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Correlation research is a form of analysis in which you correlate one variable with another to determine if there is a relationship between them. Correlation research is used: 1) as a first step prior to experimentation 2) when experiments cannot be conducted (for ethical or practical reasons) It is different to an experiment because in correlation research you do not manipulate a variable, you gather information through: 1) Observation 2) Surveys or Questionnaires 3) Archived Information
5 years ago

Research Methods
To understand the use of statistics, one needs to know a little bit about experimental design or how a researcher conducts investigations. A little knowledge about methodology will provide us with a place to hang our statistics. In other words, statistics are not numbers that just appear out of nowhere. Rather, the numbers (data) are generated out of research. Statistics are merely a tool to help us answer research questions. As such, an understanding of methodology will facilitate our understanding of basic statistics.

Validity
A key concept relevant to a discussion of research methodology is that of validity. When an individual asks, "Is this study valid?", they are questioning the validity of at least one aspect of the study. There are four types of validity that can be discussed in relation to research and statistics. Thus, when discussing the validity of a study, one must be specific as to which type of validity is under discussion. Therefore, the answer to the question asked above might be that the study is valid in relation to one type of validity but invalid in relation to another type of validity. Each of the four types of validity will be briefly defined and described below. Be aware that this represents a cursory discussion of the concept of validity.

Each type of validity has many threats which can pose a problem in a research study. Examples, but not an exhaustive discussion, of threats to each validity will be provided. For a comprehensive discussion of the four types of validity, the threats associated with each type of validity, and additional validity issues see Cook and Campbell (1979). Statistical Conclusion Validity: Unfortunately, without a background in basic statistics, this type of validity is difficult to understand. According to Cook and Campbell (1979), "statistical conclusion validity refers to inferences about whether it is reasonable to presume covariation given a specified alpha level and the obtained variances (p. 41)." Essentially, the question that is being asked is - "Are the variables under study related?" or "Is variable A correlated (does it covary) with Variable B?". If a study has good statistical conclusion validity, we should be relatively certain that the answer to these questions is "yes". Examples of issues or problems that would threaten statistical conclusion validity would be random heterogeneity of the research subjects (the subjects represent a diverse group - this increases statistical error) and small sample size (more difficult to find meaningful relationships with a small number of subjects). Internal Validity: Once it has been determined that the two variables (A & B) are related, the next issue to be determined is one of causality. Does A cause B? If a study is lacking internal validity, one can not make cause and effect statements based on the research; the study would be descriptive but not causal. There are many potential threats to internal validity. For example, if a study has a pretest, an experimental treatment, and a follow-up posttest, history is a threat to internal validity. If a difference is found between the pretest and posttest, it might be due to the experimental treatment but it might also be due to any other event that subjects experienced between the two times of testing (for example, a historical event, a change in weather, etc.). Construct Validity: One is examining the issue of construct validity when one is asking the questions "Am I really measuring the construct that I want to study?" or "Is my study confounded (Am I confusing constructs)?". For example, if I want to know a particular drug (Variable A) will be effective for treating depression (Variable B) , I will need at least one measure of depression. If that measure does not truly reflect depression levels but rather anxiety levels (Confounding Variable X), than my study will be lacking construct validity. Thus, good construct validity means the we will be relatively sure that Construct A is related to Construct B and that this is possibly a causal relationship. Examples of other threats to construct validity include subjects

apprehension about being evaluated, hypothesis guessing on the part of subjects, and bias introduced in a study by expectencies on the part of the experimenter. External Validity: External validity addresses the issue of being able to generalize the results of your study to other times, places, and persons. For example, if you conduct a study looking at heart disease in men, can these results be generalized to women? Therefore, one needs to ask the following questions to determine if a threat to the external validity exists: "Would I find these same results with a difference sample?", "Would I get these same results if I conducted my study in a different setting?", and "Would I get these same results if I had conducted this study in the past or if I redo this study in the future?" If I can not answer "yes" to each of these questions, then the external validity of my study is threatened.

Types of Research Studies

There are four major classifications of research designs. These include observational research, correlational research, true experiments, and quasiexperiments. Each of these will be discussed further below. Observational research: There are many types of studies which could be defined as observational research including case studies, ethnographic studies, ethological studies, etc. The primary characteristic of each of these types of studies is that phenomena are being observed and recorded. Often times, the studies are qualitative in nature. For example, a psychological case study would entail extensive notes based on observations of and interviews with the client. A detailed report with analysis would be written and reported constituting the study of this individual case. These studies may also be qualitative in nature or include qualitative components in the research. For example, an ethological study of primate behavior in the wild may include measures of behavior durations ie. the amount of time an animal engaged in a specified behavior. This measure of time would be qualitative. Surveys are often classified as a type of observational research. Correlational research: In general, correlational research examines the covariation of two or more variables. For example, the early research on cigarette smoking examine the covariation of cigarette smoking and a variety of lung diseases. These two variable, smoking and lung disease were found to covary together.

Correlational research can be accomplished by a variety of techniques which include the collection of empirical data. Often times, correlational research is considered type of observational research as nothing is manipulated by the experimenter or individual conducting the research. For example, the early studies on cigarette smoking did not manipulate how many cigarettes were smoked. The researcher only collected the data on the two variables. Nothing was controlled by the researchers. It is important to not that correlational research is not causal research. In other words, we can not make statements concerning cause and effect on the basis of this type of research. There are two major reasons why we can not make cause and effect statements. First, we dont know the direction of the cause. Second, a third variable may be involved of which we are not aware. An example may help clarify these points. In major clinical depressions, the neurotransmitters serotonin and/or norepinephrine have been found to be depleted (Coppen, 1967; Schildkraut & Kety, 1967). In other words, low levels of these two neurotransmitters have been found to be associated with increased levels of clinical depression. However, while we know that the two variables covary - a relationship exists we do not know if a causal relationship exists. Thus, it is unclear whether a depletion in serotonin/norepinephrine cause depression or whether depression causes a depletion is neurotransmitter levels. This demonstrates the first problem with correlational research; we don't know the direction of the cause. Second, a third variable has been uncovered which may be affecting both of the variables under study. The number of receptors on the postsynaptic neuron has been found to be increased in depression (Segal, Kuczenski, & Mandell, 1974; Ventulani, Staqarz, Dingell, & Sulser, 1976). Thus, it is possible that the increased number of receptors on the postsynaptic neuron is actually responsible for the relationship between neurotransmitter levels and depression. As you can see from the discussion above, one can not make a simple cause and effect statement concerning neurotransmitter levels and depression based on correlational research. To reiterate, it is inappropriate in correlational research to make statements concerning cause and effect. Correlational research is often conducted as exploratory or beginning research. Once variables have been identified and defined, experiments are conductable. True Experiments: The true experiment is often thought of as a laboratory study. However, this is not always the case. A true experiment is defined as an experiment conducted where an effort is made to impose control over all other variables except the one under study. It is often easier to impose this sort of

control in a laboratory setting. Thus, true experiments have often been erroneously identified as laboratory studies. To understand the nature of the experiment, we must first define a few terms: 1. Experimental or treatment group - this is the group that receives the experimental treatment, manipulation, or is different from the control group on the variable under study. 2. Control group - this group is used to produce comparisons. The treatment of interest is deliberately withheld or manipulated to provide a baseline performance with which to compare the experimental or treatment group's performance. 3. Independent variable - this is the variable that the experimenter manipulates in a study. It can be any aspect of the environment that is empirically investigated for the purpose of examining its influence on the dependent variable. 4. Dependent variable - the variable that is measured in a study. The experimenter does not control this variable. 5. Random assignment - in a study, each subject has an equal probability of being selected for either the treatment or control group. 6. Double blind - neither the subject nor the experimenter knows whether the subject is in the treatment of the control condition. Now that we have these terms defined, we can examine further the structure of the true experiment. First, every experiment must have at least two groups: an experimental and a control group. Each group will receive a level of the independent variable. The dependent variable will be measured to determine if the independent variable has an effect. As stated previously, the control group will provide us with a baseline for comparison. All subjects should be randomly assigned to groups, be tested a simultaneously as possible, and the experiment should be conducted double blind. Perhaps an example will help clarify these points. Wolfer and Visintainer (1975) examined the effects of systematic preparation and support on children who were scheduled for inpatient minor surgery. The hypothesis was that such preparation would reduce the amount of psychological upset and increase the amount of cooperation among thee young patients. Eighty children were selected to participate in the study. Children were randomly assigned to either the treatment or the control condition. During their hospitalization the treatment group received the special program and the control group did not. Care was take such that kids in the treatment and the control groups were not roomed together. Measures that were taken included heart

rates before and after blood tests, ease of fluid intake, and self-report anxiety measures. The study demonstrated that the systematic preparation and support reduced the difficulties of being in the hospital for these kids. Let us examine now the features of the experiment described above. First, there was a treatment and control group. If we had had only the treatment group, we would have no way of knowing whether the reduced anxiety was due to the treatment or the weather, new hospital food, etc. The control group provides us with the basis to make comparisons The independent variable in this study was the presence or absence of the systematic preparation program. The dependent variable consisted of the heart rates, fluid intake, and anxiety measures. The scores on these measures were influenced by and depended on whether the child was in the treatment or control group. The children were randomly assigned to either group. If the "friendly" children had been placed in the treatment group we would have no way of knowing whether they were less anxious and more cooperative because of the treatment or because they were "friendly". In theory, the random assignment should balance the number of "friendly" children between the two groups. The two groups were also tested at about the same time. In other words, one group was not measured during the summer and the other during the winter. By testing the two groups as simultaneously as possible, we can rule out any bias due to time. Finally, the children were unaware that they were participants in an experiment (the parents had agreed to their children's participation in research and the program), thus making the study single blind. If the individuals who were responsible for the dependent measures were also unaware of whether the child was in the treatment or control group, then the experiment would have been double blind. A special case of the true experiment is the clinical trial. A clinical trial is defined as a carefully designed experiment that seeks to determine the clinical efficacy of a new treatment or drug. The design of a clinical trial is very similar to that of a true experiment. Once again, there are two groups: a treatment group (the group that receives the therapeutic agent) and a control group (the group that receives the placebo). The control group is often called the placebo group. The independent variable in the clinical trial is the level of the therapeutic agent. Once again, subjects are randomly assigned to groups, they are tested simultaneously, and the experiment should be conducted double blind. In other words, neither the patient or the person administering the drug should know whether the patient is receiving the drug or the placebo. Quasi-Experiments: Quasi-experiments are very similar to true experiments but use naturally formed or pre-existing groups. For example, if we wanted to

compare young and old subjects on lung capacity, it is impossible to randomly assign subjects to either the young or old group (naturally formed groups). Therefore, this can not be a true experiment. When one has naturally formed groups, the variable under study is a subject variable (in this case - age) as opposed to an independent variable. As such, it also limits the conclusions we can draw from such an research study. If we were to conduct the quasiexperiment, we would find that the older group had less lung capacity as compared to the younger group. We might conclude that old age thus results in less lung capacity. But other variables might also account for this result. It might be that repeated exposure to pollutants as opposed to age has caused the difference in lung capacity. It could also be a generational factor. Perhaps more of the older group smoked in their early years as compared to the younger group due to increased awareness of the hazards of cigarettes. The point is that there are many differences between the groups that we can not control that could account for differences in our dependent measures. Thus, we must be careful concerning making statement of causality with quasi-experimental designs. Quasi-experiments may result from studying the differences between naturally formed groups (ie. young & old; men & women). However, there are also instances when a researcher designs a study as a traditional experiment only to discover that random assignment to groups is restricted by outside factors. The researcher is forced to divide groups according to some pre-existing criteria. For example, if a corporation wanted to test the effectiveness of a new wellness program, they might decide to implement their program at one site and use a comporable site (no wellness program) as a control. As the employees are not shuffled and randomly assigned to work at each site, the study has pre-existing groups. After a few months of study, the researchers could then see if the wellness site had less absenteeism and lower health costs than the non-wellness site. The results are again restricted due to the quasi-correlational nature of the study. As the study has pre-existing groups, there may be other differences between those groups than just the presence or absence of a wellness program. For example, the wellness program may be in a significantly newer, more attractive building, or the manager from hell may work at the nonwellness program site. Either way, it a difference is found between the two sites it may or may not be due to the presence/absence of the wellness program. To summarize, quasi-experiments may result from either studying naturally formed groups or use of pre-existing groups. When the study includes naturally formed groups, the variable under study is a subject variable. When a study uses pre-existing groups that are not naturally formed, the variable that is

manipulated between the two groups is an independent variable (With the exception of no random assignment, the study looks similar in form to a true experiment). As no random assignment exists in a quasi-experiment, no causal statements can be made based on the results of the study.

Populations and Samples

When conducting research, one must often use a sample of the population as opposed to using the entire population. Before we go further into the reasons why, let us first discuss what differentiates between a population and a sample. A population can be defined as any set of persons/subjects having a common observable characteristic. For example, all individuals who reside in the United States make up a population. Also, all pregnant women make up a population. The characteristics of a population are called a parameter. A statistic can be defined as any subset of the population. The characteristics of a sample are called a statistic.
Why Sample? This brings us to the question of why sample. Why should we not use the population as the focus of study. There are at least four major reasons to sample.

