THE EFFECTIVENESS OF USING HYPONMY IN TEACHING...
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THE EFFECTIVENESS OF USING HYPONMY IN TEACHING VOCABULARY (A Quasi-experimental Study at the Eleventh Grade Students‟ of MA Al-Awwabin Depok in the Academic Year 2019/2020) A “Skripsi” Presented to the Faculty of Educational in Partial Fulfillment of the Requirement for the Degree of S.Pd. (S-1) Reza Naufal Rabbani 1113014000059 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES SYARIF HIYADATULLAH STATE ISLAMIC UNIVERSITY OF JAKARTA 2020
Transcript of THE EFFECTIVENESS OF USING HYPONMY IN TEACHING...
THE EFFECTIVENESS OF USING HYPONMY
IN TEACHING VOCABULARY
(A Quasi-experimental Study at the Eleventh Grade Students‟ of MA Al-Awwabin
Depok in the Academic Year 2019/2020)
A “Skripsi”
Presented to the Faculty of Educational in Partial Fulfillment of the
Requirement for the Degree of S.Pd. (S-1)
Reza Naufal Rabbani
1113014000059
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIYADATULLAH STATE ISLAMIC UNIVERSITY OF
JAKARTA
2020
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ABSTRACT
Reza Naufal Rabbani (1113014000059). The Effectiveness of Using Hyponymy in
Teaching Vocabulary (A Quasi-experimental Study at the Eleventh Grade of
MA-Al-Awwabin Depok in the Academic Year 2019/2020). A Skirpsi of
Department of English Education, Faculty of Educational Sciences of Syarif
Hidayatullah State Islamic University, Jakarta, 2020.
Advisor I : Drs. Nasrun Mahmud, M.Pd
Advisor II : Atik Yuliani, MA TESOL
The purpose of this study was to obtain the empirical fact in regard to the effect of
Hyponymy towards students‟ vocabulary learning. This study was held at MA Al-
Awwabin Depok. The sample technique of this study was using a purposive sampling
with 26 students of XI-B as the control class, and 24 students of XI-A as the
experimental class. The method utilized in this study was quantitative method by using
quasi – experimental design. The instrument of this study was a test which is divided
into pre-test and post-test. Then, the data from students‟ pre-test and post-test mean
score were calculated by using statistical calculation on SPSS 20 software. The result
of this study pointed out that the post-test means score of experimental class was 76,3
while the post-test means score of control class was 65,0. The mean of gain score
between pre-test and post-test in experimental class was 6 while the control class was -
3. It indicates that there was significant difference between students‟ pre-test and post-
test score in both of experimental and control class. The hypotheses calculation
showed that tobserve was 5,174 while ttable was 1,68 (5,174 > 1,995) indicating that H0
(Null Hypothesis) was rejected and Ha (Alternative Hypothesis) was accepted. Then,
the result of effect size calculation showed 1,469, which means that the effect size was
strong. Therefore, it proved that there was a strong effect of hyponymy towards
students‟ vocabulary learning.”
Keywords : Hyponymy, Vocabulary.
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ABSTRAK
Reza Naufal Rabbani (1113014000059). Efek Hiponim terhadap kosa kata Siswa
(Sebuah Penelitian Kuasi-Eksperimental pada Siswa Kelas X MA-Al-Awwabin
Depok Tahun Ajaran 2019/2020). Skripsi jurusan Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah
Jakarta, 2020.
Pembimbing I : Drs. Nasrun Mahmud, M.Pd
Pembimbing II : Atik Yuliani, MA TESOL
Penelitian ini bertujuan untuk memperoleh fakta empiris mengenai keefektifan
hiponim terhadap kemampuan kosa kata siswa. Penelitian ini dilaksanakan di MA Al-
Awwabin Depok. Teknik pengambilan sample menggunakan purposive sampling
dengan 26 siswa kelas XI-B sebagai kelas control, dan 24 siswa kelas XI-A sebagai
kelas eksperimen Metode yang digunakan dalam penelitian ini adalah metode
kuantitatif dengan menggunakan desain kuasi eksperimental (penelitian semu).
Instrumen yang digunakan dalam penelitian ini adalah tes yang dibagi menjadi pre-test
dan post-test. Kemudian, data rata-rata dari pre-test dan post-test siswa dihitung
menggunakan perhitungan statistik dengan perangkat lunak SPSS 20. Hasil dari
penelitian ini menunjukkan nilai rata-rata post-test kelas eksperimen adalah 76,3
sedangkan nilai rata-rata post-test kelas kontrol adalah 65,0. Rata-rata nilai yang
diperoleh dari selisih pre-test dan post-test di kelas eksperimen adalah 6 sementara di
kelas control memperoleh nilai -3. Ini menunjukkan bahwa terdapat perbedaan
signifikan antara nilai siswa di pre-test dan post-test di kedua kelas. Perhitungan
hipotesis menunjukkan tobserve 5,174 sedangkan ttable 1,68 (5,174 > 1,995) menunjukkan
bahwa H0 (Hipotesis nol) ditolak dan Ha (Hipotesis Alternatif) diterima. Kemudian
hasil dari penghittungan ukuran pengaruh menunjukkan angka 1,469 yang berarti
ukuran efeknya kuat. Maka, ini membuktikan bahwa terdapat efek kuat pada hiponim
terhadap kemampuan kosa kata siswa.
Kata Kunci : Hiponim, Kosa Kata
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ACKNOWLEDGEMENT
حيم حمن الر الر بسم الله
In the name of Allah, the Beneficent and the Merciful
All praise be to Allah, The Almighty, The Lord of the worlds, Who has
given The researcher mercies, blessings, strength, knowledge, and guidance to
finish this research entitled “The Effectiveness of Using Hyponymy in Teaching
Vocabulary (A Quasi-Experimental study at the Eleventh Grade Students of MA
Al-Awwabin Depok in Academic Year 2019/2020)” to the Faculty of Educational
Sciences. Then, the researcher accomplished and submitted this Skripsi to the
Department of English Education as one of the requirements for the degree of S.
Pd (S-1).
Next, the writer would like to express his gratitude to the special and
honorable advisors, Mr. Drs. Nasrun Mahmud, M.Pd. and Mrs. Atik Yuliani, MA
TESOL. for all the support, uncountable time, constructive advice, and warm
encouragement during the process of doing the assignment. Without their
guidance and persistent help this assignment would not have been possible.
The writer would also like to express his gratitude and greatest
appreciation to the people who helped this assignment and his appreciation goes
to:
1. Dr. Sururin, M.Ag., as the Dean of the Faculty of Educational Sciences.
2. Didin N. Hidayat, MA. TESOL., Ph.D. as the Head of Department of English
Education.
3. Zaharil Anasy, M.Hum. as the Secretary of Department of English Education.
4. All of the lectures especially those of Department of English Education who
have taught the writer precious knowledge and experience.
5. My beloved parent Prayogo Budiharto and Susilowati who has given support
and encouragement.
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6. Muhammad Munib, S.Ag. as the Headmaster of MA Al-Awwabin who has
given the chance and permission to conduct the research.
7. Hanna Maria, S.Pd. as the English teacher of MA Al-Awwabin who give me
advices and suggestion.
8. The students of XI-A and XI- B for their contribution and participation in this
research.
9. All of friends in Department of English Education 2013 especially C class for
the generous support and all great moments.
10. All the members of Sukuners, especially Faiq Zamzami, Didit Radinal, Fanji
Muharam, Zezens Pratama, Rivki Surya Maulana, Putra Sudharma, Randy
Ragistha, Meylia Azurah, Novita Resti Utami, Mella Sarasyifa, Mulhimah
Riyadoh, and Yuni Triandini, for all the crazy moments.
11. All people who the names cannot be mentioned one by one for all their help
and kindness in finishing this „skripsi‟.
Finally, the writer realizes that this thesis is far from being perfect;
therefore the writer would like to welcome and accept constructive comment and
suggestion from the reader in order to create a better research paper in the future.
Hopefully this thesis will have some values for his and the reader
Ciputat, July 15th
2020
The Writer
Reza Naufal Rabbani
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TABLE OF CONTENTS
COVER .......................................................................................................................
