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TEACHING VOCABULARY THROUGH DICTATION TO THE EIGHTH
GRADE STUDENTS OF SMPN 1 SELEMADEG BARAT
IN ACADEMIC YEAR 2012/2013
BY:
I GEDE WIDYASMARA PUTRA
NPM. 09.8.03.51.31.2.5.3311
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2013
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TEACHING VOCABULARY THROUGH DICTATION TO THE EIGHTH GRADE
STUDENTS OF SMPN 1 SELEMADEG BARAT
IN ACADEMIC YEAR 2012/2013
THESIS
As Partial Fulfilment of the Requirements for the
Sarjana Pendidikan Degree in English Department
Faculty of Teacher Training and Education
Mahasaraswati Denpasar University
BY:
I GEDE WIDYASMARA PUTRA
NPM: 09.8.03.51.31.2.5.3311
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2013
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APPROVAL SHEET
1
This thesis entitled “Teaching Vocabulary through Dictation to the Eighth Grade
Students of SMPN 1 Selemadeg Barat in Academic Year 2012/2013” has been approved
and accepted as partial fulfillment for the Sarjana Pendidikan degree in English
Department, Faculty of Teacher Training and Education, Mahasaraswati Denpasar
University.
Approved by
Advisor II
I Komang Budiarta, S.Pd.
NPK. 82 8208 306
Advisor I
Drs. I Made Wardhana, M.Hum.
NIP. 19541221 198403 1 001
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APPROVAL SHEET
2
This thesis was already examined by the committee on oral examination on 16th
August 2013.
Approved by
Chief Examiner
Drs. Nengah Astawa. M.Hum.
NIP. 1957111 3198603 1 001
Examiner II
I Komang Budiarta, S.Pd.
NPK. 82 8208 306
Examiner I
Drs. I Made Wardhana, M.Hum.
NIP. 19541221 198403 001
Head of the English Department
I Komang Budiarta, S.Pd.
NPK. 82 8208 306
Dean of Faculty of Teacher
Training and Education
Prof. Dr. Wayan Maba
NIP. 19581231 19830 1 032
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ACKNOWLEDGEMENT
First of all, the researcher thanks go to the Almighty God, Ida Sang Hyang Widhi
Wasa, for His blessing so that this thesis can be finished to fulfill one of the requirements
for finishing his study in English Department, Faculty of Teacher Training and
Education, Mahasaraswati Denpasar University.
He would like to acknowledge his sincere gratitude to Drs. I Made Wardhana,
M.Hum. as his first advisor and I Komang Budiarta, S. Pd. as his second advisor who
have kindly guided and given valuable correction and suggestion in his thesis. He also
expresses his sincere gratitude to all lecturers and staffs of English Department, Faculty
of Teacher Training and Education, Mahasaraswati Denpasar University for their
valuable guidance and advice.
Great thank is also dedicated to the headmaster of SMPN 1 Selemadeg Barat and
the English teacher of class VIII B for their permission so this action study could be
accomplished as expected. He also thanks to the class VIII B students because without
their help, he is sure that this thesis would never have been completed, even though this
final project is far from perfect, the researcher hopes that this thesis can be useful for
those who read it.
The last but not least; he dedicates this paper to all of his beloved family, who
have supported her from beginning until finishing this thesis. The great thanks are also
dedicated to all of his friends that have shared their time and attention to him. Without all
of them mentioned, he would be nothing.
Denpasar, 2 August 2013
Researcher
I Gede Widyasmara Putra
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TABLE OF CONTENT
COVER ........................................................................................................................ i
INSIDE COVER ........................................................................................................... ii
APPROVAL SHEET 1 ................................................................................................. iii
APPROVAL SHEET 2 .............................................................................................. iv
ACKNOWLEDGEMENT ......................................................................................... v
TABLE OF CONTENT ............................................................................................ vi
LIST OF TABLE .......................................................................................................... vi
LIST OF GRAPH ......................................................................................................... ix
ABSTRACT ................................................................................................................... x
CHAPTER I INTRODUCTION ............................................................................. 1
1.1 Background of the Study ........................................................... 1
1.2 Statement of Research Question ............................................... 3
1.3 Purpose of the Study ................................................................. 3
1.4 Limitation of the Study ............................................................. 4
1.5 Significance of the Study ........................................................... 4
1.6 Assumption of the Study ............................................................ 5
1.7 Hypothesis .................................................................................. 5
1.8 Definition of Key Term.............................................................. 6
1.9 Theoretical Framework ............................................................. 6
CHAPTER II REVIEW OF RELATED LITERATURE ........................................ 7
2.1 Conception of Vocabulary ......................................................... 7
2.2 Kinds of Vocabulary .................................................................. 10
2.1.1 Noun ........................................................................... 10
2.1.2 Verb ........................................................................... 11
2.1.3 Adjective ................................................................... 11
2.1.4 Adverb ....................................................................... 12
2.1.5 Pronoun ..................................................................... 12
2.1.6 Determiners ............................................................... 13
2.1.7 Preposition ................................................................ 13
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2.1.8 Conjunction .................................................................. 14
2.3 The importance of vocabulary ................................................... 15
2.4 Teaching vocabulary through dictation ...................................... 16
2.4 Assessment of Vocabulary ......................................................... 17
CHAPTER III RESEARCH METHOD ................................................................... 20
3.1 Subject of the Study ................................................................... 20
3.2 Research Design ........................................................................ 20
3.2.1 Initial Reflection ............................................................. 21
3.2.2 Planning. ......................................................................... 22
3.2.3 Action ............................................................................. 22
3.2.4 Observation .................................................................... 23
3.2.5 Reflection. ...................................................................... 24
3.3 Research Instrument .................................................................. 24
3.3.1 Test ................................................................................ 24
3.3.2 Questionnaire ................................................................. 25
3.4 Data Collection ......................................................................... 25
3.5 Data Analysis ............................................................................ 26
CHAPTER IV THE PRESENTATION OF THE FINDINGS .................................. 28
4.1 Tabulation and description of data ............................................ 28
4.2 Data Analysis ............................................................................ 31
4.3 Discussion of the Finding ......................................................... 34
CHAPTER V CONCLUSION AND SUGGESTION ............................................. 36
5.1 Conclusion ................................................................................ 36
5.2 Suggestion .................................................................................. 37
REFERENCES ........................................................................................................... 39
APPENDICES
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LIST OF TABLE
Table 1 Tabulation of Data Showing the Subjects’ Progressing Achievement
through the Implementation of dictation Score in Vocabulary Mastery ..... 28
Table 2 Tabulation of Data Showing the Subjects’ Changing Motivation and
Attitudes through Dictation in Learning Vocabulary
Mastery.............................................................................................. .......... 30
Table 3 Summary of the Research Finding Showing the Mean of Each Session
and the Grand Mean of Cycle I and Cycle II ................................................. 32
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LIST OF GRAPH
Graph 1 Depicting the Subjects’ Progressing Vocabulary Mastery in Cycle
I. ................................................................................................................ 33
Graph 2 Depicting the Subjects’ Progressing Vocabulary Mastery in Cycle
II ................................................................................................................ 33
Graph 3 Showing the Subjects’ Progressing Grand Mean of Pre-test, Cycle
I and Cycle II……………………………………………………… ......... 34
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ABSTRACT
Putra, I Gede Widyasmara, 2013. Teaching Vocabulary Through Dictation to the
Eighth Grade Students of SMPN 1 Selemadeg Barat in Academic Year of
2012/2013. First Advisor: Drs. I Made Wardhana. M.Hum and Second
Advisor: I Komang Budiarta, S.Pd.
The present classroom action study dealt with teaching vocabulary through
dictation. In general, the subjects of SMPN 1 Selemadeg Barat indicated that they had
poor ability in recalling English vocabulary. In detail, the subjects’ mean score on the
pre-test was 1.40. The teaching and learning activities showed that the subjects’
motivation and interest in learning English were very low. Based on the research question
which was examined in the study namely: to what extent is the effectiveness of dictation
in teaching English vocabulary to the eighth grade students of SMPN 1 Selemadeg Barat
in academic year 2012/2013? This study applied an action research design with
descriptive analysis which involved four steps in a cycle, namely: planning, action,
observation and reflection in order to overcome the problem. Teaching through dictation
was applied and two cycles were carried out; each cycle consisted of two sessions. In the
first cycle, the use of dictation in teaching English vocabulary were applied. It showed
that the subjects’ grand mean score in Cycle I was 5.13, which meant good in the level of
mastery. The result demonstrated that the subjects’ ability in recalling English vocabulary
improved. In the Cycle II, the subjects’ grand mean score was 8.05 which meant very
good in the level of mastery. Based on the result above, it can be seen the positive
progress of their achievement of vocabulary mastery after the implementation of dictation
especially for cycle II. The additional data which derived from questionnaire showed that
7.90% subjects very liked the method, 21.58% subjects liked it, 0.52% subjects quite
liked it and 0% subjects disliked it. Based on the result of this study, it could be
concluded that dictation could change their learning motivation and make them active in
classroom and more exciting in learning vocabulary.
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CHAPTER I
INTRODUCTION
1.1 Background of the Study
Vocabulary is vital to communicating with others and understanding what
one is reading. As we know that information is known to everyone, but
acknowledging it instead of taking it for granted ads important goals to your
students’ list of basic skills to master. Course books and teachers alike tend to
treat vocabulary only in passing while the grammatical syllabus takes centre stage.