First, it is usually too costly to test the entire population. The United States government spends millions of dollars to conduct the U.S. Census every ten years. While the U.S. government may have that kind of money, most researchers do not. The second reason to sample is that it may be impossible to test the entire population. For example, let us say that we wanted to test the 5-HIAA (a serotonergic metabolite) levels in the cerebrospinal fluid (CSF) of depressed individuals. There are far too many individuals who do not make it into the mental health system to even be identified as depressed, let alone to test their CSF. The third reason to sample is that testing the entire population often produces error. Thus, sampling may be more accurate. Perhaps an example will help clarify this point. Say researchers wanted to examine the effectiveness of a new drug on Alzheimer's disease. One dependent variable that could be used is an Activities of Daily Living Checklist. In other words, it is a measure of functioning o a day to day basis. In this experiment, it would make sense to

have as few of people rating the patients as possible. If one individual rates the entire sample, there will be some measure of consistency from one patient to the next. If many raters are used, this introduces a source of error. These raters may all use a slightly different criteria for judging Activities of Daily Living. Thus, as in this example, it would be problematic to study an entire population. The final reason to sample is that testing may be destructive. It makes no sense to lesion the lateral hypothalamus of all rats to determine if it has an effect on food intake. We can get that information from operating on a small sample of rats. Also, you probably would not want to buy a car that had the door slammed five hundred thousand time or had been crash tested. Rather, you probably would want to purchase the car that did not make it into either of those samples.
Types of Sampling Procedures As stated above, a sample consists of a subset of the population. Any member of the defined population can be included in a sample. A theoretical list (an actual list may not exist) of individuals or elements who make up a population is called a sampling frame. There are five major sampling procedures.

The first sampling procedure is convenience. Volunteers, members of a class, individuals in the hospital with the specific diagnosis being studied are examples of often used convenience samples. This is by far the most often used sample procedure. It is also by far the most biases sampling procedure as it is not random (not everyone in the population has an equal chance of being selected to participate in the study). Thus, individuals who volunteer to participate in an exersise study may be different that individuals who do not volunteer. Another form of sampling is the simple random sample. In this method, all subject or elements have an equal probability of being selected. There are two major ways of conducting a random sample. The first is to consult a random number table, and the second is to have the computer select a random sample. A systematic sample is conducted by randomly selecting a first case on a list of the population and then proceeding every Nth case until your sample is selected. This is particularly useful if your list of the population is long. For example, if your list was the phone book, it would be easiest to start at perhaps the 17th person, and then select every 50th person from that point on. Stratified sampling makes up the fourth sampling strategy. In a stratified sample, we sample either proportionately or equally to represent various strata or subpopulations. For example if our strata were states we would make sure

and sample from each of the fifty states. If our strata were religious affiliation, stratified sampling would ensure sampling from every religious block or grouping. If our strata were gender, we would sample both men and women. Cluster sampling makes up the final sampling procedure. In cluster sampling we take a random sample of strata and then survey every member of the group. For example, if our strata were individuals schools in the St. Louis Public School System, we would randomly select perhaps 20 schools and then test all of the students within those schools.
Sampling Problems There are several potential sampling problems. When designing a study, a sampling procedure is also developed including the potential sampling frame. Several problems may exist within the sampling frame. First, there may be missing elements - individuals who should be on your list but for some reason are not on the list. For example, if my population consists of all individuals living in a particular city and I use the phone directory as my sampling frame or list, I will miss individuals with unlisted numbers or who can not afford a phone.

Foreign elements make up my second sampling problem. Elements which should not be included in my population and sample appear on my sampling list. Thus, if I were to use property records to create my list of individuals living within a particular city, landlords who live elsewhere would be foreign elements. In this case, renters would be missing elements. Duplicates represent the third sampling problem. These are elements who appear more than once on the sampling frame. For example, if I am a researcher studying patient satisfaction with emergency room care, I may potentially include the same patient more than once in my study. If the patients are completing a patient satisfaction questionnaire, I need to make sure that patients are aware that if they have completed the questionnaire previously, they should not complete it again. If they complete it more that once, their second set of data respresents a duplicate.
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Correlational Research Guidelines

by Dr. Janet Waters

Conducting Correlational Research

Research Design
In general, a correlational study is a quantitative method of research in which you have 2 or more quantitative variables from the same group of subjects, & you are trying to determine if there is a relationship (or covariation) between the 2 variables (a similarity between them, not a difference between their means). Theoretically, any 2 quantitative variables can be correlated (for example, midterm scores & number of body piercings!) as long as you have scores on these variables from the same participants; however, it is probably a waste of time to collect & analyze data when there is little reason to think these two variables would be related to each other. Try to have 30 or more participants; this is important to increase the validity of the research. Your hypothesis might be that there is a positive correlation (for example, the number of hours of study & your midterm exam scores), or a negative correlation (for example, your levels of stress & your exam scores). A perfect correlation would be an r = +1.0 & -1.0, while no correlation would be r = 0. Perfect correlations would almost never occur; expect to see correlations much less than + or - 1.0. Although correlation can't prove a causal relationship, it can be used for prediction, to support a theory, to measure test-retest reliability, etc.

Data collection:
You may collect your data through testing (e.g. scores on a knowledge test (an exam or math test, etc.), or psychological tests, numerical responses on surveys & questionnaires, etc. Even archival data can be used (e.g. Kindergarten grades) as long as it is in a numerical form.

Data Analysis:
With the use of the Excel program, calculating correlations is probably the easiest data to analyze. In Excel, set up three columns: Subject #, Variable 1 (e.g. hours of study), & Variable 2 (e.g. exam scores). Then enter your data in these columns. Select a cell for the

correlation to appear in & label it. Click "fx" on the toolbar at the top, then "statistical", then "Pearson". When asked, highlight in turn each of the two columns of data, click "Finish", & your correlation will appear. Charts in any statistics textbook can tell you if the correlation is significant, considering the number of participants. You can also do graphs & scatter plots with Excel, if you would like to depict your data that way (See Chart wizard).

Presentation of your results in a Research Report:

Use the standard APA style lab report. In the Introduction, briefly review past research & theory in your topic question (e.g. summarize current research on stress & academic achievement). Use APA referencing style to cite your sources. Then in the Methodsection, present a general description of the group of participants (their number, mean age, gender, etc.) in the Participants section, any materials you may have used (e.g. tests, surveys, etc.) in the Materials section, & in the Procedure section, note that your general research strategy was a correlational study, & describe your methods of data collection (e.g. survey, test, etc.). In the Results section of the report, present your correlation statistic in both a table & in words, & note whether or not it is significant. If you have more than 2 variables to correlate, present a correlational matrix, showing the correlation between each of the variables. In the following example, 4 variables were correlated in one study. The correlation between Exam scores & hours of study, for example, is r = +.67, p <.01. This indicates a significant positive relationship between the number of hours of study & subsequent exam scores.

Number of hours of study & subsequent exam scores Hours of study Stress level # of Piercings +.67* - .45* -.15 Exam Scores -.10 -.2 Hrs of Study +.18 Stress level

* p < .01

In the Discussion section, relate your results to past or current research & theory you had cited & described in the Introduction. Do note the statistical significance of your findings, & limits to their generalizability. Remember that even if you did not obtain the significant differences you had hoped to, your results are still interesting, & must be explained, with reference to other research & theory. Janet Waters

http://www.capilanou.ca/psychology/student-resources/research-guidelines/CorrelationalResearch-Guidelines/

KUMPULAN JUDUL KORELASI 1. HUBUNGAN ANTARA KEBIASAAN BELAJAR DAN HASIL BELAJAR MATEMATIKA SEMESTER I DENGAN HASIL BELAJAR PADA, 05

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3. HUBUNGAN ANTARA PENGUASAA BAHASA INDONESIA DAN KETRAMPILAN HITUNG DENGAN KEMAMPUAN MENYELESAIKAN SOAL CERITA MATEMATIKA SISWA KELAS IV SD KANISIUS SEKELURAHAN PURWOMARTANI KECAMATAN KALASAN TAHUN AJARAN 2004/2005, 04

4. HUBUNGAN ANTARA KEMANDIRIAN BELAJAR MOTIVASI BERPRESTASI DAN KEMAMPUAN NUMERIK DENGAN PRESTASI BELAJAR MATEMATIKA POKOK BAHASAN STATITISKA SISWA KELAS II SEMESTER II SMU NEGERI SE-KEC. SANDEN KAB. BANTUL TA 2003/2004/2003

5. HUBUNGAN ANTARA STATUS SOSIAL EKONOMI ORANG TUA KEMAMPUAN BERFIKIR LOGIS KEMAMPUAN NUMERIK DENGAN PRESTASI BELAJAR MATEMATIKA POKOK BAHASAN PERSAMAAN GARIS LURUS SISWA II SEMESTER II SLTP NEGERI SE-KECAMATAN DLINGO KABUPATEN BANTUL TAHUN PELAJARAN 2003/2004, 04

6. HUBUNGAN ANTARA KEMAMPUAN AWAL KEMAMPUAN NUMERIK DAN PERHATIAN ORANG TUA DENGAN PRESTASI BELAJAR MATEMATIKA PADA POKOK BAHASAN SISTEM PERSAMAAN LINIER DUA PEUBAH SISWA KELAS II SLTP NEGERI SEKECAMATAN IMOGIRI BANTUL TAHUN PELAJARAN 2002/2003, 03

7. HUBUNGAN ANTARA KEMAMPUAN NUMERIK, MOTIVASI BELAJAR MATEMATIKA DAN PERHATIAN ORANG TUA DENGAN PRESTASI BELAJAR MATEMATIKA PADA POKOK BAHASAN KUADRAT DAN AKAR KUADRAT SUATU BILANGAN SISWA KELAS II SEMESTER I SLTP NEGERI SE-KECAMATAN PUNDONG KABUPATEN BANTUL TAHUN PELAJARAN 2003/2004, 03

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10. ANALISIS KESALAHAN BUKU PENUNJANG MATEMATIKA SMU KELAS I CAWU I KURIKULUM 1994 DI KOTAMADYA SEMARANG TAHUN PELAJARAN 1999/2000, 00

11. HUBUNGAN ANTARA PENGUASAAN BAHASA INDONESIA DAN KETRAMPILAN HITUNG DENGAN KEMAMPUAN MENYELESAIKAN SOAL CERITA MATEMATIKA SISWA KELAS IV SD KANISIUS SEKELURAHAN PURWOMANI KECAMATAN KALASAN TAHUN AJARAN 2004/2005, 04

12. KORELASI ANTARA POLA MAKAN DAN BERAT BADAN SISWA KELAS V SD NEGERI 02 LOSARI KAB. PEMALANG TAHUN PELAJARAN 2005/2006, 06 13. KORELASI KEMAMPUAN MEMECAHKAN MASALAH DENGAN HASIL BELAJAR PADA MATERI POKOK HORMON DI KELAS II SEMESTER II SMP MASEHI 3 PSAK SEMARANG TAHUN AJARAN 2004/2005, 05

CONTOH SKRIPSI BAHASA INGGRIS THE CORRELATION BETWEEN STUDENTS ACTIVITY IN WATCHING ENGLISH TV PROGRAMS AND STUDENTS VOCABULARY MASTER
Label: THE CORRELATION BETWEEN STUDENTS ACTIVITY IN WATCHING ENGLISH TV PROGRAMS AND STUDENTS VOCABULARY MASTERY

CONTOH SKRIPSI BAHASA INGGRIS THE CORRELATION BETWEEN STUDENTS ACTIVITY IN WATCHING ENGLISH TV PROGRAMS AND STUDENTS VOCABULARY MASTERY: THE CASE OF THE FOURTH SEMESTER STUDENT OF ENGLISH DEPARTMENT