APPROVAL SHEET .................................................................................................. i
ENDORSEMENT SHEET ......................................................................................... ii
STATEMENT OF ORIGINALITY ........................................................................... iii
ABSTRACT ................................................................................................................ iv
ABSTRAK ................................................................................................................... v
ACKNOWLEDGEMENT .......................................................................................... vi
TABLE OF CONTENTS ............................................................................................ viii
LIST OF TABLES ...................................................................................................... x
LIST OF APPENDICES ............................................................................................. xi
CHAPTER I: INTRODUCTION ............................................................................... 1
A. Background of the study .................................................................. 1
B. Identification of the Problem ............................................................ 4
C. Limitation of the Problem ................................................................ 5
D. Formulation of the Problem.............................................................. 5
E. Objective of the Study ...................................................................... 6
F. Significances of the Study ................................................................ 6
CHAPTER II: LITERATURE REVIEW .................................................................. 7
A. Vocabulary....................................................................................... 7
1. General Concept of Vocabulary .................................................. 7
2. Types of Vocabulary .................................................................. 9
3. The importance of Vocabulary ................................................... 10
4. Aspects of Vocabulary ............................................................... 11
B. Methods of Teaching Vocabulary ..................................................... 14
C. Hyponymy ....................................................................................... 17
D. How to Teach Vocabulary Using Hyponymy ................................... 20
E. Relevant Previous Studies ................................................................ 21
F. Thinking Framework ........................................................................ 23
G. Research Hypothesis ........................................................................ 23
CHAPTERIII: REASEARCH METHODOLOGY ................................................... 24
A. Place and Time of the Research ........................................................ 24
B. Design of the Research ..................................................................... 24
C. Population and Sample of the Research ............................................ 25
D. Research Instrument ......................................................................... 25
1. Validity ...................................................................................... 26
2. Reliability .................................................................................. 27
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E. Technique of Data Collection ........................................................... 27
F. Data Analysis Procedure .................................................................. 28
1. Normality ................................................................................... 28
2. Homogeneity test ....................................................................... 28
3. Test of hypothesis ...................................................................... 29
4. Effect size formulation ............................................................... 29
G. Statistical Hypothesis ........................................................................ 31
CHAPTER IV: RESEARCH FINDINGS AND INTERPRETATION .................... 32
A. Research Findings ............................................................................ 32
1. Data description ......................................................................... 32
a. The data of experiment class ................................................... 32
b. The data of control class ......................................................... 35
B. Analysis Data ................................................................................... 39
1. Normality Test ........................................................................... 39
2. Homogeneity Test ...................................................................... 41
3. Hypothesis Test .......................................................................... 43
4. Effect Size Test .......................................................................... 47
C. Data Interpretation ........................................................................... 48
CHAPTER V: CONCLUSION AND SUGGESTION ............................................... 51
A. Conclusion ....................................................................................... 51
B. Suggestion ....................................................................................... 52
REFERENCES ........................................................................................................... 53
APPENDICES ............................................................................................................. 55
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LIST OF TABLES
Table 3.1 Criteria of Effect ......................................................................................... 30
Table 4.1 Students‟ Pre-test and Post-test Scores of Experimental Class ..................... 33
Table 4.2 Students‟ Pre-test and Post-test Scores of Control Class .............................. 35
Table 4.3. The Gained Score of Experimental Class .................................................... 37
Table 4.4. The Gained Score of Control Class ............................................................. 39
Table 4.5 Test of Normality Pre Test........................................................................... 40
Table 4.6 Test of Normality Post Test ......................................................................... 41
Table 4.7 Test of Homogeneity of Variances Pre-Test ................................................ 42
Table 4.8 Test of Homogeneity of Variances Post-Test ............................................... 43
Table 4.9 T-Test Result of Post-Test Scores ................................................................ 44
Table 4.10 T-Test Result of Gained Score ................................................................... 45
Table 4.11 The Effect Size Test Criteria ...................................................................... 47
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LIST OF APPENDICES
Appendix 1 The Gained Score of Experimental Class.................................................. 55
Appendix 2 The Gained Score of Control Class .......................................................... 33
Appendix 3 Lesson Plan Experimental Class .............................................................. 35
Appendix 4 Lesson Plan Control Class ........................................................................ 37
Appendix 5 Surat Keterangan Melakukan Penelitian .................................................. 67
Appendix 6 Picture of Class Activities ........................................................................ 68
Appendix 7 Student‟s work (Control Class) ................................................................ 69
Appendix 8 Student‟s work (Experimental Class) ....................................................... 70
Appendix 9 Surat Bimbingan Skripsi .......................................................................... 71
Appendix 10 Surat Izin Penelitian .............................................................................. 72
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CHAPTER I
INTRODUCTION
This chapter presents the background of the study, the identification of the
problems, the limitation of the problem, the formulation of the problems, the
objective of the study and the significance of the study.
A. Background of the study
Language is the crucial aspect in humans‟ life. Without language, people
cannot make a good communication because Language is a medium to interact
with each other. Most linguists would probably conclude that while many
animals can interact with each other, in the sense that humans do, they do not
have "language" in reality. Birds can sing, cats meow and purr, dogs bark and
groan, apes grunt, scream and even chatter, but these sounds are not meant to
be used in the way we do. "Language" is therefore a major attribute that
distinguishes us from the rest of the animal kingdom (Winter, 2009). People
are capable of sharing ideas, views, thoughts, desires, warnings, orders,
gratitude, assurances, comments and feelings through language use. In addition,
two kinds of language are spoken and written which is very well-known.
Spoken language is used when people want to say something orally and written
language is used when people want to say something in writing form.
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There are many languages in the world including English, Indonesian,
Arabic, French, Spanish and so on. English is one language that can be applied
anywhere and anytime. Everybody in the world from different countries should
master English. In addition, most of the aspects in life are related to English
such as technology, science books, art, and other published issue.
Vocabulary is the most important thing about learning the language, as it
is the basic comprehension of anyone who can learn all the language skills.
When we want to learn a foreign language, we need to know more about
vocabulary so we can speak fluently. It's also one of the keys to being a fluent
student. Vocabulary can help students learn and understand the language
quickly. At present, the importance of vocabulary learning in teaching foreign
languages cannot be neglected (Balaman, 2008). While less emphasis has been
placed on vocabulary learning in the past, many competent English teachers
have learned that learning a language often requires learning a vocabulary. The
ability to speak, listen, read and write English relies on vocabulary and
grammar. The goal of the English lesson is to increase knowledge of
vocabulary so that, when students continue to learn at a higher level, there will
be no issues with them.
In addition, mastery of English vocabulary is a thorough understanding
that identifies, understands and generates a stock of words and their context.
Vocabulary is not only limited to the meaning of words, it also involves how
vocabulary is organized in a language. How people use and shop expressions,
and how they use words, and how they mix words, phrases, types of words, and
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phrases (Adger, 2002). Furthermore, vocabulary mastery is also associated
with other English skills, such as reading, writing, listening and speaking. This
ensures that if a student has a wide range of vocabulary, learning all four skills
would make it easier for a student to learn.
The writer used Hyponym as a new approach to overcome the issues in
vocabulary mastery. It likes synonyms (meaning similar word) and antonyms
(meaning contrary word) using relationship words to explain the meaning of
the target word. Hyponymy itself is one way of linking the hierarchy by giving
a word as superordinate or general and a few words as subordinate or particular.
Hyponymy is characterized in terms of the meaning of one object being
included in the sense of another (Hurford, 2007). This is why it is expected that
teaching vocabulary using hyponymy will help students understand the
meaning of words in a hierarchy shown in meaning relationship. In certain
words, by referring to a general or particular relationship, students are expected
to be able to recall their words.
As a result, the writer needed to conduct a research on “The Effectiveness
of Using Hyponymy in Teaching Vocabulary at grade XI MA Al-Awwabin
Depok.”
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B. Identification of the Problem
Based on the background study, the problems identified are:
1. Students have low motivation in learning English
2. The pupils have limited vocabulary
3. Students‟ have difficulty in understanding the meaning of English
vocabulary
4. The limitation of teaching media in school becomes one of the problems
which affects the students‟ achievement in learning English.
C. Limitation of the Problem
The problem with this analysis is limited to see whether or not the
hyponymy is effective towards students‟ vocabulary learning in the eleventh
grade of MA Al-Awwabin Depok Academic Year 2019/2020.
D. Formulation of the Problem
The research question, based on the limitation of the problem, is
formulated as follows:
1. Is using hyponymy in students‟ vocabulary learning in the eleventh grade of
MA Al-Awwabin Depok Academic Year 2019/2020 effective?
2. To what extent is the effectiveness of hyponymy towards students‟
vocabulary learning in the eleventh grade of MA Al-Awwabin Depok
Academic Year 2019/2020?
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E. Objective of the Study
The objective of the study based on the formulation of the study above is:
1. To see the effectiveness of hyponymy towards students‟ vocabulary learning
in the eleventh grade of MA Al-Awwabin Depok Academic Year
2019/2020.
2. To see to what extent the effectiveness of hyponymy towards students‟
vocabulary learning in the eleventh grade of MA Al-Awwabin Depok
Academic Year 2019/2020 is.
F. Significance of the Research
For the teacher, this work has shown how hyponymy can enhance
vocabulary learning among the students. It can also be a good guide for the
teacher to make English lessons more engaging and enjoyable. For students,
this work has shown that hyponymy can strengthen students' vocabulary
learning.