However, Ellis in Goodridge (2010:1) states that knowing the words in a piece of
discourse facilitates understanding which in turn allows the grammatical
patterning to become more transparent. In addition, it is possible to communicate
very effectively with imperfect grammar if the correct vocabulary is known;
indeed research suggests that lexical errors impede comprehension more than
grammatical errors. It makes vocabulary important in our daily life especially for
young learners because they who have better vocabularies are often able to think
more deeply, express themselves better, and learn new things more quickly.
McCarten (2007:2) explains it is equally important to help students with
how to learn vocabulary as well as what to learn. It can be said that teaching
vocabulary is important and how to lead the students to study vocabulary. Pikulski
(2004:1) states that the vital importance of vocabulary for success in life means
people are able to express themselves clearly and effectively if they have adequate
vocabulary. Having better vocabulary can improve students’ ability to think or
express their mind. Futhermore, having many vocabularies make the students are
able to reveal something that is needed to communicate. They should be taught
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equally and more attention should be given to teach vocabulary in order to arrange
some words into a sentence even a paragraph.
In line with the above statement Carter & Nunan (2001:42) write that
English teachers learn to ignore the significance of vocabulary in their teaching. In
fact the use of suitable vocabulary can cancel out structural incorrectness. Based
on this authenticity, recently, linguists have increasingly turned their attention to
vocabulary, learning stressing their importance in language teaching and
reassessing some of the ways it is taught and learned. It means that vocabulary
plays very essentials task in language teaching. As the objective of language
teaching is to develop students’ skills namely: listening, speaking, reading and
writing; the acquisition of meaning also influences the performance of students.
Based on the preliminary observation, that the researcher has done before
doing the research, the researcher got that many students did not understand when
the native speaker spoke. In this case, many of them did not have enough
vocabulary when they tried to use words in English. Many of them also did not
focus when they learnt English in the school. It was caused many students were
not able to communicate and write words correctly in English very well.
Dictation is the process of writing down what someone else has said with
the students; dictation offers a way for a teacher to record a student’s thoughts or
ideas when the writing demands surpass writing skills. Wilson (2005:2) states that
dictation activities allow students to practice their listening and writing skills in
very controlled setting. Dictation provides a chance for the students to model
many writing behavior including handwriting, matching sounds-to-letters to spell
words, and sentence formation. Dictation has been used in language testing for a
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long time, but its benefit in language teaching and learning has been questioned
by some language teachers. Currently dictation seems to be undergoing a revival
as a useful teaching device. It is thought that dictation can help develop all
language components, such as vocabulary, grammar and pronunciation. However,
there are no data on the usefulness of dictation at tertiary level.
According to the statement above, the researcher uses the dictation to
practice and motivate students’ vocabulary mastery so their mastery in this
language feature can be effectively improved.
1.2 Statement of Research Question
Based on the background of the study above, the problem to be under
focused on this study can be stated as follows: to what extent is the effectiveness
dictation in teaching English vocabulary to the eighth grade students of SMPN 1
Selemadeg Barat in academic year 2012/2013?
1.3 Purpose of the Study
According to the problem above, any scientific study is conducted in order
to answer the research question under study. This study is designed to make the
eighth grade students of SMPN 1 Selemadeg Barat in mastering vocabulary. The
ability of the eighth grade students of SMPN 1 Selemadeg Barat in mastering
vocabulary needs to be developed in some ways. One simple way to overcome the
problem is by dictation to measure the mastery of the students. This study has a
purpose to improve the students’ vocabulary mastery in the eighth grade students
of SMPN 1 Selemadeg Barat in academic year 2012/2013.
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1.4 Limitation of the Study
To overcome the problem that has been formulated, the researcher has to
develop a strategy which can solve the problem. One of them is dictation. In this
study, the researcher focuses on teaching vocabulary mastery by using dictation to
the eighth grade students of SMPN 1 Selemadeg Barat in academic year
2012/2013. The present study only focuses on introducing vocabulary. Therefore,
the researcher limits his investigation on teaching vocabulary especially noun,
such as: job, part of body, family members, and numbers.
1.5 Significance of Study
The important thing in the present investigation is the expected research
findings as one of the main practical solutions of the study. The findings of the
present study are expected to provide both theoretical as well as practical
importance to teach vocabulary through dictation as the followings:
Theoretically, the results of the present study are intended to provide the
evidence of the working knowledge that there is a significant influence of
students’ vocabulary mastery in a context to their mastery to comprehend. These
findings can disclose further areas of research and it can be used by the teacher
and researcher as a basic of undertaking similar study in the area.
Practically, the findings of this study are useful for the teachers, students
and the researcher himself. The present study can be used as informative feedback
to English teacher of SMPN 1 Selemadeg Barat. In addition, it is expected that
English teacher can use the right method and technique in teaching vocabulary.
The findings of the present study can be used as indicator of success or failure of
the teacher on the effort of helping the students in learning vocabulary.
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1.6 Assumption of the study
There are some variables that are related and have effects to this research.
Because of the limitation of time, finance and investigator’s ability, not all
variables can be controlled. The researcher is only concerned with the variables as
stated in the research question. In this study, the researcher thinks it necessary to
assume the following assumptions:
1. The eighth grade students of SMPN 1 Selemadeg Barat in under
investigation are assumed to have the same degree of motifation in
learning English.
2. The eighth grade students of SMPN 1 Selemadeg Barat in under
investigation are assumed to have been studying English to the same
lenght of time.
3. The eighth grade students of SMPN 1 Selemadeg Barat are assumed to
have the same level of knowledge and to be qualified enough.
4. The eighth grade students of SMPN 1 Selemadeg Barat under study are
assumed to have similar language experience and language exposure.
5. The instruments that are used for collecting the data are constructed in
such a way so that they are assumed to be valid and reliable.
6. The English teachers of SMPN 1 Selemadeg Barat are assumed that the
teachers have the same qualification in teaching English
1.7 Hypothesis
Based on the background of the study and the research question stated
above in order to give direction in collecting and interpreting data and as a
tentative solution to the problem, the hypothesis can be drawn as follows:
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teaching English vocabulary through dictation to the eighth grade students of
SMPN 1 Selemadeg Barat in academic year 2012 / 2013 is effective.
1.8 Definition of Key Term
The following are some operational definitions in relation to the topic of
the study. In order to avoid misunderstanding, the researcher needs to
operationally define the following terms; they are as follows:
1. Vocabulary refers to the a list of new words that will be studied by the
eighth grade student of SMPN 1 Selemadeg Barat in academic year
2012/2013 especially about noun on the topics such as: job, part of body,
family members, and numbers.
2. Dictation is a teaching activity that focuses on increasing the students’
ability by dictating a page material. In which the teacher reads the material
three times with different ways in each session and the students write the
material that has been read by the teacher.
3. SMPN 1 Selemadeg Barat is a junior high school which is located in
Tabanan where the present study is conducted.
1.9 Theoretical Framework
In the theoretical framework, it will be discussed and re-examined the
literature as follows: (1) conception of vocabulary, (2) kind of vocabulary, (3) the
importantance of vocabulary, (4) teaching vocabulary through dictation, and (5)
assessment of vocabulary. All the above headings are briefly discussed in chapter
II which deals with “Review of Related Literature”
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses about some important issues that are related to the
background of the study. It includes the conception of vocabulary, kinds of
vocabulary, the importance of vocabulary,teaching vocabulary through dictation,
assessment of vocabulary. For further information, they will be discussed below.
2.1 The Conception of Vocabulary
For many students, vocabulary is regarded as the basic ability that is used
to understand the meaning of words that the students read and hear throughout
their life. Mastering vocabulary is one of the main abilities that influences the
success in learning language. Vocabulary is assumed as the language component
that is used an aid to the four major skills, but nonetheless the role of vocabulary
in learning English cannot be ignored. Therefore, to simplify in comprehending
the conception of learning vocabulary; the researcher decides to restrict the
conception how vocabulary work in learning language.
Thornbury (2002:22) states that vocabulary is not an all-or-nothing
phenomen on, that is a case of either knowing or not knowing. The success of
learning vocabulary is related to the vocabulary size that is mastered by students.
A second language learner needs longer time to learn enough vocabulary
compared to someone who live in a natural setting. Every learner has different
amount of vocabulary, depending on the demand. In the daily conversation, there
are so many words that English user usually uses; it is including the suffixes and
the word itself. It has difference quantity of every person because it also affects by
the environment and the habit of user itself.
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Linse & Nunan (2005:121) state vocabulary is the collection of words that
an individual knows. Every individual has their own words collection that they
use to communicate. The process of taking and adding words into their own word
items have begun from the young age. In the school environment, the young
learners are usually taught vocabularies beginning from the noun. This is the most
simple word class that is easy to understand and teach because it is very easy to
illustrate and students found it easier to imagine. Meanwhile, for other kinds of
word classes, such as verb, adverb, adjective, noun, pronoun, conjunction,
preposition and determiners will be taught coincide with it.
McCarten (2007:21) states that learning vocabulary is largely about
remembering. Remembering is the main concept in leaning vocabulary that cannot
be ignored. English learners have to be able to remember most of words that they
find. Not only remembering, they have to understand about the meaning of those
words. Remembering a lot of vocabulary will give many benefits to the learner to
improve their other language ability because knowing more vocabulary means the
good ability in using many varieties of words in producing or accepting language.
It will make the transfer of information more accurate and faster. Therefore,
learning vocabulary needs the good teaching methods or techniques that is used in
teaching-learning process in order that student can remember it well.