SEMARANG STATE UNIVERSITY

CHAPTER I INTRODUCTION

1.1 General Background of the Study Brumfit (1981: 1) stated that English is an international language and the most widespread medium of communication, both because of the number and

geographical areas of its speakers and because of the large number of non native speakers who use it for part of their international contact. Thus, it is not surprising that the teaching of English is carried out in many parts of the world. For example, our country Indonesia treats English as the first

foreign language. English has some important roles in the development of Indonesia, such as it is used as an instrument in developing modern science and technology sources using English in their explanation to help people around the world in learning them. English is one of the international languages used as a means of communication among nations in the world. It is used in international trade, tourism and other important international affairs. Indonesian language is a mother tongue, thus, English language is not used commonly in a daily life by Indonesian people. Therefore, to consider the important role of English, the Indonesian government positions English as the first foreign language. Realizing the importance of English in our country, many people in Indonesia are learning the language. They learn it for many different purposes such as business, science, technology, and communication and also for education. Besides having different purposes in learning the language, people also have different sources in learning it. Most of them learn the language in formal education such as: schools, college and universities. In our country, English has been taught as a compulsory subject since the students are in the Junior High School until the University. It is also taught in some Elementary Schools and Kindergartens in Indonesia as local content from now on. In addition to learning the language in formal education, people also learn it in non-formal education. English courses and

private lessons are the examples of non-formal education institutions existing in our country. People can choose one of them that are suitable with their purpose and funds. Although they are learning the language from different sources, they have a same basic wish in their learning process that they want to get a success on it in realizing their wish; they use some media that can help them in the learning process. These media can be books, magazines, newspapers, cassettes, radios and also television. Television is one of the mass media that can also be used as a medium in learning English. Why television? Because it is an interesting and enjoyable medium to learn anything. The audience can learn anything they have not known before watching television, because it always offers something actual and new to them through its programs. As it is mentioned by Vernon S Gerlach / Donald P. Ely (1980:354) Television is an electronic system of transmitting still and moving images with accompany in sound over a wire or through space. The system employs equip that converts lights and sound into electrical impulses and reconverts them into visible light rays and audible sound. From the quotation we know that the audience at home can know and learn anything new and actual in the world through television. It is like a magic box that gives something wonderful to its audience through its programs. As one of the mass media, it gives so many benefits to its audience, such as excitement, information and also knowledge. There are many kinds of knowledge that can be obtained by them by watching television programs, for example knowledge of environment, medicine, law, politic, culture and also language. As it is mentioned on the previous paragraph, television can be used as a medium to learning a foreign language, for example English language. It can happen because television broadcast programs that are broadcast on their television channels. The programs are broadcast everyday on television, from morning until night, of course on specific times. This condition is very useful for the English learners in Indonesia, included the students of the English Department of Semarang State University because they can use the programs to add their English knowledge. There are many English skills and knowledge that can be learned by the students by watching English TV programs, such as listening, speaking and also knowledge of vocabulary. There are many vocabularies that can be learning by them by watching the programs, because the programs provide so many vocabularies of

many different fields. They can learn vocabularies of environment, social life, law, politic, education etc from those programs. It is important for them to have a large vocabulary because of the four English skills such as listening, reading, speaking and writing need a large vocabulary. Mastering it will help them to improve the other English knowledge, as it is mentioned by Charles B. Jennings (1978: 4): If you already have an interest in words (vocabulary) using them can improve your reading, writing, talking, and thinking. From the quotation above, we can take a reference that the basic component, which must be mastered by them to get a success in learning English is vocabulary. They will find some difficulties in their learning process without mastering it, since most learning activities such as listening, reading, thinking and talking need a large and solid vocabulary. As it is stated by Micheal Bennet (1991:63) Yet everyone, especially the English learners need a large vocabulary to succeed in their learning process because reading and listening are the ways they learn. The students of English Department of Semarang State University as a part of English learners in Indonesia should also have a large vocabulary. Especially because they will become teachers in the future. As teachers, they should have a good English knowledge because they will teach many students and they should be responsible for their teaching. Moreover, they have a duty to correct the mistakes that have been done by their students during the learning process. Therefore, they really should have a good quality in English correcting the students mistakes is not an easy work, since they should know both the source of mistakes itself and the correct form. They can not do this duty, if they have not a good English knowledge. It is really needed by them to become English teachers. Since this profession has a heavy responsibility; both, responsibility for the result and the responsibility for the learning process itself. Relating to the matter, English students of Semarang State University really must have a good quality in English. They can start to reach it by having a large vocabulary because it helps them to master other English skills. Moreover, it is also helps them in communicating with the teachers, other people and with their students. It is really needed in a communication, as it is mentioned by Canale and Swain in Jack Richard and W. Schmidt (1983: 5) Communicative competence was understood as the underlying system of knowledge and skill required for communication, e.g. knowledge of vocabulary and skill in using the sociolinguistics of convention for a given language.

From the quotation above, we know that mastery of the vocabulary of a foreign language is the most required thing for communication. Nasr (1975:57) stated that language is used to communicate ideas and experiences and vocabulary is an element in a language that expresses units in our experiences. Realizing this fact, the writer thinks that English TV programs are good media for the English students of Semarang State University to enrich their vocabularies, also expression from those programs. They can get that thing that they do not get in their classes and textbooks. It is good for them to learn English language out of campus because it can help them in their English learning process. Their English will develop better if they also learn it out of campus. This fact will open their eyes that they should learn from many different sources if they want to get a success in learning English. They can not learn from one source only. Furthermore, learning English out of campus will help them in conducting communication in English, because out of campus they can learn how to practice their English. Moreover they can know that English in daily communication is slightly different from English in the textbooks. Realizing this fact, learning and listening from people who have a good quality in English is the right way for them to add their English knowledge. They can increase English skills and knowledge, such as speaking and vocabulary by listening them. Listening to the people who have a better speech style, such as lecturers, presenters, teachers and eminent public figures is a good way for them to build a large vocabulary. It is mentioned by Michael Bennet (1991: 63) That listening to intelligent people or native speakers is another good way to acquire a solid vocabulary. Furthermore, he stated that the context of spoken language is ever more helpful than of written language. Since it includes body language, facial expression and intonation (stress, pitch and juncture) to help the learners to understand the meaning intended by the speaker (J Michael Bennet, 1991:63). Based on the statements above, we know that one of the ways in learning vocabulary is by listening to the people who have a better knowledge and speech style than we have. Relating to this matter, English TV Programs are exactly the right media for the students of English Department Semarang State University to enrich their vocabulary. It contains things that fulfill the requirements for a good way in building a rich vocabulary. It also contains spoken language, which is supported by facial expression and also the right intonation of the announcers, actors, and actresses of the programs that condition

will help the English students in understanding the words or the sentences that are spoken by them by seeing their factual expression and intonation. In this way, the English students can guess the meaning of an unfamiliar word first before they know exactly the appropriate meaning of the word. In addition, English TV Programs also help the English Students of Semarang State University to learn the vocabulary in its context. So, they really know how to use the word that exists in the program in daily life. Moreover, they can understand that a word has different meaning according to its context. For example, the word cool has different meaning when it is used in music and climax contexts. In the first context it means good or wonderful. Meanwhile, in the second context it means chilly. From this example, we know that context is the most important thing in determining the meaning of a word. It is also helps them in understanding a meaning of an unfamiliar word without looking it up in the dictionary, Albert J. Harris and Edward R. Sibay(1981: 139) mentioned We can deduce the meanings of many words without looking them up in a dictionary or other word book by studying them in context, in the sentence which they use in a part. Furthermore, Perrin(1957) also has the same opinion about the meaning of the words, as it is cited by Gray C. Jack (1963:1) that words have meaning only in a particular statements. From the two statements above, we can conclude that two better ways to understand the meaning of words are by studying them in their context and studying them in a particular statement. Relating to the matter, the writer considers that English TV programs are really good media for the students of the English Department of Semarang State University to learn vocabulary in their contexts, so they will not get a difficulty in choosing words in conducting communication in English In this thesis, the writer wants to discuss the significant correlation between the students activity in watching English TV programs and their vocabulary mastery. She takes the fourth semester English students of Semarang State University to be examined because thinks that students in this grade already have enough English knowledge to follow the programs. She considers that the program is a really good program for them in building the vocabulary. She hopes that she can find any significant correlation between two things above because she has a hypothesis that there is a correlation between them. To prove her opinion, then she conducted this research.

1.2 Reason for Choosing the Topic The following are the reasons of choosing the topic: 1.2.1 The importance of vocabulary mastery for English students. She realizes that vocabulary mastery in an important thing for English students because a large vocabulary is needed by them to get a success in their English learning process. Although there are four language skills, Such as listening, reading, speaking, writing are started by vocabulary so it is a first thing that English students must be familiar with. 1.2.2 The importance of the context and spoken language in learning the vocabulary. She considers that context is the first thing that should be noticed by the English students in learning vocabulary. It helps them in using the vocabulary in communication. They will find some difficulties about how to choose an appropriate vocabulary in daily life without understanding the context. Furthermore, she also realizes that spoken language- especially from the people who have good speech style is also a good way to enrich vocabulary. It is good since facial expression, intonation and good performance of the speakers, will help the students in understanding their speech, support it. She considers that English to programs contain those entire things. Moreover, they also contain so many interesting things. Therefore, students will not get boredom in learning vocabulary if they use the program. Furthermore, she has an opinion that there is a significant correlation between students activity in watching English TV program on their vocabulary mastery. So, she chooses this topic in her thesis. The writer wants to know whether there is the significant correlation between students activity in watching English TV programs on the students vocabulary of English Department of Semarang State University. For the sake of limitation, the writer chooses only the fourth semester students as the subject of the research. 1.3 Assumption and Limitation In conducting this investigation, the writer has the following assumptions. 1.3.1 A students activity in watching English TV programs is indicated by the score of the questionnaires concerning the students activity in doing it. 1.3.2 A students mastery of vocabulary is indicated by the score of vocabulary test.

1.3.3 The result of this study is only applied to the fourth semester English Department students of Semarang State University in the academic year 2006. 1.4 Statements of the Problems The problems stated in this thesis are: 1.4.1 What does vocabulary and vocabulary mastery mean? 1.4.2 What types of vocabulary are found in English TV Programs? 1.4.3 Is there any significant correlation between students activity in watching English TV programs and their vocabulary mastery? 1.5 Objectives of the Study The objectives of the study are: 1.5.1 To understand what is vocabulary in learning language. 1.5.2 To find out vocabulary types those are found in English TV programs. 1.5.3 To find out whether there is a significant correlation between the students activity in watching English TV programs and their vocabulary mastery.

1.6 Significance of the Study The result of this study will be useful for the readers. Especially for the students of the English Department of Semarang State University. It may provide useful information for them in conducting such a research. In addition, this information can distribute to their knowledge of language research. This study may be helpful for the English Department Students of Semarang State University. It helps them be more alert to their vocabulary mastery. Furthermore, it may help them to understand that vocabulary mastery is an important aspect in language learning. It is a key for them to get a success in their learning language process. For the writer this thesis gives awareness that vocabulary is an important aspect in language learning. Besides that, this thesis also gives her a view that learning English out of school is very important to the English Department Students of Semarang State University.

1.7 Outline of the Thesis The outline of the thesis is as follows chapter I contains the introduction covering the background of the study. The reasons for choosing the topic, assumption and limitation, the statement of the problems, the objectives of the study, significance of he study and outline of the thesis. In chapter II, she discusses the theory underlying

the writing of her thesis and the hypothesis. In chapter III, she writes about the method of the investigation. It consists of the population and sample, the variables, the method and procedure of collecting the data, the instruments of the research, the administering of the test, the scoring technique and the method of data analysis. In chapter IV, she presents the research findings, which consists of the data analysis and the discussion of the result. The last chapter, that is chapter V, contains the conclusions and the suggestions of the research.

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Uses and Functions of English in Indonesia. English has important uses and function, although it is not a second language (ESL). For Indonesian people; it still has a significant role to play. It occupies important uses in many fields, such as information, tourism, business and also education. It is an important school subject that has been taught to the students since they are in Junior high schools. In the information field, it is becoming the second major language of printed information after the Indonesian language. Most of Indonesias scientific, commercial, economic and technological knowledge are written and published both in English and Indonesian language. This condition happened because our country is a developing country that needs a broad communication and corporation with other countries in order to build up itself. There are many ways that have been done by the government. One of them is by exporting and introducing our products to abroad. The products can be economical, commercial or technological products. In this activity, Indonesia needs a means of

communication that can be understood by other countries. English it the right answers for the need. Since it is becoming the major international language of printed information in the world. Jack C. Richards (1983: 3) stated that a great deal of the words scientific, commercial, economic and technological knowledge is written and published in English, though the writers may be Chinese, Swedes or Italians.

2.2 Learning English in Indonesia

Since English has important uses and functions in our country. Many Indonesian people learn the language. They realize whether they like it or not they will need English someday. Furthermore, they need it more in this era when the

communication technology developed fast. The world has no limits and anything on it is getting global. These condition force people around the world to have knowledge of a language, in which the language is included into major language in the world and it is used broadly in many world life aspects. English is one of the languages that fulfill the requirements. In learning the language, Indonesian learners will be introduced to many English components; one of them that should be mastered first in their English learning process is vocabulary. 2.3 Why Study Vocabulary In chapter I it is important for every English learner to master vocabulary, but why they should it first before they study other English components? The first reason for the question is the words or vocabularies or lexicons are the basic tools for almost English skills such as listening, reading, speaking and writing. Mastering them influence students ability in other English skills. As it is mentioned by John Read (1988: 12) Vocabulary proficiency affects not only the students reading skills, but their speaking, listening and writing as well. From the statement above, we can conclude that vocabulary proficiency helps the students or the English learners to master other English skills, so they should focus their attention first to the vocabulary mastery in their learning process. The second is that vocabulary plays an important role in writing activity. Actually, most of English learners activities deal with writing activities, for example; doing assignments, thesis and also taking writing test. Therefore they should have a larger vocabulary in order to make their writing good, coherent, and also understandable by their readers. Barli Bram (1995: 48) has an opinion concerning with that matter. He stated that words or lexicons are the basic tool for writing. To a great extent, it is word that determines whether a paragraph is good or not. Furthermore he said that wrong words surely do not state the writers message across. In essence, the diction or word choosing in a paragraph has an important role. Readers can receive the messages that are conveyed by the writer if she or he uses appropriate words in their paragraphs.

