Monday, October 15, 2012

Kumpulan skripsi dan artikel bahasa inggris PRODUCTIVE VOCABULARY MASTERY TOWARD STUDENTS’ DESCRIPTIVE WRITING AN EXPERIMENTAL


PRODUCTIVE VOCABULARY MASTERY TOWARD STUDENTS’ DESCRIPTIVE WRITING AN  EXPERIMENTAL FOR SEVEN GRADE OF

MTS.AL-INTISHOR TANJUNG KARANG IN ACADEMIC YEAR 2011-2012




CHAPTER I
INTRODUCTION

1.1.  Background of the Problem
            As a means of communication, language is very important in human life. Language as a means and media to express and reveals an idea to the others. By language, people are able to know culture, social, environment, etc.
            Nowadays, the development of language learning happens too fast. It is indicated with the motivation of students in learns a language. This phenomenon occurres around the world, included in Indonesia. Indonesian students, not only learn the national language but also some foreign languages such as English, Japan, German, etc.
            In following the development, every student is obligated to learn English because English as an international language. In learning English at school or at courses, the students will be emphasized to master language skills, like listening, speaking, reading, and writing. Without mastering those language skills, students will not master English language well. That’s why the four language skills must be taught integratedly.
            In fact, writing is an important language skill to be mastered, students are not only taught to speak well, but also they should be able to write well. Student can’t ignore the writing activities, like write a letter when she doesn’t come to class, or write his assignment. In other word, writing can not be neglected in teaching learning process.
In this study, the writer will describe about how to get productive vocabulary towards descriptive paragraph writing. In learning descriptive paragraph writing, the students will get many new vocabularies, which can add the students’ ability in learning English.
As one of the contents of language proficiency, vocabulary is very important. In supporting the four language skills (listening, reading, speaking and writing) vocabulary plays a very prominent role in learning a language, because it carries content to convey ideas or information. When a person communicates with another either in oral or written form, he makes use of words in the context of foreign language learning some researchers give emphasis on the importance of vocabulary (Wallace, 1987: 1980).
Proficiency to write in English one of the basic requirement for those who want to get involved themselves in the academia and international life. For example one who wants to write in English should have a large stock of vocabulary to make him/her productive in writing. In spite of its importance, in the second language classes, vocabulary tends to be neglected. Vocabulary is not explicitly taught in second language (SL) classes, and students are usually expected to learn vocabulary on their own without much guidance. Kweldju (1995) states that it might be believed that students could automatically build their vocabulary though incidental contact on context. In fact, vocabulary learning requires a contrived learning, especially at the initial stages. Thus, how words are learned, organized and retrieved or investigated for finding ways for effective vocabulary learning. This idea is also supported by Choi (1990: 57) who states that for many years, little attention was given to helping students learn vocabulary and vocabulary was seldom mentioned in journal articles. In other words, vocabulary has been neglected in English teaching during much of twentieth century.
The result of Brown’ research (in Ahyar, 2004: 4) indicated that, the learners were more likely to learn a word for which they had a concept prior to seing or hearing the word form. In edition Coody (in Ahyar, 2004: 4) supports that an important part of teaching an academic subject is teaching the vocabulary related to it, and conversely, teaching vocabulary means teaching concepts, new knowledge. Knowledge of vocabulary therefore entails knowledge of the schemata in which the concept participates, and knowledge of the network in which that word participates, as well as any associated word and concepts.
By realizing the importance of productive vocabulary in learning a second language, students must devote part of their time to learn the vocabulary items. To the second language learners, like Indonesia learners, learning English vocabulary needs special efforts because English is quite different for our national language. In this case, the writer thinks that students should have special time allotment for augmenting their vocabulary through vocabulary learning strategies.
