Sample of A SKripsi or Thesis (2A)Written by Ari Julianto
Here is an example of experimental thesis. I would not say that this thesis is a good quality as I know we can find some mistakes either grammatically or structurally. Anyway, this sample may help you to understand better about educational research. I hope today's posting will be useful for all of us. Amien.
The Effect of the Hidden Picture Game in Increasing the Students’ Vocabulary
CHAPTER I
INTRODUCTION
A. The Background of the Study
English is a foreign language in Indonesia. So, it is very difficult to know the English language to the people especially people who live in the village. Many people still use regional languages. Our duty now is how to teach English to the students in the school especially the students who live in there. It will be very interesting to the teachers to look for several ways in teaching English to the students. The simple way to know the English start from the vocabulary is by using technology. Vocabulary is the most useful to learn English. Without it, we cannot speak, read and write in English. From the word we were making sentences to combine a song, etc.
Based on the researcher’s experience in PPL, many students especially in junior high school lack of vocabulary. They read the text but they miss conception in ideas and they do not know the meaning. They answered the questions but they had mistake in answers. They had difficulty in making conversation because they lack in vocabulary. For example: What is there on the table? – That is a small plate (should be a saucer).
Tiner (1997: 50) states, “ that the normal child’s experience with reading will result in has lacquering a constantly enlarging stock of sigh words, he will have established automatic stimulus response patterns for dozens of frequently used words such as that, with, be, are, and, was, it, the, in, to, that, you, they, said, whom, can, and. A teacher must be sensitive to environment, start from human resources such as teachers, administrators, parents, material resources such as books, media, games, filmstrips, school facilities or services resources such as buildings, laboratory, library. A teacher must have variation methods in supporting the students. Without motivation, it will make the students get bored in learning, and finally it would be influencing the students’ ability. Finochiaro (1996: 26) states that important factors related to the second/foreign language learning are curriculum, students, teachers, media, materials and methods.
Finochiaro (1996: 30) said that learning English vocabulary through games is very interesting to the students. They are very conscious to look for the appropriate words to fill the answer. They practice their competence indirectly when they do the exercises. The competence, in the other hand, is holding an important thing in learning language. To communicate fluently, a student must have some words and it is very impossible to do the conversation if they do not know the vocabularies.
A child acquires knowledge of sentences not only as grammatical, but also as appropriate to the context in which they are made. Hymes (1982: 277) states, “A child knows when and when not to speak, what to talk about with whom, when, where, and in what manner.”
Teachers across the United States have learned it is beneficial to use games when teaching ESL (English as a second language). They find when students are relaxed, they are more likely to retain information and understand their material more quickly. Games in the classroom force interaction and communication among the students. The teacher makes sure everyone has a turn to participate in the game and assists with communication wherever necessary. Students playing games to learn English strive to win the game. Through their language usage, the students learn to master the language, thus instilling a sense of accomplishment when their hard work helps them win.
Based on the explanation above, the researcher would like to offer an audiovisual media, Hidden Pictures Games as a media to build up the students’ ability in vocabulary. In circumstance where the students used regional language, limited facilities, limited resources, the researcher will giving the spirits to the teachers and the students. That was some reason why the researcher would be analyzing the students’ vocabulary by using a Hidden Pictures Games as a students’ achievement. And finally, the researcher hope, the research would be giving the positive influenced and there was not reason to stop the study.
Yong Mei and Yu-jing (2000: 30) said that games used to learn English are relatively simple to create. A teacher can use the games to control the overall classroom atmosphere and maintain a structure to the English lessons. A game helps a teacher easily assess where each student stands, and the teacher can take notes on the students' levels while the students are having fun.
Based on the explanation above, we can conclude that the students’ problems in vocabulary can be in the lack of vocabulary, identifying the things, understanding the English word and recognizing the new thing in their vocabulary list.
One of the advantages of games to learn English is a game motivates students to progress in the use of the language and develop a real understanding of English. This is particularly true of games that challenge students in a manner that pushes their language skills without making them feel defeated. A game helps teachers create particular context where language is most meaningful and useful.
B. The Identification of the Problem
The problems of this study are identified as follows:
1. the students are very poor of using vocabulary,
2. the percentage of effect by using Hidden Pictures Game.