Preszler (2006:4) mentions that vocabulary or word meaning is one of the
keys to comprehend. In linguistic, basically information is sent through groups of
coherence words that are narrow into single certain information. It means
knowing a lot of vocabulary for the learners who are maastering . A text or speech
will be easier to comprehend if the reader or listener understands every word that
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the writer or speaker wants to convey. Without mastering enough vocabulary, it is
definitely difficult for the students to accept the information.
McCharthy et al. (2010:21) state learning new word meanings comes over
time. English has thousands of words and it still increases which make it
unlimited to be learned. Learning English vocabulary will be never finish because
the language is always developing as the development of its user. Leaners will
find the new meaning of words merely even until they die because every time the
new language terms in communication always appear. Moreover, English is used
by many countries in the world; each of those countries have different English
style, wich makes English has many vocabularies.
Hiebert & Kamil (2005:3) also mention that vocabulary as knowledge of
words and word meanings in both oral and language and in productive and
receptive forms. However, vocabulary is more complex than its definition. It has
significant roles especially in understanding the words’ meaning in oral form,
such as when we are speaking and listening. It is also useful when we are working
with form of word such as when we are reading or writing. Furthermore,
vocabulary is also used in productive and receptive form. In productive form,
vocabulary is used when we are delivering the language in order it can be
accepted well by the receiver. Conversely, in receptive form, vocabulary is used
when we are trying to accept information.
Vocabulary is the basic language which has significant function in
developing language skill. It is about the word function and meaning of word and
become the basic medium to express their ideas. It is used as a basic for beginners
to start their study in learning a language in order their knowledge can be
improved gradually appropriate with learning language steps. The good ability in
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using words and understanding of its meaning is the basic ability will help the
learner to be easier to produce and accept information.
2.2 Kind of Vocabulary
Vocabulary is the language component that the student should learn before
they learn the four basic skills. It is learning about words’ meaning and it is really
important because it is used in producing and producing information. For the
beginners, they may know that learning vocabulary is just about learning noun but
it has different case for the intermediate level. Jackson (2005:17) state There are
also the other kinds of vocabulary that should be learned. All kinds of vocabulary
that should be learned including noun are called word classes.
The function of each word in constructing a sentence cannot be ignored. In
order to be able to construct a good sentence, the function of word should be
known well. Thornbury (2002:3) mentions that the words play different roles in a
text and they fall into one the eight of different word classes, as follows:
2.2.1 Noun
Colman (2005:8) state that noun is the name of something: a thing or a
person or a place, or even a feeling or a state of mind. Here are some examples of
noun: house, Jane, delight, pencils, Paris etc. Noun is a grammatically distinct
category of words which includes those denoting all kinds of physical objects,
such as persons, animals and in animate objects, Huddleston &Pullum (2005:83)
state there are four kinds of nouns according to him:
a. Common nouns (house, chicken, banana, boy,townastronaut, artist, zebra,
bird, beach, park, bed, and blanket)
b. Proper nouns (Adelaide, Michael, Christmas, April)
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c. Collective nouns (crowd, class, flock, choir, fleet, a family, a crew, a
school)
d. Abstract nouns (joy, misery, neglect, duty, aggression, conversation,
pause)
2.2.2 Verb
Verbs are the words that are used to explain the actions. There are some
kinds of verbs, they are including: auxiliary verb (be, shall, are, will, is, can etc.),
main verb is the verb that carries the meaning (sit, work, climb, arrive, eat, etc.),
and phrasal verb, McCarthy et al. (2010:29) states when we combine verbs with
other grammatical words, such as adverbs, we create phrasal verbs (traffic light,
sit down, go on, throw away etc.). In addition, Colman (2005:13) states that verbs
are the doing, being, having words. Their basic forms are the forms you find in the
dictionary, and you can put to in, for examples: to eat, to write, to sing. The “to”
form is called the infinitive. It is the one they used to tell us not to split.
2.2.3 Adjective
According to Thornbury (2002:3) Adjective is often defined as a word
which describes or gives more information about noun and pronoun. Adjectives
describe noun I terms of such qualities as size, color, number and kind. The
adjective most commonly used at the first time, such as good, happy, sad, old
young, etc. Williams (2005:59) states words that modify nouns are called
“adjectives. Adjectives are the words that usually used to reinforce the explanation
of the information of noun and pronoun. This word cannot stand alone without the
subject or object that can be explained. Adjective can be used to explain such us
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size (large, small, big, long), color (yellow, green, and black), shape (square,
circle, three angle), appearance (pretty, ugly), evaluation (commendable), ect.
2.2.4 Adverb
Downing & Locke (2006:454) state adverbs are used to post-modify nouns
express notions such as place, time and reason. It is different with adjectives
which explain about noun and pronoun. There are three kinds of adverb namely
adverb of time, adverb of place and adverb of reason. For example: adverb of
time (today, yesterday, later now), adverb of place (along), and adverb of reason
(why and etc). Sargeant (2007:95) states that adverbs are words that tell you more
about verb, adjectives and other adverbs. Many adverbs end in –ly. You make
these adverbs by adding –ly to adjectives. There are three kinds of adverb namely
adverb of time, adverb of place and adverb of reason. For example: adverb of
time (today, yesterday, later now and etc), adverb of place (along, here, there and
etc), and adverb of reason (why and etc)
2.2.5 Pronoun
Pronouns are a word or form that substitute for a noun or noun phrase. It is
a particular case of a pro-form. Pronouns have traditionally been regarded as one
of the parts of speech, although many modern theorists would not regard them as a
single distinct word class, because of the variety of functions performed by words
which are classed as pronouns. Jackson (2005:18) states pronouns mainly
substitute for nouns. It includes: the personal pro- nouns (I, me, and mine),
reflexive pronouns (myself, ourselves, themselves), indefinite pronouns
(everybody, nothing), and relative pronouns (who, whose, which). Thornbury
(2002:3) states Pronoun is often defined as a word which can be used We use
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pronoun very often, so that we do not have keep on repeating a noun. This chapter
is about the kind of pronoun called a personal pronoun because it is often refers to
a person, such as I, you, they, we, it she, he. instead of a noun.
2.2.6 Determiner
Determiners are used to accompany nouns. Williams (2005:83) state
determiners always come before nouns, they are included: the articles (a, an, the),
demonstrative determiners (this, that, these, those), possessive determiners (my,
our, your, his, her), numerals (five, fifth), indefinite quantifiers (many, much,
some, few, several, a lot of). According to Thornbury (2002:3) states that
Determiner is words that are used with nouns to clarify the noun. There are
different types of determiners:
a. Article: a, an, the
b. Demonstratives: this, that, these, those, which etc.
c. Possessives: my, your, our, their, his, hers, whose, my friend's, our
friends', etc.
d. Quantifiers: few, a few, many, much, each, every, some, any etc.
e. Numbers: one, two, three, twenty, forty
b. Ordinals: first, second, 1st 2
nd, 3
rd, last, next, etc.
2.2.7 Preposition
Prepositions which tell us how something is positioned or done in relation
to something else. Huddleston & Pullum (2005:20) state the most central
members of the preposition category have primary meanings expressing various
relations of space or time. Moreover, Colman (2005:28) state that here are all
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those words, usually little ones, like: to, in, at, from, before. Prepositions are
related with noun to the other parts of a sentence. It is usually put before the noun
for example, in the garden, under the sofa, on the bed, in front the office, after the
lecture, before lunch, because of the delay, during the night etc.
2.2.8 Conjunction
Conjunction is a part of speech that connects two words, sentences,
phrases or clauses. A discourse connective is a conjunction joining sentences. This
definition may overlap with that of other parts of speech, so what constitutes a
conjunction must be defined for each language. In general, a conjunction is an
invariable grammatical particle, and it may or may not stand between the items it
conjoins. Downing & Locke (2006:292) divided conjunctions as follows: simple
conjunctions (when, whenever, where, wherever, because, if, unless, until, while,
as, although), conjunctive groups (as if, as though, even if, even though, even
when, soon after, no sooner) and complex conjunctions: (as long as, as soon as ).
Although there are eight kinds of word classes in English but not all of
them are used when we construct a sentence. Only half of those word classes are
usually used in constructing sentence. McCarthy et al. (2010:29) state that the
major word-classes are noun, verb, adjective and adverb. Those four word classes
are the mostly used when we construct a sentence because most of sentence
contain the information with of object, action and official word. Meanwhile, for
the four others such as pronoun, determiner, preposition and conjunction, they
have less contribution in constructing sentence and they are used as the
compliment to maximize the sentences’ information.
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The ability in using of all those kinds of word classes become a must for
the language learners. Moreover, learning vocabulary is not just learning about the
meaning of words that we usually use in daily life but there a many words that
should be learned. Nation (2001:30) states although not all these words need to be
known to be a very successful language user, it is very important that learners
continue to increase their vocabulary size. Language learner is emphasized to be
more focus in learning the words that they will usually use but after mastering
enough vocabulary, language learners also have to learn how to use them
appropriately in order it forms more complex and specific information.
2.3 The Importance of Vocabulary
Vocabulary is an important language component that must be learned. It
has a significant effect in learning English. In order to know how importance the
vocabulary mastery in learning English, the researcher tries to stretch it through
the opinions from some compatible resources.
