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THE EFFECTIVENESS OF TO IMPROVE STUDENTS’ VOCABULARY MASTERY

Bigar Rahasia Siswa1, Rini Fitria2, Cut Dara Ilfa Rahila3 1Lecturer of The Faculty of Office Administration of PMM Politeknik Muhammadiyah Magelang Jl. Tentara Pelajar, Kwirah, Tamanagung, Kec. Muntilan, Magelang, Jawa Tengah 56413 Phone: (0293) 587151 e-mail: [email protected] 2Lecturer of STAIN Bengkalis STAIN Bengkalis Jl. Lembaga, Senggoro, Bengkalis. Riau 28711 Phone/fax. (+62766) 8001050 e-mail: [email protected], [email protected] 1Lecturer of IAIN Takengon IAIN Takengon Jalan. Aman Dimot/Yos Sudarso No.10 Takengon Bar., Lut Tawar, Aceh Tengah Telp. (+6243) 23268, Fax. (+6243) 22422 e-mail: [email protected]

ABSTRACT

Abstract: The research is aimed to know whether there is a significant difference of student’s vocabulary mastery between those who are taught by using Total Physical Response and those who are taught by using Direct Method. The researcher took the ninth-grade student of Mambaúl Hikmah Islamic Boarding School Magelang as the population. There were 80 students. We used total random sampling and divided the student into two groups, group A as the Experimental group was taught using “Total Physical Response”and group B as the control group was taught by using “Direct Method”. The methods used to collect the data are documentation pre-test and post-test answer sheet. There were two tests given in this research. They were pre-test and post-test. To analyze the data the researcher used comparative analysis. The comparative formula of the data analysis used t-test calculation. The researcher used t-test to analyze the data. In which the pre-test score group A is 53, 275 that was higher than the second group. The post test score of group A is 67, 25 that was higher than the group B as the Control group. While t-test proves that difference is significant because the result of T-test is higher that the figure shown on the t-table. Based on the above result, the researcher concludes that there is significant difference between the student who are taught using “Total Physical Response” and those who were taught using “Direct Method”. It is better for English teacher to use “Total Physical Response” as one of technique in teaching vocabulary mastery for junior high school especially in the Islamic Boarding School. Keywords: Total Physical Response (TPR), Vocabulary Mastery

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INTRODUCTION The student’s lack of vocabulary is English is the international influenced by their difficulties in language and also the most dominant understanding and memorizing new language which is spoken by almost all words. The difficulty is also caused by countries all over the world, its role to the differences of phonemes between connecting the people who use different English and Indonesian, they also lack of languages. Indonesia is the biggest motivation because their environment do moslem population in the world, so many not support them to study English. Islamic Boarding School in Indonesia. There are two kinds of factors that Vocabulary mastery in English language influence the student’s low vocabulary teaching is very important, because mastery. The first is the internal factor; English vocabulary is one of the aspects the factor are from inside the student for student to speak English fluently, themselves. They are motivation and clearly and optimism. attitude, aptitude, etc. If the student has Based on the researcher’s good motivation they will enjoy and observation in the classroom of the ninth improve interested in learning English, graders of Mambaúl Hikmah Islamic but if they are still hesitant to practice, so Boarding School Magelang, it is the teacher should be creative, innovative identified that the student vocabulary to motivate the student to learn English. mastery is still under average of the The second is the external factor; standard of the learning target. It can be the factor that are connected to outside of proved by the result of the average of the student or environment, they are in the English test from 80 student was only 60. school and social environment. The This score does not reach 75 as the situation in learning English lesson in the mastery learning of English lesson in classroom has to be convenient so it can Mambaúl Hikmah Islamic Boarding make the students active. So, by learning School. The problem shows that most Total Physical Response the researcher student of junior high school found hope it makes easily for student to difficulties in mastering vocabulary. improve vocabulary mastery.