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CHAPTER II
THEORITICAL FRAMEWORK
This chapter of the theoretical structure discusses scientific theories. It
then presents some previous studies related to the research, the thinking
framework of the research and the research hypothesis.
A. Vocabulary
1. General Concept of Vocabulary
Students may not only master the structure but also master the
vocabulary to speak English. Vocabulary can not be correctly conveyed
without grammatical communication. In order to make contact clear,
students should learn all of them.
Vocabulary is one of the most significant language elements for
learning English. Vocabulary is needed to improve the skills of four
languages, namely listening, speaking, reading and writing. Very little
can be conveyed without grammar (Thornbury, 2002). If we have many
vocabularies so we will be more easy to understand the usage of the
term in English. Because without vocabulary we cannot express
anything. Beside that we cannot make sentences and cannot understand
what is said by others. Mastering vocabulary allows students express
their ideas obviously, clearly and without having to repeat their
thoughts in conversation.
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This is important, in the sense that words are the basic building
blocks of language, the unit of meaning from which larger constructs,
such as sentences, paragraphs and entire texts, are constructed.
Vocabulary can be a core component of language proficiency and
provides a great deal of insight into how well learners speak , listen ,
read and write. For example, students need to know the language's
vocabulary to learn English skills; an inventory of words with their
meaning, as it promotes their skills development (Linse, 2005).
Evelyn Hatch and Cheryl Brown (1995) said, “Vocabulary is one
of language elements is considered as a list or set of words for a
particular language or a list or set words that individual speakers of
language might use”. It indicates that vocabulary is a collection of
words used by the speakers in their everyday conversation. In other
words, vocabulary is the word that students learn in the second
language. These words can be a single word or more than a single word.
Harmer (2007) said “Vocabulary is quite merely an inventory of
words.” It's a term that reflects meaning, but meaning is a fuzzy term.
Some words may seem straightforward to ask one question, and
therefore easy to demonstrate, but some words can even be difficult to
display, as their meaning can vary based on the words in which they are
connected.
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In conclusion, language is an essential element of language,
consisting of information on meaning and the use of words in language.
These words are taught to create an intelligible communication between
speakers. Communication in foreign language, particularly English,
students must learn not only the grammatical structure, as well as the
vocabulary. Good vocabulary comes with the ability of the learner to
think logically and learn quickly and easily.
2. Types of Vocabulary
Judy K (2007) stated that there are four types of vocabulary.
a. Listening vocabulary
Listening vocabulary is all the words that we can recognize
and understand when listen to the people speak. Listening is the
process of receiving, attending to construction meaning from,
and responding to spoken or nonverbal message
b. Speaking vocabulary
Speaking vocabulary is the words we use when we speak. It
forms the basis for development of the reading and writing
vocabulary. Public speaking is sustained format presentation by
speaker to audience. It includes words students use and
everyday speech. It meant that. A speaker must have words to
make communication with the listener
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c. Reading vocabulary
The words that we understand when we read the text. We
can read and understand a lot of words that we don't have in our
vocabulary. Vocabulary skill is usually limited when entering
schools. By the time we reach upper grade reading maturity, our
vocabulary reading is overtaken and exceeds our oral
vocabulary. The more we read, the larger is our vocabulary of
reading
d. Writing vocabulary
The words that we can obtain when we write to express
ourselves. Generally, we find it much easier to explain ourselves
orally, using facial expression and intonation to help get our
ideas through, than just finding the right words to interact the
same ideas in writing. The language composition is heavily
influenced by the words we can write.
3. The importance of vocabulary
Vocabulary is one component of language that needs to be learned
and taught. It's going to be hard to master the language without
mastering or understanding a particular number of vocabularies.
Vocabulary is the initiative to be taught in order to teach other aspects
of language. Vocabulary as a fundamental in English foreign language
where by using vocabulary to develop students basic in speaking
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English. Then vocabulary can be the essential for making a word
paragraph. Vocabulary is also make the students be active in speak
English be clearly. The vocabulary used in this sense is very simple,
since the grammatical and phonological aspects are stressed, and thus
the lexical dimension is ignored (Decarrico, 2001). In other words,
learners only have the ability to use vocabulary in a particular way, but
they do not have the ability to use it with different reminder meanings
in real life communication.
4. Aspects of Vocabulary
According to Ur (2009), there are some elements of vocabulary
that should be learned or mastered by students in learning a foreign
language, as follows:
a. Pronunciation and spelling
The students have to know what pronunciation is and what
is spelling. Because they are very influential on the meaning of
words when learning English. Therefore, the teachers should
ensure that other aspects of this are correctly presented and learned
b. Grammar
Grammar is very important in learn English. Because, It is
one of the rules in English and how is using some kinds of words in
a sentence. An item may have an unforeseeable change of form of
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certain grammatical contexts may have some idiosyncratic way of
connecting to other words in a sentence. Traditionally, grammar is
subdivided into two separate but interrelated fields of research
morphology and syntax
c. Denotation, connotation, appropriateness
Denotation is the form of a word that is primarily what it
refers to in the real world. Denotation is often the kind of definition
that is provided in a dictionary. Connotation is the connection or
positive or negative feeling that it evokes which may or may not be
noted in the definition of the dictionary. Appropriate is a more
complex dimension of language that sometimes has to be learned
whether or not a certain object is to be used in a specific way.
d. Meaning relationship
This can also be helpful to explain how the meaning of one
object applies to the meaning of another. There are different
relationships of this kind, here are some of the main ones
1. Synonyms that mean the same or almost the same thing; for
example, bright, intelligent, clever can serve as a synonym for smart
2. Antonym: things that say the contrary, poor is an antonym of rich.
Antonym is a term used in semantics as part of the study of
oppositeness of meaning
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3. Hyponyms: objects that act as concrete representations of a
generic concept; dog, lion, mouse are animal hyponomials
4. Co-hyponyms or coordinates: certain artifacts of the same kind;
blue, red, brown and green are coordinates
5. Superordinates: general concepts that cover specific items; animal
is the superordinates of dog, lion, mouse
6. Translation: term or phrase in the learner of a mother tongue that
is more or less similar to the meaning of the teaching object
Teachers may wish to teach specific prefixes and suffixes in
English. Vocabulary objects, whether one-word or multi-word, may
also be broken down into their "parts" portion. Just how these bits
are put together is another piece of helpful data primarily for more
advanced learners.
B. Methods in Teaching Vocabulary
The method is theoretically linked to the approach, organized by
the planning process, and practically implemented by the procedure.
Method is the technique of instruction that is scientific. In other words,
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the approach is a formal one. There are common types of approaches
used to teach English vocabulary. They are as follows:
a. Presentation
In this process, the source says, dramatizes, or otherwise
discarnates in the creation of learners. It is a one-way, source-
controlled interaction with no instant response
b. Demonstration
Through this type of teaching, the students find an lifelike or
real approach. Demonstrations can be captured by media such as
demonstration video and played back
c. Discussion
Discussion as a method involves the sharing of ideas and views
between students or students and teachers. This may be found in big
or small groups
d. Drill and practice
A range of drills intended to increase the proficiency of a new
skill or to revisit an existing one are carried out by drill instructors
and students. To be meaningful, assessments on drills and activities
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should provide guidance to support the correct answer and identify
mistakes that learners can make along the way
e. Tutorial
Tutorials are most commonly done "one-on-one" and are often
used to teach fundamental skills, such as arithmetic and reading
.
f. Cooperative learning
Competitive learning critics are imploring instead a focus on
cooperative learning as an instructional technique. They suggest that
students need to develop working and learning skills in group
because they will need teamwork in their eventual workplaces
g. Gaming
Gaming offers an fun and interactive atmosphere in which learners
follow rules while they aim to accomplish a competitive objective.
Games can be a way for students to be involved students
h. Simulation
Simulation involve learners facing a scaled-down representation of
a true life scenario. The simulation can include communication
between participants, materials and equipment manipulation, or
computer interaction
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i. Discovery
The discovery process uses an inductive or analysis approach to
study, which poses questions to be overcome by trial and error
j. Problem solving
Lifelike issues could provide a baseline for learning . Students can
acquire the knowledge and skills needed in the real world after
graduation once they're in the process of tackling the challenges of the
real world.
C. Hyponymy
Hyponymy is a word or phrase which has a more specific semantic field
than its hypernyme. A hypernyme's semantum area, often classified as a
superordinate, is wider than that of a hyponymy (Yule, 2006). To view a
hypernmy as consisting of hyponyms is an approach to the relationship
between hyponymies and hypernymes. As discussed in the previous section,
hyponymy is used in semantic relationships in addition to synonyms and
antonyms that may be used to convey a context. “The meaning of one form is
included in the meaning of another, the relationships described as hyponymy.”