Concerning the productive vocabulary, to the writer’s knowledge, there is little information available, whereas the information which deals with productive vocabulary is highly needed become it will indicate how far the students can use certain vocabulary items for communicative purpose. In the senior high school it is acknowledged that the English learning is more emphasized on reading and listening skills. However in the English department of the university or institute, students are required to speak and write in English as well.
In relation to the curriculum of MTs.Al-Intishor Tanjung karang, the general objective of the course is to enable students to communicate in various activities in English. However, the study did not intend to evaluate the result of teaching learning process of English. The study measured to the students’ proficiency in mastering productive vocabulary.
In this case, the study also about descriptive paragraph writing, if the writer wants to describe a place, a thing, or person, time order would clearly not be logical. When describing the way something looks, that is physical description, it is safe to describe it according space. The details should be arranged according to where the objects being described are located. This organization type is called spatial organization, in descriptive paragraph the writer has to make the location of the objects being described very clear (Muhammad, 2002: 40).
            In this case, the researcher wants to investigate how to increase vocabulary through descriptive paragraph writing. By learning descriptive paragraph, students get many vocabularies, since they can create their words when describing something.
            The researcher will investigate students’ productive vocabulary through descriptive paragraph writing for seven grade of MTs.Al-Intishor Tanjung karang in academic year 2011-2012.
1.2.  Statement of the Problems
            Based on the background described above, it is necessary to state the problem as follows:
  1. To what extent is the English productive vocabulary mastery for seven grade students of MTs.Al-Intishor Tanjung karang in academic  year 2011-2012?
  2. To what extent is the ability of the first year students of MTs.Al-Intishor Tanjung karang in academic  year 2011-2012 in writing descriptive writing?
  3. To find out the effect of English productive vocabulary mastery toward students’ descriptive writing for seven grade students of MTs.Al-Intishor Tanjung karang in academic  year 2011-2012.
1.3.  Objective of the Study
            Based on the statement of problems above, the objective of the study can be formulated as follows:
  1. To find out the students’ productive vocabulary mastery of MTs.Al-Intishor Tanjung karang in academic  year 2011-2012.
  2. To find out the ability of seven grade students of MTs.Al-Intishor Tanjung karang in academic  year 2011-2012 in descriptive writing.
1.4.  Significance of the Study
1.      Theoretically
a.       The result of this study is expected to be able to add some concepts of teaching learning language skill, especially the concept of productive vocabulary toward descriptive paragraph writing.
b.      As a reference to other researchers who want to study more intensively about this problem.
2.      Practically
a.       The result of this study is expected to be able to be used by the teacher and in order to lead the students in writing a good descriptive paragraph writing.
b.      As a reference which can be used by students to increase their abilities of productive vocabulary mastery in descriptive paragraph writing.
1.5.  Scope and Limitation of the Study
            This study is limited to seven grade students of  MTs.Al-Intishor Tanjung karang. The limitation includes on the subject and object of the study as follows:
  1. The research subject is seven grade students of MTs.Al-Intishor Tanjung karang in academic  year 2011-2012
  2. The research object is productive vocabulary in descriptive writing.
1.6.  Hypothesis of the Study
            Hypothesis is a temporary answer or as supposition that is not yet acknowledge as true one hundred percents until research has done an investigation in bearing on the problem that is purposed the writer put forward a verbal directional hypothesis or an alternative hypothesis. Concisely the hypothesis was read as follows: There is the productive vocabulary mastery toward students’ descriptive writing for seven grade of MTs. Al-Intishor Tanjung karang in academic year  2011-2012.
Definition of Key Terms
1.      Productive vocabulary mastery is the words that are produced by students to use in writing skill.
2.      Descriptive paragraph writing is the paragraph writing describes the way person, a place, animal, or things appear in life and activities of the object.