Vocabulary is the language component that is introduced earlier in
learning English and it is learned before grammar and structure. Learning
vocabulary involves the mastery of word meaning where the words are the basic
that construct a language. It is regarded being able to give alteration towards the
students’ language development as the reinforcement in learning the language
basic skills. Daller et al. (2007:1) state that vocabulary is a vital area of innovation
in academic approach. It is assumed as the most important phase that influences
the success in mastering English. Although it is heard easy just to mastery the
word meaning, but the things that make the students have to work harder is the
quantity of word that exist on English.
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Pikulski & Templetion, (2004:5) state that one reason teachers are
concerned about teaching vocabulary is to facilitate the comprehension of a test
which students will be assigned to read. If students do not know the meaning of
many of the words which they will encounter in a text, their comprehension of
that selection is likely to be compromised. When the purpose of the vocabulary
instruction is to facilitate the comprehension of the selection, it is obvious that this
instruction must take place as an introduction before the reading of the selection.
Vocabulary is not a developmental skill or one that can ever be seen as
fully mastered. The expansion and elaboration of vocabularies is something that
extends across a lifetime Hibert a& Kamil (2005:2). Most of teaching program has
a major aims as a process for helping the students to gain more vocabulary of
useful word. As a teacher, we have to introduce the new words or vocabulary and
the students need to do some practice by relating a word to another words or
making in a sentence. Vocabulary is exactly important in mastering English,
because many vocabularies which are mastered, it means more ideas they can
express or many ideas of people. So the students will realize that a word can show
many meanings and many words have one meaning. If students has know about
that, they will try to make a sentence in other form and try to look for a new word
which the meaning almost same or synonym.
2.4 Teaching Vocabulary Through Dictation
In relation to this study, dictation technique is used to improve the
students’ vocabulary mastery. The vocabulary item that is taught to the students
can be presented in various ways and context. The presentation of the words or
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vocabulary are given through context, so the students are asked to look for and
also to understand the meaning of those words by relating them to their context.
Brown (2004:132) states dictation seems to provide a reasonably valid
method for integrating listening and writing skills and for tapping into the
cohesive element of language implied in short passage. Dictation is the process of
writing down what someone else has said with the students, dictation offers a way
for a teacher to record a student’s thoughts or ideas when the writing demands
surpass writing skills. Dictation provides a chance for the students to model many
writing behaviors including handwriting, matching sounds-to-letters to spell
words, and sentence formation. Currently dictation seems to be undergoing a
revival as a useful teaching device. It is thought that dictation can help develop all
language components, such as vocabulary, grammar and pronounciation.
However, there are no data on the usefulness of dictation at tertiary level. In this
study a dictation, test take-takes hear a passage, typically of 15 to 20 words,
recited three times; first, at normal speed; then, with long pauses between phrases
or natural word groups, during which time test-takers write down what they have
just heard; and finally at normal speed once more so they can check their work
and proofread. After the activities, the students can discuss the material.
2.5 Assessement of Vocabulary
Assessment becomes the most important part in teaching-learning process.
Using test is the way how to measure the students’ language ability. Fulcher &
Davidson (2007:28) state that language tests are designed by teachers with a
particular skill and training in test design. In addition Schmitt (2000:164) states
that each of language abilities has different purpose in its test design. For the
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vocabulary test, the typical purpose for testing is to obtain an estimate of the size
of learners' vocabularies. Besides, measuring the students’ vocabulary
improvement ability, the test also has another purpose. It is also used as the basic
to evaluate the next action that classroom needed after teaching-learning finished.
It becomes consideration weather the classroom needs to give evaluation.
Test cannot be made ineptly. The test must be reliable and valid as well as
the standardizations. Cohen et al. (2007:148) define that the reliability in
quantitative research is essentially a synonym for dependability, consistency and
replicability overtime, over instruments and over groups of respondents.
Furthermore, it basically means finding out whether you will get the same results
from the same person if you ask them to complete your measure on two different
occasions (Norton, 2009:97). It is purposed to minimalize the error caused by the
test. Moreover, the test also must be valid. Cohen et al. (2007:133) state that
validity is essentially a demonstration of particular instrument in fact measures
what it purports to measure. Test validity is purposed to measure the performance
of the test matches with the course that is being tested. For example, the results of
vocabulary valid test will reflect the student real ability in vocabulary. If a test is
constructed without reliability and validity, it cannot be used to test because it will
not be able to reflect the students’ real ability.
Making the vocabulary test has to be adjusted with students’ levels that are
tested. For the intensive level of vocabulary such as the students in junior high
school, it needed different tests’ level to test their ability. Completion test
provides the chance for students to use their logical thinking to find the answer of
the blank word that exists in the test. It is designed similar with gap-filling task.
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Brown (2004:201) states that gap-filling task is to create sentence completion
item, where test-takers read the part of sentence and then complete it by writing
the phrase. It will train the students’ imagination to draw the context and situation
of test and also train them to make appropriate decision to answer the test.
Assessment is needed to know the last result and measure the student’s
achievement in mastering skill during the teaching-learning vocabulary. In this
study, the researcher decides to use the test in the form of completion test to
assess the students’ vocabulary mastery. The researcher expects completion test
can reflect the development that students achieve well after the treatment is given.
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CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study
The subjects of this study were limited on the second semester of eighth
grade students (B class) of SMPN 1 Selemadeg Barat in academic year
2012/2013. The class which had 28 students that consisted 15 male and 13 female
. The reasons in choosing this class as the subjects investigation were because
based on the interview with the English teacher, who had sufficient time and
experiences to know the students’ vocabulary mastery.
3.2 Research Design
Methodology has very important role in scientific research. Each research
has different research method appropriate with the goal that wants to be achieved.
This study was designed in the form of classroom action-based research. Burns
(2010:2) states one of the main aims of action research is to identify a
‘problematic’ situation or issue that the participants, who may include teachers,
students or even administrators which are worth looking into more deeply and
systematically. Action research was focused to study and finding the problem that
existed in the classroom during teaching-learning process and then it was
continued by giving the treatment to solve the problem.
Goodnough (2011:4) states that action research is considered a form of
applied research that may be adopted to examine specific issues or address
problems. Action research could be used in any setting as long as it was involving
the problem. In the classroom situation, problem probably appeared during the
teaching-learning process from every class participants. It was the factors of low
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achievement of subjects in studying. The implementation of specific teaching
method or technique to solve the classroom problem is assumed as one of the best
treatment that could be used to increase the classrooms’ learning quality.
Cohen et al. (2007:300) state that action research starts with small cycles
of planning, acting, observing and reflecting which can help to define issues, ideas
and assumptions more clearly. Classroom action research used cycles process in
its process and in every cycle consisted of Planning (P), Action (A), Observation
(O), and Reflection (R). Before stepping forward to the first cycle, the researcher
had to find the (IR) Initial Reflection and it was done through giving pre-test to
the first semester students of the eighth grade B class of SMPN 1 Selemadeg
Barat. It was purposed to measure the pre-existing ability of the students in
mastering vocabulary especially verb and noun. Furthermore, the result of was
compared to the result in Cycle I to find out the degree of improvement that
students achieved during the research. The result in Cycle I was used to revise
planning for Cycle II. The figure of cyclical process of classroom action-based
research as bellowed:
Cycle I : P1 A1 O1 R1
Cycle II : (RP) A2 O2 R2
3.2.1 Initial Reflection
Initial Reflection was an activity which was held before the action was
conducted. It aimed to find out the basic ability of students under investigated, in
this case the ability of vocabulary mastery. The data of initial reflection derived
from the pre-test that was given for the students for the first day of research. The
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initial reflection data would be used as consideration in planning stage to
determine the best treatment to solve the students’ problem.
3.2.2 Planning
Planning was the first stage of cycle where the researcher prepared the
classroom instructional planning which would be implemented to solve the
problem of subject under study in learning vocabulary. The researcher was
suggested to read a lot of references which supported the theory and focus
knowledge that they wanted to improve.
In this stage, the researcher concentrated to make an instructional
activities. Preparing all the requirements that supported the research. There were
some points that the researcher must prepare as follows:
a. Preparing a series of vocabulary teaching material and the media that
would be used in teaching vocabulary through dictation.
b. Preparing post-test in the end of session on the basis of the dictation
which is taught at the time.
c. Preparing questionnaire to the subject which will be given in the end of
Cycle II.
3.2.3 Action
Action is the second stage after planning in each cycle. The focus which
was done by the researcher in this stage was implementing the instructional
strategy that had been planned before. The researcher in this stage was doing the
teaching learning process. The researcher tried to treat the subjects by
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implementing task-based language teaching. There were three main activities that
of lesson plan namely pre-activity, whilst-activity and post-activity.
In the pre-activity, the researcher tried to stimulate the subjects prior
knowledge related to the topic that would be discussed. Subjects were given
leading questions related to the topic to awaken the subjects mind to make them
interested in their study. It was done in 15 minutes for each session.
In whilst-activity, the researcher gave some explanations to the subjects
about the material by using dictation. In this activity, the researcher read the
material three times and the subjects wrote the material that has been read by the
researcher. Next, it was continued by the researcher to examine the material that
has been written. It would take about 45 minutes.
In post-activity, the researcher summarized the learning material. The
researcher made sure that the subjects understood and gave the time for subjects to
ask questions if they still had problem or they had difficulties about the lesson and
it was done in 20 minutes for each session
3.2.4 Observation
In observation, the researcher observed the classroom situation during the
action. This suggested that classroom observation was simultaneously carried out
while teaching vocabulary. In the light of this class action research, observation
was intended to establish whether or not the teaching or learning process being
undertaken could improve and promote their achievement in vocabulary.