C. The Scope and Limitation
This study discusses about the effect of using Hidden Pictures Game to the students’ vocabulary. The Hidden Pictures Game is used for this research from http://www.highlightskids.com that can be accessed directly via internet and the book Highlight Kids in which the copies of the contents can be given to the students. The limitation is the students’ achievement in learning vocabulary taught by Hidden Pictures Game. the location and the sample are in the first class students of ..........
D. The Formulation of the Problem
The formulation of the problem would be formulating as follows:
1. is there any effect in using Hidden Pictures Game in increasing the students’ vocabulary?
2. how many percentage the effect of using Hidden Pictures Game?
E. The Objectives of the Study
The objectives of this study are focused on:
1. to find out the effect of Hidden Pictures Game to the students’ achievement in vocabulary, and
2. to find out the percentage the effect of using Hidden Pictures Game.
F. The Significances of the Study
The researcher expects to give the valuable contribution for those involve with this subject of the study. The significances of the study are as follows:
1. The result of this analysis will be some valuable information for the teachers,
2. The teachers who teach the students, because the finding of this study will enrich the teacher’s method in teaching-learning process especially in vocabulary,
3. A game helps teachers create particular context where language is most meaningful and useful. This makes the students want to communicate with others so they can get their points across during the game,
4. Also, the teachers can run through more material in the same amount of time than through straight lecturing,
5. Games offer a student a sense of accomplishment. Other students will work harder to win and in the end will be learning English through the game,
6. Hopefully, it will be useful for the students so that they can build up their vocabulary.
CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Framework
1. Description of Media
The word of media is come from Latin language means “medius” which literally mean middle, medium or introductory. Based on Arabian language media is medium or deliverer order from consignor or receiver the massage. Gerlach and Ely (1982: 44) stated that if media is marginally by human being, items, or accurate develop, building condition that make the student able to obtain to get the knowledge, skill or attitude. Meanwhile, Arsyad (2005: 4) says “Media bring the message or information which aim of curriculum or contain the instruction intention hence that referred as a study media”. Djamarah and Aswan (1995: 122) state that media is assistive appliance in course of learning to teach and learn that utilize to learn the students for the shake of reaching of instruction target.
Media as source learn confessed as a means of assist the auditive, visual and audiovisual. The third use of source type this learn, do not promiscuously, but have to be adapted by formulation of target instructional, interest learn itself. Every instruction media, have a differences in purpose, because of it, expected to teacher to choice the media according to requirement at the time of just appliance which can water down the attainment of instruction target. Gagne (1980: 15) said that the function of media is to deliver the communications of stimulation of which instruction is composed.
The application of media will certainly bring about changes in the students process of leaning and motivation to learn. They will get different experience if they are exposed to the use of media. The use of media will be giving much fortune to the students to develop and improve their knowledge in certain areas. Arsyad (2005: 9), points out the use of media in teaching will give some influence to student’s linguistic development.
1.1. The Characteristic of Educational Media
Every media has the certain characteristic, goodness seen from the useful and the way of its making. Comprehending characteristic of various instruction media represent the elementary ability which must be owned by the teacher. If a teacher less comprehend the media characteristic, teacher will be confronted to difficulty and more misconception in teaching learning process. Gerlach and Ely (1982: 55) mention that there are three media characteristic representing guide in media election.
(1) Fixative Property. It means depicting media ability record the, to save, preserve and reconstruction the event or object,
(2) Manipulative Property. It means to transfer something be happen or object which manipulation the reality,
(3). Distributive Property. It means to transform an object by space and concurrently the reality presented to a large amount of student with the stimulus experience which relative equal to that fact.
1.2 The Advantages of Media
(1) Media can motivate the students because they can enjoy in study,
(2) The sequence of sign (pictures, sound, etc) in media is always the same, so the students can replied it,
(3) The Sign (pictures, sound, etc) of media can help prevent and correct misconceptions about the something in teaching,
(4) The sign (pictures, sound, etc) of media offer a stimulus to further study to built up the students’ vocabulary
2. Kinds of Media
Arsyad (2005: 10) divides some media based on utilization. They are:
(1). Media based on utilization
a. Human media as a teacher, instructor, tutor,
b. Print media as books, module, and workbook,
c. Visual media as chart, Picture, Poster, Newspaper, Magazine,
d. Audio as music, Symphony, Conversation, Telling story, Radio,
e. Audiovisual as Movie, Drama, Video, slide-tape program,
f. Computer media as interactive video, hypertext, game house.