CHAPTER II
REVIEW OF RELATED LITERATURE

            This chapter discusses about (1) vocabulary mastery, (2) the descriptive writing, (3) the relevant studies, and (5) theoretical framework.
Vocabulary Mastery
            The definition of vocabulary based on small Oxford dictionary: “Vocabulary is the list of word used by a language or a branch of science or other and vocabulary is person range of language”. While Hornby (1903) states that “Vocabulary is the total number of word which make up a language”
            Based on the above definition, it can be concluded that vocabulary is the list of words, which is used in language. By using vocabulary, people can express their feelings, regards and informations to the other peoples. So, vocabulary items can and will constantly be added to the overall knowledge of the learner.
            Furthermore, an expert said that:
Speaking ability of someone depends on quality and quantity of vocabulary that they have. More vocabulary they have will make them more probably in the speaking ability. (Tarigan, 1986: 2).

Therefore, the students’ ability in communication is depended on the quality and quantity of vocabulary he/she has. On the other word, mastery of vocabulary can help the students to use and understand sounds which have meaning. So, the ability of mastering vocabulary is very important to be developed, because it is concerned to the language ability directly.
Types of Vocabulary
According to Sherpherd (in Nahdiatun 2003: 10) states that “Use the terms “receptive” and “expressive” vocabulary refer to two consecutive terms “recognition” and “active vocabulary”. He defines, receptive vocabulary as the words which students know when they listen or read, that is the word they know when they receive thoughts from others, where are expressive vocabulary is defined as the words which students use when they speak or write, that is, when they express their thought to others”.
Furthermore, Smith et. all. (1982: 45) divides vocabulary in to two parts that is, active vocabulary and passive vocabulary. Active vocabulary can be found from daily life while passive vocabulary can be found in literary work. O0n the other word, active vocabulary is often used while receptive vocabulary is rarely used.
Mastering of Productive Vocabulary
Munakib (2002: 16) states that productive vocabulary is the stock of words actually used in speaking and writing, the learners have to consider the recognized vocabulary firstly before we begin to use them. Furthermore, he states that ‘the productive is expended chiefly by converting words from the recognition vocabulary, usually this conversion takes places naturally as we are more and more familiar with a word”. So, the students can find out other word that is looked it up in the dictionary, and the students can use it in writing and speaking.
Furthermore, Munakib (2002: 16) proposes four important things in mastering productive vocabulary.
The first is exploring recognition vocabulary deliberately for words that might be used for a particular subject by preparing list of word. Second one is sharpening the understanding of certain words by distinguishing their meaning from those of familiar words–for example, to distinguish among quick, prompt, ready–so that the students may confidently use them in context. The rest is a combination of the first and two, by consulting a Thesaurus for all the words that may be used to express a general idea. Next, select from that list of words, which are part of recognition vocabulary. The last, use each word in phrase that clearly reveals it’s meaning.
Teaching Vocabulary
Nasution (in Endang 2001: 15) states that “two techniques learning words in list and guessing words from context”. Further she states that “(1) learning is more efficient if the foreign word is associated with word in the mother tongue rather than foreign synonym or definition, (2) each word from on one side and the translation on the other, (3) much more important than the number of repetitions or the amount of effort put into the learning are the particular types of association made between the foreign word and it is translation”.
Furthermore, Tombson (1988: 16) states that:
The way of teaching vocabulary at school are: (1) intensive definition: giving the learner sensory experience of the referent (e.g.: seeing an actual thing, touching something, testing something), (2) paraphrase, expressing the name contextual meaning in other words, (3) exemplification: giving an example of the item in context…, (4) definition: saying what the word mean, (5) translation, (6) comparation: showing how an item already known to the learner, (7) contrast: (8) collocational grids.

The Descriptive Paragraph Writing
            The descriptive is writing about the way person, animals or things appear, (James A.W., 1986: 83). If the writer wants to describe a place, a thing or a person, time order would clearly not be logical (Muhammad, 2002: 40). When describing the way something looks, that is physical description it is safe to describe it according to space. The details should be arranged according to where the objects described are located. This organization type is called spatial organization, in descriptive paragraph the writer has to make the location of the object being described very clear.
According to Blacke (1980: 136):
The word description come from the location describer, meaning “to write about”, because the descriptive is an essential part of all writing. It is a tool of the often modes of discourse as well as a mode of discourse in it’s own right. The function of description is to portray feeling like love, an abstract ideas like just idea, or physical realities like object, places, events, or persons, as they are perceived through the five senses–smell, taste, vision, hearing and touch.

