
enjoyment of learning English vocabulary items. For the researchers, the study
Pedagogically, the study can give us the knowledge about the importance of
learning vocabulary and motivation for students in senior high school. By using
this media, the teaching and learning process in the classroom will be more
In order to give better understanding of this study, the definition of terms explains
below.
Bainbridge (2006) defines travel brochures or tourism brochures are more or less
like other brochures but they contain visuals of higher quality, considering that
they need to give the right feel and impact of the places they advertise and
campaign for.
1.6.3 Vocabulary
knows.
1. The works that are analyzed are from the data resources of the science
2. The materials in collecting the data are tourism brochures. They are two
Bali.
8
about the introduction. It consists of the background of the study, the reasons for
choosing the topic, the research problems, the objectives of the study, the
significance of the study, the limitation of the study and the outline of the study.
Chapter III is the methods of investigation. The readers could see how the
arrangement of the study. Those are the research design, subject of the study,
object of the study, roles of the researcher, instrument for collecting the data,
procedures for collecting the data, and procedure of analyzing the data.
This chapter presents the review of related literature. Three important points will be
described here: review of the previous study, theoretical review, and theoretical
framework.
There are many studies related to the topic of teaching vocabulary by using media.
The first study entitled The Use of Cooking Academy Game to Enrich Vocational
Students’ Vocabulary was conducted by Astuti (2014), she used action research
vocabulary. She used action research as the design of her study. The purpose of
Astuti‟s study was to find out to what extent Cooking Academy, a cooking
There was one cycle in her research; she found that the students in SMK 1 N
The study had been conducted in six meetings of 7x45 minutes including pre-test,
activity 1, activity 2, quiz 1, quiz 2, post-test, and questionnaire. Based on the results,
it was found that the pre-test mean was 42.30 while the post-test mean was 78.95.
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cooking academy game is interesting and attractive. This game is the medium for
students to learn English vocabulary items. So, besides the students play the game,
the students can also learn English vocabulary especially in cooking field.
being given treatments. The results showed that there was improvement of the
students‟ scores after being given treatments. By using cooking academy game, the
students could play while learning vocabulary especially in cooking field. They could
easily memorize new vocabulary while playing cooking academy game. Learning
vocabulary items by using visual aids is really helpful for the students.
There were four meetings during the experiment. Before conducting the
experiment, a pre-test had been given to the both groups. A post-test was given after
the experiment was done. In her study, she found the mean score of the pre-test of the
experimental group was 50.53; meanwhile the control group was 48.33. Thus, the
difference between the two means was 2.46. In the post test, the mean score of the
experimental group was 81.07 and of the control group was 69.73. Thus, the
difference between the two means was 11.34. In analyzing the data, the writer used
the t-test formula. However, before applying the formula, the writer checked whether
data was normality test. The result showed that the data was normal. The result of the
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t-test based on the pre-test was 0.86; meanwhile the result on the post test was 4.52
tree is a good technique for elementary students, because vocabulary tree could help
to their categories.
The results of the study showed that there was a significant difference in
vocabulary trees and conventional way. In Putri‟s study, the use of vocabulary trees
in teaching and improving students‟ vocabulary was more effective than the
conventional method.
Miatin (2014) conducted a study entitled The Use of Silent Card Shuffle
experimental research. The purpose of her study was to find out whether Silent Card
There were four steps in Miatin‟s experiment. The first, she conducted try-out
tests to measure the validity and reliability of the instrument. The second, the pre-test
was conducted to the experimental and control group. The third, the treatment was
conducted for the experimental group. It was conducted four times. The last, the post-
Thus, silent card shuffle is interesting technique which can be used to enhance
mastery between those who were taught by using Silent Card Shuffle technique and
those who were taught by using conventional teaching method for the seventh grade
students.
Knowledge and Motivation in CLIL and EFL. The study described the connection
between motivation levels and receptive vocabulary size of two groups of learners of
th
different ages but with the same EFL exposure time: a CLIL group of 5 grade
nd
primary learners and a non-CLIL group of 2 grade secondary learners.