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3.2.5 Reflection
Reflection was the process of analyzing data to determine how far the data
collected have shown the effectiveness of the strategy in solving the students’
learning problem. Reflection also showed the factors that supported the success of
the teaching strategy or the other problems that might occur during the
implementation. After the implementation of the instructional strategy, the
researcher collected the data about the development of the class through giving
post-test. And the result of the reflections would be used as feedback and basis to
plan and carried out the actions in Cycle II in improving ways.
3.3 Research Instrument
In the classroom action research, the collected data were used to determine
and reflect the degree of effectiveness of the treatment in solving the students’
learning problem. However, the selection and construction of appropriate research
instruments were very essential of a scientific investigation. Furthermore, the
instruments were used to collect data should have validity and reliability. In
gathering the data, there were two kinds of instruments that were generally used
by the researcher in conducting classroom action research such as test and
questionnaire. Those instruments were described as follows:
3.3.1 Test
During the study, the researcher gave two kinds of tests, pre-test and post-
test. Pre-test was given at the first meeting of first cycle which was purposed to
know the initial ability of the subjects in vocabulary mastery. Meanwhile, post-
test was given in the end of each session of Cycle I and Cycle II. The tests were in
the form of completions test consisted of ten items. The scores were zero until ten
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and for a correct answer one points would be given and for the incorrect answer
had was scored zero.
3.3.2 Questionnaire
Questionnaire was given to the students in the end of cycle II.
Questionnaire was intended to find out the percentages of satisfaction of students
towards the implementation of dictation to improve their achievement in
vocabulary. It allowed the students to give their opinion and response about the
teaching-learning strategy which had been given to them, whether they liked it or
not. The questionnaire consisted of 10 statements in the form of multiple choice
which was written in Indonesian language. The results of questionnaire were
qualitatively scored using the scale between 3-0. Option of “A” was three, option
of “B” was two, option of “C” was one and option of “D” was zero.
3.4 Data Collection
There were two kinds of data collection gathered in study namely
quantitative and qualitative data. The quantitative data was obtained from the
results of the test that were presented in main score. On the other hand, the
qualitative data was gained through administering questionnaire and doing
observation during the teaching learning process.
The process of data collection could be drawn as follows: At first, the
subjects were given pre-test which consisted of ten items to find out the initial
ability of subjects in vocabulary mastery. Secondly, the researcher started to apply
the teaching strategy that had been made based on dictation and gave the post-test
which also consisted of ten items to the subjects in the end of each session. Post-
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test was administered in the end of each session to know the progress that subjects
achieved after the action. Finally, after all of session was done, the researcher
gave the questionnaire wich consisted of ten statements to know the percentages
of satisfaction and subjects response towards the implementation of dictation in
learning vocabulary. And the data required to answer the research question.
3.5 Data Analysis
After collecting quantitative and qualitative data, they were analyzed by
the researcher. The quantitative data was derived from the result of the pre–test
and post-test in Cycle I and Cycle II as well as qualitative data. Furthermore, the
quantitative data was analyzed by calculating the mean score of pre-test, for post-
tests of Cycle I and for post-test of Cycle II. Below was the formula that was used
to analyze the mean score of quantitative data:
������
�
Where: M : Mean score
�X : The sum of total score
N : The total number of the students
The result of pre-test was compared with the corresponding ground mean
scores for post-tests of Cycle I and post-test of Cycle II which showed the
different achievement that subjects obtained.
The data analysis of questionnaire was used as reflection about the
subjects satisfaction and the effectiveness of the teaching strategy which had been
given. In order to get the percentage of the effectiveness of teaching strategy, it
can be formulated as the formula as follows:
27
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�
����
��������
Where:
X = Score in percentage
R = Score of total item chosen
N = Total of all item chosen
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CHAPTER IV
THE PRESENTATION OF FINDINGS
4.1 Tabulation and Description of Data
There were several data gathered for the present classroom action research.
The data collected by administering pre–test, post–test and questionnaire to the
eighth grade students of SMPN 1 Selemadeg Barat. In this study, the data were
collected could be distinguished into quantitative and qualitative data. The
quantitative data were derived from the result of pre-test and post-test in Cycle I
and Cycle II. Each cycle consisted of two post-tests; it meant that in the Cycle I as
well as Cycle II, there were two post-tests. It showed the vocabulary development
that subjects under study obtained after the implementation of dictation.
Meanwhile, the qualitative data were derived from administering questionnaire by
the subjects under study in the end of the study. It showed the response of the
subjects under study towards the implementation of dictation in learning
vocabulary. The five set of score that were collected in this study could be
tabulated as follows:
Table 1
Tabulation of Data Showing the Subjects’ Progressing Achievement through the
Implementation of dictation Score in Vocabulary Mastery
Subject IR S1 S2 S3 S4
1 0 2 5 6 8
2 2 6 7 8 10
3 3 5 7 9 10
4 2 6 7 8 9
5 1 5 6 7 8
6 1 4 5 7 8
�
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29
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7 2 5 7 8 9
8 1 5 6 8 10
9 2 6 7 8 9
10 0 4 6 7 8
11 1 3 5 7 8
12 1 5 6 7 9
13 1 4 7 8 10
14 0 3 5 6 7
15 1 4 6 8 9
16 1 4 7 8 9
17 1 3 5 7 8
18 3 6 7 8 9
19 1 3 5 6 8
20 2 5 6 7 9
21 2 5 7 8 9
22 2 4 6 8 10
23 1 5 6 7 8
24 1 4 5 6 8
25 1 4 7 8 9
26 0 3 5 7 8
27 1 4 6 8 9
28 0 2 4 6 7
Total 34 119 168 207 243
The additional that were required to complete the data of present study
were collected from administering the questionnaire. The purpose of giving the
questionnaire was to find out the changing of students’ attitude and learning
motivation in learning vocabulary after the implementation of dictation. The
questionnaire consisted of 10 items with four options A, B, C and D. The results
of questionnaire were qualitatively scored using the scale between 3-0. Option A
means very good, option B means good, option C means enough, option D means
very bad. The scores gathered from administering questionnaires showed the
subject changing attitudes and motivation in learning vocabulary through
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dictation. The collected data showing the students’ total scores from the
questionnaire of using dictation were tabulated as follows:
Table 2
Tabulation of Data Showing the Subjects’ Changing Motivation
and Attitudes through Dictation in Learning Vocabulary Mastery
Subject A (3) B(2) C(1) D(0)
1 21 6 - -
2 24 4 - -
3 18 8 - -
4 15 6 2 -
5 21 6 - -
6 27 2 - -
7 12 8 2 -
8 24 4 - -
9 27 2 - -
10 18 8 - -
11 24 4 - -
12 24 4 - -
13 21 6 - -
14 15 10 - -
15 24 4 - -
16 24 4 - -
17 18 8 - -
18 27 2 - -
19 27 2 - -
20 12 12 - -
21 15 10 - -
22 21 6 - -
23 21 6 - -
24 18 8 - -
25 24 4 - -
26 24 4 - -
27 18 8 - -
28 21 6 - -
Total 585 162 4 -
Total A + B + C + D 751
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4.1 Data Analysis
Based on the research instruments, there were five sets of raw scores,
which showed the students’ progression achievement in vocabulary mastery
especially noun and through dictation. Before the data were analyzed, all of them
were tabulated as above in the table 2.
Based on the tabulation of data that was presented in table 2, it was
calculated to find the mean of IR score (X0) and also the mean of post-test in each
session in each cycle (X1, X2, X3, and X4) that obtained by the second semester
students of eighth grade B class of SMPN 1 Selemadeg Barat by the formula as
follows:
1. The X0 of IR score = ���
=
�
� = 1.40
2. The X1 of S1 score = ���
=
���
� = 4.25
3. The X2 of S2 score = ���
=
��
� = 6.00
4. The X3 of S3 score = ��
=
���
� = 7.40
5. The X4 of S4 score = ���
=
��
� = 8.70
The grand mean (XI) of the post-test scores in cycle I was as follows:
X1 = �����
� =
���������
� =
�����
� = 5.13
The grand mean (XII) of the post-test scores in cycle II was as follows:
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�
XI = = = = 8.05
The results of the data analysis above which were considered as the
findings of the present action study could be summarized as follows:
Table 3
Summary of the Research Finding Showing the Mean of Each Session
and the Grand Mean of Cycle I and Cycle II
IR S0 X0 = 1.40 Grand Mean
Cycle I S1 X1 = 4.25
XI = 5.13 S2 X2 = 6.00
Cycle II S3 X3 = 7.40
XII = 8.05 S4 X4 = 8.70
There was also the additional data that supported the main data which was
collected through the administration of the questionnaire that was given in the end
of Cycle II. The result of he questionnaire should be computed to get the
comparative percentage of the subjects’ total responses towards the perspective of
items A, B, C or D as shown as follows:
1. Total percentage of item A = × 100% = 77.90%
2. Total percentage of item B = × 100% = 21.58%
3. Total percentage of item C = × 100% = 0.52%
4. Total percentage of item D = ��
× 100% = 0%
These findings definitely supported the major findings of the present
classroom action study. These findings also convincingly proved the effectiveness
of dictation in teaching vocabulary to the eighth grade students of SMPN 1
7.40 + 8.70
2
16. 10
2
X3 + X4
2
162
751
_4_
751
585
751
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Selemadeg Barat in academic year 2013/2014. The main findings of present
classroom action study, that was, the rising comparative mean figures of pre-test
scores and the post-test scores obtained by the tenth grade students of SMPN 1
Selemadeg Barat for Cycle I and Cycle II could be graphically presented as the
following:
Graph 1: Depicting the Subjects’ Progressing Vocabulary Mastery in Cycle I.