Carter (2000) concluded that this exposure to word definitions may also be
much more effective than searching for terms in dictionaries, because terms are
better described in comparison to each other, such that subtle gradations and
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context variations would begin to be calculated in the most useful and
economical way possible. The relationship that determines the definition of
words to each other is that of hyponymy, in which terms such as apple, banana,
peach, papaya, etc. are all hyponyms of superordinate fruit. And also the fruit
itself is the hyponym of certain items that belong to the food family. We can
see the example of hyponymy.
Figure 2.1 Hyponymy diagram
Moreover, hyponymy is a relationship in which word occupies the status
of another, and we have superordinate terms and subordinate terms. Within a
single term, we may classify hyponym as a term that defines something more
precisely, e.g. Cabbage and pepper are hyponyms of vegetable, jasmine and
rose are hyponyms of flower When the meaning of one form is included in the
definition of another, the relationship is described as hyponymy. Examples are
the pairs: animal/dog, dog/bulldog, vegetable/celery, flower/rose, tree/banyan.
The principle of inclusion included in this interaction is the belief that if an
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item is a rose, it is actually a flower, and that the meaning of a flower is found
in the sense of a rose. And, the rose is a flower hyponym.
If we understand hyponym associations, we are basically looking at the
meaning of terms in a sort of hierarchical arrangement. We may describe the
relationship between a series of terms such as animal, bee, asp, snake, carrot,
cockroach, bug, dog, horse, insect, living object, pine, vine, cane, rose, banyan,
tree and vegetables as a hierarchical diagram.
Figure 2.2 Hyponymy Hierarchical Diagram (Yule, 2006)
Seeing at the diagram that we might say "horse is an animal hyponym"
or "cockroach is an insect hyponym". In these two examples the terms
superordinate (higher level) are called animal and insect. We may also assume
that co-hyponyms are two or more terms that share the same superordinate
name. Thus horse and dog are co-hyponyms and animal is the superordinate
word.
19
The relationship of hyponymy catches the idea of "is a kind of" as if by
saying "an asp is a kind of snake" we give the meaning of a word. Sometimes
the only thing we learn about the context of a word is the hyponym of another
term. This is, we may learn nothing else about the sense of the word asp that it
is a snake, or that the pine is a tree.
D. How to Teach Vocabulary Using Hyponymy
In teaching new vocabulary for high school grades, several measures
should be taken by the instructor suggested by Murcia (1991)
1. It starts by providing example or connecting a word to a word that has a
connection. A simple way for a teacher to elucidate the meaning of a new word
is to equate it to another phrase that students already learn. Another important
relationship between words is that of the lexical collection. You will make it
easier to classify an object by indicating which superordinate class of objects
belongs to
2. The arrangement that determines the sense of terms to each other is one of
hyponymy, where things including mouth, face, nose, foot, etc. are both
hyponyms to the superordinate to my body. So my body itself is a hyponym of
certain objects that are part of describing people
3. This practice is primarily meant to update the vocabulary that the class
already knows, however new ones might be added, either by the instructor or
by the students. While there are no sentences or chapters, the loop of similar
subjects is in itself a significant framework for acquiring new vocabulary
20
4. Students should write known words, not search for unfamiliar ones
5. For a certain period, the learner moves their paper to the next student, who
then attempts to add terms that are not already listed
6. Then the paper is transferred on before each student has regained their
original piece of paper
7. The learner must test the pronunciation of the vocabulary, and then these
sheets will become a class dictionary that can be inserted as additional words
are accomplished.
E. Relevant Previous Studies
There are several past research related to this study. First, a report by
Endah (2016) entitled The Effectiveness of Using Hyponymy in teaching
vocabulary. The outcome of t-test data processing is 4.295, whereas the value
of t-test is 1.998. It demonstrates that it has to be significantly greater than the
t-table. The alternative Hypothesis (Ha) was therefore accepted while the null
Hypothesis (Ho) was rejected. Based on the findings above, Hyponymy was
effective in teaching vocabulary for first grade students of SMP N 1
Tawangsari in the 2015/2016 academic year.
21
Second, a study by Sulistyowati (2010) entitled The Effectiveness of
Teaching Vocabulary Using Hyphonymy Games. The results of the research
analysis showed that vocabulary learning with the use of hyponymy games was
a sufficient success. Hyponymy games are successful enough that they can be
seen as an additional tool for teaching vocabulary based on the research
findings of post-test students who have passed the first grade of MTs. Daarul
Hikmah Pamulang academic year 2009-2010.
Third, a study by Taslim (2014) entitiled An Experimental Study of
Teaching Vocabulary by Using Hyponymy Games on the Seventh Grader F
MTs Syech Ibrahim Payakumbuh. As a result of the statistical calculation, the
value of to is 8.9 and tt is 2.64. Ha, so to > tt. A contrast between t-score and t-
table (2,64 < 8,9). This implies that the study theory is acknowledged or
whether there is a substantial gap between the outcomes of teaching vocabulary
by hyponymy games for the Seventh Grader of MTs Syech Ibrahim
Payakumbuh.
Based on the previous study above, the writer found the differences and
similarity of previous study result and this present research. The differences are
the subject used in the research, the location of the research, and the method of
the research. While, the similarity of this research from the previous research is
the strategy used that is hyponymy technique in teaching vocabulary. All of
previous studies above applied experimental method while this present
research will apply classroom action research.
22
F. Thinking Framework
Hopefully, students can improve their ability through mastering
vocabulary and thinking, based on the hyponymy games. Some steps are being
taken in the study. The teacher offers a list of categories such as food,
household products, numbers, work, etc. to the learners. Through learner
chooses one category, or is given one. The learner then has to write as many
words as possible under the category heading on a piece of paper. So, food
should contain items like bread, meat, etc. Learners should write words that are
known, not search up words that are unfamiliar to them. After setting time, the
student passes their paper to the next learner, who then tries to add words
which have not already been mentioned. The paper is then moved on before
each learner recovers his initial sheet of paper. The student has to correct the
spelling of the dictionary, then these sheets become a class dictionary that is
added as new words are fulfilled.
G. Research Hypothesis
Based on the theories, explanations, and thoughts above, therefore, the
researcher assumes that hyponymy can give significant effect on students‟
vocabulary learning.
24
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the process and nature of the study, the place and
time of the test, the population and the sample, the data collection methodology,
as well as the data analysis technique.
A. Place and time of the research
The researcher conducted the research at MA Al-Awwabin Depok, which
is located at Jl. Raya Sawangan No. 21, RT04/RW09 Kel. Pancoran Mas, Kota
Depok, Jawa Barat 16432. It set 6 meetings consist of pre-Test at the first visit,
then treatment at the second to the fourth meeting, and finally post-Test at the
last meeting. This study will start on April – May 2019.
B. Method and research design
The researcher used a quantitative method in this research. Why
researcher used this method because researcher need the statistical data to
know the effect of this research. Moreover, the research design used in this
research is a quasi-experimental study. As Goddard and Melville 's view
(2001), experimental research is mainly concerned with the causal relationships
that researchers have needed to classify variables of interest and attempt to
ascertain whether variables change (called independent variable or cause)
result in changes in another variable (called dependent variable or effect). The
study utilized an experimental study using 2 different groups; a control and an
25
experimental group to find out the effect of Hyponymy on vocabulary writing
by students. The experimental group is the group which received treatment
with hyponymy, while the control group is the group that received treatment
without hyponymy. The researcher also used pre-test and post-test treatment
for two classes of samples.
C. Population and sample of the research
The population of this study was students of the 11th grade of MA Al-
Awwabin Depok in the academic year 2019/2020. There were 50 eleventh
grade students in this school. The 11th grade was split into two groups XI-A
and XI-B.
The sampling method used in this analysis was for the purposive of
sampling. Purposive sampling was chosen for a particular reason. The English
teacher at MA Al-Awwabin Depok suggested doing research in class XI-B,
because in the previous test this class had scores lower than class XI-A. The
experimental class was therefore XI-B and the controlled class was X-A. Each
class consisted of 26 and 24 learners, with a total sample of 50 learners.
26
D. Research instrument
In this study, researcher will be using an instrument that has been used
by another researcher in their research. Researcher chooses this instrument
because it had the same grade with the population that researcher want to test,
and it also had the same topic and purpose.
The research instrument used in this work was a test. The test consisted
of 30 multiple choice questions, with a, b, c, d and e as options. The selected
vocabulary has been matched to the standard of the pupils. The value for the
correct answer was 1, while the value for the incorrect answer was 0.
The conditions for a successful test are true and accurate. In order to
determine whether the tests used for the pre-test and post-test were valid and
reliable or not, the pilot study was conducted in a different class, not in the
controlled class or in the experimental class. After a piloting analysis, the test
was evaluated for its validity and reliability.