(2) Media based on time
a. Traditional media as overhead, chart, slide, and
b. Technology media as teleconference, computer assistant instruction
Tangkas (2002: 39) states that audiovisual aids can be powerful stimulators in developing oral language activity and also make students aware of unauthentic phrasing and vocabulary. Djamarah and Zain (1995: 45) say “Media which have been recognized these days do not only consisted by two types, but have more than that. The classification of media can be seen from its type, its covering power”. They divided the kind of media into three:
(1) Based on the type, media divided into three, there are Auditive media, Visual media and Audiovisual,
(2) Based on the covering power, media divided into three, there are media with the wide covering power. Media with the finite covering power by space and place. That media is for the instruction of individual,
(3) Based on making substance, media divided into two, there are simple media and complex media
3. Description of Vocabulary
Vocabulary is a vital parts of each students’ life. It affect his though, section, aspiration and often his success. In general, success with words means success in many areas, particularly in academic achievement. In a word expanding fast in every field the need to expand and enrich students’ vocabulary is compellingly apparent. Vocabulary is total number of words in a language. We can measure the student ability in vocabulary by using three levels, Hill (1985: 45) mentions that elementary level 1000 – headword, intermediate level 1500 – headword and the last advanced level 2075 – headword. Vocabulary can be observed by:
(1) A unit of Analysis of Linguistic. It consists of Phonetics, is the study of human speech sounds, that is how the sounds are produced,
(2) Phonology is defined as the study of sound system that is the study of how speech sounds structure and function in language,
(3) Morphology is the study of words construction that is how words are formed,
(4) Syntax is the study of the patterns by which words are combined to make higher levels of structure,
(5) Semantic is the study of meaning language,
(6) Pragmatic: around the central grammatical points we have pragmatic deal with how speakers use language in ways which cannot be predicated from linguistic knowledge alone
Besides that, vocabulary is divided into eight based on the characteristics and functions as Thomson and Martinet (1986: 24) suggested, they are
(1) Noun. A noun is a word that is the name of thing, quality, person, and act and can be the subject. Noun arrangement with the verb helps to form the sentence core which is essential to every complete sentences,
(2) Verb. A verb is a word or phrase that shows what a person or thing. Like noun, the verb has the grammatical properties of person and number. Properties which require agreement with the subject, but the verb also several other grammatical properties that are shared with no other part of speech,
(3) Adjective. Adjective is a word that describes noun. Adjective also is a modifier that has the grammatical endings property of comparison. It is often identified by special derivational ending or by special adverbial modifier that precede it.
(4) Adverb. Adverb is a word that adds information to verb, adjective, phrases. Adverb range in meaning is from words having a strong lexical content, to those that are used merely for emphasis.
(5) Pronoun. A Pronoun is made up a small class of words of very high frequency,
(6) Prepositions is connective preposition between noun or pronoun equally in sentence,
(7) Conjunctions is word used to connect the word with the word, expression with the expression, sentence with sentence.
(8) Interjections is interjection, namely off the cuff utterance intended to express an feeling which is sudden felt.
In this time, the researcher would be using four items of the characteristics and functions of vocabulary, there are noun, verb, adjective and adverb. The reasons why the researcher chosen is only four items because of limited by the time, the students has familiar with that four items. Bauer (1998: 11) differentiates vocabulary into two, there are active vocabulary and passive vocabulary. Active vocabulary is the words that we use and passive vocabulary is the words that we recognize. Haycraft (1978: 43) divides vocabulary into two kinds, they are
(1) Active Vocabulary
Words which the students understand can pronounce correctly and uses constructively in speaking and writing. The Active vocabulary can be seen in dictionary as alphabetically arranged and defined.
(2) Passive Vocabulary
Words that students recognize and understand if they occur in a context, but cannot produce correctly. Most of the passive we can find in Prefixes and affixes.