Graph 2: Depicting the Subjects’ Progressing Vocabulary Mastery in Cycle II.
10.00
9.00
8.00
7.00
6.00
5.00
4.00
3.00
2.00
1.00
0.00
10.00
9.00
8.00
7.00
6.00
5.00
4.00
3.00 2.00 1.00
0.00
1.40
4.25
6.00
0,00
1,00
2,00
3,00
4,00
5,00
6,00
7,00
8,00
9,00
10,00
X0 X1 X2
1.40
7.40
8.70
0,00
1,00
2,00
3,00
4,00
5,00
6,00
7,00
8,00
9,00
10,00
X0 X3 X4
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Graph 4: Percentage Rate of Questionnaire
a. Dicussion of The Findings
The data analysis that derived from present class action study indicated
that the mean of pre-test scores which were obtained by the subjects under study
in vocabulary mastery especially noun showed the figure 1.40. This mean figure
clearly indicated that the ability of the subjects under study in vocabulary mastery
especially noun were relatively low.
The result of data analysis of the reflection scores in cycle I (X1 and X2)
showed the increasing mean figures of 4.25 and 6.00. The grand mean figure of
the reflection or post-test scores obtained by the subjects under study was much
higher than the mean of IR scores. The grand mean figure derived in Cycle I was
5.13. The result of grand mean figure of Cycle I obviously showed the
improvement obtained by subjects under study in vocabulary mastery especially
in mastering noun through dictation.
The result of data analysis of the reflection scores for the Cycle II (X3 and
X4) respectively showed the significant increase showed by the progressing mean
figures of 7.40 and 8.70. The grand mean figure of the reflection or post-test
10.00
8.00
6.00
4.00
2.00
0.00
1.40
5.13
8.05
0,00
1,00
2,00
3,00
4,00
5,00
6,00
7,00
8,00
9,00
10,00
X0 Cycle 1 Cycle 2
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scores that was derived by the subjects under study in the Cycle II was 8.05. The
comparison between the grand mean figures of the cycle I and Cycle II showed
the increase of mean figure score 2.93. The significant improvement scores of
mean figure of Cycle II (X3 and X4) indicated that the effectiveness of teaching
vocabulary through dictation in the Cycle II was more effective than the Cycle I.
It was the evidence of the revision that had been done for the Cycle II by analyzed
and fixed the weaknesses that students face in the Cycle I in vocabulary mastery
especially in mastering noun.
Moreover, the proportional percentage figures of the questionnaire showed
the percentages derived from items A, B, C and D are 77.90%, 21.58%, 0.52%
and 0%. These result of these figures indicated that 77.90% subjects very liked
dictation, 21.58% subjects liked dictation, 0.52% subjects quite like dictation and
0% subjects did not like dictation. It obviously indicated the changing of students’
learning behavior had been changed positively and that was their attitude and
learning motivation heightened significantly.
Finally, the finding of this study found that the hypothesis of this study
that was previously mentioned in Chapter I that vocabulary mastery of the eighth
grade students of SMPN 1 Selemadeg Barat in academic year 2012/2013 can be
improved by dictation. Their vocabulary mastery in mastering noun progressed
and improved very constantly and significantly from session to session
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CHAPTER V
CONCLUSION AND SUGGESTION
This present study which dealt with improving vocabulary mastery of the
eighth grade students of SMPN 1 Selemadeg Barat in academic year 2012/2013
through dictation finally arrived at the last chapter. This chapter concluded the
findings of this study and recommended some suggestions so that this study can
give the benefits for the English teacher and students.
5.1 Conclusion
The result of analysis of pre-test scores (X0) pointed out the mean figure
of 1.40. This figures indicated that the students’ vocabulary mastery was still low.
The result of the data analysis of reflection scores in Cycle I (X1 and X2) showed
the increasing mean figures of 4.25 and 6.00 which resulted Cycle I grand mean
figure of 5.13. The data analysis of reflection scores in cycle II (X3 and X4)
showed the increasing mean figures of 7.40 and 8.70 which resulted the Cycle II
grand mean figure of 8.70. The grand mean figures between Cycle I and Cycle II
were showing the significant difference 2.92. The increase of the grand mean
figure obtained in Cycle II indicated the result of the revise version dictation
towards the weaknesses that existed in cycle I. The difference of the scores that
were derived after finishing all of the data analysis in this study showed X0 scored
1.40, XI scored 5.13 and XII scored 8.05
The result of questionnaires showed the comparative percentages 77.90%,
21.58%, 0.52% and 0% for items A, B, C and D. It indicated the changing of the
subjects’ learning behavior changed positively that was their attitude and learning
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motivation heightened significantly. Moreover, these findings also indicated the
success of the dictation in improving the students’ participation, motivation,
interest and enjoyment especially in learning vocabulary.
Finally, from the discussion above it can be concluded that the findings of
this study can prove the hypothesis of this classroom action research that was
vocabulary mastery of the eighth grade students of SMPN 1 Selemadeg Barat in
academic year 2012/2013 can be improved through dictation.
5.1 Suggestion
There are some suggestions which are addressed to the English teacher, the
student and also to the other researcher based on the findings of this study.
For the English teacher of SMPN 1 Selemadeg Barat, they are suggested to
use dictation as the teaching method because it has been proved effective to be
used in teaching vocabulary. Besides, the teacher also should teach using the
others various methods or techniques. Moreover, working in group is also
important to improve the students’ ability and communication.
For the students, they should be more active in the class and always ask
the teacher if they find the problem in study. For classroom learning, this study
can be used as the way to improve vocabulary mastery. It is expected to be able to
help them in vocabulary learning since this method will be able to solve their
problem in mastering vocabulary and improving the students’ vocabulary mastery.
For the other researcher, this study is only an research that concern about
using dictation in improving vocabulary mastery. It is recommended to other
researchers to investigate the effectiveness of dictation to towards the other
language skills. And for the other researchers also suggested to use this study as a
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contribution to complete the other study to find better findings. It can be
functioned as a guidance to conduct the other classroom action research.
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REFERENCES
Brown, H. D. (2004). Language Assessment: Principle and Classroom Practices.
New York: Pearson Education Inc.
Burns, A. (2010). Doing Action Research inEnglish Language Teaching.New
York: Routledge.
Carter, R. & Nunan, D. (2001). The Cambridge Guide to Teaching English to
Speaking of Other Languages: The Press Syndicate of the University of
Cambridge, United Kingdom.
Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods inEducation.
London: Routledge.
Daller, H., Milton, J. & Treffers-Daller, j. (2007). Modelling and Assessing
pVocabulary Knowledge. USA: Cambridge University Press.
Downing, A. & Locke, P (2006). English Grammar: A University Course Second
Edition. New York: Routledge.
Fulcher, G & Davidson, F (2007). Language Testing and Assessment.New York:
Routledge.
Goodnough, K. (2011). Taking Action in Science Classrooms Through
Collaborative Action Research.Rotterdam: Sense Publishers.
Hiebert, E. H. & Kamil, M. L. (2005). Teaching and Learning
Vocabulary:Bringing Research to Practice. Ney Jersey: Lawrence Erlbaum
Associates Inc.
Huddleston, R., & Pullum, G. K. (2005). A Student's Introduction to English
Grammar. New York: Cambridge University Press.
Jackcson, H. (2005). Good Grammar For Students.London: SAGE Publications
Ltd.
Linse, C. T. & Nunan, D. (2005). Practical English language Teaching: Young
learners. New York: McGraw-Hill ESL/ELT.
McCarten, J. (2007). Teaching vocabulary: Lessons from the Copus, Lessons
from the Classroom. New York: Cambridge University Press.
McCharthy, M., O’Keeffe, A & Walsh. S (2010). Vocabulary Matrix:
Understanding, Learning, Teaching. Croatia: Cengage Learning.
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Nation, I. S. P. (2001). Learning Vocabulary in Another Language. United
Kingdom: Cambridge University Press.
Norton, L. S. (2009). Action Research in Teaching and Learning: A practical
guide to conducting pedagogical research in universities. USA:
Routledge.
Nunan, D. (2004). Task-based Language Teaching. New York: Cambridge
University Press.
Pikulski, J. J. & Sane, T. (2004). Teaching and Developing Vocabulary. USA:
Houghton Mifli Company
Thornbury, S. (2002). How to Teach Vocabulary.United Kingdom: Person
Education Limited.
Williams, J. D. (2005). The Teacher’s Grammar Book. New Jersey: Lawrence
Erlbaum Associates Inc.
