IMPROVING
VOCABULARY MASTERY BY USING FLIP CHART MEDIA AT GRADE VIII STUDENTS
OF
SMP NEGERI 1 BATANG ANGKOLA
CHAPTER II
LITERATUR REVIEW
A. Theoretical Description
1.
Vocabulary Mastery
a.
Definition of Vocabulary
In general vocabulary
is one aspect should be owned by every student’s to make them understand and
master in English vocabulary. Vocabulary is important part of the language.
People can not understand something without knowing the meaning first and it
can be constructed from knowing word by word. According to Jack C. Richard and
Willy A. Renandya, “vocabulary is a core component of language proficiency and provides
much of the basis for how well learners speak, listen, read, and write”.[1] It
means vocabulary is important to make learner good in speak, listen, read and
write.
Based on Howard
Jackson says “vocabulary is a representative collection of the words that exist
in English language”.[2]
Penny Ur also defined vocabulary as the words we teach in foreign language.[3] It
means vocabulary is a stock of words in a language, written or spoken, with
meaning that considered as cultural meaning used by group or individual
community.
In specific
based on curriculum 2013 in junior high school vocabulary is list of word in
English book that must be learned by every students. The vocabulary include the
name of things in the market, the name of things in the building, and the name
of transportation. It can help students to have sufficient vocabulary for
communicate verbally and writing.[4] It
means vocabulary is very important for junior high school, because vocabulary
can help students to easy in communicate well.
Based on explanation
above, it can be concluded that vocabulary is of a large collection of items
that are used to help the students to be easy in communicate verbally and
writing.
b.
Purpose of vocabulary
In general
purpose of vocabulary is often views as a critical tool for second language
learners because a limited vocabulary in a second language impedes successful
communication. Underscoring the importance of vocabulary acquisition, Schmitt
emphasizes that “lexical knowledge is central to communicative competence and
to the acquisition of a second language”.[5] It means vocabulary is important to students.
It more important than grammar for communication purpose, particular in early
stages when students are motivated to learn the basic words they need to get by
in language.
In specific
purpose of vocabulary based on curriculum 2013 in junior high school is to
increase students vocabulary mastery, to identifying a meaning of word in the
text, to understand the function, structure, and linguistic elements of the
text to state and ask for the name of things in the market, the name of things
in the building, and the name of transportation to develop communication
competencies in oral and written forms to achieve functional literacy levels.[6] It
means vocabulary is important for students to comprehend four skill such as
listening, speaking, reading and writing.
c.
Kinds of Vocabulary
According to Thombury in Harmer that there
are two kinds of vocabulary, they are: receptive vocabulary or passive
vocabulary and productive vocabulary or active vocabulary.[7]
The
further explanation is:
1) Receptive vocabulary or passive vocabulary
Receptive
vocabulary can be understood only through listening and reading. Someone
doesn’t need to know much about the receptive vocabulary because it is impossible
for someone rarely uses the receptive vocabulary and it is impossible for
someone to memorize all the vocabularies of a certain language but someone can
understand the ideas of the utterance contextually not word by word.
2) Productive vocabulary or active vocabulary
Productive vocabulary involves of knowing
how to pronounce the word, how to write and spell it. How to use it incorrect
grammatical patterns along with the words that usually
collocate with.[8]
Based on the
statement above the researcher takes conclusion that kinds of vocabulary; An
active vocabulary refers to the words students should using in speaking and
writing, and passive vocabulary means words they need only to comprehend
especially in reading and listening.
d.
Roles of vocabulary
Vocabulary has
an important role in the language learning. As a linguist David Wilkins in
Thornbury stated that “without grammar very little can be conveyed, without
vocabulary nothing can be conveyed”.[9] Bromley
states that vocabulary holds some importance roles in teaching learning
process. They are; Promoting fluency, Boosting comprehension, Improving
achievement and Enhancing thinking and communication.[10]
It means vocabulary very important in the world to communicate.