“Writing is describing graphic symbols which represent and understood language by which other reader are able to read those symbols” (Tarigan, 1986: 21). According to Semi (in Mayang Sari 2002: 7) writing is “the removal or transferring of thinking or feeling into language symbol. It can also be said that writing is the effort of putting oral language to written language, using symbol”.
Based on the two opinions above, it can be said that writing is the expressing of thing, ideas, or feeling using language symbols that can be understood.
            While, paragraph is a set of related sentences, that work together to express or develop an idea. A paragraph can be as short as one sentence or as long as ten sentences. The number of sentences are important, however, the paragraph should be long enough to develop main idea clearly. Asima and Hogue (in Mayang Sari    2002: 7).
            This opinion is similar to Muhammad’s opinion who states that:
A paragraph is a basic unit organization in writing in which a group of related sentences develops one main idea. It can also be said that a paragraph is a unit of information, which is unified by a central idea. In other words, a paragraph, develop a topic. A topic is basically the subject of the paragraph, it is what the paragraph is about.

            According to Mc Crimmon (in Mayangsari 2002: 8):
An effective topical paragraph must meet four requirements. First, it must discuss one topic only; that is, it must have unity of subject matter. Second, it must say all that your reader needs to know about the topic; that is it must be complete enough to do what is intended to do. Third, the sentences within a paragraph must follow some reasonable order that your reader can recognize and follow. Fourth, the sentences within a paragraph must have coherence; that is they must be so tied together that your reader can read the paragraph as a unit, not as a collection of separated sentences.
           
            It is clear that a paragraph is a group of related sentences, which develop an idea. And description is writing about way person, animals, or things appear. It normally takes one of three forms.
            According to James A. W. Herffernan and Johan E. Lincloln (1986: 83), description normally takes one of three forms.
Informative Description
An informative description symbol enables the reader to identify an object while explaining how to change a spark plug. The author of the passage gives on p.103 describes the elaboration as “the small open square of metal that sticks up out of the treated tube at one end of the spark plug. That brief description, enables the reader to recognize the electrode and thus to check it for signs of wear. Informative description using just a sentence or two, describe any unusual object that you know well in such a way that it could be recognized by someone seeing it for the first time.

Analytical or Technical Description
An analytical or technical description enables the reader to understand the structure of an object. Consider this passage:
The panda’s “thumb” is not anatomically, a finger at all. It is constructed from a bone called the radial sesamoid, normally a small component of the wrist. In panda’s, the radial sesamoid is greatly enlarged and elongated until it almost equals the metapoidal bones of the true digits in length. The radial sesamoid underlies a pad on the panda’s forepaw; the five digits form the framework of another pad, the palmer, a shallow furrow separates the two pads and serves as a channel way for bamboo stalks.
- Stephen Joy Gould
Evocative Descriptive
Evocative description re-creates the impression made by an object:
The coyote is a long, slim, cick, and carry looking skeleton: with a gray wolf. Skin stretched over it, a tolerably bushy tail that forever sags down with a despairing expression of forsakenness, and misery, a furtive and evil eye, and a long, sharp pace, with slightly lifted up and exposed teeth.
- Mark Twain