1. Validity
Validity is one of the standards of a genuine test. The validity of
the test means that it actually measures what is supposed to be
measured (Heaton, 1990). For this study, the test could be said to be
accurate if it actually tested the acquisition of students' vocabulary.
There was nothing else assessed during this study but the acquisition of
vocabulary. In order to assess the validity of the test, ANATES
software was used to determine the validity of the test.
27
2. Reliability
Reliability is another criterion for the optimal test. Reliability of
the study means that the test findings are accurate on different points
(Heaton, 1990). Once the test was conducted in a controlled and
experimental class, another class was wiped out to live its reliability. To
trying to determine whether or not the study was accurate, the
ANATES software was used to this analysis.
.E. Technique of data collection
Tests have been undertaken in this study to examine student acquisition
of vocabulary. The experiment was performed two times before and after the
study was conducted. Until the study was carried out, a pre-test was performed
to evaluate student vocabulary performance in both the controlled class and the
experimental class. The test consisted of 30 multiple choice questions, with a, b,
c, d and e as options. The selected language has been tailored to the standard of
the pupils. The value for the correct answer was 1; meanwhile, the value for the
incorrect answer was 0.
After the study, the post-test was conducted in order to recognize the
students‟ performance in both the controlled class and the experimental class.
The test consisted of 30 multiple choice tests, with a, b, c, d and e as options.
The chosen vocabulary was different from the pre-test, but it had an equivalent
degree of difficulty.
28
F. Data analysis procedure
Upon receiving the pre-test and post-test score, the following step was
to evaluate the test outcome. Analyzing the data was accomplished by running
the normality test and the homogeneity test using the SPSS 20 software
1. Normality test
In this work, the researcher carried out a test of normality by SPSS
(Special Package for Social Sciences) version 20. The normality check
must be carried out in order to determine whether or not the distribution
of the data was normal. In this test of normality, Kolmogorov Swirnnov
and Shapiro Wilk were used. If the value of the normality check was
greater than 0.05, it may be assumed that the distribution of the data
was standard. In the other hand, if the result was less than 0.05, it may
be assumed that the distribution of the results was not standard.
2. Homogeneity test
Once the outcome of the normality test is known, the next step
is the homogeneity test. Homogeneity checking has to be performed in
order to determine the resemblance of two groups or classes. For this
test of homogeneity, Levene's table was used using SPSS version 20
program.
29
3. Test of hypothesis
When the researcher had carried out a study of normality and
homogeneity, the researcher had to evaluate the outcomes of the
experimental and control class pre-tests and post-tests using SPSS
version 20 software. In order to figure out the difference between the
experimental class taught with the use of hyponymy and the control
class taught by the teacher or without hyponymy, the researcher used T-
test to compare them.
4. Effect size formulation
Knowing the size of the effect formulation and knowing the size
of the effect, the researcher used the theory of Cohen's. As stated by
Muijs (2004) to know whether the size of the effect is weak or strong,
the Cohen's theory can be used. The formula as follows:
d = (Mean group A – Mean group B)
Pooled standard deviation
30
Explanation
d : effect size
Mean group A : Mean for experimental class
Mean group B : Mean for controlled class
Pooled standard deviation : (Standard deviation of group 1 + standard
deviation of group 2) / 2
Once the result is known, the data can be interpreted on the basis of
some of the Cohen (2007) guidelines. The instructions were seen in the
table.
Table 3.1 Criteria of Effect
The Criteria
0 – 0.20 Weak effect
0.21 – 0.50 Modest effect
0.51 – 1.00 Moderate effect
> 1.00 Strong effect
31
G. Statistical hypothesis
Statistical analysis used as follows:
Ho = Null Hypothesis
Ha = Alternative Hypothesis
(Ho): There is no significant effect of using hyponymy on students‟ learning
vocabularies at the eleventh grade students of MA Al-Awwabin Depok.
(Ha): There is significant effect of using hyponymy on students‟ learning
vocabularies at the eleventh grade students of MA Al-Awwabin Depok.
Therefore, the parameters for the test used as follows:
a. If t-test (t0) > t-table (tt) at a significant degree of 0.05, H0 (null
hypothesis) was rejected. It implied that the experimental class score was
higher than the control class. Hyponymy has had an influence on students'
vocabulary learning.
b. If t-test (t0) < t-table (tt) at a significant degree of 0.05, H0 (null
hypothesis) was accepted. It meant that the rates of the mean experimental
class level were the same or smaller than the control class. Hyponymy did not
have an effect on the learning vocabulary of students.
32
CHAPTER IV
RESEARCH FINDING AND INTERPRETATION
This chapter provides a summary of the data consisting of the pre-test
score, the post-test of the experimental class and the control class. The discussion
of research findings is also explained in this chapter.
A. Research Findings
This section shows the results of the test given to the sample by the MA
Al-Awwabin Depok students. The outcome was used to obtain empiric
evidence of the effect of Hyponymy on student vocabulary learning in the
eleventh grade of MA Al-Awwabin Depok in the academic year 2019/2020.
1. Data description
a. The data of experiment class
The experimental class in this study consisted of the XI-B
class at MA Al-Awwabin Depok, who consisted of 26 pupils. The
writer carried out the pre-test before the students were treated with
hyponymy. The pre-test is used to measure students' vocabulary
learning prior to treatment. After the students received the treatment,
the post-test was given. The data showed as follows:
33
Table 4.1
Students’ Pre-test and Post-test Scores of Experimental Class
STUDENT NO. PRE POST
1 60 68
2 66 70
3 82 84
4 78 76
5 70 72
6 68 70
7 66 74
8 84 84
9 76 84
10 75 88
11 78 84
12 78 86
13 64 68
14 75 86
15 74 80
16 66 64
17 58 62
18 62 78
19 56 66
20 66 72
21 62 68
22 68 74
23 72 84
24 78 88
34
25 58 72
26 70 82
Total 1810 1984
Mean 65 75
Based from the above data , the total pre-test score achieved by
XI-B or experimental students is 1810 and the average pre-test score is
65. The lowest pre-test score is 56 and the highest score is 84. It means
that there are still a lot of students who have a poor understanding of
vocabulary. In the meanwhile, the total score for the post-test is 1984
and the average score is 75. The lowest post-test score is 62 and the
highest score is 88. It can be indicated that there is a distinction in the
experimental class pre-test and post-test score.
b. The data of control class
The control class consisted of XI-A students of MA Al-
Awwabin Depok, which consisted of 24 students who did not obtain
treatment with hyponymy. Data were obtained from the pupil pre-
test score and post-test score. The data is presented in Table 4.2.
35
Table 4.2
Students’ Pre-test and Post-test Scores of Control Class
STUDENT NO. PRE POST
1 58 62
2 64 60
3 60 58
4 56 56
5 74 68
6 62 72
7 66 70
8 66 58
9 56 66
10 54 60
11 58 54
12 64 72
13 78 72
14 70 64
15 68 74
16 88 82
17 52 60
18 66 62
19 70 66
20 68 60
21 68 74
22 74 74
23 68 56
24 66 60
Total 1574 1560
Mean 66 63
36
The data indicates the score of 24 students in XI-A, the total
pre-test score is 1574 and the mean pre-test score is 66. The lowest
pre-test score is 52 and the highest score is 74. Meanwhile, the
overall score for the post-test is 1560 and the average score for the
post-test is 63, the lowest score for the post-test is 56 and the highest
score is 82.
Based on table 4.1 and 4.2, it can be said that the
experimental class's post-test score is higher than the control class.
As mentioned above, in evaluating the data from the pre-test and
post-test performance, the researcher measured the score obtained to
assess the difference in relevance of the student score before and
after using hyponymy. The results of the experimental and control
class scores are seen in Table 4.3 and 4.4.
Table 4.3
The Gained Score of Experimental Class
STUDENT
NO.
PRE POST GAINED
SCORE
1 60 68 8
2 66 70 4
3 82 84 2
4 78 76 -2
5 70 72 2
6 68 70 2
7 66 74 8
8 84 84 0
37
9 76 84 8
10 80 88 8
11 78 84 6
12 78 86 8
13 64 68 4
14 80 86 6
15 74 80 6
16 66 64 -2
17 58 62 4
18 62 78 16
19 56 66 10
20 66 72 6
21 62 68 6
22 68 74 6
23 72 84 12
24 78 88 10
25 58 72 14
26 70 82 12
Total 1820 1984 164
Mean 69 75 6
The table 4.3 shows the minimum gained score is -2 and the
maximum gained score is 16. The total of gained score is 164 and
the mean of the gained score is 6.