Based on
explanations above researcher concludes; first, the role of vocabulary is very
important to be able to use the language productively. Second, role of
vocabulary is not only for communicating orally, but also in written form and
to master the language skills someone needs to master the vocabulary first.
Third, role of vocabulary is students will be able to improve achievement and
enhance communication if students can master vocabulary well.
e.
Choosing Vocabulary
Vocabulary consists of the words we
understand when we hear or read them (receptive
vocabulary) and words we speak or write (expressive
vocabulary). We build vocabulary by picking up words that we read or hear a
variety of words is important for language development and reading
comprehension.
Richards
in Kamilah Siswati stated that;
1) Coverage or range of contexts where the
word can be found.
2) Convenience or how easy a word is learned.
3) Familiarity, meaning the word is often
found, meaningful and concrete.
Hamer in Kamilah Siswati stated that;
1) At the junior high school, the word
concrete is usually taught before the abstract word. Such as the word window,
door, are taught first than abstract words like sad, happy and wind.
2) Words that often appear or are often used
according to students’ needs.
3) The context in which the vocabulary emerges
is also important to consider.
4) Exercises related to words that have been
learned are proven to help students’ memory and assignments such as changing
the form from adjective to noun, adverb or vice versa will be highly
recommended given to students.[11]
Based on
explanation above, the researcher concluded choosing vocabulary for junior high
school is begin from the concrete words like apple, chair, table and not begin
from the abstract words like wind, air, sad and happy. After that, the students
will be easy to learn the concrete word, because the students can touch and
hold the thing.
f.
The Material of Teaching Vocabulary
There are some
materials in vocabulary teaching. Based on explanation above there are some
kinds of vocabulary, such as receptive vocabulary and productive vocabulary. So,
the English learner can learn or understand vocabulary while listening to a
spoken or reading a passage and produce it when do speaking or writing.
The book used
in SMP Negeri 1
Batang Angkola is “Bahasa Inggris When
English Rings A Bell”. It divide into thirteen chapters, they are; chapter
I it’s English time, chapter II we can do it, and we will do it, chapter III we
know what to do, chapter IV come to my birthday please, chapter V I’m so happy
for you, chapter VI our busy roads, things and transportation, chapter VII my
uncle is zookeepers, chapter VIII what are you doing, chapter IX binger is not
always better, chapter X when I was a
child, chapter XI yes we made it, chapter XII don’t forget it please, chapter
XIII we got a lot of histories.[12] From
those material, the researcher did not talk about all topic. The researcher
only focused on chapter VI with sub topic Our busy road. This topic talked
about things and transportation. The vocabulary in this topic olso include into speaking
not only as a especially vocabulary lesson.
In this research, to know the students’
vocabulary mastery, researcher limited the materials of vocabulary into things
around people in the roads topic, like; things in the market, things in the
building and transportation. It
was take from their English book, as seen in the picture.
Picture 1: First Topic [13]
Picture 1: First key word to answer the first exercise
Picture 2: Second key word to answer the first
exercise
Working with your group, write down the things that many roads busy and
not safe based on page 77-78. Read page 77-78 to help you answer the question?
Picture 3: First Exercise
2. Flip
Chart Media
a.
Definition of Flip Chart
Flip chart is
one of the media that used in teaching learning process. It will challenge the
student’s to be creative in the classroom. Flip chart is a sheet of
paper resembling a calendar measuring 50x75 cm or a smaller size 21x28 cm as a
flipbook arranged in a sequence that is tied to the top. Flip chart can be used
as a medium to deliver learning messages.[14] It
means that flip chart not only know what the students learn but can make the
students creative in the class.
The students
know how to use a word in English context. It is easy processes to teach and
learn will be happy get vocabulary. Flash card and flip chart are a piece of
paper that contains images or certain writings that can be utilized in
developing vocabulary learning.[15] It
means that flip chart not only to
showing picture but flip chart can be used to development of vocabulary.