Write a ane-paragraph-description in which you re-create the impression that a particular person or particular animal has made on you. Using Pat Jordan’s paragraph on palalka as a model write an evocative description of the neighborhood in which you grew up.
The Relevant Studies
            The writer taken the thesis Jalaludin Ahmad and Nahdiatun as the relevant study because they discuss about vocabulary mastery with this research.
            The first study was done by Jalaludin Ahmad (1998) on the effect of vocabulary mastery toward the students’ competence in English writing. The subjects of the study were the second and the third year students of MTs NW Pancor in the school year 1997-1998.
The problem was how the vocabulary mastery affects the students’ competence in English writing. The study was aimed at knowing the effect of vocabulary toward the students’ competence in English writing. The writer used multiple choice and essay type tests as instruments to collect the data. Then, he took 223 pupils as the sample from all of the second and the third year. Then, the result of the study was the vocabulary mastery affected the students’ competence in English writing.
            The second study was done by Nahdiatun (2004) on the effect of Widyawisata toward English productive vocabulary mastery for the first year students of MTs Mu’alimat in the school year 2003-2004.
            The conclusion was: (1) the English productive vocabulary mastery of the first year students of MTs. Mu’allimat NW Pancor for the school year 2003/2004 after doing experiment by using Widyawisata method for the experiment both of groups (experiment and control groups) were an average qualification. It can be seen from the mean of each group. The mean for experiment group was 10,79 and for control group was 9.03. (2) There is significant effectiveness between an experiment group and control group before and after doing Widyawisata method for the first year students of MTs. Mu’allimat NW Pancor in the school year 2003/2004. The different of the effectiveness was 10,75. (3) There is significance of Widyawisata method toward English productive vocabulary mastery before and after using Widyawisata method at the first year students of MTs. Mu’allimat NW Pancor for the school year 2003/2004 in indication with the result of hypothesis testing was 0,80.
Theoretical Framework
            According to Munakib (2002: 16) states that productive vocabulary is the stock of words actually used in speaking and writing. The learners have to consider the recognized vocabulary firstly before we being to use them. And according to James A. W. Heffernan and John Lincoln (1986: 83) about descriptive paragraph writing is writing about way person, animals or things appear.
            In this part, the writer presents the theoretical framework in order to understand the aim of this investigation. This theoretical framework refers to productive vocabulary mastery toward descriptive paragraph writing of the students
            The students can be said to be able in productive vocabulary if the students can use and get the productive vocabulary in descriptive paragraph writing. The students can find some vocabularies and be easy in comprehending it.
            Writing is expression of ideas. Writing usually refers to the composition, in which there are some paragraphs. Descriptive paragraph is unit of describing the way persons, animals, or things appear. A descriptive paragraph writing usually it normally takes one of three form, informative description, analytical or technical description and evocative descriptive.

CHAPTER III
RESEARCH METHODOLOGY

            This chapter will present the discussion about (a) research design, (b) population and sample, (c) instrument of the study, (d) data collection and (e) data analysis.
3.1.       Research Design
Arikunto (in Nahdiatun, 2004: 17) states that: “the form research could be determined from the variable of the study whether the research is quantitative or qualitative”. Furthermore, in Nahdiatun (2004: 16) states that “quantitative research is related to the data will be gathering in the numeral form. This research refers to quantitative, with two variables. It investigates the productive vocabulary mastery toward students’ descriptive paragraph writing.
Based on the above statement, this study is categorized as expost factor quantitative research, because this study describes the students how to get productive vocabulary mastery toward descriptive writing.
3.2.       Population and Sample
            This sub-heading will be present about population and sample
3.2.1.      Population
The population refers to the subject who will be observed. According to Hadi (1984: 220) states that: “population is the number of people that as at least characteristic”. Furthermore, Netra (1974: 10) states that: “all of individual as subject of research, which will give generalization is population”.
Based on above definition, population of this study was all of the first year students of MTs.Al-Intishor Tanjung karang in academic  year 2011-2012.
There was 1 classes of seven grade students of MTs.Al-Intishor Tanjung karang. The whole students for seven grade at MTs.Al-Intishor Tanjung karang. the writer took 1 classes as population. The populations can be seen as the following table.
Table 01:    Population at seven grade students of MTs.Al-Intishor Tanjung karang in academic  year 2011-2012

Class
Population
Class I1
22
Total
22

3.2.2.      Sample
Arikunto (1993: 95) states that: “if writer only study a part of population, the study is called sample study. Sample is part of one representative of population”. Furthermore, Arikunto (1993: 95) states that: “if the populations are less than a hundred, it must be taken all and it is categorized as population research. However, if the population is a hundred or more, it will be taken 10-15% or 20-25% from all of the population”.
To take the sample, the researcher used all subject in one class, because it gave chance for population to be sample of this research. In this case, the writer took 22 subject all of seven grade as sample; it means there were 22 students as sample. In getting the whole sample, the writer was taken some students as sample in  one class  was taken as sample.
Table 02:    The number of samples