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REVIEW OF RELATED understanding what they hear and read in LITERATURE school and to communicate successfully Vocabulary is a total number of with other people. words that make up language. It is one of Tarigan (1984: 2) says that components of language and that is no language skills mostly depend on the languages exist without words. Knowing mastery vocabulary. Thus, the more a lot of words in English is very vocabulary is mastered, the biggest important. The more words students possibility that someone can skillfully know, the better their chance of use the language. For these reasons, it is understanding or making themselves very important for the students to quickly understood. Without grammar very little build up a large store of words. can be conveyed, without vocabulary There are a lot of types of nothing can be conveyed. vocabulary such as: Vocabulary is a sum of words that 1) Receptive Vocabulary which the are used by and understood by students. students can remember and The term expressive vocabulary is used understand in speaking, reading and when people listen to speech and when writing properly, people read; the term receptive 2) Productive Vocabulary is used to vocabulary is used to refer to listening speaking and writing, where the and reading vocabularies (Pikulski and students get an opportunity to try to Templeton 2004: 1). use the vocabulary in context, Another expert said that 3) General Vocabulary, which consist of vocabulary is the knowledge of daily words, meanings of words. Knowledge of words 4) Special Vocabulary, which is taken on come in at least on two forms: oral and specialized meaning when adapted to printed (Hiebert and Kamil (2005: 3). particular area, Vocabulary is one of the most important 5) Technical Vocabulary, which consist elements that make up the language. of words that have usage and Why? because vocabulary much more application only in particular subject than grammar, is the key to learners matter field (Celca Murcia 2000: 76).

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There are some roles in teaching in teaching vocabulary. It is a kind of vocabulary, those are: instructional method centered on the 1) New vocabulary items should be learners. This method is designed as an introduction in known structures, interesting and simple song. Students are 2) Vocabulary should always be thought familiar enough with the role how to sing in normal speech utterance, the song because the majority of 3) Whenever a familiar word is met in a Indonesian people are Moslem and Total new context, it should be taught again Physical Response is familiar for them. and practiced, Thombury said that if you spent 4) Vocabulary items should be taught in most of your time studying grammar, the same way we teaching everything your English will not improve very else. Teacher should give our students much. You will see most improvement if an understanding of the meaning in you learn more words and expression. many ways. Vocabulary items should You can say very little with grammar, but be introduced many times with all the you can say everything with words language focus and in all situations in (Thombury 2002 p.13) which they can logically be used, Based on the explanation above, it 5) Students should be encourage to learn can be concluded that vocabulary is very and use nouns, verbs, adjectives and important because if someone has a lot of adverbs which contain the same toots. vocabulary so he can speak fluently and There are so many factors easily, but if he haven’t a lot of influencing teaching and learning vocabulary so he can’t speak easily and vocabulary. Some of them are teaching fluently. methods and teaching media. In order to Vocabulary is a list of words as the make the teaching vocabulary language elements. It is a vehicle of self- successful, the teacher should use expression, interpretation and challenging and interesting teaching communication. method. a) The Kinds of Vocabulary Here, the writer proposes the use of Based on Wallace (1982) and “Total Physical Response” as a method Harris (1969) there are two kinds

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of vocabulary. They are as children are exposed indirectly to follows: concepts represented by words. 1. Passive Vocabulary 3) Vocabulary may be acquired Passive vocabulary is the through the symbolic experience vocabulary that is acquired from or a reader interacting with a text. reading and listening activities. The teacher should use an This kind of vocabulary is often appropriate technique in teaching called as a receptive vocabulary. vocabulary. Therefore, they have 2. Active Vocabulary to identify and understand all the Active vocabulary is the situation that happened in the vocabulary that is used in classroom before they choose the speaking and writing activities. It technique that will be applied. is often called productive Besides that, the teacher also has vocabulary or expressive to concern on the choice of words vocabulary. and meaning which must be b) Teaching Vocabulary learned by the students. It is One of the important important in order to get better factors in learning English is result of teaching English introducing students many kinds vocabulary. of vocabularies. c) Technique of Teaching Vocabulary Cunningham and Arthur Technique is devices, (1981) suggested that vocabulary setting, and also common procedures is generally acquired in three to transmit a message. The teacher ways: should understand the characteristics 1) Vocabulary may be learned of the learners so they can use an through first-hand experience by appropriate technique in teaching. interacting with the concept to be Learners, especially children acquired. are different from adult in many ways. 2) Word may be learned through Sadtono (1991) as quoted by Sinaga vicarious experience in which

