I.

INTRODUCTION

1.1 Background of the Research

English is one of the foreign languages which is studied and learnt in

Indonesia. Generally, It is studied not only to help the students or learners to master

this language in spoken and written but also to understand the books, magazines,

newspapers and other information sources which are written in English. Students

have to study this language because it has been a part of curriculum. So that, one of

these problems faced by Indonesian students in studying English is dealing with

vocabulary.

In English, there are four language skills. They are listening, speaking,

reading, and writing. These skills should be taught to the learners in every level.

From basic up to the advanced level, in order that the learners could improve their

English competence. In Indonesia, English is still regarded as a foreign language.

English deals with two important aspects namely: what to teach and how to teach.

The first deals with the material the teachers are going to teach and the second

concerns on the techniques approach, and method of teaching in accordance with the

materials chosen.

In term of English teaching, vocabulary is one of the components which

support other skills such as listening, speaking, reading and writing. On the other

hand, the students learning English should know some words as basic foundation for

the language learning. Besides that, someone must learn about meaning of the

vocabulary and how to use it in sentences.

Vocabulary is one of the major problems in confronting EFL learners.

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Because of their anemic vocabulary, they cannot communicate their ideas as clear as

they would like to and read the columns of a newspaper or popular magazines or

even understand news cast on the radio or television. Their listening-comprehension,

writing and reading abilities are in a weak position because of their limited

vocabulary (Alkhufaishi, 1996:42).

Anyway teaching vocabulary is obviously more than just presenting new

words. It also includes a decision which words should taught and how frequent they

are used by speaker of the language. Again, now we usually find that the way of

teaching makes students lazy and bored. Therefore, a teacher needs something

different to make students interested, mostly children, because they are very easy to

get bored.

Therefore, an English teacher needs something interesting attractive which

can motivate his students. It is based on the characteristics and attitude of the

children that they are curious and often seeks something that the teacher notices them

and shows appreciation for what they are doing. So, to motivate them, a teacher

needs something new that can stimulate their curiosity (Richards, 2002:19).

The above statement emphasizes that the using of method is an important key

toward a successful teaching. The writer has chosen to discuss one aspect of English

teaching learning that deals with vocabulary. That is improving students’ vocabulary

by using big book. And it is hoped that the result of this investigation can help

teachers and students of English in teaching and learning process of vocabulary.

Teaching vocabulary by using big book according to some linguists has many

advantages. Big book is the book that has bright pictures and sturdy pages help kids
learn English or other language words for the things that are part of everyday life:

colors, shapes, numbers, their clothes, even parts of their house. It is an oversized

board book that offers basic English vocabulary (Emberley, 2008:3). Like other

teaching and learning devices, big book can make the students enjoy the learning

process. Thus, big book plays an important role in increasing students’ vocabulary.

1.2 The Problem of the Research

The problems of this research are in the following:

1. Can the sixth year students of MIN Krueng Baro improve their ability in

mastering English vocabulary when the teacher uses big book in the

teaching?

2. What are the advantages of using big book in teaching English vocabulary

to the sixth year students of MIN Krueng Baro?

1.3 The Purpose of the Research

The purposes of this research based on the problem of this research are as

follows:

1. To know if the sixth year students of MIN Krueng Baro can improve their

ability in mastering English vocabulary when the teacher uses big book in the

teaching.

2. To find out the advantages of using big book in teaching English vocabulary

to the sixth year students of MIN Krueng Baro.

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1.4 The Significance of the Research

This study is hoped to give meaningful knowledge both theoretically and

practically concerns. Theoretically, the study will give reasonable benefit in

describing the students’ vocabulary mastering ability through big book, especially to

the sixth year students of MIN Krueng Baro. Practically, the finding of the research

is expected to give a priority measures in teaching English vocabulary for teacher.

Meanwhile for the students, it is hoped that big book can enrich their vocabulary so

that they can comprehend the English text in various kinds, written or spoken.

1.5 The Scope of the Research

The writer gives the scope of this research for limiting the focus of the

research. The focus of this research concerns with teaching English vocabulary,

especially noun, and verb through big book. The big book used is that has interesting

picture on it. The material given will depend on the topic of teaching.

1.6 The Definition of Key Terms

In this thesis, the writer gives some explanation about a few key terms. These

key terms’ function is to make the reader understand exactly about a few words or

phrases.