From the
explanation of the theory above it can be concluded that flip chart are sheets
of the same size bound to one well so that they are cleaner and better so that
it is easier for students to understand and is one of the effective media for
learning.
b.
Purpose of flip chart media
Flip chart
media is a visual form that is included in the type of chart or card that can
be used in the development of vocabulary. Besides that, flip chart media also
have some purpose in learning process. They are:
1) Clarify the message so as not to be too verbalistic
2) To overcome, space, time energy and sense power
3) To arouse learning, more direct interaction between
students and learning resources.
4) Enable children to learn independently according to
their talents and abilities.
5) To provide stimulation.[16]
Based on explanation above, flip chart is one of media in learning
process. It has purpose, they are to clarify the message so as not to be too verbalistic, it to arouse learning more direct
interaction between students and learning resources and to provide stimulate.
c.
Procedures of Flip Chart Media
Flip
chart media is one of media that can be used in teaching learning. Flip chart
is a
sheets of paper resembling a calendar measuring 50x75 cm or a smaller size
21x28 cm as a flipbook arranged in a sequence that is tied to the top. Flip
chart can be used as a medium to deliver learning messages. It will be make students active in
learning process. Flip chart media has some procedure in teaching process.According Indriana as follows:
1)
In this case the teacher needs to master the learning card well have the
skills to use the media. To expedite doing in repeatedly even though it is not
directly in front of students prepare material and tools that may be needed.
2)
The right determination is to pay attention to the appearance position
or in such a way that in can be seen both by all students in the classroom.
3)
Students arrangements for better result.
4)
Introduce the subject matter, namely the material presented first
introduced at the beginning of the lesson. Ways that can be done for example by
telling stories or linking learning to events that occur in the
environment.
5)
Present the picture after entering the material, star showing sheets of
flip card and provide sufficient information. Use simple language hat is easy
for students to understand.
6)
Give students the opportunity to ask, the teacher should be able to
provide stimulation so students want to ask questions.
7)
Concluding material that is conclusion not necessarily by the teacher
but instead students must conclude the material reinforced by the teacher.[17]
Based
on the above procedure, flip chart media can be used with follow the procedure
from one until seven for learning process in the class. So that, with follow
the procedure one until seven would be help the teacher and students more
active in class.
d.
Advantages and Disadvantages of Flip Chart
Flip chart is
one of the media that use in teaching learning process. It will challenge the
students’ to be creative in the classroom. Every media has their own advantages
or disadvantages for use.
There are some advantages in using flip chart as learning media
according to Susilana:
1) To able present learning messages in a
concise and practical manner
2) Flip chart can be used in any learning
method
3) Can be used inside or outside the room
4) Relatively inexpensive manufacture
materials
5) Easy to carry
6) Increase children’s learning activities and
motivation.[18]
Correspondingly,
flip chart also motivation students because it facilities students in
vocabulary achievement. This interesting learning activity of course can
motivate the students in learning. So, it students can guideline to vocabulary
achievement in right spelling for specific vocabularies.
Meanwhile, like
as another media flip chart also has disadvantages, as follows:
1)
Difficult to read because of the limitations of writing
2)
Usually flip chart paper can only be used for onetime
3)
Not suitable for learning in large groups
4)
Not durable because the basic material for making flip chart is
Paper.[19]
The conclusion
of disadvantages using flip chart such as; difficult to read because of the
limitations of writing, not suitable for learning in large groups, only used
for onetime, and not durable.
e.
Teaching Vocabulary by Using Flip Chart
Media
The use of
flip chart media in teaching vocabulary to help the teacher and the students in
the learning process. There are some
activities in teaching vocabulary with flip chart which can be applied in the
classroom. Activities for using flip chart. They are:
1)
Pre-Teaching
The process in pre-teaching; first, teacher
come in to the class and open the class. Second, teacher ask the students to
pray based on their belief. Third, teacher cheeks students attendance. Fourth,
teacher asked the last material and teacher asked the students to open book the
next lesson.