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describe some points when teaching which is practiced, learned, and children: gained in or after playing the 1) Teaching one thing at a time game. Children are able to deal 4) Lesson Recycles with one thing at a time without It is surprising to note that any difficulties. The teacher children pick up new things should be focusing on a subject easily and quickly, but at the that will be taught. Teaching or same times they also can forget it presenting a lot of thing to them quickly. This is because they at once may cause frustration, not have relatively weak long-term only for some students but also memory, therefore, the lesson the teacher. should be recycled and students 2) Activities Should be varied ought to be reminded frequently Children can’t be of what have learned again this expected to sit down and do a should be done thought new certain activity for a long time. activities which differ from the Therefore, activities should be previous ones. short and varied in order to keep 1. Total Physical Response (TPR) the mood of the children. Variety There are many kinds of could be in the form of type method in teaching English such as; organization, and degree of Direct Method, Grammar Translation difficulty. Method, Audio Lingual method, 3) Lesson should be Interesting Structural Approach, , As children like playing Total Physical Response, and moving, activities could be Communicative Language Teaching, done in the form of game and , Task Based Language sometimes involve movement. Learning, and Lexical Approach, but Every game played, of course, in this research the researcher will has to have language pay-off in discusses about Total Physical itself, which is a language item Response Method.

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1) General concept of TPR coordination of speech and TPR is a teaching- action; it attempts to teach learning strategy developed by language through physical Dr. James Asher, a professor of (motor) activity. TPR is linked to psychology at San Jose State the “trace theory” of memory in University, where the students psychology which holds that the understand the new language first more often or the more before they have to speak it, or intensively a memory connection write it, or read it - just as a child is traced, the stronger the learns language the first time. memory association will be and TPR is based on the the more likely it will be recalled. premise that the human brain has Retracing can be done a biological program for verbally (e.g., by rote repetition) acquiring any natural language and/ or in association with motor on earth - including the sign activity. Combined tracing language of the deaf. The process activities, such as verbal is visible when we observe how rehearsal accompanied by motor infants internalize their first activity, hence increase the language. probability of successful recall. “Asher reasoned that the Asher’s emphasis on fastest, least stressful way to developing comprehension skills achieve understanding of any before the learner is taught to target language is to follow speak links him to movement in directions uttered by the foreign language teaching. It instructor (without native shares the believe that: language translation)” (Larsen a. Comprehension abilities 2000: 108). precede productive skills in Total Physical Response learning a language. (TPR) is a language teaching method built around the

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b. The teaching of speaking should 4) Listening and physical response skills be delayed until comprehension are emphasized over oral production. skills are established. 5) Students should never be forced to c. Skills acquired through speak before they are ready. As the listening transfer to other skills. target language is internalized, d. Teaching should emphasize speaking will be emerged naturally. meaning rather than form. 6) Grammar and vocabulary are e. Teaching should minimize emphasized over other long areas. learner stress. Spoken language is emphasized over Benefit of TPR: written language. World's most thoroughly 7) Whenever possible, humor is injected researched approach in second language into the lessons to make the learners acquisition. more comfortable in learning a. Successful with children and adults languages. (Omagglo, 1986, http:// learning any language. www.Englishraven.com/ methods b. Three strong features: High-speed TPR. html) understanding of any target language 2) TPR Nasheed Song Long-term retention Zero stress! A TPR Nasheed Song is one of c. Another unusual feature: enjoyable the instrument or media how to teach for teachers as well as students! student especially to teach student at Characteristics of TPR Islamic boarding school, because the 1) The teacher directs and the students environment of Islamic boarding “act” in response. school familiar always singing 2) Understanding of the spoken language Nasheed song, so as a researcher try to must be developed in advance of make Nasheed song to teach speaking. vocabulary mastery easily. The 3) Understanding and retention is best children enjoy singing. There are lots achieved through movement of the of action songs. The pupils sing and students’ bodies in response to act out the words of the song. commands.

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3) Definition of Song or whale), a melody for a lyric poem Based on the website or ballad, a poem easily set to music, https://study.com/academy/lesson/wh a habitual or characteristic manner, a at-is-a-song-definition-examples.html violent, abusive, or noisy reaction A song is a short piece of music, put up quite a song, a small amount usually with words. It combines sold for a song. melody and vocals, although some 4) Definition of Nasheed Song composers have written instrumental Nasheed according to the pieces, or musical works without website words, that mimic the quality of a https://id.wikipedia.org/wiki/Nasheed singing voice. The words of "Nasheed is one of Islamic art in the a song are called lyrics. field of sound art. Usually it is a song In other hand definition of Song that has an Islamic style and contains based on the website words of advice, stories of the https://www.dictionary.com/browse/s prophets, praising God. ongA song is a short metrical Whereas the definition of composition intended or adapted for Nasheed according to the website singing, especially one in rhymed https://lektur.id/arti-Nasheed/defined stanzas; a lyric; a ballad, a musical that Nasheed in the Big Indonesian piece adapted for singing or Dictionary (KBBI) Nasheed has simulating a piece to be sung. meaning in noun classes or nouns so The website that Nasheed can state the name of a https://www.merriam- person, place, or all objects and webster.com/dictionary/song defined everything that is subjected. that the song; the act or art of singing, The website poetical composition, a short musical https://musikNasheed.wordpress.com composition of words and music, a / provides the definition of Nasheed collection of such compositions, a from Arabic, ansyada-yunsyidu, distinctive or characteristic sound or meaning "hum". The definition of series of sounds (as of a bird, insect, Nasheed as an art format is a hum that

