| dc.description.abstract | SUMMARY
A Descriptive Study on the Class X-2 Students’ Vocabulary Mastery
Through Narrative texts Taken from the Internet at SMAN 11 Surabaya;
Sapto Margono, 080210401073; 2012:61 pages; English Education Program of
Language and Arts Education Department, the Faculty of Teacher Training and
Education, Jember University.
Vocabulary is the component that must be mastered first by the students
because vocabulary is the basic skill or the bridge to learn the language skills and
other language components. The students who learn English as a foreign
language, generally, have difficulty in learning English, especially in vocabulary.
Their problems are usually caused by their inability in retaining memorizing and
pronouncing the English words that they have learnt. In addition, their grammar
often interferes with L2 because they are quite different from the grammar of their
mother tongue. Therefore, the English teacher is expected to be able to cover the
students’ problems in vocabulary by helping students learn in conducive situation.
One of the strategies that can be used and applied by the English teacher is giving
variety of texts especially those taken from the Internet.
The research design applied was descriptive quantitative. This research
was not intended to verify the hypothesis, but to describe the students’ mastery of
vocabulary that covered large and small vocabulary. The teaching of vocabulary
was done through narrative texts by the English teacher.
The research area of this research was determined by using purposive
method. SMA Negeri 11 Surabaya was chosen as the research area because of
some reasons. First, the teacher frequently gives materials from the Internet.
Second, a research with the same topic had never been conducted at the school
before. The respondents of this research were class X-2 students of SMA Negeri
11 Surabaya in the 2012/2013 academic year that was determined purposively.
The primary data of this research were gained from the students’ score of
the test on vocabulary. While, for the supporting data were gained from the
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interview with the English teacher, observation, and documentation. There are two
English teachers taught in the X
th
grade. The researcher conducted the interview
with one of the teacher who frequently uses the Internet as the resource of
materials for the teaching English.
Based on the scores of vocabulary test, the X-2 students at SMA Negeri 11
Surabaya in the 2012/2013 academic year were categorized “good” with the mean
score 74.3. The conclusion was supported by the result of the students’ vocabulary
of each indicator as follows:
a. The students large vocabulary mastery was categorized as “Good”
category.
b. The students small vocabulary mastery was categorized as “Good”
category.
Based on the data analysis about the students’ vocabulary mastery test,
their scores were range from 56 up to 82. The highest score was 82 and the lowest
score was 56. There was one student who got the lowest score (56) and there were
3 students who got the highest score (82). The score which frequently occurred
was 80 and there were 7 students who got score 80. Further, there were 10
students (26.3%) who belonged to “Excellent” category (80-82), and there were
21 students (55.2%) who belonged to “Good” category (70-78). Moreover, there
were 6 students (16.7%) who belonged to “Fair” category (62-68), and one
student (2.63%) who belonged to “Poor” category (56).
Beside the data analysis about vocabulary mastery test, there were data
analysis about the students’ large and small vocabulary mastery test. The scores of
the students’ large vocabulary mastery ranged from 60 up to 85. There were
6 students (15.7%) who belonged to “Fair” category with score 60-67, and 24
students (63.2%) belonged to “Good” category with score 71-78. “Good” category
was the most frequent score on large vocabulary, and the last category was
Excellent. There were 8 students (21.1%) who belonged to “Excellent” category
with score 82-85.
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Furthermore, the score of the students’ small vocabulary mastery was
range from 40 up to 86. There was one student (2.6%) who belonged to the
“Failed” category with score 40, and 8 students (21.1%) who belonged to “Poor”
category with the range of score from 50-59. Further, there were 7 students
(18.4%) who belonged to “Fair” category with the score of 63-68. There were 10
students (26.3%) who belonged to “Good” category with the score of 72-77. The
last category was excellent. There were 12 students (31.6%) who belonged to
“Excellent” category with the score of 81-86.
The mastery indicator of the large vocabulary was higher than the small
vocabulary. It was because that the English teacher often taught large vocabulary
than small vocabulary to the students and also the teacher asked them to find the
meaning of some difficult and new words to the students.
Based on the result of this research, the teacher is recommended to use
materials taken from the Internet more frequently as the teaching materials,
especially in teaching vocabulary and it is taught integratedly with other language
skills, such as reading, writing, and speaking to make the students more interested
in learning English and practice their pronunciation ability and the teacher should
apply more various techniques or text types to make them more enthusiastic in
learning English. Further, the students are suggested to read texts taken from the
Internet to increase their vocabulary and practice their pronunciation ability.
Moreover, the future researchers are suggested to conduct a further research
dealing with a similar topic by using different research design such as a classroom
action research or an experimental research, in different research area to improve
the students’ vocabulary mastery. | en_US |