She gave two groups of learners with the same hours of EFL instruction. In
Fontecha‟s article, the purpose of her research were to explore (1) the levels of
motivation of both groups of learners, (2) their EFL receptive vocabulary size, and
(3) the connection between motivation and receptive vocabulary size in each group.
foreign language. Each group had been exposed to EFL in the English Language
Classroom, but the primary group also received extra hours of EFL through a CLIL
subject. The result of her study, she found both groups were highly motivated, it
productive vocabulary task but somehow missed receptive vocabulary tasks or tests.
motivation and vocabulary learning especially for English learners. Motivation takes
a bigger role in language learning. So, it is reinforced to conduct the study which is
Based on the previous studies has been explained above, they gave some
references to find other teaching strategies which can enhance students‟ motivation
in learning vocabulary items. Tourism brochures are used as media for students to
learn vocabulary items, because tourism brochures contain a lot of information and
knowledge which can be used to enrich students‟ vocabulary items as well as their
This section discusses several theories which are related to the topic of this study.
and learning vocabulary, the general concept of action research, the benefits of action
It is important for teachers while teaching the students use communicative media.
Media can be supporting tools for teachers in delivering presentation of the material
in the classroom. Media also have a role to engage the students‟ motivation in
learning process. The teacher should select media which are used in teaching and
communicative media, the information or the explanation about the materials given
Murcia (2001:461) states that “media are tools or physical things used by the
teacher to motivate the students by bringing a slice of real life into the classroom and
and learning process media include audio visual, game, graph, computer, board,
picture, textbook, teacher, smells, tastes, and so on. In addition, Gerlach and Ely
circumstances that put the pupils in a position to acquire knowledge, skills and
dispositions”.
There are several media which can be used in teaching vocabulary. In order to
explain the meaning of vocabulary items to the students, teachers should use typical
media. As cited in McCarteen (2007) “teachers can use different ways to present
vocabulary including pictures, sounds, and different text types with which students
can identify: stories, conversations, web pages, questionnaires, news reports, etc.:
1. Using game
3. Using flashcard
Media have several advantages in teaching and learning process. First, the
students become more active and enthusiastic. Second, media creates an interesting
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Sometimes, when we are travelling to tourism places for pleasure, we are given a
some places we are going to visit. Tourism brochure is a thin book of a few pages
with pictures, giving information about the tour programs organized by the travel
brochures are more or less like other brochures but the contain visuals of higher
quality, considering that they need to give the right feel and impact of the places they
advertise and campaign for it”. Tourism brochures give us information about tourism
places. The information can be about tour programs, culinary, history anda the
places. They describe a little part of the tourism places that we are going to visit.
pages, nice photography, and awesome description about the tourism places. Tourism
brochures bring meaning that is related to places, people, object, history, foods and so
on. The students could find many words in the tourism brochures. Therefore, tourism
brochures can be used as media to teach vocabulary items for students. It is believed
that vocabulary items which are available in tourism brochure will be found by them
in their daily life. Once, it emphasizes in this research that the students will
16
be taught vocabulary items which are existed in the tourism brochures. So, teaching
vocabulary items by using tourism brochures as visual media could encourage the
students to stay focus on learning vocabulary. Many researchers have proved that by
As Gardner (1985) pointed out that motivation involves four aspects, a goal, an
effortful behavior, a desire to attain the goal, and favorable attitudes toward the
Without motivation we will almost certainly fail to make the necessary effort.
Meanwhile as cited in Ellis (1997) motivation involves the attitudes and affective
states that influence the degree of effort. Based on the explanation we can see that
attitude towards language learning affect the motivation. Moreover, motive is not
something that can be measured easily, but it can be interpret in its attitude toward
the language learning. According to Gardner (1985) the connection of motivation and
In the theory of motivation, Harmer (2001) said that there are two types of
motivation. The first is extrinsic motivation and the second is intrinsic motivation.
Extrinsic motivation is caused by any number of outside factors, for example the
need to pass an exam, the hope of financial reward, or the possibility of future travel.
Based on Brophy and Good (1987:324), there are two motivational strategies,
The extrinsic motivational strategies are in some ways simple, most direct
and most adaptable of the methods recommended for dealing with the
The intrinsic motivation approach is based on the idea that teachers should
select or design academic tasks that students will find inherently interesting
and enjoyable, so that they will engage in these tasks willingly for extrinsic
incentives.
c. Feedback features
a big effect on language learning especially for students who learn English language.
One of the factors that students are not successful in learning English language is
18
in learning any other languages. Teacher should find out interesting media to enhance
the challenges for the teachers to encourage students in learning English language.