Class
Sample
Class I1

22
Total
22

3.3.       Instrument of the Study
            In this research the instrument was used a kind of the test. The test was used by the writer in this research is vocabulary test and writing test. This case is based on the consideration that test is appropriate instrument to get data.
Arikunto (in Asrul 2005: 27) states that research method is a manner that is applied to collect the data, but instrument is tool used to collect the data. Based on this opinion, the instrument which was used to collect data was writing test. This test was about common topic known by the students. The consideration in using the test was made the students explore their writing as much as possible.
3.3.1.      Validity Instrument
Test validity refers to the degree to which a test measures what is supposed to measure (Gay, 1987). In addition, Tuckman (1988) defines validity as the extend to which a test measure what it purposed to measure. Various methods can be used to asses the validity of a test, one of which is content validity. This type of validity was be prominent in the achievement test. Content validity was most frequently used in the evaluation of achievement test with this type of examination test content measures the language element or skill it purposes to measure. Moreover, Tuckman (1988: 67) mentions that a test in which the sample of situations of performances measured is representative of the set from which the sample drawn is considered to have content validity.
3.3.2.      Reliability Instrument
Test reliability is defined as the degree to which a test consistently measures whatever it measures (Gay, 1987). In thesis Asrus Sani (2005: 29) to estimate the reliability of the test, KR-20 formula has been applied for there was neither a retest nor administration of writing test. In other words, the reliability of the test scores could be estimated by administering a single form of the test once. The formula is presented below.


Where:
r11      : the reliabilities instrument
K      : the number of item in test
M      : mean
Vt     : total varians                
(Arikunto: 164)
3.4.       Technique of Data Collection
            In collecting, the researcher was done some steps as follows:
-          The researcher was gave a test to the students to answer it.
-          They were asked to write their identity.
-          The researcher asked the students to write a good descriptive paragraph about a topic which could be selected in the test and with following some vocabulary which to write in the test.
-          Before doing the test, the researcher told the students to do answer and make writing paragraph carefully.
-          They were asked to finish the test individually.
-          They were asked to write the paragraph by using their own words and with following some vocabulary, which write in the test by researcher.
3.5.       Data Analysis
Technique of data analysis had been used in this was descriptive statistic. Descriptive statistic used the data into high, average and low categorized. Based on the variables, the convention table is categoried as follows:
Mi + SDi                   up to       Mi + 3 SDi          = High
Mi – 1 SDi                 up to       < Mi + 1 SDi       = Average
Mi – 3 SDi                 up to       < Mi – 1 SDi       = Low
The formula that have been used in order to know the mean as follow:
           
Where:
M   : mean
Sx  : the total score
N    : the number of sample    
(Arikunto, 2002: 193)
3.5.1.      Hypothesis Testing
            Tuckman (in Yasri, 2004: 28) stated according to above views, it was clearly stated that hypothesis of a research are presented by writer was alternative (Ho) that should be changed into null hypothesis (Ho). Ho is a hypothesis that should be tested wether accepted or refused depending on the result of the investigation.
            Meanwhile, the formula was used to correlate both variables that were the formula of product moment correlation.
         
            Where:
R    : coefficient correlation
N    : total sample
x     : variable x
y     : variable y
(Ali, 1992: 195)

CHAPTER IV
DATA DESCRIPTION AND DISCUSSION

            This chapter is devoted to the result of the study, which is concerned with the study of students’ ability in writing descriptive paragraph writing. This chapter consists of two topics: (1) data description and (2) discussion.
4.1.       Data Description
There were two problems that had been stated in chapter I. The problems were (1) to what extent is the ability of the first year students’ of MA Mu’allimat NW Pancor in the school year 2005-2006 in writing descriptive paragraph writing? And (2) to what extent is the English productive vocabulary mastery for the first year students of MA Mu’allimat NW Pancor in the school year 2005-2006? Then, in this sub part, the writer described the answer of those problems. However, before answering the problems, the writer merged the problem into one aspect that was ability of the students in writing descriptive paragraph writing and English productive vocabulary mastery. Then, and the criteria that had been stated in chapter III were the criteria of the aspect as well. Furthermore, merging of the problem into one aspect was aimed at facilitating the writer in scoring and analyzing the data.
Based on the description above, after gathering the data, the writer gave three criteria for the ability of the students’ in writing descriptive paragraph writing and English productive vocabulary mastery. The criteria were high, average, low and very low.
After the score was classified for writing descriptive paragraph, paragraph writing and English productive vocabulary mastery, the writer found 13 students who got high level. It meant that there were 19,70% of the whole students got the high level. Furthermore, 18 students got average or 27,27% the average level, the last 35 students got low level. It meant there were 53,03% of the low level. (See appendix 06).
After the score was classified, the writer calculated the means score of the entire students. The value of means score of the students in writing descriptive paragraph writing were 3,8 it used the following formula.