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contains religious poetry. But, there any vocabulary or material. In this are many versions regarding the study, song lyrics are used to discuss definition of Nasheed itself. For irregular verb vocabularies and also example from an article it is about prepositions. mentioned that the meaning of 5) How to Teach Vocabulary Using Nasheed or aNasheed (plural) is TPR Nasheed Song "chanting" or "reading", while the a) The first listen some of Nasheed term chanting in Arabic is Al-Ghina, song, and after that choose the best not Nasheed. voice of Nasheed what you want; Nasheed can be witnessed in b) Determine what topic vocabulary various styles or styles of delivery, for material you will teach your example Nasheed which is delivered students; collect cognate by acapella which is rhythmic pop; vocabulary according to what you Nasheed delivered by acapella and will teach; minimalist music (drums only). c) Look for the meaning of words In Indonesia, Nasheed is usually from all the vocabulary words, sung in a cappella or only then separate the short vocabulary accompanied by a drum. This method from the long vocabulary; arises because many Islamic scholars d) Also separate vocabulary ending in forbid the use of musical instruments the same sound, such as the suffix except percussion instruments sound aa with aa, ii with ii, uu with Song is one of teaching media uu, oo with oo and so on. that can be used to teach any material, e) Begin to change the lyrics of the it may be used to create a more song Nasheed with English relaxing in learning foreign language. vocabulary and its meaning, It also can be used to teach vocabulary arrange it in sequence and adjust it because in the lyrics of song there are to the short and long tones of the several kinds of vocabularies. Nasheed song; Song lyrics are one of a variety f) If the song lyrics are short, choose of media that can be used to talk about the short vocabulary, if the song

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lyrics are long choose the long vocabulary g) Begin to try to sing according to the strains of the song in accordance with the lyrics of the song you make; adjust the meaning and length in short, if necessary must abbreviate it to adjust the tone 2. The Advantages of Teaching then shorten the vocabulary or its English by using TPR Nasheed meaning; Song h) Sing the full song of the Nasheed, a) The child feels happy and or just take a part of the note and cheerful in learning English and repeat it to make it easier for you to feels fun change the song lyrics with the b) Make it easy for children to same tone and pattern; memorize vocabulary i) You can teach the Nasheed song c) Before starting the lesson while with the song lyrics that you have waiting for the teacher to write a changed to teach vocabulary to teaching journal, students sing your students the memorization song, so that j) Good luck because they are often sung they EXAMPLE OF TPR NASHEED SONG always remember d) Children are easier to memorize vocabulary and know the meaning directly e) Children make it easier to recognize sentence patterns because sometimes in the song examples of sentences and questions are related to the topic of vocabulary being studied.

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3. The Disadvantages of Teaching experimental and control one. The English by using TPR Nasheed experimental group was taught by using Song TPR Nasheed Song and the control one a) Must find an appropriate song was taught by using Direct Method. In tune and fit and delicious if Analyzing the data the writer used sung; descriptive quantitative. This research b) Requires time to compose and used t-test formula to analyze the data. compose or change the lyrics of This research was conducted at the songs themselves; Mambaúl Hikmah Islamic Boarding c) Need to provide serious time to School Magelang. In the school there reflect on making songs or were Madrasah Tsanawiyah (MTs) and changing the lyrics of Nasheed also Madrasah Aliyah (MA). There are songs for about 500 students at the Boarding d) Not all songs can be taught at School. various ages, especially The research object of the study religious songs that tend to be is vocabulary mastery by using TPR just right to be taught in Islamic Nasheed Song. TPR Nasheed Song is one boarding schools. of the techniques to teach improving e) Match songs only for certain students’s vocabulary mastery easily. circles with the culture of In this study, the researcher used special language learners only pre-test and post-test assessment as the for certain circles. instrument. This pre-test and post-test RESEARCH METHOD answer sheet contains vocabulary The Population of the research questions totaling 100 questions. The was the ninth grade students which 100 vocabulary questions are used consisted of 80 students coming from 2 during the pre-test and also post-test. classes. The sample two classes which This is to measure the ability of students consisted of 80 students, was taken by to answer the questions before and after using cluster random sampling. The treatment. The difference in changes in sample was divided in two groups, scores between pre-test and post-test is