Sometimes, the students which have low motivation come to the classroom by
showing their tired, hungry, and boring faces, because they think that the lesson is not
interesting. This is our job to pep the classroom up in teaching and learning process.
Without students‟ motivation, the classroom is like horrible; the students will not
stay focus on the materials. Motivation in the classroom is like positive energy for
students to study well and stay focus on teacher‟s explanation. It is a key for the
teachers to reach the goal in teaching and learning process. Thus, the students who
have high motivation in learning process will get a good mark in certain test given by
the teacher. It is different with the students who have low motivation in learning
process, they will not able to stay focus on teacher‟s explanation, and consequently
they will get low mark in their test result. Therefore, the teachers need to create
positive energy in the classroom so that the students feel enjoy in understanding the
information of the material by using media while delivering the material. Interesting
media which are used in the English classroom can trigger students‟ interest as well
as motivation in learning process. When the positive energy called motivation has
Outside any classroom there are attitudes to language learning and the
students motivation.
2. Significant others
It looks from the culture around the students‟ life. Their attitudes to language
3. The Teacher
4. The Method
It is vital both teacher and students have some confidence in the way teaching
and learning take place. When either loses this confidence, motivation can be
disastrously affected, but when both are comfortable with the method being
Based on the explanation above there are four sources of motivation that
cannot be separated, they are the society we live in, significant others, the teacher,
and the last the method. They have to be paid attention in order to keep students‟
motivation so that the students will enjoy in learning process especially in learning
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English vocabulary items. If there is no motivation in students‟ soul, they will find
There are many definitions about what vocabulary is according to some researchers.
It is listed as follows.
individual knows”. In learning vocabulary we are not only learn about word that
we know, yet we learn the meaning of those words. So that, we can develop our
words in a language.”
explained or defined.
or in a field of knowledge.
subculture.
of words. Based on the definition above, it could be concluded that vocabulary is the
sum of letters arranged into a word which has meaning depends on the division of
knowledge.
(2010) states that vocabulary does not only support the four language skills,
listening, speaking, reading, and writing, but also mediates between students and
content-area classes in that these students often find the lack of vocabulary
While teaching vocabulary to the students, the teacher must discuss words
and concepts of words to all of them. There are several things that the teacher has to
pay attention while teaching vocabulary. First, the teacher must decide what theme he
or she uses in teaching vocabulary, for example the theme is about “culinary”.
Second, the teacher has to define the concept of “culinary” means. Then, the teacher
22
asks the vocabulary related to the culinary to the students. The words given to the
students have to be meaningful and useful for them, since in English language there
many words which are uncommon used in teaching and learning vocabulary in
school.
According to Thonbury (2002) there are several factors that make some words
1. Pronunciation: Research shows that words that are difficult to pronounce are more
difficult to learn.
3. Length and complexity: Long words seem to be no more difficult to learn than
short ones.
4. Grammar: Grammar associated with the word, especially if this differs from that
of its L1 equivalent.
5. Meaning: When two words overlap in meaning, learners are likely to confuse
them.
6. Range, connotation, and idiomaticity: Words that can be used in a wide range of
context will generally be perceived as easier than their synonyms with a narrower
range.
Students who know nothing about vocabulary will get difficulties in learning
language. If they understand the vocabulary items, they will easily to convey the
meaning of words. It indicates that teaching vocabulary to the students is not a trivial
23
thing to develop the English skills. Teaching and learning vocabulary is not only
translating word to word, but also teachers should teach vocabulary including
Burns (2010:2) explained that action research is related to the ideas of „reflective
practice‟ and „the teacher as researcher‟ that involves a self-reflective, critical, and
statement come from Fraenkel and Wallen (2008:589) stated that action research is
conducted by one or more individuals or groups for the purpose of solving a problem
do something to resolve it, see how successful their efforts were, and if not satisfied,
try again”. Some researchers agree that action research is effective to teacher training
Based on the explained before, action research was conducted by the teacher in a
option for the researchers or the teachers used in teaching and learning activity.
data which is consisting about the information of school and students. The data result
24
can be used as a decision to change the education system in their school. By doing
so, the education system will be more effective in teaching and learning activity.