2)
While-Teaching
This activity to make the students easy in
teaching vocabulary mastery as follows; first, the teacher introduce the
subject matter. Second, the teacher shows the picture after entering the
material, start showing sheets of flip chart. Third, teacher ask the students
to say what the students see the material based on flip chart media about.
Fourth, teacher ask the students to make the other example from the material
based on flip chart until their understood. Fifth, teacher give students the
opportunity to ask about the material. Sixth, teacher give task to the
students. Seventh, teacher gives responds to the entries made by students.
Eight, teacher collect the students’ work.
3)
Post-Teaching
Teacher gives feedback, asked the students
about what they do not understand and summarize the lesson about the lesson.
The teacher also asked the students to conclude the lesson. The activities as
follow:
First, teacher
give feedback to the teaching process. Second, teacher and students conclude
the lesson. Third, teacher gives the students homework. Fourth, teacher informs
the next material and the last teacher close the class.
Table 1
Teaching Vocabulary Using Flip Chart Media
|
No |
Learning activity |
Teacher Activities |
Procedure |
Students Activities |
|
1 |
Pre-teaching |
1.Teacher
come in to the class and open he class. 2.Teacher
prepare the media in learning process. |
1.Prepare
yourself, in this case the teacher needs to master the learning chart well
have the skills to use the media. To expedite doing in repeatedly even though
is not directly in front of students prepare material and tools that may be
need. |
1.Students
sit on the chair 2.Pray
based on their belief 3.Listen
and pay attention. 4.Students
full attention the teacher. |
|
2 |
While-teaching |
Observing 1.Teacher
prepare the position of flip chart media, in order can be seen by all
students |
2.The
right determination is to pay attention to the appearance position or in such
a way that in can be seen both by all students in the classroom |
1.The
students pay attention to the teacher 2.
the students make good position, in order can be looked the flip chart media |
|
|
|
Associating 1.The
teacher ask students to make the group |
3.Students
arrangements for better result |
1.The
students listen the teacher. 2.The
student do what the teacher say 3.
The student make the group. |
|
Communicating 1.
The
teacher explain the material. 2.
Teacher
ask the students to say what the students see the material based on flip
chart media about. |
4.Introduce the subject matter, namely
the material presented first introduced at the beginning of the lesson. Ways
that can be done for example by telling stories or linking leaning to events
that occur in the environment |
1.Students
listen teacher’s explanation 2.The
students do what the teacher ask to them. 3.The students one by one say what
they look based on the flip chart media. |
||
|
Exploring 1.
Teacher
showing the flip charts with the explanation based on material. |
5.Present the picture after entering
the material, star showing sheets of flip chart and provide sufficient
information. Use simple language hat is easy for students to understand. |
1.Student
pay attention to the teacher explanation. 2.The students write down the important
point from the explanation. 3.The students make the other example
based on material. 4.The students tell their other
example based on the material one by
one. |
||
|
Questioning 1.Teacher
give chance to the student to asking some question |
6.Give the students opportunity to
ask, the teacher should be able to provide stimulation so students want to
ask question |
1.Student
ask to the teacher about the material that have not their comprehend. 2.students
write down the conclusion based on material. 3.the
students stand in front of their chair and tell the conclusion from the
lesson. |
||
|
3 |
Post-teaching |
1.Teacher
gives feedback 2.Teacher
gives the students homework. 3.Teacher
informs the next material and the last teacher close the class. |
7.Concluding material that is
conclusion not necessarily by the teacher but instead students must conclude
the material reinforced by the teacher. |
1.Students
listen to the teacher’s explanation. 2.Students
response to the teacher command. 3.
The students do their homework in their home. 4.
Students listen to the teacher 5.
students discuss the next material in outclass with their friends. 6.