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APPENDICES
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APPENDIX 1
LIST OF SUBJECT NAME
No Nama
1 Adi Tenaya I Komang
2 Adu Yusta Amanda Humara I Made
3 Adi Darma Putra I Putu
4 Antika Yasa I Made
5 Adi Rama Hendra Putra Dewa Putu
6 Arsiani Ni Nyoman
7 Arta Widyana I Putu Gede
8 Ayu Desi Anitasari Ni Made
9 Ayu Linda Dewi Ni Gusti Ayu Made
10 Ayu Trisna Dewi Ni Made
11 Ayu Weda Lestari Ni Putu
12 Bastiana I Wayan
13 Dandaphani Ra Purnama Ni Putu
14 Dewantara putra Dewa Bagus
15 Dian Ambarawati Ni Putu
16 Dwikye Berliana
17 Eka Yuliani Gusti Agun Ayu Putu
18 Ellisa Krisnawati
19 Febri Putri Ni Kadek
20 Hendra Ari Gunawan I Wayan
21 Indrawan I Nyoman
22 Jimmy Setiawan I Putu
23 Meisy Paramitha Ni Putu
24 Panji Setiawan I Made
25 Putu Oka Riyadi I Gusti
26 Ririn Virawidyanti Ni Luh Gede
27 Isma Yanthi Dewa Ayu Made
28 Wahyu Aditia I made
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APPENDIX 2
PRE TEST
Please complete the sentence with the correct answer!
1. He buys an expensive book and the price is (56.000) . . . . rupiah.
2. Tony has (17) . . . . dogs.
3. We have (10) . . . fingers.
4. The function of my . . . . is to taste something.
5. I hear a voice using my . . . .
6. Andy has a sister, and his sister’s son is his . . . .
7. My . . . . is my father’s grandmother.
8. Anton’s father is a . . . . and his father usualy takes a model picture with the
camera.
9. My sister is a . . . . and she manage a hotel.
10. Komang is a . . . . , he usually makes a statue from wood.
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APPENDIX 3
POST TEST
Session 1 Cycle I
Please complete the sentence with the correct answer!
1. Andy is my uncle’s son. He is my . . . .
2. The mother of my m father is called . . . .
3. My mother has two daughters, me and Shinta. So Shinta is my . . . .
4. Andi is my . . . . because he is my brother’s son.
5. My . . . . is my mother’s sister
6. My father’s . . . . is my mother.
7. Julia is my aunt. Her husband’s name is Joe. So Joe is my . . . .
8. My father’s grand father is my . . . .
9. My wife’s father is my . . . .
10. His step father’s son is his . . . . Her name is Keenan.
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APPENDIX 4
LESSON PLAN
Cycle I session 1
School/Institution : SMPN 1 Selemadeg Barat
Subject : English
Theme : Familly mebers
Class/Semester : VIII B/2
Time Allotment : 2 x 40 minutes
A. Standard Competence :
Understanding a simple transactional and interpersonal conversation in integrated
with a close environment
B. Basic Competence :
Responding in transactional and interpersonal conversation use a simple language in
integrated with a close environment.
C. Indicators :
1. Expressing the meaning of vocabulary about part of body correctly.
2. Writing the vocabularies correctly.
D. Learning Objective :
In the end of the study, the students are able to:
1. Expressing the meaning of vocabulary about part of body correctly.
2. Writing the vocabularies correctly.
E. Learning material :
Vocabularies about familly members with the meaning. For example:
11. The mother of my m father is called grandfather.
12. My aunt is my mother’s sister
13. My father’s wife is my mother. Ect.
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F. Approach / method/ technique :
1. Dictation
G. Learning activities :
Teacher’s Activities Students’ Activities
Pre Activity (15 minute)
1. Greeting the students.
2. Introducing myself.
3. Checking the presence list of the
students.
4. Warming up the students by asking
some questions concerning to the
topic.
1. Responding the teacher’s greeting.
2. Listening
3. Raising their hands and saying
“present” when their names are
called.
4. Paying attention and answering the
questions.
Whilst Activity (45 minute)
1. Describing the students about the
material that will be taught.
2. Asking the students to listen up what
the teacher says.
3. Asking the students to write what the
teacher says about the material. For
example :
a) The mother of my m father is
called grandfather.
b) My aunt is my mother’s sister
c) My father’s wife is my mother.
Ect.
4. Correcting the students’ test.
5. Giving a point to the students’ work.
1. Paying attention to the teacher.
2. Listening up the teacher.
3. Writing what the teacher says.
4. Listening to the teacher’s
explanation.
5. Paying attention
Post activity (20 minute)
1. Asking the students to answer the
students’ worksheet.
2. Asking the difficulties that are found
by the students.
3. Teacher concludes the learning
process.
1. Answering the students’ worksheet.
2. Discussing the difficulties.
3. Paying attention to the teacher’s
explanation.
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H. Learning source and media :
a. Media : Board markers, eraser , blank paper, text.
I. Assessment / Evaluation :
• The students answer the completion.
• The score is between 0-100.
No Criteria Score
1 Correct answer
I. Completion
10
2 Wrong answer 0
J. Follow Up
After tthe evaluation is done, if the result of the evaluation is unacceptable, so the
repetition will be conducted to this lesson plan.
Mahasiswa,
I Gede Widyasmara Putra
NPM. 09.8.03.51.31.2.5.3311
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APPENDIX 5
POST TEST
Session 2 Cycle I
Please complete the sentence with the correct answer!
1. Exan is a . . . . . Her job is helping the doctor.
2. . . . . teaches the student in the classroom.
3. The one that makes a clothes is named . . . .
4. If I have toothache, I will look for a . . . .
5. Anto’s father is a . . . . He always helps his father to catch fish.
6. She is a . . . . that always serves a food for me in the restaurant.
7. A . . . . always types documents in a company.
8. His father can make everything from wood. His father is . . . .
9. Jonathan is sick. He just has to find a . . . .
10. He always takes a tourist from the airport, then takes the tourist to everywhere
by car with a tour guide. He is a . . . .
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APPENDIX 6
LESSON PLAN
Session 2 Cycle I
School/Institution : SMPN 1 Selemadeg Barat
Subject : English
Theme : Job
Class/Semester : VIII B/2
Time Allotment : 2 x 40 minutes
K. Standard Competence :
Understanding a simple transactional and interpersonal conversation in integrated
with a close environment
L. Basic Competence :
Responding in transactional and interpersonal conversation use a simple language in
integrated with a close environment.
M. Indicators :
6. Expressing the meaning of vocabulary about job correctly.
7. Writing the vocabularies correctly.
N. Learning Objective :
In the end of the study, the students are able to:
3. Expressing the meaning of vocabulary about job correctly.
4. Writing the vocabularies correctly.
O. Learning material :
Vocabularies about job with the meaning. For example:
1. She is a waitrees that always serves a food for me in the restaurant.
2. If I have toothache, I will look for a dentist
3. Exan is a nurse, Her job is helping the doctor.
P. Approach / method/ technique :
2. Dictation
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Q. Learning activities :
Teacher’s Activities Students’ Activities
Pre Activity (15 minute)
5. Greeting the students.
6. Introducing myself.
7. Checking the presence list of the
students.
8. Warming up the students by asking
some questions concerning to the
topic.
5. Responding the teacher’s greeting.
6. Listening
7. Raising their hands and saying
“present” when their names are
called.
8. Paying attention and answering the
questions.
Whilst Activity (45 minute)
3. Describing the students about the
material that will be taught.
4. Asking the students to listen up what
the teacher says.
5. Asking the students to write what
the teacher says about the material.
For example:
a) She is a waitrees that always
serves a food for me in the
restaurant.
b) If I have toothache, I will look
for a dentist
c) Exan is a nurse, Her job is
helping the doctor.
6. Correcting the students’ test.
7. Giving a point to the students’ work.
6. Paying attention to the teacher.
7. Listening up the teacher.
8. Writing what the teacher says.
9. Listening to the teacher’s
explanation.
10. Paying attention
Post activity (20 minute)
4. Asking the students to answer the
students’ worksheet.
5. Asking the difficulties that are found
by the students.
6. Teacher concludes the learning
process.
4. Answering the students’ worksheet.
5. Discussing the difficulties.
6. Paying attention to the teacher’s
explanation.
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R. Learning source and media :
b. Media : Board markers, eraser, blank paper, text.
S. Assessment / Evaluation :
• The students answer the completion.
• The score is between 0-100.
No Criteria Score
1 Correct answer
II. Completion
10
2 Wrong answer 0
T. Follow Up
After tthe evaluation is done, if the result of the evaluation is unacceptable, so the
repetition will be conducted to this lesson plan.
Mahasiswa,
I Gede Widyasmara Putra
NPM. 09.8.03.51.31.2.5.3311
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APPENDIX 7
POST TEST
Session 1 Cycle II
Please complete the sentence with the correct answer!
1. I have (16) . . . . dogs.
2. Julia gets (54) . . . . post cards in a week.
3. This bag is the most expensive one that I have. It’s (650.000) . . . . rupiah.
4. In a day I can get (116) . . . . stamps from my friends.
5. The cell phone price is (1.300.000) . . . . rupiah.
6. My father had (3.000.000) . . . . savings.
7. She wins (2.500.000.000) . . . . from the tv show quiz.
8. There are around (1.500) . . . . kind of fish in the sea.
9. My house has (4) . . . . doors.
10. My aunt’s weight is (74) . . . . killograms.
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APPENDIX 8
LESSON PLAN
Session 1 Cycle II
School/Institution : SMPN 1 Selemadeg Barat
Subject : English
Theme : Numbers
Class/Semester : VIII B/2
Time Allotment : 2 x 40 minutes
U. Standard Competence :
Understanding a simple transactional and interpersonal conversation in integrated
with a close environment
V. Basic Competence :
Responding in transactional and interpersonal conversation use a simple language in
integrated with a close environment.