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what forms the basis for finding out how effective the techniques used in the vocabulary mastery learning process, are the changes significant or less significant. When the results are significant, the researchers hope that the techniques and strategies can be applied in other schools, especially in schools that are based on Islam and whose teaching patterns use the classic boarding school strategy and use TPR Nasheed songs and songs as a means of mastering good vocabulary to improve the mastery of English.

RESEARCH FINDING

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“TPR Nasheed Song” is more effective than Direct Method in teaching vocabulary. “TPR Nasheed Song” categorizes into is a student-centered learning method. Based on the explanation above, the real difference between “TPR Nasheed Song” and Direct Method can be seen from the learning activities done. This method is not only concerned with teaching academic content but also considered to make the students feel happy and easy in teaching and learning process especially in teaching vocabulary mastery to improve their speaking skill. Meanwhile in Direct Method the teacher has the main job to explain and translate, so that students only can memorize the meaning. It doesn’t give enough opportunities to students to be active and creative. Finally, it can be assumed that “TPR Nasheed Song” is appropriate in teaching vocabulary.

Based on the computation and the research findings, it can be said that

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Based on the assessment table of and 49,125 (group 2). The mean the changes above, then after conducting post-test was 67,25 (group 1) and research, the authors found several 52,45 (group 2). findings: Difference in the scores of the 1. Effectiveness TPR Nasheed Songs average value in the pre-test and post-test in learning vocabulary mastery group 1 and group 2 there is a pretty big proved to be correct. This can be difference. The difference between the seen from the scores of two groups mean scores in group 1 pre-test and post- of students who were taught using test was 14,45. While the difference in the average value in the pre-test and post- test group 2 increased by 3,325. From the difference in the results of the pre-test and post-average scores of the two groups, the authors found that the scores of the two groups differed greatly. Based on the data and graphic above, the writer can conclude that there is a significant were student taught using TPR Nasheed Songs technique between the student were taught by using Direct Method. CONCLUSION Direct Method and oriented to 1. There is a significant difference in textbooks compared to using the the difference in average scores TPR Nasheed Song technique in the between the two groups both pre-test pre-test and post-test. Improved and post-test. Where the pre-test scores of both pre-test and post-test mean score of the first group was 53, appear to be higher. 275 was higher than the second 2. The average of the pre-test scores for group. The first group post test score the two classes is 53,275 (group 1) was 67, 25 which is higher than the

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second group. While the t-test REFERENCES

proved significant differences Hornby, As. 2000. Oxford Advance because the results of the T-test were Learner’s Dictionary of Current English. Oxford: University higher than the number requested in Press. the t-table. Lado, R. (1972) The Key of English 2. TPR Nasheed Song is the best Vocabulary, London: Collier alternative technique in teaching Mac Milan Napa, P. (1991) Vocabulary Developing mastery of vocabulary. This Skill, Yogyakarta Kanisius technique is the implementation of a Richards, J. C. and Rodgers, T. S. 1986. Approaches and Methods in learning curriculum with the Language PAIKEM method (Active, Teaching. Cambridge: Cambridge University Press Interactive, Creative, Innovative, Haynes, J. 2004. TPR is a Valuable Tool. Efficient and Enjoyable Learning). www.everythingESL.net. http://www.vobs.at/ludescher/total_phys

ical_response.htm. Based on the research findings, the Oxford: Oxford University Press. Linse, C. 2005. The Children s writer would like to give some Response: TPR and Beyond. suggestions. First, in teaching, the English Teaching Forum 43/1: 8-11. teacher should be able to create any kinds www. tpr- world. Communities/ tpr- of teaching innovation in the area of both what. html https://study.com/academy/lesson/what- teaching technique and teaching media or is-a-song-definition- take every chance for choosing and examples.html https://www.dictionary.com/browse/son adopting various teaching methods. g Second, the students should realize that https://www.merriam- webster.com/dictionary/song they are the actor of learning, so they https://musikNasheed.wordpress.com/ should must active and creative.

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