The students prepare to close the class. |
B. Review of Related Findings
Based
on theory study above, the researcher found some researchers related to this
research. The first the research had been done in Universitas Negeri
Yogyakarta, 2016. Her name is Zeni Sarifah. She told that cards can improve
students vocabulary mastery through the use of vocabulary cards. [20]
The second
the research had been done in University Sembilan belas, 2017. Her name is
Nasmah Riyani. She told the data analysis each item showed that 84,84%. It
means that students’ perception of flip chart media in teaching vocabulary was
categorized strongly agree. [21]
The
third, the research had been done in University Lampung his name Ridho Istianto.
His research about Improving Students’ Vocabulary Mastery Through Word Wall.[22]
He told that word wall may give positive effect in
improving students’ vocabulary mastery so that Word Wall can be recommended as
an alternative on in teaching vocabulary.
The
fourth,
Umaria Nur Aini has done a research by the title Using Flip Charts To Improve
Students’ Ability In Writing Sentences at SDN 1 Mimbaan Kecamatan Panji Kabupaten
Situbondo. He has conclude that the student’ ability in writing. She has
concluded then, that the study fulfilled the criteria of success. It can be
seen in the result of test in cycle 1 and cycle 2.[23]
From the above description, the researcher
concluded that many methods can increase the students’ vocabulary mastery.
Next, the researcher hopes that media flip
chart can
increase the students’ vocabulary mastery in flip
chart. After
that, the researcher is interest to make the research about “Improving Vocabulary
Mastery by Using Flip Chart Media at Grade VIII Students of SMP Negeri 1 Batang Angkola”.
C.
Conceptual
Framework
Vocabulary is an important part of language there will be not
language without vocabulary. Vocabulary is one of the language aspects which
should vocabulary be learn. Vocabulay is important part of language to speak,
write, read and listen without vocabulary will not a language or sentence. So that,
since we can see, speak, know about we are around will there vocabulary through
media we will find vocabulary or all word of listen, look, and speak. One of
media to increase vocabulary is flip chart.
In fact, most the students were less of vocabulary mastery. It can be seen
based on interviewed. They often feel that vocabulary is difficult and teaching
method applied by teacher is boring too. Therefore, the suitable of teaching
technique is very important to increase students’ mastery in vocabulary and to
overcome the problems.
In learning vocabulary class. First of all, the teacher introduces the flip chart media and concept of vocabulary and
with the advantages for the students. Tell them flip
chart is one of the media that use in teaching learning process. Flip chart is a sheet of paper resembling a
calendar measuring 50x75 cm or a smaller size 21x28 cm as a flipbook arranged
in a sequence that is tied to the top. So, flip chart would be helped to improve their
vocabulary. Then, present to students the flip chart media to learning
vocabulary together using teacher’s guidance. Then ask some of them to read
the word or sentence based on flip chart media. After that, ask them to make
other example from the material. Then, ask students answer the question on worksheet.
Flip chart is a sheet of paper resembling a calendar measuring 50x75 cm or a
smaller size 21x28 cm as a flipbook arranged in a sequence that is tied to the
top. Flip chart can be used as a medium to deliver learning messages.
From some explanation above, the researcher
can see some advantages by applying this flip chart media. Students are not
passive in the class but they will be more active, they can more easy to
understood about the material without difficulties above are expected ,
students achievement in vocabulary mastery will be improve well though flip
chart media.
Figure
1.1Framework of Classroom Action Research
D. Hypothesis of the Action
Hypothesis is a provisional respond to the
problem, proved after collecting the data. Suharsimi says “hypothesis is a
tentative answer that is needs the answer to the problem”.[24]
The hypothesis is not a final answer it needs testing. So, the hypothesis is
flip chart can improve vocabulary mastery at grade VIII students of SMP Negeri
1 Batang Angkola.
[1] Jack C.Richard and Willy A. Renandya, Methodology in Language Teaching and
Anthology of Current Practice (USA: Cambridge University Press, 2000),
p.225.