Many guidelines book of action research describe that action research has variety
examining educational problems in school setting. He explained that there are four
2. Collect data
We have to develop some research questions, and know how we plan to answer
them, and we‟re ready to gather information. Collect data must be transformed so
that they can be used. Data are counted, displayed, and organized by classroom,
We have collected relevant data. Then, we need to begin the process of analysis
4. Take Action
We have reached the stage at which a decision must be made. In this stage, we
have answered the research questions about the research topic we have chosen
(2010: 7) action research typically involves four broad cycle of a research. The steps
as listed below:
1. Planning
In this phase a problem is identified and developed a plan of action in order to bring
2. Action
3. Observation
This phase involves the researcher in observing systematically the effects of the
action. The information is collected from the instruments which are used in the
research.
4. Reflection
At this point, the effects of the action research are evaluated in order to make sense
of what has happened and to understand the issue. The researcher may decide to do
In this study, interesting teaching media are brought for improving student‟s
NEGERI 1 BULU. In this study, the students are not taught about how to make
tourism brochure or describe about tourism places, yet the students will be taught
in learning English vocabulary items. In order to analyze the improvement, the action
research is used in conducting the study. The subject of this study is the science
students of XI-2 of SMA N 1 Bulu. The analysis is from identifying the problem.
Therefore, the steps which will be implemented in the action research are planning,
acting, observing, and reflecting. The diagram of the theoretical framework will be
showed below:
27
Figure 2.3
Framework of Thinking
Cycle 1 Planning
Students’ problem
Observing
Reflecting
CHAPTER III
METHODS OF INVESTIGATION
To carry out this research, action research was used as a part of qualitative and
quantitative research. This point presents research design, subject of the study,
object of the study, roles of the researcher, instruments for collecting the data,
In this study, action research was used as a part of qualitative and quantitative
research. There are two cycles which were conducted in order to find out how the
vocabulary. The research design which was used based on the design of action
research by Kemmis and Tagart. Kemmis and Tagart in Burns (2010:7) stated that
in every cycle consist of four phases which are planning, acting, observation, and
reflecting. The diagram below explained that in doing an action research used
some cycles.
In this study, the four components of action research based on Kemis and
McTaggart which were applied were planning, acting, observing, and reflecting in
each cycle.
28
29
1. Planning
In every cycle, the students‟ problem was identified in English class. After
knowing the students‟ problem, the planning was made to solve the
problem.
2. Acting
3. Observation
The third phase was observation. The reatment was analyzed to know
whether the treatment that has been given was successful related to the
4. Reflecting
It was time to evaluate the students‟ score. Revision and corrections were
made to be used to decide the next step if the treatment did not figure the
problem out.
The subject of the study was the students XI IPA 2 of SMA N 1 Bulu. There were
The object of this study was the improvement of students‟ motivation in learning
vocabulary items.
According to O‟brien (1998) there are many roles of the researcher to implement
the action research, the roles are, planner leader, catalyser, teacher, listener,
synthesizer, facilitator, designer, observer, and reporter. In this study, the role of
In this study, after the students were given a pre-test, the students were taught
vocabulary.
31
As the observer, the students‟ motivation was observed during the teaching
students‟ score, questionnaires, and data of the motivation checklist. The data
in learning vocabulary.
Research instruments were used for collecting the data. They were used to answer
1. Test
2. Try-Out Test
Try-out test was conducted to measure whether the test has validity and
replaced.
32
3. Checklist
observation. It is perhaps the most efficient way for a busy classroom student
The checklist will be combined with the rating scales, because a rating scale is
4. Field Note
McNiff (1997: 76) claimed that teacher needs to systematically keep notes of
immediately afterwards. During the class, the English teacher as the observer
kept noting the situation of the teaching and learning process. Students‟
motivation and participation during the research were also included in the field
5. Questionnaire
(1) From the answer of the questions, there are: (a) opened questionnaire, the
respondent can answer the questions using their own sentences; (b) closed
questionnaire, and the respondent can directly choose the appropriate answer.
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(2) From the given answer, there are two types of questionnaire: (a) direct
(3) From the form of the questionnaire, there are: (a) multiple choice
questionnaire, and the respondents just put a check (v) on the appropriate
column.
In conducting the research, the formulas were needed to calculate the data. The
1. Test
In this study, there were three tests which were given to the students. The first test
was pre-test. It was conducted before treating the students. The second test was
cycle test. It was conducted after giving the treatment, and the last one was post-
2. Try-Out Test
Try-out was conducted before giving the pre-test. Try-out has been done by the
3. Checklist
Checklist was used as the instrument of the study. This instrument was used to
on five aspects. According to some experts attitude affect the students‟ motivation
toward language learning. As cited in Ellis (1997) dealing with motivation, good
language learners are also very active, they show awareness of the learning
promote learner autonomy about sharing responsibility with the students for
organizing their time towards the project work. Moreover, according to Brophy
and Good (1987) in the extrinsic and intrinsic motivational strategies mentioned
opportunities for active response, and opportunities for students to interact with
peers.