38
Table 4.4 The Gained Score of Control Class
STUDENT
NO. PRE POST
GAINED
SCORE
1 58 62 4
2 64 60 -4
3 60 58 -2
4 56 56 0
5 74 68 -6
6 62 72 10
7 66 70 4
8 66 58 -8
9 56 66 10
10 54 60 6
11 58 54 -4
12 64 72 8
13 78 72 -6
14 70 64 -6
15 68 74 6
16 88 82 -6
17 52 60 8
18 66 62 -4
19 70 66 -4
20 68 60 -8
21 68 74 6
22 74 74 0
23 68 56 -12
24 66 60 -6
Total 1574 1560 -14
Mean 66 63 -3
39
Based on the data in Table 4.4, it can be shown that the
minimum score achieved is -12 and the maximum score achieved is
10. Otherwise, the total score earned is -14 and the average score
obtained is -1.
Depending on the outcomes, the gap between the student
score in the experimental and control groups can be seen. The score
of the experimental class that taught by hyponymy in vocabulary
learning was higher than the score of the control class that learned
vocabulary with teacher presentation.
B. Analysis data
1. Normality test
Until measuring the t-test, the researcher carried out the
normality test. This was intended to know whether or not the data of the
two groups are normally transmitted. The results of both the
experimental and control class normality tests were obtained from the
Kolmogorov-Smirnov and Shapiro-Wilk table using IBM Statistics
SPSS version 20. The result can be seen as follows:
40
1) Pre-Test
Table 4.5
Tests of Normality
Class Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
Score
Eksperiment .144 26 .178 .953 26 .275
Control .133 24 .200* .953 24 .321
*. This is a lower bound of the true significance.
The analysis of the normality analysis proves that the value
of the experimental class was 0.178 and 0.275 and the control was
0.200 and 0.321. This implies that the probability factor (p) of both
the experimental and control groups was greater than (>) the degree
of significance of 5 per cent (α= 0.05). It can be concluded that the
pre-test data of both the experimental and the control class were
distributed normally.
41
2) Post-Test
Table 4.6
Tests of Normality
class Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic df Sig.
Score
Experiment .176 26 .036 .928 26 .070
Control .169 24 .076 .938 24 .146
a. Lilliefors Significance Correction
The analysis of the post-test normality test revealed that the
significance value of the experimental class was 0.060 and 0.190
and the control value was 0.131 and 0.125. This implies that the
probability factor (p) of both the experimental and control groups
was greater than (>) the degree of significance of 5 per cent (α =
0.05). It is therefore concluded that both the experimental and the
control class data were distributed normally.
42
2. Homogeneity test
After the normality test, a homogeneity test was also carried out
to check the likeness of the sample in the experimental class and control
class. The writer used the Levene Statistic Analysis in IBM Statistics
SPSS version 20 to calculate the homogeneity test. The following is the
result of the test:
1) Pre-Test
Table 4.7
Test of Homogeneity of Variances
Score
Levene Statistic df1 df2 Sig.
.481 1 48 .491
Based on the above table, the outcome of the Levene
Statistic Test revealed that the pre-test significance between the
experimental class and the control class was 0.491. The pre-test
data was also homogeneous as it was greater than 0.05
43
2) Post-Test
Table 4.8
Test of Homogeneity of Variances
Score
Levene Statistic df1 df2 Sig.
.707 1 48 .405
The outcome of the Levene Statistic Test showed that the
significance level or probability value (p) of the experimental and
control post-test results was 0.405. This means that the significance
level or probability value (p) of the data was greater than the
significance level (α = 0.05).
3. Hypotesis Test
After the normality and homogeneity study, the researcher
carried out an evaluation of the hypothesis. The researcher used an
independent t-test from IBM Statistics SPSS version 20 to compare the
measures or percentages of the experimental and control groups in
order to determine whether there was a meaningful difference in the
effects of the post-treatment experimental and control groups.
44
Table 4.9 T-Test Result of Post-test Scores
Group Statistics
class N Mean Std. Deviation Std. Error Mean
Score
Experiment 26 76.31 8.054 1.579
Control 24 65.00 7.343 1.499
Independent Samples Test
Levene's
Test for
Equality of
Variances
t-test for Equality of Means
F Sig. t df Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95%
Confidence
Interval of the
Difference
Lower Upper
score
Equal
variances
assumed
.707 .405 5.174 48 .000 11.308 2.186 6.913 15.702
Equal
variances
not
assumed
5.193 47.994 .000 11.308 2.177 6.930 15.686
45
The mean post-test score for the experimental class was 76.31,
while the control class was 65. The result of the T-test in the table shows
that the t-test is 5.174 with the Sig. (2-tailed) 0.000 So tvalue is applied to
the ttable to see if hyponymy has a major impact on students' vocabulary
learning. The ttable is taken from the normal prerequisite for the
interpretation of results. The table shows 2.186 with 48 as the degree of
freedom (df) at the point of significance 0.05. The relation reveals the tvalue
(5.174) > ttable (1.68) and the Sig. (2-tailed) post-test score was smaller
than α, 0.000 < 0.05. This indicates that there has been a major impact of
hyponymy on students ' vocabulary comprehension. To provide post-test
results, the t-test was also conducted on the scores obtained in the two
classes, the experimental class and the control class. The result is shown in
the table below.
Table 4.10
T-Test Result of Gained Score
Group Statistics
class N Mean Std. Deviation Std. Error Mean
Score
Experiment 26 6.36 10.407 1.759
Control 24 -1.10 6.970 1.178
46
Independent Samples Test
Levene's
Test for
Equality of
Variances
t-test for Equality of Means
F Sig. T df Sig.
(2-
tailed)
Mean
Difference
Std. Error
Difference
95%
Confidence
Interval of the
Difference
Lower Upper
score
Equal
variances
assumed
5.014 .28 5.174 68 .002 7.260 2.117 2.490 10.939
Equal
variances
not
assumed
5.193 47.994 .002 7.260 2.117 2.478 10.950
Based on the above-mentioned t-test results, the result is t (68) =
5.174, ρ = 0.02. It indicates that there was a substantial gap between the
study class (M = 6.36, SD = 10.407) and the control class (M = -1.10,
SD=6.970). The analysis also indicates tvalue (5.174) > ttable (1.995) and Sig.
(2-tailed) is 0.02 < 0.05. It can then be concluded that hyponymy has a
major impact on students' vocabulary learning.
47
As a consequence, it can be shown the ρ < α, which means the H0
has been refused and Ha has been approved. This means that the mean
experimental class value is greater than the control class. In other words,
there has been a noticeable impact of hyponymy on students ' vocabulary
learning.
4. Effect Size Test
This approach was introduced in order to assess the scale of the impact of
this experiment. The calculation is presented as follows:
The Criteria
0 – 0.20 Weak effect
0.21 – 0.50 Modest effect
0.51 – 1.00 Moderate effect
> 1.00 Strong effect
Table 4.11 The Effect Size Test Criteria
𝑃𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 = Std. Deviation Group 1 + Std. Deviation Group 2
2
48
𝑃𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 = 8.054 + 7.343
2
𝑃𝑜𝑜𝑙𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑑𝑒𝑣𝑖𝑎𝑡𝑖𝑜𝑛 = 7.698
d = Mean for Group A – Mean for Group B
Pooled Standard Deviation
= 76.31– 65.00
7.698
= 1.469
After understanding the finding that has been shown, it can be
shown that that the impact size rate of this analysis is strong from the
measurement as it shows that the outcome is 1,469 and therefore there is
also a substantial effect of using hyponymy on vocabulary learning.
C. Data Interpretation
The aim of this study is to determine the efficacy of the use of hyponymy
in vocabulary learning by students in the second grade of MA Al-Awwabin.
On the basis of the following average post-test equality examination, it was
identified that the vocabulary abilities of the students demonstrated gaps in
both the experimental and control groups.
49
For this summary of the data collected from 26 students of the
experimental class, Table 4.1 indicates the summary of the experimental class,
which is a pre-test mean score of 65 before hyponymy is done. In fact, the
mean post-test score is 75 after the students have been provided hyponymy.
Moreover, Table 4.2 gave a summary of the control class, a pre-test mean score
of 66, and a post-test score of 63. This can be seen from the mean pre-test score
in the experimental and control class, that students received very minimal
scores for their vocabulary test, and that the experimental score was better than
the control class. For conclusion, in the pre-test, students in the experimental
class obtained lower grades than students in the control class. Meanwhile, in
the post-test, students in the experimental class had higher scores than students
in the control class.
Based on the t-test from the SPSS calculation, it can be seen that p (sig.
(2-tailed)) < α: 0.000 <0.05. it means that H0 – which is null hypothesis that
hyponymy did not give significant effect on students‟ vocabulary learning at
the eleventh grade students of MA Al-Awwabin Depok was rejected and Ha –
which is an alternate hypothesis that hyponymy has had a major impact on
vocabulary students at MA Al-Awwabin Depok's eleventh grade school. The
effect size of hyponymy was 1.469. Therefore, the effect size level of this study
was strong.