The last reason is that a large vocabulary helps the English learners in studying other English subjects such as Sociolinguistics, Psycholinguistics, Business

Correspondence, etc. It will help them to understand and define many concepts, ideas, expressions that they get in such subjects. It is stated by Bella Fiore (1968: 1) The larger the vocabulary you build up, the better able you are to define and refine the expression of the images and ideas. Moreover, she said The more words you master richer become you thought process and the better you distinguish between shades of word meanings, the subtler grows your expression of ideas. In conclusion, vocabulary learning is an unseparate thing from language learning because whenever people think of it, they usually think of vocabulary learning and vocabulary mastery. It is a key for the English learners to get a success in their learning process. 2.4 Definition of Vocabulary We have discussed so far about vocabulary, but do we know exactly what vocabulary is? Here, the writer tries to present some definitions of vocabulary. Bella Fiore (1968: 1) defined A word or vocabulary is a verbal label that represents a concept or idea. It is the currency of thought. Albert J Harris and Edward R Sibay (1981: 459-460) also have a similar opinion with Bella Fiore about the definition the vocabulary. They stated A word or vocabulary is a verbal label that represents a concept or idea, as children mature, the concept represented by the word gradually become refined and accurate Holt (1966 : 80) has a different definition about vocabulary. He said Vocabulary is an alphabetical list of the word used in a book, often including their translation or definition. Besides the definitions above, there is an interesting definition of vocabulary that is stated by Rosalind Minor Ashley (1970: 126). She said the words or vocabularies are the alchemists tools, the mystical ingredients in a magical brew which can intoxicate, hypnotize, incite, inflame, amuse, influence and carry out our fellow human beings. From those definitions, the writer concludes that vocabulary is a tool or verbal that represents concept or idea with its definitions in an alphabetical list, in which the tool can amuse very amazing feelings to human beings.

2.5 Vocabulary Types

Language experts classify vocabulary into some different types. Robert A Butler (1978: 70) classifies the vocabulary into working and recognition vocabulary. The first type consists of the words that people use daily in their writing and speaking. On the other hand, the second type consists of words that people recognize in the context of reading matter, but does not actually use in daily life. Meanwhile, Marry Finocchiaro Ph. D and Michael Bonomo have a different classification. They are function and content words. The function words are a closed class; we cannot add to prepositions or auxiliaries\ or modals or any other structure word of the language. The content words on the other hand, can be added to at any time as new scientific advances make new words and communication about new invention necessary. Different classification of vocabulary also stated by Charles B Jennings, Nancy King and Marjorie Stevenson. They divided the vocabulary into active and recognition vocabulary, which is made up of the words that people use in speaking and writing. Meanwhile, the second type is a vocabulary which is composed of the words which people understand when they hear or read them, but which they do not ordinarily use in speaking and writing. Harris J Albert and Edward R Sibay also had a different point of view about vocabulary types. They divided vocabulary into writing and meaningful vocabulary. Writing vocabulary consists of words that people hear or they use in writing, whereas the second type is the sum of all words that people can understand or use correctly whether in listening, speaking, reading or writing. The last classification that is stated by the experts in English language is a classification of traditional vocabulary, which contains verb, adjective, noun and adverb. From those classifications I can conclude that there are six types of vocabulary. They are working or active vocabulary, recognition vocabulary,

meaningful vocabulary that covers active and recognition vocabulary, content word, function word and the last is traditional vocabulary. It covers verb, adjective, noun and adverb. 2.6 General Meaning of Vocabulary Mastery The vocabulary mastery is a thing that is difficult enough to be defined. Fries (1945: 3) stated that the mastery of language is meant as the ability to use or to understand all the words of the language, but when we read a newspaper or a magazine we often find words we do not know. Therefore, we can never master a through vocabulary or even the vocabulary of our own language. Furthermore, he

also said that the vocabulary mastery of a foreign language is also bound by our actual experience. It takes time to learn them\ and there is no short cut to attain mastery of the complete vocabulary of a foreign language. However, we can learn few hundreds lexical items that are most useful in situations and really master them first. So, one can really master a limited number of very useful vocabulary items in a short time. In essence, vocabulary mastery is people ability to use or to understand words of a language that they have learned and heard in certain situations in which they really have experienced the situations in their life.

2.7 General Concepts of Media (Audiovisual) Teaching media is needed in the teaching learning processes to help students to become active. Gerlach and Ely (1980:281) propose that establishes conditions which enable learners or students to acquire knowledge, skills and attitudes. They also claim that the term instructional media includes a wide range of materials, equipment and technique: chalkboards, bulletin boards, filmstrips, slides, motion picture, TV, programmed instruction, models, demonstrations, charts, maps, book and combination of these. Hornby (1974: 528) defines media as mass

communications, e.g. television, radio and the press. There are a lot of media in teaching and learning processes. Gerlach and Elly (1980:247) classify media into six types: 1. Still picture They form as photographs of any objects or events which can be presented in textbook illustration, bulletin board materials, slides, filmstrip frames or overhead transnsparancies. 2. Audio recording They are made on magnetic tape on discs or a motion picture sound tract. These are the actual events or sound effects reproductions. 3. Motion picture or video tape recording It is a moving image produced in color or black and white from live action or graphic representation, objects or events can be in normal, slow, timelapse or stop motion. 4. All types of audio-video electronic distribution system eventually appear on a cathode ray tube (television monitor) included or television. 5. Real things, simulation and models

They include people, events, objects and demonstration. Real things are the actual objects or events. Simulation is a copy of real situation designed to be as similar as possible to the actual events. 6. Programmed and computer-assisted instructions They are sequences of information (verbal, visual or audio) designed to elicit predetermined responses. The most common examples are\ programmed textbooks or instructional programs prepared for computers. The audiovisual aids can be interpreted as any substances which play an important role in teaching and learning process. They help the students or learners master the material more interestingly. Audiovisual aids as one of the media are not new things in the instructional world. Things such as television and video compact disk are often found in the teaching-learning processes. 2.8 Television in Indonesia Television is one of mass media that has a great attractive power for its audience. It offers so many interesting things for them such as knowledge, information, experience and also excitement. It is also an actual medium that gives something different to them compared with other medium. George Comstock (1978: 9) stated that television is an actual medium that can be seen anytime and it also brings to its audience places, events and situations that could not be seen otherwise. A wonderful box has amazing influences its audience through it programs. Gerlach and Elly (1980:354) states that the rapid growth of television over the last twenty five years has brought about a number of changes in education. Many teachers feel that they are competing with television in teaching students how the world works. Some educators believe the television distorts the real world; others feel that television glorifies anti social behavior such as crime and violence. Whatever we may think, we must be aware that commercial and educational television affects students for better or worse. From the definitions above, I conclude that television in general is a means of communication and it can function as an entertainment, learning media, especially in learning English because there are many English programs on television. According to Gerlach S. Vernon (1980 :366-368) television has several\ advantages for the English learners to enlarge their vocabulary. They can practice them if they want to be successful in learning vocabulary. Those advantages are:

a. Television offers a means for providing a common base of experience for all who see a given program at the same time. b. It brings to the classroom people, places, and events that could not be seen otherwise. c. Preconditioned learners come to school as confirmed TV consumers. d. The reality and concreteness of the visual image are as present in television as in other audiovisual media. e. A television signal can originate from one source but can be distributed to several areas at the same time. f. Television makes it possible for the teacher to be in two places at the same time. g. Immediate feedback of results and performance by teachers and students alike is possible with television. h. Television can instantly magnify small objects so that all class members can see them at the same time. In this era, the technology television development in the world is so wonderful. There so many TV stations with variations of program throughout the world right now. In Indonesia there are many television channels recently. There are TVRI, RCTI, SCTV, ANTV, INDOSIAR, METRO TV, TV 7, TRANS TV, TV GLOBAL Etc. Each of them has specific characteristics. All of them offer interesting programs such as films, news, sports and also music program to attract its audiences attention. Among so many programs which are broadcast by them, the writer is interested in English TV programs to be examined in her thesis. She considers that the programs are good programs for English learners in Indonesia, especially for the fourth semester students of English Department of Semarang State University to develop their English knowledge, especially in mastering vocabulary. 2.9 English TV Programs English TV Programs are the English programs which are broadcast by our television channels everyday. The programs include English music, news and films programs. In this thesis, the writer wants to discuss two of the programs; they are English news and films. She chooses the two programs to be examined because of two reasons: a. The two programs contain larger and broader vocabulary compared with the first program; that is English music program.

b. The two programs contain vocabulary of many different fields. This condition will help the English learners, especially the fourth semester students of English Department of Semarang State University. 2.9.1 English News Programs Two of many television channels broadcast the program; they are METRO TV and TVRI. They broadcast the program with different names and times. METRO TV broadcast the program everyday at 7.30 a.m. The name of\ the program is METRO This Morning. Meanwhile, TVRI broadcast the program at the name time, it is at 15.00 p.m. The name of the program is English News Service. The duration of the program in the three television channels is 30 minutes. 2.9.2 English Film programs The English film programs have many variations of the theme, such as love, family, friendship, adventure, science, criminals, corps etc. All of them have different specific characteristics, both the stories and the stars. All of our television channels broadcast the program. The duration of English film is two hours. In general, each television channels broadcast it twice a week with different names. RCTI broadcast its English films in a program with the name Layar Emas and Film Sabtu Siang. SCTV with Gala Sinema. Trans TV with Sinema Gemilang. Lativi with Sinema Malam Minggu. ANTV with Film TV Special. INDOSIAR with Film Sabtu Malam. Meanwhile TPI broadcasts with the name Film tengah malam. Etc. The writer consider that the programs are really good programs to the English learners, especially the English students to learn the vocabulary. They contain so many useful vocabularies, both from the announcers and the actors/ actresses. Listening to them video jockey is a good way for the English students to enlarge their vocabulary, because listening to the intelligent people who have a better speech style than we have will help us in learning vocabulary. It is mentioned by Robert A Butler (1978: 7) A good vocabulary results from years of listening to intelligent people talk and of reading a wide variety of good books. From the quotation, we know that listening to the intelligent people talk is one of the ways that can be used by the English learners in enriching their vocabulary.

2.10 Types of Vocabulary Found in English TV Programs

Based on the types of vocabulary that have been discussed in section 2.5 (types of vocabulary), the writer considers that vocabularies which are found in English TV programs are included into active or working vocabulary. The vocabularies that appear in the programs are the vocabularies that people use daily in their speaking and writing. The words like: keep your eyes, he is as cool as ., take a round, she is really a fair girl, hello mam, the victory of republic party. , keep on moving., I want to establish a business., They postpone their wedding and the winner is., I dedicate\ my love to., My father will discipline me., Welcome back in school, and others are the words that are familiar with the people in communication They use the words in their daily life. Both in oral and writing communication. The audience will not get a difficulty to understand those words because the speakers on those programs speak in an interesting and a right expression and intonation. So, they will know about how to pronounce the words in a right and good pronunciation. Moreover, they will learn to determine appropriate meaning of words by seeing their contexts. 2.11 Students Activity in Watching English TV Programs. Students activity in watching English TV Programs that the writer mentioned in her thesis is the daily activity which is done by the fourth semester students of English Department of Semarang State University in watching English TV programs. Watching in this context does not mean watching only, but also covers the activities such as: thinking, writing and discussing that are done by them after they watched the English TV programs. Their intensity in doing the activity is expressed by their responses to the statements on the questionnaires concerning with the matter.

2.12 Hypothesis In this thesis the writer stated the working; the alternative hypothesis is there is a significant correlation between the students activity in watching English TV programs and their vocabulary mastery.

CHAPTER III METHOD OF INVESTIGATION

As long as the title of this final project is concerned, the main purpose of this research is to find out the correlation between the fourth semester students activity in watching English TV programs and their vocabulary mastery. Besides the purpose of the research, this chapter also describes the population and sample of the research, the variables, the method of collecting data and the instruments that were used to collect the data.