1. Vocabulary

“Vocabulary” is a list of words and sometime phrase usually arranged in

alphabetical order and define, etc (Webster, 1997:2046). According to Oxford

Leaner’s Pocket Dictionary (2005:482), “Vocabulary” is all the words that a

person knows or uses; all the words in a language; and all the words with their
meanings, especial in a book for learning a foreign language. In this case,

“vocabulary” means a list of words taught by the teacher through big book.

2. Big Book

“Big book” is the book that has bright pictures and sturdy pages help kids learn

English or other language words for the things that are part of everyday life:

colors, shapes, numbers, their clothes, even parts of their house. It is an oversized

board book that offers basic English vocabulary (Emberley, 2008:3).

3. Classroom Action Research (CAR)

“Classroom Action Research” is a form of reflective research that is conducted by

teacher which its result can be used as a tool to improve the teaching and learning

process (Asrory, 2008:4).

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 II. THE REVIEW OF RELATED LITERATURE

2.1 The Definition of Vocabulary

Vocabulary in a language is one of the vital aspects to be mastered by the

students of English. An explanation about vocabulary and its function in language

teaching is necessary. Vocabulary is defined as all the words recognized and

understood by a particular person, although they are not necessary to be used by him.

According to Oxford Leaner’s Pocket Dictionary, “Vocabulary is: (1) all the

words that a person knows or uses; (2) all the words in a language; (3) list of words

with their meanings, especially in a book for learning a foreign language”. And

according to Webster (1997:56), “Vocabulary is a list of word and sometime phrase

usually arranged in alphabetical order and defined as dictionary of lexicon”.

From the definition, it can be concluded that vocabulary is a number of word

or a bunch of words that should be familiar with someone and have in his/her mind.

In other words, vocabulary is the word capacity of someone when he is writing or

reading a text, or when he or she is expressing own ideas in practical communication.

So, it would be impossible for one who doesn’t have enough vocabulary to

communicate his ideas as clearly as he would like either in oral or written.

Usually vocabulary is quite important in practicing oral communication but

we found some students have limited vocabulary in improving their English. They

cannot enlarge any vocabulary because they rarely read some materials in English. It

is obstacle faced by the students who learn English. Besides, vocabulary is important

in practicing listening, speaking, reading, and writing. And vocabulary is a set of

words known by a person or other entity or that are part of a specific language.
 After having an understanding on the definitions of vocabulary in previous

section, the writer tries to discuss about the importance vocabulary. Learning

vocabulary is considered as a basic task to the learners. Those who have lack of

vocabulary cannot express their ideas clearly and they can read a book which they

like. Because of that, vocabulary plays as importance role in learning language.

The writer realizes that we cannot neglect teaching vocabulary to young

learners in teaching English. With limited vocabulary the students are hardly to

express the idea clearly as they want. Many experienced instructors know how

importance the vocabulary is. Richards (2002:26) aggress that communication

oriented teaching the most presses concern for the learners is the need to master an

adequate foreign language vocabulary. He adds that one of the big problems is

learning a foreign language when reading materials written in that language is a lot

of difficult word so that the students do not understand what they read about a

language relation and how they are realized.

In addition, Alkhufaishi (1996:45) also states about the importance of

vocabulary, there general agreement that the possession of large number of

vocabulary item is necessary to success in social, professional, and intellectual life;

that vocabulary is a vehicle for thought, self-expression, and communication. Based

the statement above, we have assumption that success in learning foreign language

depends very much on the mastery vocabulary. Without sufficient vocabulary of the

target language, the students face a lot of difficulties in developing the language

skills.

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 III. RESEARCH METHODOLOGY

This part focuses on the research method employed in the present study. The

discussion includes the design of research, the setting and the subject of the research,

the technique of data collecting and the schedule of research.

3.1 The Design of the Research

The design of the research is Classroom Action Research (CAR). As it

explained by Asrori, (2008:45) that Classroom Action Research (CAR) is a kind of

research that involves some people like the principal, teacher, lectures, or etc

simultaneously. It aims to improve teaching practical quality, contribute teaching

theoretical development or educational and teacher career progression.

The Classroom Action Research (CAR) is designed to implement the using of

big book in teaching English vocabulary. The research is intended to develop a

strategy to solve the problem found by the teacher in teaching of English vocabulary.