[2]Howard Jackson, Meaning
Abd Vocabulary (London: Casell, 2000), 118.
[3]Penny Ur, A
Course in Language Teaching (United Kingdom: University Press, 2000), p.60.
[4]Masdwjanto, Standar
Kompetensi dan Kompetensi Dasar SMP/MTs, (Jakarta: Bandar Standar Nasional
Pendidikan, 2006), p.123.
[5]Schmit, Vocabulary
in Language Teaching (Cambridge: Cambridge University Press, 2000), p.55.
[6] Yuli Rulani Khatimah Siti Wachidah, Asep Gunawan,
Diyantari, Buku Guru Bahasa Inggris When
English Rings a Bell (Jakarta: Balitbang Kemendikbud, 2017), P. 75-86.
[7]Jeremy Harmer, The
Practice of English Language Teaching (England: Longman, 2000), p.158.
[8]Jeremy Harmer, 159.
[9]Thormbury, How
To Teach Vocabulary (London: Longman, 2004), P.73.
[10]Broemly, The
Language and Literacy Spectrum (New York: The New York State, 2004), p.65.
[11]Kamilah Siswati, “Efectivitas Model Pembelajaran
Penguasan Kosa Kata” (Pascasarjana UMP, 2012), P. 19-21, https://www.repository.ump.ac.id.
[12] Siti Wachidah, Asep Gunawan, Diyantari, Buku Guru Bahasa Inggris When English Rings
A Bell, P.75-86.
[13] Diyantari, Yuli Rulani Khatimah, dan Siti Wachidah,
Asep Gunawan, When English Rings A Bell,
ke-2 (Jakarta: Kementrian Pendidikan dan Kebudayaan, 2017), p. 75.
[14]Tejo Nurseto,
“Membuat Media Pembelajaran Yang Menarik” 8, no. 1 (2011): 25,
https://media.neliti.com.
[15]Aminatuz Zuhriyyah, “Pengembangan Media Pembelajaran
Flash Card Ipa Pada Anak Tunarungu Kelas VII SMPLB” (Universitas Islam Negeri
Raden Intan Lampung, 2017), P.35, repository.radenintan.ac.id.
[16]Rudi Susilana dan Cepi Riyana, Media Pembelajaran (Bandung: Cv Wacana Prima, 2009), P.9.
[17]Desi Eka Pratiwi and Mulyani, “Penerapan Media Papan
Balik ( Flipchart ) Pada Pembelajaran Tematik Untuk Meningkatkan Hasil Belajar
Siswa Sekolah Dasar,” Jpgsd 1, no. 2 (2013): p.4-5, http://media.neliti.com.
[18]Pratiwi and Mulyani, p.4-5.
[19]Desi Eka Pratiwi and Mulyani,… p. 4-5.
[20]Zeni Safirah, “Improving Vocabulary Mastery Through
Vocabulary Cards of Grade VII
Students at SMP Institut Indonesia Yogyakarta in the 2015/ 2016 Academic Year”
(Institut Indonesia Yogyakarta, 2016), eprints.uny.ac.id.
[21]Nasmah Riyani,"The Studentds' Perception of Flip
Charts in Vocabulary at Grade VII A of SMP Negeri 3 Poleang",( University
Sembilanbelas November Kolaka, 2017).
[22]Ridho Istianto, “Improving Students ’ Vocabulary
Mastery Through Word Wall” (Lampung University, 2013),
https://media.neliti.com/media/.../193453-EN-none.
[23] Umaria Nur Aini, “Using Flip Charts to Improve
Students’ Ability in Writing Sentences at SDN 1 Mimbaan Kecamatan Panji
Kabupaten Situbondo” (Malang: State University Malang, 2010), karya ilmiah.um.ac.id.
[24] Suharsimi Arikunto, Manajemen Penelitian, (Jakarta: Rineka Cipta, 2009), p.55.