3.1 Population and Sample 3.1.1 Population The population of this research was the fourth semester students of the English Department of Semarang State University in the academic year 2005/2006. They were chosen as subjects of her research for the following reasons: a. The students were in the same grade and have been studying English for the same period of time. b. The students have been familiar with vocabulary items that exist in English TV programs. 3.1.2 Sample The samples for the research were selected from the total population of 399 fourth semester students of the English Department of Semarang State University. The total samples used in this study were 40 students taken from the population by applying random sampling technique. This means, if the sample is random that all possible sampling of 40 students have the same probability of being selected. In determining the size of sample. Arikunto (2002:112) says that If the population is 100 or less, it is better to take the whole population as the sample, if the population is more than 100 respondents, the researcher can take 10-15 % or 20-25 % or more than 25% of the population based on the capability of a researcher (Translated from Metode Penelitian, 2002:112). In selecting the samples, the writer took one of Moser Grahams procedures called the lottery method. First of all, she wrote all the students names of each class on a small piece of paper and they were rolled and put into 8 glasses. Glass A for class A, glass B for class B, glass C for class C, glass D for class D, glass E for class E, glass F for class F, glass G for class G and glass H fo class H. Secondly she mixed the rolled papers in

each glass and let 5 rolls drop out of each glass. After having the total number of the samples, she stopped it. 3.2 Variables of Investigation The variables are the condition or characteristics that a researcher manipulates controls or observer. There are two kinds of variables; the independent variable X and the dependent variable Y. The independent is the presumed effect. Whereas the dependent variable is the consequent of independent variable and it is the variable predicted to. Whereas the independent variable is predicted from. In this research, the two variables investigated were: a. The students activity in watching English TV programs. This is the independent variable. The students activity in watching English TV programs is indicated by the following indicators: - Interest - Frequency - Focus - Time - Effect b. The students vocabulary mastery (Y) This is the dependent variable. The students vocabulary mastery is indicated by the students scores of vocabulary test from those which were available vocabulary subject concerning with the vocabularies that appeared in the\ English TV programs. 3.3 Method and Procedure of Collecting Data Arikunto (2002: 197) said that there are five methods in collecting the data. They are questionnaire, interview, observation, test and documentation methods. In this research, the writer used two of the five methods; they are questionnaire and test method. She considers that two methods are test method for collect the data in this research. The procedure of collecting the data of this research involved several steps. The first step was arranging the questionnaire. The second was trying-out the questionnaire to measure whether or not it needed improvement. The third step was collecting and analyzing it for its validity and reliability. The fourth was distributing the questionnaire to the respondents and then collecting it. It was organized on May 15, 2006. After she collected the questionnaire, she analyzed them. The fifth one was

obtaining scores of vocabulary test from the vocabulary material and the last one was computing the data. 3.4 Instrument In this research, the instruments used were questionnaires and vocabulary test. 3.4.1 The Questionnaire The questionnaire is a number of questions or statements used to gain information from respondents about the respondents themselves or their knowledge, belief, etc. (Suharsimi Arikunto, 2002: 128). The questionnaire in this research is used to measure the students activity in watching English TV programs. In this research, the writer used a rating scale form of questionnaire i.e. a statement followed by columns indicating always, often, sometimes and never. The questionnaire consists of 20 items were consisting the positive and negative statements. All of students concerning to the students activity in watching English TV program. Each item has five scales. The scoring technique of the questionnaire the writer used was Likert scale type. The Likert scale type presents a number of positive and negative statements regarding the attitude of the respondents. In responding to the items on these scales the respondents indicate whether they Always, Often, Sometimes or Never with each statements. The numerical value assigned to each response depends on the degree of agreement or disagreement with individual statements. A subjects score is determined by summing the values assigned to individual responses. The response is usually expressed in terms of the following five categories; the response option are assigned of four points to each response indicating always with favorable statements, a value of three for often with these statements, two for sometimes and one for never. For an unfavorable statement one reverses the scoring procedure, since never with the unfavorable statement is assumed psychologically equivalent to agreement with always of a favorable statement. It makes no difference whether four is high and one is low or vice versa. The main consideration is that the response be scored consistently in term of the attitude the represent, whether strongly approve or strongly disapprove is the favorable attitude depends on the content of the statement. The outline of scoring of the questionnaire can be seen as follows; 3.4.2 Vocabulary Test

The second instrument used in this research was vocabulary test. To have a valid and reliable vocabulary test, the researcher decided to take the test materials from the vocabulary materials. The vocabulary test in this research is used to measure the vocabulary mastery. The vocabulary item used in this test is vocabularies of five human aspects. They are; education, social, law, medicine and politic. The researche chose these aspects because she considered that they often appeared in English TV programs, both in English news and films.

3.5 Try out of the Questionnaire and the Vocabulary Test. Before the questionnaire and the vocabulary test were used to collect the data, it had been tried out to measure its validity, reliability and difficulty of an item It was conducting on June 6, 2006.The researcher used twenty students of the fourth semester student of English Department Semarang State University. 3.6 The Condition of the Test 3.6.1 Validity of Instrument Suharsimi Arikunto (2002: 145) stated that to get a valid instrument, a researcher should take a careful effort in arranging it from the beginning. He or she has to follow a right procedure to acquire its validity. If he or she has done the procedure carefully, it can be assumed that he or she has acquired the validity. The researcher took the following steps in arranging the questionnaire. First, she has broken the variable into some indicators. From these indicators then, questions of the questionnaire were formulated. She has done all the steps carefully in order to obtain an instrument with logic validity, which means that the instrument was a result from a very careful effort that was done by the researcher in order to acquire validity. The questionnaire and vocabulary test said to be valid when the result rxy are greater than rtable. To measure the validity of the instrument the researcher using the formula : (Arikunto, 2002: 146) The result of analysis validity can be seen in the appendix 5 and 8. To the questionnaire, there are five of invalid items from twenty items. So, the questionnaire becomes fifteen items. From fifty items of vocabulary test, there are ten of invalid items. So, the items of vocabulary test become forty items. 3.6.2 Reliability of the Instrument

Reliability of the questionnaire indicates the stability of the questionnaire score when it is used to collect the data. In other words, the questionnaire measures respondents responses consistently. Harris mentioned that to have confidence in measuring instrument, the researcher needs to make sure the reliability of the scoring of the test (1969: 14) The questionnaire said to be reliable when approximately the same results are obtained on different occasions. To measure the validity of the instrument used in this research, the researcher applied an internal reliability of questionnaire test using the formula of Alpha and the result was as the following: The way of computing the reliability was making a preparatory table that can be seen in appendix 7. By conducting a try-out to 20 respondents of the population, the researcher obtained its internal reliability. From the Alpha formula, the value of questionnaire was obtained 11 r = 0,811. Concerning to the amount of subjects for the try out. She considers that is are enough amount for the requirement of a tryout. Relating to the matter, Suharsimi Arikunto (1996: 210) stated that the researcher in a small or large scale could do a try-out. A small-scale try-out can be done to 4-5 respondents. On the other hand, a large-scale try-out is done to 15-50 respondents. Furthermore, she stated the subjects of the try-out could be taken from the population or outside the population. If the researcher took the respondents outside, the population for the try-out, she should take the subjects who have the similar characteristics with the population. Then the reliability of vocabulary test using the formula K R 20 as follows : r11 = Index reliability k = the number of item p = Proportion of the subject answering the item correctly q = Proportion of the subject answering the item incorrectly = 0,926 From the computation above, it was obtained 11 r was 0,926. Whereas the critical value for r with the 5% significant level of 20 respondents is 0,444. So, we can conclude that the value resulted from the computation is higher than its critical value. From the result, we can conclude that the instrument used in this research is reliable with significant level 5%. An instrument is said as a reliable instrument, if

the value resulted from the computation, r is higher than its critical value. On the contrary, an instrument is called, as unreliable instrument if the value resulted from the computation is lower than its critical value.

3.6.3 Practicality of the Instrument Practicality is concerned with the administration of the questionnaire in this research. The questionnaire used in this research was practical enough. Since the respondents were only required to give a checklist in the columns provided in each question according to their responses. Furthermore, the respondents only needed a little time to do it, which was about 20 minutes. On the other hand, it was also practical enough for the researcher, since it did not involve many persons to administer it.

3.7 The Method of Analysis the Data The main objective of the research is to find out whether there is a significant correlation between the students activity in watching English TV programs and their vocabulary mastery. The researcher examined the opinion by computing the data by applying the formula of the Pearson in which : XY : the sum of XY X : the sum of the X Y : the sum of Y X2 : the sum of square of X Y2 : the sum of square of Y N : the amount of subjects Other objective of her research is to find out whether there is significan correlation between the students activity in watching English TV programs on their vocabulary mastery. The researcher examined the opinion by computing the data by applying the formula By using the equation, it can be found the significant correlation coefficient between the students activity in watching English TV programs on the vocabulary mastery of the fourth semester students of English department of\ Semarang State University. Then we used the distribution t and its table t distribution with dk\ denumerator (n) with the 5 % significant level, If t in Ho area, thats

(11/ 2 )( 2) (11/ 2 )( 2) < < n n t t t , it means not significant. The writer uses the 5% significant level, because the field of her is language subject not an exact subject. In the language study, it is better to use the 5% significant level. On the other hand, for an exact study it is better to use the 1% significant level.

A COMPARATIVE ANALYSIS OF THE TEXTBOOK USED FOR FIRST YEAR STUDENTS OF SMPN 1 SAKRA TIMUR AND MTs. NW MENCEH ACADEMIC YEAR 2008/2009

CHAPTER I INTRODUCTION

1.1 Background Learning English is very important because English is an international language. Parts of society have realized that English is very important in their life. If they go to abroad, they will use English to communicate to other because they can not use their native language there due to the fact that people there dont understand it, so they use English to communicate to others because English is an international language. Nowadays, English is one of the subjects at schools. In learning English at schools, textbooks are the key component. Textbook is an important resource. For the teacher in the assisting students to learn English. It is foundations of school instruction and the primary source of information for students and teachers. Textbook serves as one of the main instruments for shaping knowledge, attitudes and disciplines of our students. In Indonesia, textbook serve as the basic for much of the language input that the learners receive and the language practice that take place in classroom. In some situations, textbooks may function as a supplements to teachers instruction in the ESL teaching and learning process. For most teachers, textbooks provide the foundation for the content of lesson, the balance of the skills taught, as well as the kinds of language practice that the students engage in during class activities. For ESL learners, textbooks become the major source of contact that they have with the language apart from the input provided by the teacher. In language learning, textbook takes a significant role during the process of teaching and learning. It is absolutely a difficulty for teacher to teach systematically without a textbook. A textbook also provide a guarantee for students on their systematic revision about what they have learn and guarantee for them about what they are going to learn. Textbook is designed with following the curriculum. This curriculum is arranged by the government and the textbooks always been redesigned based on the curriculum that is approved by the government. When the curriculum is

redesigned automatically the publishers of the textbook also redesign their display of their textbooks. Curriculum will have meaning and function to develop students, when it is applied and transformed by the teachers to their students in an activity called teaching and learning process. In other words teaching and learning process is the implementation of a curriculum. According to the explanation above the writer concludes that learning English is very important because English is international language, to support this students need textbook to support teaching learning process in classroom. Textbooks are key component to support teaching learning process, beside that textbook should based on the curriculum that arranged by government. As we know that commonly urban school have better facilities than rural school, due reason maybe because the position of urban school near to the central information. As a result, the students can easily find supporting materials, such as the textbook used. The writer decided to investigate the textbook used in urban school and suburb school because at this time the societies always interpret that urban school is better than suburb school. In this case is textbooks used in SMPN 1 Sakra Timur and MTs. NW Menceh. 1.2 Statement of Problems In this research, the writer is going to answer some problems related to the textbook analysis. The problems is elaborated into several research questions as follow: 1. What textbooks are used for the first year students of SMPN 1 Sakra Timur and for those of MTs. NW Menceh? 2. Do the schools use different or similar textbooks? In what ways are the textbooks different or similar? 3. Are the textbook relevant with the expectation of the current policy on curriculum.

1.3 Objective of Study The objectives of doing this research are as follow: 1. To identify the textbook those are used for the first year students of SMPN 1 Sakra Timur and MTs. NW Menceh. 2. To compare or contras the textbooks that are used for the first year students ofSMPN 1 Sakra Timur and MTs. NW Meneh.

3.

To explain the relevancy of the textbooks expectation based on curriculum.

1.4 Scope and Limitation This research take place in SMPN 1 Sakra Timur and MTs. NW Mencehe on the academic year 2008/2009 for the first year students. 1.5 Significance of Study The findings of the research are expected to be significant for: 1. The teacher Teacher can determine the appropriate textbook related to the students needs. 2. The students Textbooks used are suitable with student needs so the textbook can motivate students to learn. 3. The school School can determine the kind of facilities used by students and teachers to improve their competencies. 1.6 Definition of Key Terms There are some key terms that the writer wants to clarify them are: 1. Textbook Textbook is a book used at school or colleges for the formal study of a subject in addition textbook is defined as a manual of instruction a standard book in any branch of study. 2. Comparative study Comparative study is the act of comparing two or more variables with a view to discovering something about one or all of the variables being compared. In other definition, comparative study looks at two or more similar focuses on a few specific characteristics. This method can also be used to compare the same group, condition or individual over time. Comparisons may be qualitative or quantitative. In this study analysis requires the descriptive of textbooks. Therefore, it is necessary to clarify the definition of descriptive study. Based on descriptive study is a study that focuses on a particular situation or set of situation, reports on important aspects observed, and attempts to determine the interrelationship among them. In addition descriptive study is involves collecting data in order to test hypothesis or to answer question about opinions of people about a topic or issue.

Based on the statement above, comparative study is to compare two or more variables to look for the similarities or differences between variable. In this research the writer is going to compare two textbooks from two different schools and the writer look for the similarities and differences between both textbooks, but not only the similarities and differences but also the content of textbook with the curriculum.