The observers were the researcher and the teacher. The observation checklist was
4. Field Note
Field note was used as the instrument of this study. The field note was filled by
the teacher as the observer after conducting the meeting in each cycle. The field
note had a purpose to identify the class situation while the observer was
conducting the action research. The observer paid attention to the students‟
5. Questionnaires
Tuan, Chin, and Shieh (2005) developed a questionnaire that can be used to
Dörnyei (2003:2) says “the study of L2 motivation is very closely linked to the
use of questionnaires”.
Furthermore, Lightbown and Spada (2013) stated that “when researchers are
second language learning, they usually select a group of learners and give them a
similar to written tests, yet there is a basic difference between them”. Thus, as
Ercikan and Rousseau (2013) the researchers have measured motivation using two
Based on the theories above, in this study, the questionnaires were used in
brochures.
The students were asked to fill the questionnaires which contain statements
that triggered the students‟ motivation. There were two questionnaires given to
the students. The first questionnaire was given before conducting the treatment,
and then the second one was given after conducting the post-test. The
questionnaires used likert scale. There were four optional answers: strongly agree,
agree, disagree, and strongly disagree. Based on the result of questionnaires, the
The maximum score of each test was 100. Pre-tests, cycle tests, and post-test were
conducted. In every part of the tests, the percentage, the average, and the mean of
the score were evaluated in order to know whether there was improvement or not.
1. The Percentage
= ;
37
= ;
Note:
̅̅ : mean / average score,
∑ : total score of X‟s or individual scores, and
N : number of scores
Table 3.1
Criteria of Success
Some instruments were needed for collecting. But, before the instruments were
being given to students, the try-tout was conducted to check its validity and
reliability.
38
Validity is important for ensuring the quality of the test. Test validity is defined as the degree
measuring the validity of the test, this study used Pearson Product Moment Formula as the
following:
∑ ∑ ∑
;
√{ ∑ ∑ { ∑ ∑ }
where,
test,
∑ : the sum of score in each item,
∑ : the sum of total score for each student,
∑ : the sum of the square score in each item,
∑ : the sum of the square score for each student, and
∑ : the sum of multiple of score from each student with the total score in each item.
(Arikunto, 2006:146)
The result was calculated with r Product Moment table, if , the test
is valid.
Harris (1969: 14) states that reliabilty is the stability of test scores. The test result
must be taking care of the stability to make sure that the test is reliable. To
39
measure the reliability of the test, I used K-R20 formula. The formula is as
follows.
r11=( )( );
Where,
In this study, the questionnaires were divided into pre-questionnaire and post-
questionnaire. The questionnaires were a close-ended type which had four options
namely, strongly agree, agree, disagree, and strongly disagree. After the
questionnaires data being tabulated, the percentage of the total answer for each
item was calculated, the percentage was calculated with the formula as follows.
Total answer
Percentage = x 100%
The number of the students
40
The students‟ motivation was observed by using checklist with rating scales. The
rating scales adapted by Phillips and Carr (2010:194) in this study were designed
into four scales. Each scale had given a score that range from 1 to 4.
Scale Score
Always 4
Occasionally 3
Seldom 2
Never 1
After the checklist data being tabulated, the total scores for each aspect
Total score
Percentage = x 100%
Maximum score
CHAPTER V
This chapter presents the conclusions of what have been discussed in the previous
5.1 Conclusions
Based on the result of this study that was presented in the previous chapter, the
Brochures
The result of this study showed that the science students of XI-2 of SMA N 1 Bulu
had low motivation and achievement in learning vocabulary. The result of the pre-
items because, they had problem in recalling their memories about vocabulary
items. Moreover, they only studied English when they will have test. They did not
They also got bored in the learning process by using English text book. The
low because the learning process was not interesting for them before the tourism
words, based on the result of pre-questionnaire the students wanted to get good
83
84
conducted. In conducting the cycles, in every acting phase the students were asked
to make group consist of 5 persons to discuss the exercise group, the students had
to come forward one by one to retell in Indonesia language what the tourism
brochure told about, it was aimed to measure whether the students understood
After having discussion, the vocabulary items which were written in the
tourism brochure were explained, the students were also given vocabulary drill, it
Based on the students‟ questionnaires, field note, observation checklist, and tests,
vocabulary by using tourism brochure. Another conclusion from the study is the
The students enjoyed learning process, and the activities in the classroom.