4. Vocabulary through Games and Activities
Vocabulary activities can easily start off a pre-reading lesson. When it comes to using vocabulary activities, a pre-reading lesson should contain some if not all, of the new vocabulary. Some ideas include: starting with a pictures, brainstorm, comics, a quotation, a dialogue or a sentence as lead-in.
Sasson (2009: 2) said that there is no limit to how many vocabulary activities a teacher can use, but there is a bit of restriction as to how to use them, especially during the first ten minutes of a reading lesson otherwise known as a 'pre-reading' part of the lesson plan. There are also pre-reading lessons that are based on vocabulary review. Essentially, these acts like warm-ups that have the effect of calming the class and help you get ready for the main task at hand. There are a variety of fun vocabulary activities that have game-like features that are very motivating:
a. A teacher gives the class a few definitions corresponding to a 5-6 vocabulary words and the students guess the word,
b. The teacher whispers the word and the students try and recognize the word,
c. The teacher spells the word backwards and the students try and recognize the word,
d. Bingo using the words. The teacher calls out the definitions or translations.
Another example is given by Quality Group (2007: 359) in which the game can be given for a year or 365 days. This book provides the students various gamed each day that can be in the form word scrabbles, spooky spelling, word search, missing middle, puzzles, heads and tails, adding a letter, letter codes, word trail, playtime problems, mathematics, trivia etc.
Moreover, Sasson (2009: 2) stated that if the teacher feels that an adequate amount of practice via these recognition activities has been reached, he can opt for more challenging vocabulary games and activities that aim to reduce fear and hesitancy that is sometimes characteristic of language learners studying a language that isn't their mother tongue. Examples:
a. The telephone game or otherwise known as: "What word did you say?"
b. Mini-Dialogues: students are given a situational context and they need to use the vocabulary,
c. Dictations: students fill in a sentence using a choice from three words the teacher says.
5. Traditional Method in Teaching Vocabulary
Generally, in teaching-learning process a teacher must be used English text book and also a teacher have been given by guidance to what he or she ought to do. Start to recognize the listening, speaking, reading, writing, structure and vocabulary, we can find out in the book map in every English text book that used in the school. Naibaho (2000: 33) states that the English text book also has been made available by steps of what having to a teacher do. For example to conduct the items " speaking", at guide-book have been made available to be dialogued and at task is here in after provided and the dialogued which must be filled by student, what have been determined also theme or its items. This matter once in a while can make the teacher dozed to non- stop to follow the instruction step by step of pursuant to text book. They would not be looking for the other media alternative and or other variation in teaching. The instruction method which is like this is named by traditional method.
In traditional method in teaching vocabulary, a teacher usually used the text as media that concluded in the English text book and then asked the students to translate it. A teacher pay no regard to how far ability of student in vocabulary because assessment learn only limited to student able to interpret from English text to Indonesian, though in its process student use dictionary as word source. Finally, student awareness of concerning vocabulary by completing will never be reached. The teacher only asked the students to translate it a noun, or verb, or adjective etc.
6. Description of Hidden Pictures Game
A teacher should find the best or the effective technique to teach English vocabulary. Media as teaching aids are needed to help the student’s understanding and to increase the effectiveness in the communication between teacher and students in the teaching and learning process. It is also used to stimulate the students’ motivation and student’s interest to the lesson. Highlight Kids offers some pictorial games to help the students’ vocabulary in English.
There are a variety of fun vocabulary activities that have game-like features that are very motivating. In Highlight Kids.com, we can find some various games such as: Hidden Pictures, Fun Finder, Games and Giggles, Express Yourself, Story Soup, Science in Action, poetry Player, Holiday Craft, and Welcome Issue. These kinds of games can be found in online magazine Highlight Kids.
6.1 Hidden Pictures Games Using Internet
Hidden Pictures Game in internet is provided in http://www.highlightskids.com/ via online. A student may choose one of several titles and pictures by clicking the titles of the game he/she wants. After the students have the certain pictures, the students have to look at the things given on the right. The number of the things that the student must find depends on the level. In level 1, the students usually have to find out 10 things to be found hidden in the pictures. But, when the student passes level by level, the number of the things that the students must find can be 25 things.