Where:
Sx       : the students total score
N         : the number of students
M         : mean
Based on the description of the means score above, the means score of the students descriptive paragraph writing was 3,8. It meant that the students’ ability was low. (It is based on the criteria which was used).

4.2.       Discussion
In this sub-heading, the writer presents about the answer of the problems, which had been stated on the statement of the problem of this study. The problems are to what extent is the ability of the first year students of MA Mu’allimat NW Pancor in the school year 2005-2006 in writing descriptive paragraph writing? And to what extent is the English productive vocabulary mastery for the first year students of MA Mu’allimat NW Pancor in the school year 2005-2006?
4.2.1.      The Ability of the First Year Students of MA Mu’allimat NW Pancor in the School Year 2005-2006 in Writing Descriptive Paragraph Writing
The ability of the first year students of MA Mu’allimat NW Pancor in the school year 2005-2006 in writing descriptive paragraph writing were calculated by the following formula:
Mi + SDi                   up to       Mi + 3 SDi       = high
Mi – 1 SDi                 up to       < Mi – 1 SDi    = average
Mi – 3 SDi                 up to       < Mi – 1 SDi    = low
The ideal maximum score is 10 and the ideal minimum score is 0. So, based on description, the ideal means score (Mi) = ½ x (10+0) = 5 and the ideal standard deviation (SDi) = 1/6 (10-0) = 1,6
Mi + SDi                   up to       Mi + 3 SDi       = high
5 + 1,6                       up to       5 + 3 x 1,6
5 + 1,6                       up to       5 + 4,8
6,6                             up to       9,8
Mi – SDi                    up to       < Mi – 1 SDi    = average
5 – 1,6                       up to       < 5 + 1 x 1,6
3,4                             up to       < 6,6
Mi – 3 SDi                 up to       < Mi – 1 SDi    = low
5 – 3 x 1,6                 up to       < 5 – 1 x 1,6
5 – 4,8                       up to       < 5 – 1,6
0,2                             up to       3,4
Based on the data analysis, for the ability of the students in writing descriptive paragraph writing were 19,70% of the whole students (13 students) got high level, 27,27% of the students (18 students) got average, 53,03% of the whole students (35 students) got low level (See appendix 06).
4.2.2.      The Extent of English Productive Vocabulary Mastery for the First Year Students of MA Mu’allimat NW Pancor in the School Year 2005-2006
To know the productive vocabulary mastery for the first year students of MA Mu’allimat NW Pancor in the shool year 2005-2006 toward writing descriptive paragraph writing it could be seen from the mean score of the entire students of the writing descriptive paragraph writing. In which the mean score of the entire students in writing descriptive paragraph writing was 3,8. So it could be concluded that the English productive vocabulary mastery toward students’ descriptive paragraph writing for the first year of MA Mu’allimat NW Pancor in the school year 2005-2006 was low.