They also gave more attention during learning process. The level of curiosity
about new words was also believed could improve students‟ motivation to learn
vocabulary items. Tourism brochure was not the only one of the interesting media
85
5.2 Suggestions
this media can be used to build students‟ interest and students‟ motivation in
learning vocabulary.
For the English teachers, tourism brochures are not only one of the
learning vocabulary. So, the English teachers should give their students more
interesting and creative media in teaching and learning vocabulary for the students
to enjoy the learning process. However, the teacher could consider tourism
learning process, and help them to learn vocabulary easily. Besides, this media has
For other researchers, it is suggested to use this kind of study as one of the
Brophy, J.E. and Good, T.L. Journal of Teacher Education. Hlm 310-5
86
87
Gardner, R.C. 1985. Social Psychology and Language Learning: The Role of
Attitude and Motivation. London: Edward Arnold.
Gerlach, V.S. and Ely, D.P.1971. Teaching and Media, a Systematic Approach.
New Jersey: Prentice Hall.
Lightbown, P.M,. and Spada, N. 2013. How Languages are Learned: Oxford
University Press.
Long, C., Ming, Z., and Chen, L. 2013. The Study of Students Motivation on
English Learning in Junior Middle School- A Case Study of No.5
Middle School in Gejiu. Canadian Ceneter of Science and Education.
Volume 6. No. 9. 15 August 2013.
Miatin, F.U. 2014. The Use of Silent Card Shuffle Technique to Enhance Students’
Vocabulary (A quasi-Experimental Research at the Seventh Grade
Students of SMP Negeri 1 Pejagoan in the Academic Year of 2013/2014).
Final Project English Departement FBS Unnes.
Nam, J. 2010. Linking Research and Practice: Effective Strategies for Teaching
Vocabulary in the ESL Classroom. TESL Canada Journal. Volume 28.
No.1. 2010.
Phillips, D.K. and K. Carr. 2010. Becoming a Teacher through Action Research.
New York: Routledge.
Roget, P.M. 1980. Roget’s II: The New Thesaurus. Houghton Mifflin.
Tuan, H.L, Chin, C.C., and Shieh, S.H. 2005. The Development of a
Questionnaire to Measure Students’ Motivation towards Science Learning.
International Journal of Science Education. Volume 27, No. 6, 16 May
2005, pages. 639-654
van Barneveld, C., Pharand, S., Ruberto, L., & Haggarty, D. (2013). Motivation in
largescale assessment. In Simon, M., Ercikan, K., & Rousseau, M. (2013).
Handbook on Large-scale Assessments : Theory and Practice. Thousand
Oaks, CA: Sage Publications.
90
91
Appendix 1
Letter of Permission 1
92
Appendix 2
Permission of Letter 2
93
Appendix 3
Permission of Letter 3
94
Appendix 4
Pre-Test
(Try-Out)
PRE-TEST
Name :
Number :
Class :
1. The local people of Bali will always greet you with joy and full of
(_______________).
Syailendra.
95
3. Not only the charm of historical relics, the largest archipelago in Indonesia is
Gumiwang waterfall, three hot spring showers, seven hot spring showers
Beautifully
Welcome
Challenge
Approximation
96
Attractive
1. Hospitality
2. Visitors
3. Crafts
4. Island
5. Enchanting
6. Polite
7. Cultural
8. Renowned
9. Build
10. Wisdom
11. Friendliness
12. Interesting
13. District
14. Altitude
15. Equipped
16. Challenge
17. Offer
18. Preserve
97
19. Conserve
20. Diverse
98
Appendix 5
LESSON PLAN CYCLE 1
A. STANDARD COMPETENCE
10. Understanding the meaning of short functional texts and very simple essay in
the form of narrative, spoof, and hortatory exposition which is related to the daily
B. BASIC COMPETENCE
11.1. Responding the meaning of short functional text (such as: banner, poster,
pamphlet, etc.) in the form of formal and informal by using a variety of written
language accurately, fluently, and acceptable which is related to the daily life.