From the data interpretation of the research; it can be concluded that
Hyponymy may have a significant impact on students' vocabulary as the
50
student's performance of writing after being taught using hyponymy is better
than before the researcher gave the treatment.
It can be summarized that the use of hyponymy has a strong impact on
students' vocabulary, particularly for students of eleventh grade at MA Al-
Awwabin Depok Academic Year 2019/2020.
51
CHAPTER V
CONCLUSION AND SUGESTION
A. Conclusion
According to the findings of the previous chapter, it is reached the
conclusion that hyponymy has a strong effect on vocabulary learning among
students of the eleventh grade MA Al-Awwabin academic year 2019/2020. It
can be seen from data with a hypothesis test of significance level of 5% that the
mean post-test score in the experimental class after treatment with hyponymy
was 75. It was higher than the mean pre-test score of 65 before treatment.
Moreover, the data analysis has shown that in sig. 2-tailed < a, or 0.000 < 0.05.
It means that null hypothesis (H0) was rejected and alternative hypothesis (Ha)
was accepted. Then, the result of statistical hypothesis testing by using
independent sample ttest found that on degree of significance 5% (α = 0.05),
tobserve was 5.174 while ttable was 1.68 or tobserve > ttable. Therefore, H0 was
rejected and Ha was accepted. It has shown that hyponymy has had a
significant effect on students' vocabulary learning. In addition, the effect size
test, which was calculated using the Cohen formula, had a strong effect on the
result of 1.469. It has shown that it has a positive effect on students' vocabulary
learning.
In conclusion, it is clear that hyponymy may have an impact on students'
vocabulary learning in Grade 11 of MA Al-Awwabin academic year 2019/2020,
based on the above statistical data, that hyponymy has shown a strong effect on
students' vocabulary learning.
52
B. Suggestion
Based on the above conclusion, some suggestions for teaching vocabulary
can be made by utilizing hyponymy. This is the following suggestions:
1. English teachers should encourage active learning in the English learning
process so that students can learn new information easily
2. The English teacher should have a deep understanding of all sorts of
teaching strategies to make teaching more efficient, in order to make it easier
for students to understand the new language they learn
3. English teachers are advised to use a variety of teaching approaches so that
learners can develop a greater understanding of the subject
4. English teachers should be innovative in designing classroom learning
activities to keep the class alive so their students will not get bored.
53
REFERENCES
Adger, C.T. (2002). What teachers need to know about language. McHenry, IL:
Center for Applied Linguistics.
Carter, R. (2000). Vocabulary Applied Linguistic Perspective Second Edition.
New York: Routledge.
Cohen, Louis., Manion, Lawrence., and Morrison, Keith. (2007). Research
Methods in Education, 6th eds. New York: Routledge.
Decarrico, J. S. (2001). Vocabulary Learning and Teaching. Celce-Murcia, M.
(ed.). Teaching English as a Second or Foreign Language, pp. 285-299.
Boston: Heinle & Heinle
Endah. (2016) The Effectiveness of Using Hyponymy in Teaching Vocabulary,
Universitas Tanjung Pura
George, Yule. (2006). The Study of Language–Third Edition, (New York:
Cambrigde University Press,)
Goddart, Wayne, and Melville, Stuart. (2001). Research Methodology: An
Introduction, Lansdowne: Juta
Hatch, Evelyn, and Brown Cheryl. (1995). Vocabulary, Semantic, And Language
Education, Cambridge: Cambridge university press,
Harmer, J. (2007). The Practice of English Language Teaching. Pearson:
Longman
Heaton, J.B.(1990) Writing English Language Tests, New York: Longman Inc.
54
Judy K. (2007). Montgomery’s book: The Bridge of Vocabulary: Evidence
BasedActivities for Academic Success.
Marijana and Anakatarina. (2014). Receptive and productive language skills in
language teaching
Nunan, David. (1991). Language teaching methodology. University press. New
York.
Sariçoban, A. & S. Balaman. (2008). The effectiveness of contextualized
vocabulary teaching on the retention of word. International WCCI 13th
World Conference in Education, (September 2-7).
Sulistyowati, (2010). The Effectiveness of Teaching Vocabulary Using
Hyphonymy Games, UIN Syarif Hidayatullah Jakarta.
Taslim. (2014) An Experimental Study of Teaching Vocabulary by Using
Hyponymy Games on the Seventh Grader F MTs Syech Ibrahim
Payakumbuh, STKIP Abdi Pendidikan Payakumbuh.
Thornburry, Scott. (2002). How to Teach Vocabulary. Longman: Malaysia.
Ur, Penny. (1996). A Course In Language Teaching. Melbourne: Cambridge
University Pers.
Winter. (2009). Introduction to English Language and Linguistics ? University of
Birmingham Reader
55
APPENDIX 1
The Gained Score of Experimental Class
NAME PRE POST GAINED
SCORE
Student 1 60 68 8
Student 2 66 70 4
Student 3 82 84 2
Student 4 78 76 -2
Student 5 70 72 2
Student 6 68 70 2
Student 7 66 74 8
Student 8 84 84 0
Student 9 76 84 8
Student 10 75 88 8
Student 11 78 84 6
Student 12 78 86 8
Student 13 64 68 4
Student 14 75 86 6
Student 15 74 80 6
Student 16 66 64 -2
Student 17 58 62 4
Student 18 62 78 16
Student 19 56 66 10
Student 20 66 72 6
Student 21 62 68 6
Student 22 68 74 6
Student 23 72 84 12
Student 24 78 88 10
Student 25 58 72 14
Student 26 70 82 12
Total 1810 1984 164
Mean 65 75 6
.
56
APPENDIX 2
The Gained Score of Control Class
NAME PRE POST
GAINED
SCORE
Student 1 58 62 4
Student 2 64 60 -4
Student 3 60 58 -2
Student 4 56 56 0
Student 5 74 68 -6
Student 6 62 72 10
Student 7 66 70 4
Student 8 66 58 -8
Student 9 56 66 10
Student 10 54 60 6
Student 11 58 54 -4
Student 12 64 72 8
Student 13 78 72 -6
Student 14 70 64 -6
Student 15 68 74 6
Student 16 88 82 -6
Student 17 52 60 8
Student 18 66 62 -4
Student 19 70 66 -4
Student 20 68 60 -8
Student 21 68 74 6
Student 22 74 74 0
Student 23 68 56 -12
Student 24 66 60 -6
Total 1574 1560 -14
Mean 66 63 -3
57
APPENDIX 3
RENCANA PELAKSANAAN PEMBELAJARAN
Nama Sekolah : MA Al-Awwabin Depok
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/2
Materi Pokok : Legends and Myth
Alokasi Waktu : 2 x 40 menit
A. Kompetensi Inti
KI 1. Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
KI 3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori
B. Kompetensi Dasar
KOMPETENSI DASAR INDIKATOR
1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi
internasional yang diwujudkan dalam
semangat belajar.
2.1 Menunjukkan perilaku santun dan
peduli dalam melaksanakan
komunikasi interpersonal dengan guru
dan teman.
2.2. Menunjukkan perilaku jujur,
58
disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan
komunikasi transaksional dengan guru
dan teman.
2.3 Menunjukkan perilaku tanggung
jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan
komunikasi fungsional
3.8 Membedakan fungsi sosial, struktur
teks, dan unsur kebahasaan beberapa
teks naratif lisan dan tulis dengan
memberi dan meminta informasi
terkait, sesuai dengan konteks
penggunaannya yang diwujudkan
dalam semangat belajar.
3.8.1 Peserta didik dapat menjelaskan
legenda rakyat sederhana.
3.8.2 Peserta didik dapat membedakan
legenda dan mitos.
3.8.4 Peserta didik dapat mengurutkan
struktur teks naratif.
3.8.5 Peserta didik dapat menganalisis
karakter, watak tokoh, setting di dalam
legenda rakyat sederhana..
4.8 Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan
teks naratif, lisan dan tulis sederhana
terkait legenda rakyat.
4.8.1 Peserta didik dapat
mendemonstrasikan teks naratif lisan
dan tulis sederhana di hadapan siswa
siswi lainnya dengan berani.
4.8.2 Menjelaskan perbedaan teks
naratif lisan dan tulis sederhana terkait
legenda rakya dengan berani.dan tulis
pendek dan sederhana tentang orang
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks.
C. Materi Pembelajaran
Tujuan
Siswa dapat menerapkan teks naratif tentang legenda dan mitos.
59
1. Fungsi Sosial dari ungkapan:
Membanggakan, mengenalkan, mengidentifikasi, menggambarkan, dan
menetapkan ciri.
2. Struktur Teks (gagasan utama dan informasi rinci)
a. Pengenalan tokoh dan setting.
b. Komplikasi terhadap tokoh utama.
c. Solusi dan akhir cerita.