CHAPTER V
CONCLUSION AND SUGGESTION

            This chapter presents the conclusion and suggestion of the study. The conclusion was drawn based on discussion in the previous chapter. While, the suggestion was put forward from the conclusion.
5.1.       Conclusion
By referring to the result of the data analysis of this study, the writer would like to general some conclusions as follows:
1.        The first students of MA Mu’allimat NW Pancor were low in writing descriptive paragraph writing. It meant that the also had enough ability writing descriptive paragraph writing with the means score of 3,8 which this score referred to the low level.
2.        The English productive vocabulary mastery toward students’ descriptive paragraph writing was low. It was proved by the means score of entire students that is 3,8 which the mean score of the students in writing descriptive paragraph writing 3,8.
5.2.       Suggestion
            Based on the conclusion above, therefore it is suggested to:
1.      The teacher teaches more clearly in terms of paragraph, especially in descriptive paragraph writing and how to make descriptive paragraph writing.
2.      The first year students of MA Mu’allimat NW Pancor who learn English, hopefully can produce better productive vocabulary mastery toward students’ descriptive paragraph writing by learning, practing and also by making discussion with your friends and your teacher continuously.
3.      The English teacher of MA Mu’allimat NW Pancor should pay more attention and realize the area of descriptive paragraph writing problems faced by the students by giving them proper guidance based on the underlying problems, for example through descriptive paragraph writing practice.
4.      The head master of MA Mu’allimat NW Pancor, as a controller gives some motivation and suggestion to the students and the English teachers concerning with improvement of understanding the theories of descriptive paragraph writing process.



REFERENCES

Arikunto, Suharsimi. 1998. Prosedur Penelitian. Ikip Yogyakarta: PT. Rineka Cipta.
Arifin. 2003. Statistik Dasar. Modul Institut Keguruan dan Ilmu Pendidikan Negeri Singaraja.
Blake, katheryn A. 1981. Essays. University of Georgia: Macmillan Publishing Co. Inc. New York.
Hadi, Sutrisno. 1987. Research Methodology. Yogyakarta: UGM.
Heffernan, James A.W. and Lincoln, John E. 1982. Writing a College Handbook, Second Edition. WW. Norton and Company. Newyork Londand.
Muhammad. 2002. Paragraph Writing. Pusat Sumber Belajar STKIP Hamzanwadi Selong.
Nahdiatun. 2004. The effect of Widyawisata Mastery for the First Year Students of MTs Mu’allimat NW Pancor in the School Year 2003/2004. Selong: Unpublished.
Sari, Mayang. 2003. Paragraph Writing Ability of the Fourth Semester Students of the English Program at STKIP Hamzanwadi Selong for the Academic Year 2002/2003. Selong: Unpublished.
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Netra, I.B. 1974. Statistik. Jakarta: PT. Rineka Cipta.
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Appendix 01

Research Instrument of the First Year Student at
Ma Mu’allimat NW Pancor In The School Year 2005-2006


Task     : English Descriptive Paragraph Writing
Time    : 45 minute
Instruction    : 1. Write your identity in the answer sheet
                         2. Read and do the task individually

Paragraph Text
Complete the text with the words from the box!

Cotton is the most (1) _________ of all the fibers used for making (2) _________. It is cheap and has a natural twist which makes it easy to (3) _________ it does not have to be specially prepared on machines before being made into cloth. It does not need any chemical treatment either (4) _________ can be washed easily. In addition, it is stronger than (5) _________. For all of these reasons, cotton is the chief material for clothes and other textiles or woven goods, used in the home and the factory, although man-made fibers such as (6) _________ nylon, and polyester fiber are how used for making of cotton goods.
            Cotton has been made into cloth since about 3.000 B.c as shown in the remains of Mahenjo duro a ruined city in Pakistan. Cotton was also (7) _________ in Hindy hymn written about 1.500 B.c the Greek traveler and historian hero dotes in about 450 Bc (8) _________ how Indian women plucked up cotton from its trees and span it into yarn for weaving. As late as in the middle ages, the people of Europe knew nothing about cotton.
When they first saw it, they thought it was a kind of wood, the people of Africa learnt how to grow and spin cotton from Arabians trading with Indian.
            When Christopher Columbus tried to (9) _________ India by sailing to the west, he also expected to find cotton in edition to gold and spices, he was overjoyed to find cotton growing in the west Indies when he capered these islands in 1492. later explorers such as Harnar Corttes in Mexico in Mexico and Francisco Pizzaro in Peru, found the people of these countries spinning cotton an weaving the yarn produced in to (10) _________ for clothes.









PRODUCTIVE VOCABULARY MASTERY TOWARD STUDENTS’ DESCRIPTIVE WRITING AN EXPERIMENTAL

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