75% of students are able to understand the vocabulary from the given materials.
70% of students are able to do some exercises based from vocabulary focus on
the materials.
D. CHARACTER BUILDING
1. Cooperation
99
2. Active participation
3. Politely
4. Honestly
5. Attention
6. Responsibility
7. Discipline
E. LEARNING MATERIALS
1. Tourism Brochure
100
F. METHOD OF STUDY
a. Lecturing
b. Discussion
c. Group Work
d. Fun Activity
b. Main Activities
Exploration
Explains the materials, Listen carefully Politely
and the teaching and
learning process they 25‟
will do.
Elaboration
c. Closing
Activities Time
(Minute)
1. Summarizing the materials (Class discussion of the 4‟
meaning)
2. Asks students‟ opinion toward the activities
3. Closing
4. Pray together 1‟
Second Meeting (2x45 minutes)
a. Opening
b. Main Activities
Teacher’s Activities Students’ Activities Character Building Time
(Minute)
Exploration
Explains the materials, Listen carefully Politely 25‟
and the teaching and
learning process they
103
will do.
Asks the students to Focus, pay attention Active, Politely
make a group consist and start to make a
of 5 persons. group consist of 5
persons.
Elaboration
Confirmation
Asks some students Students answer it Active
about vocabulary orally 10‟
related to the tourism
brochure
c. Closing
Activities Time
(Minute)
b. Main Activities
Exploration
Explains the materials, Listen carefully Politely
and the teaching and
learning process they
will do.
Elaboration
Confirmation
Asks some students Students answer it Active
about vocabulary orally 10‟
related to the tourism
brochure
c. Closing
Activities Time
(Minute)
I. Evaluation
Indicators Technique Instrument Sample of Instrument
Explaining 75% Lecturing Tourism Brochure “What do you know
vocabularies are “JAWA TENGAH about tourism” (Oral)
available in the TOURIST “What do you know
tourism ATTRACTION” about tourism
brochure given. brochure?” (Oral)
Appendix 6
LESSON PLAN CYCLE 2
A. STANDARD COMPETENCE
10. Understanding the meaning of short functional texts and very simple essay in
the form of narrative, spoof, and hortatory exposition which is related to the daily
B. BASIC COMPETENCE
11.1. Responding the meaning of short functional text (such as: banner, poster,
pamphlet, etc.) in the form of formal and informal by using a variety of written
language accurately, fluently, and acceptable which is related to the daily life.
75% of students are able to understand the vocabulary from the given materials.
70% of students are able to do some exercises based from vocabulary focus on
the materials.
D. CHARACTER BUILDING
1. Cooperation
109
3. Active participation
4. Politely
5. Honestly
6. Attention
7. Responsibility
8. Discipline
E. LEARNING MATERIALS
1. Tourism Brochure
110
111
F. METHOD OF STUDY
1. Lecturing
2. Discussion
3. Group Work
4. Fun Activity
a. Opening
b. Main Activities
Teacher’s Activities Students’ Activities Character Building Time
(Minute)
Exploration
Explains the materials, Listen carefully Politely
and the teaching and
learning process they
will do.
Elaboration
Confirmation
Asks some students Students answer it Active
about vocabulary orally 10‟
related to the tourism
brochure
c. Closing
Activities Time
(Minute)
5. Summarizing the materials (Class discussion of the 4‟
meaning)
6. Asks students‟ opinion toward the activities
7. Closing
8. Pray together 1‟
Second Meeting (2x45 minutes)
a. Opening
Pray together 1’
Students respond the teacher‟s greeting and
checking attendance
4’
Teacher comes and give open questions to stimulate
students
b. Main Activities
Teacher’s Activities Students’ Activities Character Building Time
(Minute)
Exploration
Explains the materials, Listen carefully Politely
and the teaching and
learning process they
will do.
Elaboration
meaning in group
Asks the delegation of Each delegation of each Politely,
each group to come group come forward and Responsibility
forward and present present the result of the , Discipline,
the result of discussion Active
discussion.
Confirmation
Asks some students Students answer it Active
about vocabulary orally 10‟
related to the tourism
brochure
c. Closing
Activities Time
(Minute)
Pray together 1‟
Third Meeting (2x45 minutes)
a. Opening
Learning Activities Time (minute)
i. Pray together 1’
j. Students respond the teacher‟s greeting and che
attendance 4’
b. Main Activities
Exploration
Explains the materials, Listen carefully Politely
and the teaching and
learning process they
will do.