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Language and Language Teaching Whenever we talk about language, we start asking for ourselves of what really mean term language. Several experts try to explain about a language, based on some specific elements in a language. A language is a system of sound and meaning. As a language is systematic, the learners of the language can make a systematic approach to the language by making sentences asking, question, negative sentences or using grammar of the language (Frankin cited in Nur Asiah (2005)). Language is as medium of communication. Human being uses the language to communicate with other. Language can be studied from numerous points of views. Some linguists define it differently. Anderson and Stageberg (cited in Nur Asiah 2005) said that language is purely human and non instinctive method of communicative ideas, emotion and desires by mean a system of voluntary produced symbol. This opinion seems to be supported by Finochiaro (cited in Widya, 2006), she said that language is a system or arbitrary vocal symbol which permit all people in given culture, to communicate or to interact. When talking about second language teaching and learning, our association runs to a complex and systematic process of transferring values and rules to the learners. Brown (cited in Widya, 2006) defines that teaching is guiding and facilitating learning, enabling learners to learn and setting the condition for teaching, the condition for learning. In other hand, many experts agree that language teaching has means as both what is being taught and the means by which it is being taught (Allwright and Bailey, 1991, Cook: 1991, Ellis: 1992 in Widya, 2006). In term of teaching, all of language teaching activities are aimed to construct the language use through discussion, communication task and role plays (Littlewood, 1994). Through these activities it is expected that English language teaching achieved its objectives. 2.2 Language Teaching and Textbook

Hutchinson and Torres (cited in Widya, 2006) say that there is no teaching learning situation is complete until it has its relevant textbook. It means that the textbook itself is created right just before the curriculum, or the curriculum creates the textbook, which is relevant. Even most of time, textbook and the curriculum are created in the quite same time. It is because that the curriculum and the textbook are integrated and as a range of system in teaching and learning. The textbook itself helps the teachers to teach their students systematically. Grant (cited in Widya, 2006) explains that most of general English teachers find some difficulties in teaching material without a textbook. For teachers, a textbook is needed. It is may be a different thing for ESP classroom that needs of the learners. But if there are teachers that do not need a textbook, they probably have plenty of time to prepare the material or they are genius people. For students, as Grant (cited in Widya, 2006) states that, a textbook offer the students fully arranged revision about tasks that they have done. And also it givens the students a brief explanation about the tasks that they are going to do for the next meeting. Or, at least a textbook gives the students and also the teachers a clear guideline and description about what the materials is going to talk about for their next meeting. In other hand, a handful folder used in a classroom that seems to failed in order to fulfill the needs of the teachers and the students about a systematic book. It is answering the question of what a textbook can do. Furthermore, Grants (cited in Widya, 2006) explains that the textbook itself is able to give the students and the teacher about what should be taught or learned. Also, a textbook provides the description of the method that is going to be used by the teacher on the next to be taught materials. For the students, a textbook is an aid in learning a second language. Other researchers also sign about the side effects of the textbook, such as Swan (cited in Hutchinson and Torres in Widya 2006). He states about it as just a tool to loosen the teachers responsibilities in participating in daily decision about materials that will be given and the method that will be used in teaching the next given materials. The teacher can be easily ignoring their actual job by only sitting back behind the table and given the responsibility in teaching the students to the

textbook. They just order their students to do the exercise. Or, the teachers are easily relaxing at their office and let the students and the textbooks run the system. Finocchiaro (cited in Widya, 2006) n writes that English curriculum programmed, from general English specified English is designed effectively and efficiently that enable the learners to meet completion at the end of the course. Or, the learners want to continue studying and in the purpose of self-learning. Even, it enables the learners to improve their skills and giving a specialization in any aspects of English based on the learners choice. Finnochiario (cited in Widya, 2006) in describe that, although each sides of English skills or its feature maybe practiced not in the same time. But it can also be practiced in real life situations. The four integrated skills are used together by the learners so that they can be aware of independency or the skills relationship in real life. 2.3 The Nature of Textbook Textbooks are so many, and so varied, that it is very difficult to make accurate generalizations about them. According to Neville Grant (1992) that there are two very broad categories of textbooks. It is not always possible to place particular textbooks firmly within either of these categories, as there is a continuum from are categories to another. The two categories are traditional textbooks, and communicative textbook. Traditional textbook tries to get students to learn the language as a system. Once they have learned the system, it is hoped that they are then quipped to use the language for their own purposes in any way they think fit. Traditional textbooks have all or most of these characteristics: 1. They tend to emphasize of the forms, or patterns, of language (the grammar) more than the communicative functions of language-the jobs, we do using it. For example, asking for information, making requests, apologizing, asking the way, etc. 2. They tend to focus on reading and writing activities, rather than listening and speaking activities. 3. 4. 5. They often make use of great deal of first language. They emphasize the important of accuracy. They tend to focus rather narrowly on a syllabus and examinations.

6.

They are often attractive to some teachers, because they seem easy to use, and are highly examination-orientated. And the communicative textbook tries to solve this program by creating opportunities for the students to use the language in classroom, as a sort of halfway house before using in real life. Communicative textbooks vary quite a lot, but very broadly they have the following characteristic:

1.

They emphasize the communicative functions of language the job people do using the language - not just the forms.

2. 3.

They try to reflect the students need and interest. They emphasize skills in using the language, not just the forms of the language, and they are therefore activity-based.

4.

They usually have a good balance among the four language skills, but many emphasize listening and speaking more than a traditional textbooks does.

5. 6. 7.

They tend to be very specific in their definition of aims. Both content and methods reflect the authentic language of everyday life. They encourage work in groups and pairs, and therefore make heavier demands on teachers organizational abilities.

8.

They emphasize fluency, not just accuracy. According to Tarigan and Tarigan (in Maini Hariati, 2006) there are 4 criteria used to classifying a textbook:

1. 2. 3. 4.

Based on the subject in SD, SMP, SMU and SMK Based on the subject in the college Based on the writing of textbook Based on the writers number of textbook.

2.4 The Analysis of Textbook How necessary is a textbook? The answer to this question depends on the teachers own teaching style. The resources available to them, the accepted standards of teaching in every language school, etc. No textbook is perfect. Therefore, teachers should have the opinion of assigning supplementary material based on their own specific needs in their own specific teaching situation.

As teacers, many of us have had at the responsibility of evaluating textbooks. Often, we have not been confident about what to base our judgment on, how to qualify our decisions, and how to report the result of our assessment, it seems to us that to date textbook selection has been made in haste and with a lack of systematically applied criteria. Two types of criteria are introduced in this scheme: internal criteria which are language-related and external criteria which give a broader view of the book. Under the pronunciation criterion, the presentation of pronunciation requires attention to: (1) completeness of presentation which refers to the coverage of the sounds and suprasegmentals, (2) appropriateness of presentation which concerns whether or not students are from a single language background, and (2) adequacy of practices which deals with both the quality and quantity of practice. By quality what is meant is practice in a context, i.e. sounds practiced in words, words in sentences, etc. Under grammar criterion, (a) adequacy of pattern inventory deals with how much of the structures should be presented and how well it is presented, (b) appropriate sequencing refers to the organization of presentation, that is to say, simple sentence patterns should come first, introduction of new structures must rest on already-mastered simpler patterns, etc, and (c) adequacy of drill and of practice refers to judgments about how readily students can discern a form and about how much practice is required to guarantee this adequacy. Twenty one years later, Penny Ur (1996, P. 186) in Ansary and Babaii offers another checklist with more or less a similar focus and approach to EFL/ESL textbook evaluation. A cursory look at its contents indicates that still O good pronunciation practice, O good grammar, presentation, grading and sequencing, culture and pedagogical concerns in presentation, vocabulary practice, topics being interesting to different learners, etc. are emphasized as grounds on which one might criticize or reject a textbook (P.184) Stradling (Nicholls in Widya, 2006) states there are some categories that should be investigated. Those categories should be considered in analyzing a textbook. The first one dealing with evaluation of a textbook content. The second one is identifying the textbooks pedagogical values. The third one is identifying the

intrinsic qualities in the history textbook. And the last one is dealing with the extrinsic factors that may impact on the textbook. Another addition is formed by Nicholls (in Widya, 2006) who argues that the addition of categories which evaluate the style form of a textbook is only the outside of the analysis about the information that is included or omitted only to find out how the content of a textbook is present. The other researchers that have dealt with the materials analysis and evaluation are Hutchinson and Water (in Widya, 2006). They argued that the materials evaluation is done in order to seek the fitness of the specific purposes of language learning. For example, they argued hat the evaluation of a textbook or material given whether it is for the schools or course usage, will lead to a large spending in money in published course. Or even it will lead to a large spending of time in teacher produced or adapt materials. Even though, hey stated the end of the course or of the academic years will make consequences of having a bad choice. The careful evaluation and analysis on the material or the textbook will save the sense of guild and frustrations of giving the wrong choice to the students. This careful evaluation and analysis, they argued has to be done as objectively as possible if the teachers want to give their students the best choice of a textbook or material that they are going to use. Beside that, the best way to be taken by the teachers in analyzing and evaluating the textbook or the material is to be taken a deep look on the needs and solution separately. It means that the final purpose is the main consideration to be thought about by the teachers. It is still important to be able to evaluate the books you are using on some sensible, principled basis. This process of evaluation is the first step to wards deciding how a textbook should be most profitably used in your classroom and how it should be adapted. According to Neville Grant (1992: 118-121) there are thee stages of evaluation then are follows: (1) initial evaluation, (2) detailed evaluation, (3) in-use evaluation. There are three stages of evaluation in more detail: 1. Initial evaluation Once way of finding out whether a book is worth looking at more closely is to apply the CATALYST test. A textbook should act as a laboratory, it should

facilitate change. For this reason, the CATALYST test is very appropriately named. The eight letters in the word CATALYST represent the eight criteria by which we can decide whether a textbook is suitable for our classroom. The words in the mnemonic represent the key question we should ask ourselves: 1) Communicative? Is the textbook communicative? Will the student to be able to use the language to communicate the result of using the book? Many teachers regard this as a fundamental question. 2) Aims? Does it fit in with aims and objectives? These may be laid down by the authorities, or devised by ourselves. 3) Teachable? Does the course seem teachable? Does it seem reasonably easy to use, well-organized, and easy to find your way around? 4) Available add-ons? Are there only useful add-ons additional materials as teachers book, tapes, workbooks, etc? if so, are they available? 5) 6) 7) 8) Level? Does the level seem about right? Your impression? What is your overall impression of the course? Students interest? What is your student likely to find the book interesting? Tried and tested? Has the course been tried and tested in real classroom? Where? By whom? What were the results? How do you know? 2. Detailed evaluation Once we have applied the CATALYST test, and decided that a textbook will do, we then have do decide how well it will do, and whether it is more, or less, suitable then other textbooks that are available. Of course, it would be ideal to try the course out. This is what many language schools do. After piloting a new course for a term or so, they then decide whether to adopt it or not. If we evaluate more than one textbook and decide one of them. Three conditions mentioned in detailed evaluation are: 1) 2) 3) 3. Does the course suit the students? Does it suit the teacher? Does it suit the syllabus? In-Use evaluation Once we have adopted a textbook, it is of course necessary to re-evaluation it constantly. No questionnaire, however elaborate, can give a conclusive answer to

the final test: does it work in the classroom? This evaluation process should be continuous, even in situations where you do not plan, for financial or other reasons, to replace the textbook for some time. The other textbooks evaluation can we find in Jeremy Harmer (1998) there are nine main areas which teachers will want to consider in the books which they are looking at. Teacher should try to follow this 4-stage procedure. : the teacher can look through the various books on offer, analyzing each for answers to the question. It helps to have a chart to write down the answers for this so that the information is clearly displayed. : By far the best way to find a books strengths and weaknesses is to try it our with a class, seeing which lesson work and which dont. if teachers are teaching more than one group at the same level, they may want to teach two different books to compare them. : Before choosing a book, teachers should try and find out if any of their colleagues have used the book before and how well they got on with it. Through discussion, they can get an idea about whether or not the book is likely to be right for them. : Anyone who might have an opinion on the book is worth speaking to, from the publisher and bookshop owners, to colleagues and friends. It is also a good idea to let students look through the book and see how they react to sight of it, if they express a preference which you agree with, they are likely to be more committed to the textbook. Furthermore, Celce-Murcia (in Maini Hariati, 2006) that several guidance point to analysis a textbook are as follows: 1) Bibliographical data Title Level of proficiency Author (s) Publisher Data publication Numbers of volumes Number of pages Price of textbook

ysis

ng

ultation

ering opinions

2) 3)

Self-contained or part of series The professional qualification of the authors Aims and Goals Aims and goals Distribution of emphasis among the language skills How much material is covered Distribution of new teaching point evenly dispersed through out the text The text intends teacher or learners Topic and context of subject cover the theme of interest, situation of necessity and linguistics need

The conceptual level (concrete vs. abstract) How are the units and lessons organized. Is the culture integrated in the text dialog and exercise and is it treads as supplemental or optimal material.

2.5 The Characteristics of Good Textbook According to Jeremy Harmer (1998) states that students often feel more positive about textbooks than some teachers. For them, the textbook is reassuring, it allows them to look forward and back, giving them a chance to prepare for whats coming and reviews what they have done. Now that books tent to be much more colorful then in the old days, students enjoy looking at the visual material in front of them. For teacher too, textbooks have many advantages. In the first place, they have a consistent syllabus and vocabulary will have been chosen with care. Good textbooks, for example, to back them up. They have dependable teaching sequences and, at the very least, they offer teachers something to fall back on when they run out of ideas of their own. As stated previously that textbook plays the crucial role, especially it is adopted as main aid in teaching learning process which also depends upon individuals, their need and their relationship in classroom. Teacher plays a principle role, especially in teaching learning process his/her responsibility is not only limited as a teacher, controller, motivator, but as facilitator of learning. It means that teacher gives easiness to the student inactive learning.