And it is conducted by giving certain action to improve and increase the quality of

teaching practices in the classrooms in order that those practices become more

professional.

Asrory (2008:100) explained that in the procedure and implementation of the

process, there are some stages that were done in repeated cycles. First, planning an

action, the researcher designed a lesson plan and prepared the topic which was given

to the students and suitable to the students at the class. The second, implementation

of the action that the researcher conducted in the teaching and learning process. The

researcher taught the material about vocabulary using big book in order to improve

the students’ ability in mastering the English vocabulary.

 The third, observation that was done by the researcher to collect data during

action. The fourth, reflection and data analysis that showed the results of the action

done in each action. If the action of each cycle was considered not being successful,

the researcher revised the plan and continued to the next cycle. But if the action has

met the proposed criteria, another cycle carried out to prove the result of cycle I..

The quotations above are in line with what is stated by Arikunto (2005:54)

that there are four steps of action research.

Dalam The Action Research Planner Stephen Kemmis dan Robin

McTaggert memberikan pedoman tentang langkah-langkah yang
dilalui jika seseorang melaksanakan penelitian tindakkan (action
research) yaitu :
1. Menyusun sebuah rencana (to develop a plan) untuk
mengembangkan atau meningkatkan tindakan yang
sudah dan sedang dilangsungkan.
2. Melaksanakan apa yang di rencanakan (to act to
implement the plan).
3. Mengadakan pengamatan terhadap akibat dari tindakan
yang dilakukan (to observe the effects of action in the
context in which it occurs).
4. Mengadakan refleksi berdasarkan atas akibat-akibat
tindakan untuk membuat rencana tindak lanjut (to reflect
on these effects as a basis for further planning,
subsequent action and so on, through a succession of
cycles).

Based on Arikunto’s statement above, the researcher concluded that there

were four steps in Action Research, namely planning an action, implementing the

action, observing the action and reflecting the effect of action to make further

planning.

The procedures employed are adapted from Kemmis and McTaggert’s Action

Research model. The visual illustration of the steps is shown in figure below.

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 Report (adapted from Kemmis & Taggart, 1998)
1 Classroom Action Research Procedures
Conclusion
Successful Unsuccessful
ANALYSIS AND FINDING
The students have low ability in mastering vocabulary. It was proved through the test.
The strategic used in the teaching and learning process are not varied and uninteresting.

IMPLEMENTING THE PLAN PLANNING THE ACTION

ching and learningDesigning
process ona the lesson
lesson planplan.
for teaching vocabulary through big book.
Preparing instrument, observation sheet and criteria of success.

OBSERVING

a about the effect of implementations of the action.

REFLECTING ON THE ACTION

lected data
ther the action is successful or unsuccessful

Revised Plan
3.2 The Setting and the Subject of the Research

This research is conducted at MIN Krueng Baro. There is only one class of

sixth year students at the school. The researcher decided to choose this class as the

subject of the research to make it easier for the researcher to collect the data. The

subject class consists of 35 students. The reason why the researcher chose one class

only is because Classroom Action Research is conducted in one class. Classroom is

the place where a group of student in the same time receives the same lesson from

the teacher (Suharsimi, 2007:3 in Asrori, 2008:5).

3.3 The Technique of Data Collecting

In collecting the data, the writer will ask the subject of this research to answer

some tests; pre-test and post-test. Pre-test is given before the treatment and post-test

will be given after the treatment. Observation sheets and field note also will be used

as the instrument in collecting data. Its functions are the following:

1. To assess the students’ motivation and curiosity during the learning

process.

2. To check the students’ vocabulary improvement during the class.

3. To find out the advantages of using big book in teaching English

vocabulary.

4. To check the students’ attitude while participating the action during

the class.

3.4 The Technique of Data Analyzing

In this research, the data will be analyzed qualitatively. It means that all the

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data gathered from the observation will be analyzed descriptively. Analyzing data

will be conducted in each cycle.

3.5 The Schedule of the Research

The research will be completed in four months right away after this proposal

approved by the authorized lecturers of Almuslim University. The writer also

provides the schedule in a simple table as the following:

Simple General Table of the Research Schedule

September (2009) October (2009) November (2009) December (2009)

Preparing to do Implementing to Implementing to Implementing to
the first cycle do the first cycle do the second do the third cycle
cycle (if it is considered
required)