When the students can identify the thing successfully, he/she can click the shape of the things hidden in the pictures. If the students choose the correct thing, then automatically the things moves to the right side and the color of the shape the student clicked has changed. When the students successfully can identify all the things on the right box, then the picture on the left turns into a colorful and wonderful picture. The example of Hidden Picture Game in internet can be shown below.
Pic 1. Hidden Picture Game Using Internet
6.2 Hidden Pictures Games Using PaperHidden Pictures Game in book is provided by Highlight Kids. The way is almost the same in internet. But using a paper, a student is given a piece of paper that already pictures given on it. The students have to observe the pictures carefully. They have to compare the things needed to find out in Hidden Pictures on the right to the left picture.
After the students analyze the picture for 5 minute, then the teacher asks them to identify or find out the things needed that are hidden in the picture for 20 minutes. There is a sentence written there “Can you find these Hidden Pictures? Please put a circle and the number for each object in the big picture.” Besides putting a circle and the numbers, another way is coloring the thing in the big picture and writes down the numbers on the shape that the students colored. The example of Hidden Picture Game in internet can be shown below.
Pic 2. Hidden Picture Game Using Paper
7. The Advantage of Hidden Picture GameLearning a second language is no easy task, but Hidden Pictures game can be the open doorway to a greater understanding of the English language especially in vocabulary. Teachers in public schools across the country have been trying to make administrators see the benefits in using games as a learning tool. It has been proving time and time again that when a mind is stressed it makes learning more difficult for the student to concentrate and retain the information.
Highlightkids (2010: 3) mentions some advantages by using Hidden Pictures Game to the students.
(1) Hidden Pictures Game can make the students fun. Fun makes students enjoy a subject. When a student is relaxed they are more likely to learn and maintain more information. Students are motivating and challenging.
(2) Playing Hidden Pictures Game in a classroom forces the students communicate. This can help students to make and sustain the effort of learning.
(3) Hidden Pictures Game offer a student a sense of accomplishment. Other students will work harder to win and in the end will be learning English as they practice communicating through the game,
(4) Teachers can run through more material in the same amount of time than through straight lecturing,
(5) Very little effort to create the Hidden Pictures Game and they can be used to maintain and control the overall atmosphere in the classroom,
(6) Hidden Pictures Game provides language practice in the various skills- speaking, writing, listening and reading.
B. Conceptual Framework
There are various effort conducted by teacher to assist and avoid the student saturation in learning, one of them is by attending study media. In this case, the researcher attends the Hidden Pictures Games. It has arranged as good as possible as effort assist to improve the students’ vocabulary. The process assist to improve the students’ vocabulary, in the end will give the benefit to student ability in writing, listening, speaking and reading.
As an audiovisual media, Hidden Pictures Games as a media can build up the students’ ability vocabulary. The variable of this research was the effect of using Hidden Picture Game which is called as X variable. This research offers the use of Hidden Picture Game to the students that can obtain from internet or book. This game gives pleasure and fun for students in increasing their vocabulary.
Meanwhile, Y variable was the students’ ability in vocabulary. Vocabulary in English is necessary as English language in school needs to be improved by mastyering English vocabulary. In this case, the students used regional language, limited facilities, limited resources, the researcher will giving the spirits to the teachers and the students. That was some reason why the researcher would be analyzing the students’ vocabulary by using a Hidden Pictures Games as a students’ achievement. And finally, the researcher hopes, the research would give the positive influenced and there is not reason to stop the study.
C. Hypothesis
Based on the review of the literature above and conceptual framework, the hypothesis is formulated as follows:
Ha : There is a significance effect of the Hidden Pictures Game to the students’ achievement in vocabulary.
Ho: There is no significance effect of the Hidden Pictures Game to the students’ achievement in vocabulary.
X = Y = Ho, X < Y = Ho , or X > Y = Ha
If to (X) is smaller than tt (Y), it means null hypothesis (Ho) that is the effect of using Hidden Picture Game to the students’ vocabulary is rejected. In other words, there is no a significant effect of using Hidden Picture Game towards the students’ vocabulary. And If is to (X) is bigger than tt (Y), it means hypothesis (Ha) that is the effect of using Hidden Picture Game to the students’ vocabulary is accepted. In other words, there is a significant effect of using Hidden Picture Game towards the students’ vocabulary.
(to be continued)
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