The activities can be done in many forms, like: choosing the available resources and the instrument of learning like textbook which is needed by the students. Tarigan and Tarigan (in Maini Hariati, 2006) stated that a good textbook has to fulfill ten criteria as follows: 1. Textbook has to interest student motivation. Good textbook can make interest students motivations, so automatically the students want to learn. If the students automatically want to learn by themselves, it can easier for them to understand the subject. 2. Textbook has to make interest illustration. Good textbook can make interest illustrations, in the students opinion textbook it means study, so if in the textbook there are interest illustration that can make change the students opinion. 3. Textbook should be related to other subjects. Good textbook is related to other subject for example textbook for vocational school the textbook that they used related to other subject. 4. Textbook should be able to stimulate personal activities of student. Good textbook can able to stimulate personal activities of students. Every student has their own interest so good textbook should be able to stimulate personal activities of students. 5. Textbook motivate the students who use it. Good textbook can motivate the students who use it. 6. Textbook should be considered linguistics aspect which appropriate with the students level. Good textbook should be considered linguistic aspect appropriate with the students level; with appropriate the students level can make easier for the student it selves. 7. Textbook has to aware and firm or clear to avoid students confusion about vague

concept. Good textbook has to aware and firm to avoid students confusion about vague concept, of course if there is vague concept it can make confuse the students. So good textbook should avoid a vague concept. 8. Textbook has to have clear point of view. Good textbook has to have clear point of view, this is not also for the students but also for the teachers. Textbook is like guiding for teacher and students. 9. Textbook has to be able to give emphasizing on the value of students age (children value or adult value). Good textbook has able to give emphasizing on the value of students age because at that age students easier to imitate what the students get it,

so with focusing on the value of students age good textbook can give good examples. 10. Textbook has to appreciate individual differences of students. Good textbook has to appreciate individual differences of students because each student came from different background, culture and level so good textbook can covered all the students differences.

2.6 Relevant Study In this part, the writer states the relevant research which is possible in adding the readers view on the textbook used. In this instance, actually the writer never found out or listened about the same research on the textbooks used. However, the writer found one research that is relevant with the recent study, that was done by Widya (2006). There is no teaching learning situation is complete until it has its relevant textbook. It means that the textbook itself is created right just before the curriculum, or the curriculum creates the textbook, which is relevant. Even most of time, textbook and the curriculum are created in the quite same time. It is because that the curriculum and the textbook are integrated and as a range of system in teaching and learning. The textbook itself helps the teachers to teach their students systematically. Grant (in Widya 2006) explain that, most of general English teachers find some difficulties in teaching material without a textbook. For teachers, a textbook is needed. It is may be a different thing for ESP classroom that needs of the learners. But if there are teachers that do not need a textbook, they probably have plenty of time to prepare the material or they are genius people. 2.7 Theoretical Framework Textbook used is the most important is teaching learning process. Learning without textbook is empty action an active process to get the information from the book. Therefore, the teacher should have purpose of textbook used in teaching learning process in classroom. In textbook used the students can apply some techniques and strategies which are matching with the target of learning with used textbook because without book is not easy activity, in order they can understand in teaching learning process. The textbooks are used for the first year students of SMPN 1 Sakra Timur and the first year students of MTs. NW Menceh, there are differences and similarities from one another. In this case, the teachers are needed to prepare themselves as part of the system. The teacher needs to prepare themselves as a facilitator and mediator. Teachers need to be creative to make interesting material so the students can be interested.

CHAPTERI III RESEARCH METHODOLOGY

In this chapter, the writer discusses about research design, research object, sampling technique, research instrument and data analysis. 3.1 Research Design In this research, the writer used comparative method, which method that used to compare two or more variables or events. Comparative research will find the similarities or the differences of something, people, procedure of work, ideas (Arikunto, 1998: 247). 3.2 Research Object The object of this research is the textbook used for the first year students atSMPN 1 Sakra Timur and for those at MTs. NW Menceh academic year of 2008/2009. 3.3 Sampling Technique Populations of the study are the textbooks used for the first year students ofSMPN 1 Sakra Timur and MTs. NW Menceh academic year 2008/2009. For this reason, the technique of sampling is purposive (sampling).

3.4 Data Collection Procedure In order to obtain data needed in this research, the writer uses the following methods: 1. Interview Interview is a method, which is used to gain the data by making face-to-face communication. In relation to this, it is said that interview is method to gain the data by oral question. 2. Questionnaire Questionnaire is established for English teacher to gather the data about choosing a good textbook. The questionnaire used in this research, consisted of closed-ended and open-ended questions. 3. Secondary resources Secondary resources are the method to seek the data such as notes, transcripts, book, magazines, etc. 3.5 Data Analysis In analyzing the data, the writer investigated the textbook. According to Strading (2001) in Nicholls (2006) there are 4 steps to follow, namely: 1. The writer identified the textbooks for the first year students used by the students of SMPN 1 Sakra Timur and MTs. NW Menceh. 2. The writer compared the textbooks in order to find out the similarities or the differences between them. If the textbooks are different one from another the writer identified what their difference are. 3. In this step the writer analyzed the textbooks. The writer Neville Grant evaluation. There are three stages of evaluation, they are as follows: a. Initial evaluation In this evaluation the writer used CATALYST test. This test has been explained in the review of related literature. The writer used CATALYST test to identify whether or not the textbooks used in the classroom are suitable. In this evaluation the writer gave questionnaire to the teacher, following the procedure on CATALYST test. b. Detailed evaluation In this evaluation, the writer will use questionnaire to find out the answer of the following questions:

1) 2) 3) c.

Does the course suit their students? Does it suit teacher? Does it suit the syllabus? In-use evaluation In this evaluation the writer interviewed the teacher to support the information above and to evaluate whether or not the textbooks work in classroom.

4.

At least the writer analyzed the textbooks used in both schools in terms of their relevance the students needs and curriculum expectation.

REFERENCES Ansary, Hasan and Babaii, Esmat. Universal Characteristics of EFL/ESL Textbooks: A Step Towards Systematic Textbook Evaluation. Arikunto, Suharsimi. 2003. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara. Grant, Neville. 1987. Making the Most of Your Textbook: Longman Keys to Language Teaching. Longman UK limited Hatiati, Maini, 2006. A Study on Textbook Influences Towards Teachers Method in Teaching Reading Skill at MTs. NW Surabaya Sacra East Lombok in Academic Years 2006/2007. Hermer, Jeremy, 1998. How to Teach English. Longman UK Limited. Hindrawati, Ida Ayu Kadek, 2003. The Relevance of English for Communication by Brandon Hisly with the Content of 1999 Curriculum. http:www.msdnaa.net/curriculum/glossary.aspx. accessed on July 8th 2007 at 17.00 PM. http:wwww.csc.noaa.gov/mpass/tools.comparativr.html. accessed on July 8 th 2008 at 17.000. Noviyanti, Widya, 2006. The Analysis of English on Sky by Mukarto, M.Sc: A Study at Seventh Grade of SMP Negeri 10 Mataram in academic year 2005/2006. Nurkencana, Wayan dan PPN. Sumartana. 1986. Evaluasi Pendidikan. Surabaya: Usaha Nasional.

CONTOH SKRIPSI BAHASA INGGRIS THE CORRELATION BETWEEN STUDENTS ACTIVITY IN WATCHING ENGLISH TV PROGRAMS AND STUDENTS VOCABULARY MASTERY: THE CASE OF THE FOURTH SEMESTER STUDENT OF ENGLISH DEPARTMENT SEMARANG STATE UNIVERSITY

CHAPTER I INTRODUCTION

1.1 General Background of the Study Brumfit (1981: 1) stated that English is an international language and the most widespread medium of communication, both because of the number and

geographical areas of its speakers and because of the large number of non native speakers who use it for part of their international contact. Thus, it is not surprising that the teaching of English is carried out in many parts of the world. For example, our country Indonesia treats English as the first

foreign language. English has some important roles in the development of Indonesia, such as it is used as an instrument in developing modern science and technology sources using English in their explanation to help people around the world in learning them. English is one of the international languages used as a means of communication among nations in the world. It is used in international trade, tourism and other important international affairs. Indonesian language is a mother tongue, thus, English language is not used commonly in a daily life by Indonesian people. Therefore, to consider the important role of English, the Indonesian government positions English as the first foreign language. Realizing the importance of English in our country, many people in Indonesia are learning the language. They learn it for many different purposes such as business, science, technology, and communication and also for education. Besides having different purposes in learning the language, people also have different

sources in learning it. Most of them learn the language in formal education such as: schools, college and universities. In our country, English has been taught as a compulsory subject since the students are in the Junior High School until the University. It is also taught in some Elementary Schools and Kindergartens in Indonesia as local content from now on. In addition to learning the language in formal education, people also learn it in non-formal education. English courses and private lessons are the examples of non-formal education institutions existing in our country. People can choose one of them that are suitable with their purpose and funds. Although they are learning the language from different sources, they have a same basic wish in their learning process that they want to get a success on it in realizing their wish; they use some media that can help them in the learning process. These media can be books, magazines, newspapers, cassettes, radios and also television. Television is one of the mass media that can also be used as a medium in learning English. Why television? Because it is an interesting and enjoyable medium to learn anything. The audience can learn anything they have not known before watching television, because it always offers something actual and new to them through its programs. As it is mentioned by Vernon S Gerlach / Donald P. Ely (1980:354) Television is an electronic system of transmitting still and moving images with accompany in sound over a wire or through space. The system employs equip that converts lights and sound into electrical impulses and reconverts them into visible light rays and audible sound. From the quotation we know that the audience at home can know and learn anything new and actual in the world through television. It is like a magic box that gives something wonderful to its audience through its programs. As one of the mass media, it gives so many benefits to its audience, such as excitement, information and also knowledge. There are many kinds of knowledge that can be obtained by them by watching television programs, for example knowledge of environment, medicine, law, politic, culture and also language. As it is mentioned on the previous paragraph, television can be used as a medium to learning a foreign language, for example English language. It can happen because television broadcast programs that are broadcast on their television channels. The programs are broadcast everyday on television, from morning until night, of course on specific times. This condition is very useful for the English learners in Indonesia,

included the students of the English Department of Semarang State University because they can use the programs to add their English knowledge. There are many English skills and knowledge that can be learned by the students by watching English TV programs, such as listening, speaking and also knowledge of vocabulary. There are many vocabularies that can be learning by them by watching the programs, because the programs provide so many vocabularies of many different fields. They can learn vocabularies of environment, social life, law, politic, education etc from those programs. It is important for them to have a large vocabulary because of the four English skills such as listening, reading, speaking and writing need a large vocabulary. Mastering it will help them to improve the other English knowledge, as it is mentioned by Charles B. Jennings (1978: 4): If you already have an interest in words (vocabulary) using them can improve your reading, writing, talking, and thinking. From the quotation above, we can take a reference that the basic component, which must be mastered by them to get a success in learning English is vocabulary. They will find some difficulties in their learning process without mastering it, since most learning activities such as listening, reading, thinking and talking need a large and solid vocabulary. As it is stated by Micheal Bennet (1991:63) Yet everyone, especially the English learners need a large vocabulary to succeed in their learning process because reading and listening are the ways they learn. The students of English Department of Semarang State University as a part of English learners in Indonesia should also have a large vocabulary. Especially because they will become teachers in the future. As teachers, they should have a good English knowledge because they will teach many students and they should be responsible for their teaching. Moreover, they have a duty to correct the mistakes that have been done by their students during the learning process. Therefore, they really should have a good quality in English correcting the students mistakes is not an easy work, since they should know both the source of mistakes itself and the correct form. They can not do this duty, if they have not a good English knowledge. It is really needed by them to become English teachers. Since this profession has a heavy responsibility; both, responsibility for the result and the responsibility for the learning process itself. Relating to the matter, English students of Semarang State University really must have a good quality in English. They can start to reach it by having a large vocabulary because it helps

them to master other English skills. Moreover, it is also helps them in communicating with the teachers, other people and with their students. It is really needed in a communication, as it is mentioned by Canale and Swain in Jack Richard and W. Schmidt (1983: 5) Communicative competence was understood as the underlying system of knowledge and skill required for communication, e.g. knowledge of vocabulary and skill in using the sociolinguistics of convention for a given language. From the quotation above, we know that mastery of the vocabulary of a foreign language is the most required thing for communication. Nasr (1975:57) stated that language is used to communicate ideas and experiences and vocabulary is an element in a language that expresses units in our experiences. Realizing this fact, the writer thinks that English TV programs are good media for the English students of Semarang State University to enrich their vocabularies, also expression from those programs. They can get that thing that they do not get in their classes and textbooks. It is good for them to learn English language out of campus because it can help them in their English learning process. Their English will develop better if they also learn it out of campus. This fact will open their eyes that they should learn from many different sources if they want to get a success in learning English. They can not learn from one source only. Furthermore, learning English out of campus will help them in conducting communication in English, because out of campus they can learn how to practice their English. Moreover they can know that English in daily communication is slightly different from English in the textbooks. Realizing this fact, learning and listening from people who have a good quality in English is the right way for them to add their English knowledge. They can increase English skills and knowledge, such as speaking and vocabulary by listening them. Listening to the people who have a better speech style, such as lecturers, presenters, teachers and eminent public figures is a good way for them to build a large vocabulary. It is mentioned by Michael Bennet (1991: 63) That listening to intelligent people or native speakers is another good way to acquire a solid vocabulary. Furthermore, he stated that the context of spoken language is ever more helpful than of written language. Since it includes body language, facial expression and intonation (stress, pitch and juncture) to help the learners to understand the meaning intended by the speaker (J Michael Bennet, 1991:63). Based on the statements above, we know that one of the ways in learning vocabulary is by listening to the people who have a