Elaboration 45‟
117
Confirmation
Asks some students Students answer it Active 10‟
about vocabulary orally
related to the tourism
118
brochure
c. Closing
Activities Time
(Minute)
Summarizing the materials (Class discussion of the words 4‟
meaning)
Asks students‟ opinion toward the activities
Closing
Pray together 1‟
Appendix 7
PRE-TREATMENT QUESTIONNAIRE
Name :
Number :
Class :
Pilihlah jawaban dengan memberikan tanda centang (v) pada kolom Sangat Setuju, Setuju, Tidak
Setuju, atau Sangat Tidak Setuju sesuai dengan pendapat Anda sendiri.
NO. PERNYATAAN SETUJU SANGAT TIDAK SANGAT
SETUJU SETUJU TIDAK
SETUJU
5. Bahasa Inggris
merupakan pelajaran
yang penting untuk
diajarkan dalam setiap
jenjang pendidikan.
120
mencotoh PR bahasa
Inggris teman pada
saat di kelas tanpa
mengetahui cara
penyelesaiannya.
14. Jika ada ulangan
bahasa Inggris saya
ingin mendapat nilai
tertinggi di kelas.
15. Saya belajar bahasa
Inggris hanya karena
tuntutan ujian
nasional.
122
Appendix 8
123
124
Appendix 9
Appendix 10
128
129
Appendix 11
Obervation Checklist
S.N. Aspects
Enthusiasm Activeness Attention Participation Responsibility
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
130
26
27
28
29
30
131
Appendix 12
132
Appendix 13
133
Appendix 14
Field Note
OBSERVATION FIELD NOTE
Meeting :
Date :
Appendix 15
Field Note Cycle 1-Meeting 1
135
136
Appendix 16
Field Note Cycle 1-Meeting 2
137
138
Appendix 17
Field Note Cycle 1-Meeting 3
139
140
Appendix 18
Field Note Cycle 2-Meeting 1
141
142
Appendix 19
Field Note Cycle 2-Meeting 2
143
144
Appendix 20
Field Note Cycle 2-Meeting 3
145
146
Appendix 21
Pre-Test
Name :
Number :
Class :
1. The local people of Bali will always greet you with joy and full of
(_______________).
Syailendra.
3. Not only the charm of historical relics, the largest archipelago in Indonesia
Gumiwang waterfall, three hot spring showers, seven hot spring showers.
7. Hospitality
8. Visitors
9. Crafts
10. Island
11. Enchanting
12. Renowned
13. Build
14. Wisdom
15. Friendliness
16. Interesting
17. Challenge
18. Offer
19. Preserve
20. Swimming
148
21. Sculptured
22. Woodcarving
23. Heritage
24. Attraction
25. Church
26. Massage
149
Appendix 22
150
151
Appendix 23
Cycle Test 1
CYCLE 1 TEST
Date: Name :
Number :
Class :
1. Culture :
2. Pilgrimage :
3. Largest :
4. Dome :
5. Valuable :
6. Defensive :
7. Journey :
8. Voyage :
9. Lush :
10. Consist :
11. Railway :
12. Transport :
13. Attractive :
14. Ancient :
15. Municipality :
16. Culinary :
17. Occupy :
18. Equipped :
19. Chamber :
20. Exist :
152
Appendix 24
153
Appendix 25
Cycle Test 2
CYCLE 2 TEST
Date: Name :
Number :
Class :
1. Temple :
2. Massage :
3. Adorn :
4. Sophisticated :
5. Sprinkle :
6. Retreat :
7. Expansion :
8. Wealth :
9. Renowned :
10. Unrivaled :
11. Tray :
12. Sculptured :
13. Woodcarving :
14. Diving :
15. Snorkeling :
16. Landscape :
17. Accessible :
18. Hospitable :
19. Involve :
20. Coastline :
154
Appendix 26
155
Appendix 27
Post Test
Name :
Number :
Class :
1. The local people of Bali will always greet you with joy and full of
(_______________).
Syailendra.
3. Not only the charm of historical relics, the largest archipelago in Indonesia
Gumiwang waterfall, three hot spring showers, seven hot spring showers.
156
Appendix 28
158
Appendix 29
159
160
Appendix 30
Appendix 31
Documentations
Photos of Classroom Action Research
162
163
164