.
3. Unsur Kebahasaan dari ungkapan sapaan dan pamitan, yaitu:
a. Kata-kata terkait karakter, watak, dan setting dalam legenda.
b. Modal auxiliary verbs.
c. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.
d. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara
lisan.
e. Rujukan kata.
f. Tulisan tangan
D. Metode Pembelajaran
1. Pendekatan Saintifik
2. Pendekatan Komunikatif
E. Media, Alat, dan Sumber Pembelajaran
1. Media
a. White board
2. Sumber Pembelajaran
a. Penerbit Erlangga 2018. English Focus
b. Google images
E. Langkah-langkah Kegiatan Pembelajaran
( 20 menit )
AWAL Orientasi :
Membuka kelas dengan mengucapkan salam dan
berdoa untuk memulai pembelajaran.
Memeriksa kehadiran peserta didik sebagai sikap
disiplin.
Menyiapkan fisik dan psikis peserta didik dalam
mengawali kegiatan pembelajaran.
Apersepsi :
Mengaitkan materi pembelajaran yang akan
dilakukan dengan pengalaman peserta didik
dengan tema sebelumnya.
15 menit
60
Mengajukan pertanyaan yang ada keterkaitannya
dengan pelajaran yang akan dilakukan.
Motivasi :
Menyampaikan manfaat belajar narrative text
secara singkat dan mudah dipahami.
INTI Mengamati :
Siswa menyimak saat guru memberikan materi
mengenai narrative text.
Siswa memperhatikan contoh gambar yang
diberikan oleh guru.
Menanya :
Siswa menanyakan hal yang kurang jelas
mengenai narrative text.
Siswa memberikan pertanyaan sesuai dengan
materi yang disampaikan oleh guru.
Mengumpulkan Informasi :
Siswa mencatat atau menuliskan beberapa kosa
kata baru melalui hiponim yang disampaikan
oleh guru terkait materi yang diajarkan.
Siswa mampu mengungkapkan pendapat serta
responnya secara aktif.
Secara aktif, siswa mampu menggunakan bahasa
Inggris untuk mendeskripsikan seseorang.
Mengasosiasi :
Siswa mengaitkan kosa kata yang sudah dicatat
dengan contoh gambar baru yang diberikan oleh
guru.
Siswa memperoleh balikan (feedback) dari guru
dan teman tentang fungsi sosial dan unsur
kebahasaan yang digunakan.
Mengkomunikasikan :
Siswa mampu mendeskripsikan seseorang secara
lancar di depan kelas dengan ucapan, tekanan
kata, dan intonasi yang benar.
Siswa menyampaikan kesulitan mengenai materi
yang sedang diajarkan.
50 menit
61
AKHIR Melakukan penilaian dan/atau refleksi terhadap
kegiatan yang sudah dilaksanakan.
Guru memberikan murid kesempatan untuk
menyimpulkan materi yang sudah diajarkan.
Guru menyimpulkan mengenai materi yang telah
disampaikan.
15 menit
62
APPENDIX 4
RENCANA PELAKSANAAN PEMBELAJARAN
Nama Sekolah : MA Al-Awwabin Depok
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/2
Materi Pokok : Legends and Myth
Alokasi Waktu : 2 x 40 menit
C. Kompetensi Inti
KI 1. Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
KI 3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori
D. Kompetensi Dasar
KOMPETENSI DASAR INDIKATOR
1.1 Mensyukuri kesempatan dapat
mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi
internasional yang diwujudkan dalam
semangat belajar.
2.1 Menunjukkan perilaku santun dan
peduli dalam melaksanakan
komunikasi interpersonal dengan guru
dan teman.
2.2. Menunjukkan perilaku jujur,
63
disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan
komunikasi transaksional dengan guru
dan teman.
2.3 Menunjukkan perilaku tanggung
jawab, peduli, kerjasama, dan cinta
damai, dalam melaksanakan
komunikasi fungsional
3.8 Membedakan fungsi sosial, struktur
teks, dan unsur kebahasaan beberapa
teks naratif lisan dan tulis dengan
memberi dan meminta informasi
terkait, sesuai dengan konteks
penggunaannya yang diwujudkan
dalam semangat belajar.
3.8.1 Peserta didik dapat menjelaskan
legenda rakyat sederhana.
3.8.2 Peserta didik dapat membedakan
legenda dan mitos.
3.8.4 Peserta didik dapat mengurutkan
struktur teks naratif.
3.8.5 Peserta didik dapat menganalisis
karakter, watak tokoh, setting di dalam
legenda rakyat sederhana..
4.8 Menangkap makna secara
kontekstual terkait fungsi sosial,
struktur teks, dan unsur kebahasaan
teks naratif, lisan dan tulis sederhana
terkait legenda rakyat.
4.8.1 Peserta didik dapat
mendemonstrasikan teks naratif lisan
dan tulis sederhana di hadapan siswa
siswi lainnya dengan berani.
4.8.2 Menjelaskan perbedaan teks
naratif lisan dan tulis sederhana terkait
legenda rakya dengan berani.dan tulis
pendek dan sederhana tentang orang
dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan,
secara benar dan sesuai konteks.
C. Materi Pembelajaran
Tujuan
Siswa dapat menerapkan teks naratif tentang legenda dan mitos.
64
4. Fungsi Sosial dari ungkapan:
Membanggakan, mengenalkan, mengidentifikasi, menggambarkan, dan
menetapkan ciri.
5. Struktur Teks (gagasan utama dan informasi rinci)
d. Pengenalan tokoh dan setting.
e. Komplikasi terhadap tokoh utama.
f. Solusi dan akhir cerita.
.
6. Unsur Kebahasaan dari ungkapan sapaan dan pamitan, yaitu:
a. Kata-kata terkait karakter, watak, dan setting dalam legenda.
b. Modal auxiliary verbs.
c. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi.
d. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara
lisan.
e. Rujukan kata.
f. Tulisan tangan
D. Metode Pembelajaran
1. Pendekatan Saintifik
2. Pendekatan Komunikatif
E. Media, Alat, dan Sumber Pembelajaran
1. Media
a. White board
2. Sumber Pembelajaran
a. Penerbit Erlangga 2018. English Focus
b. Google images
E. Langkah-langkah Kegiatan Pembelajaran
( 20 menit )
AWAL Orientasi :
Membuka kelas dengan mengucapkan salam dan
berdoa untuk memulai pembelajaran.
Memeriksa kehadiran peserta didik sebagai sikap
disiplin.
Menyiapkan fisik dan psikis peserta didik dalam
mengawali kegiatan pembelajaran.
Apersepsi :
Mengaitkan materi pembelajaran yang akan
dilakukan dengan pengalaman peserta didik
dengan tema sebelumnya.
15 menit
65
Mengajukan pertanyaan yang ada keterkaitannya
dengan pelajaran yang akan dilakukan.
Motivasi :
Menyampaikan manfaat belajar narrative text
secara singkat dan mudah dipahami.
INTI Mengamati :
Siswa menyimak saat guru memberikan materi
mengenai narrative text.
Siswa memperhatikan contoh gambar yang
diberikan oleh guru.
Menanya :
Siswa menanyakan hal yang kurang jelas
mengenai narrative text.
Siswa memberikan pertanyaan sesuai dengan
materi yang disampaikan oleh guru.
Mengumpulkan Informasi :
Siswa mencatat atau menuliskan beberapa kosa
kata baru yang disampaikan oleh guru terkait
materi yang diajarkan.
Siswa mampu mengungkapkan pendapat serta
responnya secara aktif.
Secara aktif, siswa mampu menggunakan bahasa
Inggris untuk mendeskripsikan seseorang.
Mengasosiasi :
Siswa mengaitkan kosa kata yang sudah dicatat
dengan contoh gambar baru yang diberikan oleh
guru.
Siswa memperoleh balikan (feedback) dari guru
dan teman tentang fungsi sosial dan unsur
kebahasaan yang digunakan.
Mengkomunikasikan :
Siswa mampu mendeskripsikan seseorang secara
lancar di depan kelas dengan ucapan, tekanan
kata, dan intonasi yang benar.
Siswa menyampaikan kesulitan mengenai materi
yang sedang diajarkan.
50 menit
66
AKHIR Melakukan penilaian dan/atau refleksi terhadap
kegiatan yang sudah dilaksanakan.
Guru memberikan murid kesempatan untuk
menyimpulkan materi yang sudah diajarkan.
Guru menyimpulkan mengenai materi yang telah
disampaikan.
15 menit
67
APPENDIX 5
68
APPENDIX 6
Pictures of Class Activities
APPENDIX 7
APPENDIX 8
APPENDIX 9
Surat Bimbingan Skripsi
APPENDIX 10
Surat Izin Penelitian