W. Indicators :
8. Expressing the meaning of vocabulary about numbers correctly.
9. Writing the vocabularies correctly.
X. Learning Objective :
In the end of the study, the students are able to:
5. Expressing the meaning of vocabulary about numbers correctly.
6. Writing the vocabularies correctly.
Y. Learning material :
Vocabularies about numbers. For example:
1. I have two dogs.
2. In my garden there are twelve trees.
3. My father had three million savings. ect
Z. Approach / method/ technique :
3. Dictatio
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AA. Learning activities :
Teacher’s Activities Students’ Activities
Pre Activity (15 minute)
9. Greeting the students.
10. Introducing myself.
11. Checking the presence list of the
students.
12. Warming up the students by asking
some questions concerning to the
topic.
9. Responding the teacher’s greeting.
10. Listening
11. Raising their hands and saying
“present” when their names are
called.
12. Paying attention and answering the
questions.
Whilst Activity (45 minute)
8. Describing the students about the
material that will be taught.
9. Asking the students to listen up what
the teacher says.
10. Asking the students to write what
the teacher says about the material.
For example:
a) I have two dogs.
b) In my garden there are twelve
trees.
c) My father had three million
savings. ect
11. Correcting the students’ test.
12. Giving a point to the students’ work.
11. Paying attention to the teacher.
12. Listening up the teacher.
13. Writing what the teacher says.
14. Listening to the teacher’s
explanation.
15. Paying attention
Post activity (20 Minute)
7. Asking the students to answer the
students’ worksheet.
8. Asking the difficulties that are found
by the students.
9. Teacher concludes the learning
process.
7. Answering the students’ worksheet.
8. Discussing the difficulties.
9. Paying attention to the teacher’s
explanation.
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BB. Learning source and media :
c. Media : Board markers, eraser, blank paper, text.
CC. Assessment / Evaluation :
• The students answer the completion.
• The score is between 0-100.
No Criteria Score
1 Correct answer
III. Completion
10
2 Wrong answer 0
DD. Follow Up
After tthe evaluation is done, if the result of the evaluation is unacceptable, so the
repetition will be conducted to this lesson plan.
Mahasiswa,
I Gede Widyasmara Putra
NPM. 09.8.03.51.31.2.5.3311
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APPENDIX 9
POST TEST
Session 2 Cycle II
Please complete the sentence with the correct answer!
1. We have a . . . . between our eyes and mouth.
2. She uses her . . . . to listen every single words.
3. There are some types of . . . . .There are curly and wavy.
4. We have two . . . . to see something.
5. My shoes don’t fit in my . . . . .
6. I always say “I Love You” to my mom using my . . . . .
7. I have a lot of gloves for my . . . . when making a cake.
8. There is a ring on his wife’s . . . . .
9. Her . . . . will be red when she’s embrassed.
10. Hair under the nose is named . . . . .
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APPENDIX 10
LESSON PLAN
Session 2 Cycle II
School/Institution : SMPN 1 Selemadeg Barat
Subject : English
Theme : Part of body
Class/Semester : VIII B/2
Time Allotment : 2 x 40 minutes
EE. Standard Competence :
Understanding a simple transactional and interpersonal conversation in integrated
with a close environment
FF. Basic Competence :
Responding in transactional and interpersonal conversation use a simple language in
integrated with a close environment.
GG. Indicators :
10. Expressing the meaning of vocabulary about part of body correctly.
11. Writing the vocabularies correctly.
HH. Learning Objective :
In the end of the study, the students are able to:
7. Expressing the meaning of vocabulary about part of body correctly.
8. Writing the vocabularies correctly.
II. Learning material :
Vocabularies about part of body with the meaning. For example :
1. I have two eyes to see something.
2. She uses her ears to listen every single words.
3. My shoes don’t fit in my feet. Ect.
JJ. Approach / method/ technique :
4. Dictation
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KK. Learning activities :
Teacher’s Activities Students’ Activities
Pre Activity (15 minute)
13. Greeting the students.
14. Introducing myself.
15. Checking the presence list of the
students.
16. Warming up the students by asking
some questions concerning to the
topic.
13. Responding the teacher’s greeting.
14. Listening
15. Raising their hands and saying
“present” when their names are
called.
16. Paying attention and answering the
questions.
Whilst Activity (45 minute)
13. Describing the students about the
material that will be taught.
14. Asking the students to listen up what
the teacher says.
15. Asking the students to write what the
teacher says about the material. For
example :
a). I have two eyes to see something.
b). She uses her ears to listen every
single words.
c). My shoes don’t fit in my feet.
Ect.
16. Correcting the students’ test.
17. Giving a point to the students’ work.
16. Paying attention to the teacher.
17. Listening up the teacher.
18. Writing what the teacher says.
19. Listening to the teacher’s
explanation.
20. Paying attention
Post activity (20 minute)
10. Asking the students to answer the
students’ worksheet.
11. Asking the difficulties that are found
by the students.
12. Teacher concludes the learning
process.
10. Answering the students’ worksheet.
11. Discussing the difficulties.
12. Paying attention to the teacher’s
explanation.
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LL. Learning source and media :
d. Media : Board markers, eraser, blank paper, text
MM. Assessment / Evaluation :
• The students answer the completion.
• The score is between 0-100.
No Criteria Score
1 Correct answer
IV. Completion
10
2 Wrong answer 0
NN. Follow Up
After tthe evaluation is done, if the result of the evaluation is unacceptable, so the
repetition will be conducted to this lesson plan.
Mahasiswa,
I Gede Widyasmara Putra
NPM. 09.8.03.51.31.2.5.3311
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APPENDIX 11
KUESIONER
Petunjuk dalam menjawab soal:
• Bacalah pertanyaan dibawah ini secara seksama.
• Jawablah pertanyaan ini dengan sejujur-jujurnya.
• Silangkan (x) huruf A, B, C atau D yang menjadi pilihan jawaban
anda pada lembar soal yang disediakan.
• Kumpulkan lembar soal kepada guru apabila anda sudah selesai
mengerjakan soal ini.
1. Apakah menurut anda belajar kosa kata dalam bahasa ingris menggunakan
dictation itu menyenangkan?
A. sangat menyenangkan
B. menyenangkan
C. biasa-biasa saja
D. kurang menyenangkan.
2. Bagaimana kesan anda terhadap pembelajaran kosa kata dalam bahasa inggris
inggris dengan menggunakan dictation?
A. sangat menarik
B. menarik
C. biasa-biasa saja
D. kurang menarik
3. Apakah anda menyukai belajar kosa kata dalam bahasa inggris dengan
menggunakan dictation?
A. sangat menyukai
B. menyukai
C. biasa-biasa saja
D. kurang menyukai
4. Apakah belajar kosa kata dalam bahasa inggris melalui dictation bermanfaat
bagi kemampuan anda dalam berbicara?
A. sangat bermanfaat
B. bermanfaat
C. biasa-biasa saja
D. kurang bermanfaat
5. Apakah situasi pembelajaran melalui dictation dapat membantu anda dalam
mengetahui kosa kata dalam bahasa inggris dengan baik?
A. sangat membantu
B. membantu
C. biasa-biasasaja
D. kurang membantu
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6. Apakah cara belajar kosa kata dalam bahasa inggris melalui dictation ini,
anda bersemangat dalam belajar?
A. sangat bersemangat
B. bersemangat
C. cukup bersemangat
D. tidak bersemngat
7. Apakah dengan cara pembelajaran melaui dictation, pengetahuan kosa kata
dalam bahasa inggris anda meningkat?
A. sangat meningkat
B. meningkat
C. cukup meningkat
D. tidak meningkat
8. Apakah cara belajar kosa kata dalam bahasa inggris dengan dictation
membantu meningkatkan daya ingat anda tentang kosakata dalam Bahasa
Inggris?
A. Sangat meningkat
B. Meningkat
C. Cukup meningkat
D. Tidak meningkat
9. Apakah anda mengalami kesulitan selama berlangsungnya proses belajar kosa
kata dalam bahasa inggris dengan dictation?
A. Sangat mengalami kesulitan
B. Cukup banyak mengalami kesulitan
C. Sedikit mengalami kesulitan
D. Tidak mengalami kesulitan sama sekali
10. Apakah perintah yang disampaikan oleh guru pada saat pengajaran kosa kata
dalam bahasa inggris menggunakan dictation mudah dipahami?
A. sangat mudah
B. mudah
C. cukup mudah
D. tidak mudah
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AUTOBIOGRAPHY
My name is I Gede Widyasmara Putra and I was born in
Tabanan on October 31st 1991. I live at Jl. Tukad Sarikuning I
no 2. My father is Drs. I Wayan Sutariyasa as the headmaster
of SDN 1 Lalang Linggah and my mother is Dra. Ni Nyoman
Darsi as a seller. I have one younger sister. My parents hope all
of their children can graduate at university according to their
ability and interest. I started my study in kindergarten at TK Srikandi Surabrata
from 1996 until 1997. I continued my study to elementary school at SDN 1
Lalang Linggah from 1997 until 2003. Then, I continued to junior high school at
SMPN 3 Selemadeg Barat from 2003 until 2006 and senior high school at SMKN
3 Denpasar from 2006 until 2009. After finishing my study at senior high school, I
continued my study at Mahasaraswati Denpasar University from 2009 until 2013.
I concentrated at English Department, Faculty of Teacher Training and Education.
I took English because I wanted to be a teacher. Besides, I also think that English
should be mastered in modern era. During my study, I got a lot of knowledge and
experiences from my class and student’s organization. The lecturers here also very
friendly, kindly and welcome and it makes me very enjoy the teaching learning
process. I believe that what we do wholeheartedly, full with hard work, discipline,
and prayer will give us a satisfying result.
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