better knowledge and speech style than we have. Relating to this matter, English TV Programs are exactly the right media for the students of English Department Semarang State University to enrich their vocabulary. It contains things that fulfill the requirements for a good way in building a rich vocabulary. It also contains spoken language, which is supported by facial expression and also the right intonation of the announcers, actors, and actresses of the programs that condition will help the English students in understanding the words or the sentences that are spoken by them by seeing their factual expression and intonation. In this way, the English students can guess the meaning of an unfamiliar word first before they know exactly the appropriate meaning of the word. In addition, English TV Programs also help the English Students of Semarang State University to learn the vocabulary in its context. So, they really know how to use the word that exists in the program in daily life. Moreover, they can understand that a word has different meaning according to its context. For example, the word cool has different meaning when it is used in music and climax contexts. In the first context it means good or wonderful. Meanwhile, in the second context it means chilly. From this example, we know that context is the most important thing in determining the meaning of a word. It is also helps them in understanding a meaning of an unfamiliar word without looking it up in the dictionary, Albert J. Harris and Edward R. Sibay(1981: 139) mentioned We can deduce the meanings of many words without looking them up in a dictionary or other word book by studying them in context, in the sentence which they use in a part. Furthermore, Perrin(1957) also has the same opinion about the meaning of the words, as it is cited by Gray C. Jack (1963:1) that words have meaning only in a particular statements. From the two statements above, we can conclude that two better ways to understand the meaning of words are by studying them in their context and studying them in a particular statement. Relating to the matter, the writer considers that English TV programs are really good media for the students of the English Department of Semarang State University to learn vocabulary in their contexts, so they will not get a difficulty in choosing words in conducting communication in English In this thesis, the writer wants to discuss the significant correlation between the students activity in watching English TV programs and their vocabulary mastery. She takes the fourth semester English students of Semarang State University to be examined because thinks that students in this grade already

have enough English knowledge to follow the programs. She considers that the program is a really good program for them in building the vocabulary. She hopes that she can find any significant correlation between two things above because she has a hypothesis that there is a correlation between them. To prove her opinion, then she conducted this research.

1.2 Reason for Choosing the Topic The following are the reasons of choosing the topic: 1.2.1 The importance of vocabulary mastery for English students. She realizes that vocabulary mastery in an important thing for English students because a large vocabulary is needed by them to get a success in their English learning process. Although there are four language skills, Such as listening, reading, speaking, writing are started by vocabulary so it is a first thing that English students must be familiar with. 1.2.2 The importance of the context and spoken language in learning the vocabulary. She considers that context is the first thing that should be noticed by the English students in learning vocabulary. It helps them in using the vocabulary in communication. They will find some difficulties about how to choose an appropriate vocabulary in daily life without understanding the context. Furthermore, she also realizes that spoken language- especially from the people who have good speech style is also a good way to enrich vocabulary. It is good since facial expression, intonation and good performance of the speakers, will help the students in understanding their speech, support it. She considers that English to programs contain those entire things. Moreover, they also contain so many interesting things. Therefore, students will not get boredom in learning vocabulary if they use the program. Furthermore, she has an opinion that there is a significant correlation between students activity in watching English TV program on their vocabulary mastery. So, she chooses this topic in her thesis. The writer wants to know whether there is the significant correlation between students activity in watching English TV programs on the students vocabulary of English Department of Semarang State University. For the sake of limitation, the writer chooses only the fourth semester students as the subject of the research.

1.3 Assumption and Limitation In conducting this investigation, the writer has the following assumptions. 1.3.1 A students activity in watching English TV programs is indicated by the score of the questionnaires concerning the students activity in doing it. 1.3.2 A students mastery of vocabulary is indicated by the score of vocabulary test. 1.3.3 The result of this study is only applied to the fourth semester English Department students of Semarang State University in the academic year 2006. 1.4 Statements of the Problems The problems stated in this thesis are: 1.4.1 What does vocabulary and vocabulary mastery mean? 1.4.2 What types of vocabulary are found in English TV Programs? 1.4.3 Is there any significant correlation between students activity in watching English TV programs and their vocabulary mastery? 1.5 Objectives of the Study The objectives of the study are: 1.5.1 To understand what is vocabulary in learning language. 1.5.2 To find out vocabulary types those are found in English TV programs. 1.5.3 To find out whether there is a significant correlation between the students activity in watching English TV programs and their vocabulary mastery.

1.6 Significance of the Study The result of this study will be useful for the readers. Especially for the students of the English Department of Semarang State University. It may provide useful information for them in conducting such a research. In addition, this information can distribute to their knowledge of language research. This study may be helpful for the English Department Students of Semarang State University. It helps them be more alert to their vocabulary mastery. Furthermore, it may help them to understand that vocabulary mastery is an important aspect in language learning. It is a key for them to get a success in their learning language process. For the writer this thesis gives awareness that vocabulary is an important aspect in language learning. Besides that, this thesis also gives her a view that learning English out of school is very important to the English Department Students of Semarang State University.

1.7 Outline of the Thesis The outline of the thesis is as follows chapter I contains the introduction covering the background of the study. The reasons for choosing the topic, assumption and limitation, the statement of the problems, the objectives of the study, significance of he study and outline of the thesis. In chapter II, she discusses the theory underlying the writing of her thesis and the hypothesis. In chapter III, she writes about the method of the investigation. It consists of the population and sample, the variables, the method and procedure of collecting the data, the instruments of the research, the administering of the test, the scoring technique and the method of data analysis. In chapter IV, she presents the research findings, which consists of the data analysis and the discussion of the result. The last chapter, that is chapter V, contains the conclusions and the suggestions of the research.

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Uses and Functions of English in Indonesia. English has important uses and function, although it is not a second language (ESL). For Indonesian people; it still has a significant role to play. It occupies important uses in many fields, such as information, tourism, business and also education. It is an important school subject that has been taught to the students since they are in Junior high schools. In the information field, it is becoming the second major language of printed information after the Indonesian language. Most of Indonesias scientific, commercial, economic and technological knowledge are written and published both in English and Indonesian language. This condition happened because our country is a developing country that needs a broad communication and corporation with other countries in order to build up itself. There are many ways that have been done by the government. One of them is by exporting and introducing our products to abroad. The products can be economical, commercial or technological products. In this activity, Indonesia needs a means of

communication that can be understood by other countries. English it the right answers for the need. Since it is becoming the major international language of printed information in the world. Jack C. Richards (1983: 3) stated that a great deal

of the words scientific, commercial, economic and technological knowledge is written and published in English, though the writers may be Chinese, Swedes or Italians.

2.2 Learning English in Indonesia Since English has important uses and functions in our country. Many Indonesian people learn the language. They realize whether they like it or not they will need English someday. Furthermore, they need it more in this era when the

communication technology developed fast. The world has no limits and anything on it is getting global. These condition force people around the world to have knowledge of a language, in which the language is included into major language in the world and it is used broadly in many world life aspects. English is one of the languages that fulfill the requirements. In learning the language, Indonesian learners will be introduced to many English components; one of them that should be mastered first in their English learning process is vocabulary. 2.3 Why Study Vocabulary In chapter I it is important for every English learner to master vocabulary, but why they should it first before they study other English components? The first reason for the question is the words or vocabularies or lexicons are the basic tools for almost English skills such as listening, reading, speaking and writing. Mastering them influence students ability in other English skills. As it is mentioned by John Read (1988: 12) Vocabulary proficiency affects not only the students reading skills, but their speaking, listening and writing as well. From the statement above, we can conclude that vocabulary proficiency helps the students or the English learners to master other English skills, so they should focus their attention first to the vocabulary mastery in their learning process. The second is that vocabulary plays an important role in writing activity. Actually, most of English learners activities deal with writing activities, for example; doing assignments, thesis and also taking writing test. Therefore they should have a larger vocabulary in order to make their writing good, coherent, and also understandable by their readers. Barli Bram (1995: 48) has an opinion concerning with that matter. He stated that words or lexicons are the basic tool for writing. To a great extent, it is word that determines whether a paragraph is good or not. Furthermore he said that wrong words surely do not state the writers

message across. In essence, the diction or word choosing in a paragraph has an important role. Readers can receive the messages that are conveyed by the writer if she or he uses appropriate words in their paragraphs. The last reason is that a large vocabulary helps the English learners in studying other English subjects such as Sociolinguistics, Psycholinguistics, Business

Correspondence, etc. It will help them to understand and define many concepts, ideas, expressions that they get in such subjects. It is stated by Bella Fiore (1968: 1) The larger the vocabulary you build up, the better able you are to define and refine the expression of the images and ideas. Moreover, she said The more words you master richer become you thought process and the better you distinguish between shades of word meanings, the subtler grows your expression of ideas. In conclusion, vocabulary learning is an unseparate thing from language learning because whenever people think of it, they usually think of vocabulary learning and vocabulary mastery. It is a key for the English learners to get a success in their learning process. 2.4 Definition of Vocabulary We have discussed so far about vocabulary, but do we know exactly what vocabulary is? Here, the writer tries to present some definitions of vocabulary. Bella Fiore (1968: 1) defined A word or vocabulary is a verbal label that represents a concept or idea. It is the currency of thought. Albert J Harris and Edward R Sibay (1981: 459-460) also have a similar opinion with Bella Fiore about the definition the vocabulary. They stated A word or vocabulary is a verbal label that represents a concept or idea, as children mature, the concept represented by the word gradually become refined and accurate Holt (1966 : 80) has a different definition about vocabulary. He said Vocabulary is an alphabetical list of the word used in a book, often including their translation or definition. Besides the definitions above, there is an interesting definition of vocabulary that is stated by Rosalind Minor Ashley (1970: 126). She said the words or vocabularies are the alchemists tools, the mystical ingredients in a magical brew which can intoxicate, hypnotize, incite, inflame, amuse, influence and carry out our fellow human beings. From those definitions, the writer concludes that vocabulary is a tool or verbal that represents concept or idea with its definitions in an alphabetical list, in which the tool can amuse very amazing feelings to human beings.

2.5 Vocabulary Types Language experts classify vocabulary into some different types. Robert A Butler (1978: 70) classifies the vocabulary into working and recognition vocabulary. The first type consists of the words that people use daily in their writing and speaking. On the other hand, the second type consists of words that people recognize in the context of reading matter, but does not actually use in daily life. Meanwhile, Marry Finocchiaro Ph. D and Michael Bonomo have a different classification. They are function and content words. The function words are a closed class; we cannot add to prepositions or auxiliaries\ or modals or any other structure word of the language. The content words on the other hand, can be added to at any time as new scientific advances make new words and communication about new invention necessary. Different classification of vocabulary also stated by Charles B Jennings, Nancy King and Marjorie Stevenson. They divided the vocabulary into active and recognition vocabulary, which is made up of the words that people use in speaking and writing. Meanwhile, the second type is a vocabulary which is composed of the words which people understand when they hear or read them, but which they do not ordinarily use in speaking and writing. Harris J Albert and Edward R Sibay also had a different point of view about vocabulary types. They divided vocabulary into writing and meaningful vocabulary. Writing vocabulary consists of words that people hear or they use in writing, whereas the second type is the sum of all words that people can understand or use correctly whether in listening, speaking, reading or writing. The last classification that is stated by the experts in English language is a classification of traditional vocabulary, which contains verb, adjective, noun and adverb. From those classifications I can conclude that there are six types of vocabulary. They are working or active vocabulary, recognition vocabulary,

meaningful vocabulary that covers active and recognition vocabulary, content word, function word and the last is traditional vocabulary. It covers verb, adjective, noun and adverb. 2.6 General Meaning of Vocabulary Mastery The vocabulary mastery is a thing that is difficult enough to be defined. Fries (1945: 3) stated that the mastery of language is meant as the ability to use or to understand all the words of the language, but when we read a newspaper or a

magazine we often find words we do not know. Therefore, we can never master a through vocabulary or even the vocabulary of our own language. Furthermore, he also said that the vocabulary mastery of a foreign language is also bound by our actual experience. It takes time to learn them\ and there is no short cut to attain mastery of the complete vocabulary of a foreign language. However, we can learn few hundreds lexical items that are most useful in situations and really master them first. So, one can really master a limited number of very useful vocabulary items in a short time. In essence, vocabulary mastery is people ability to use or to understand words of a language that they have learned and heard in certain situations in which they really have experienced the situations in their life.

2.7 General Concepts of Media (Audiovisual) Teaching media is needed in the teaching learning processes to help students to become active. Gerlach and Ely (1980:281) propose that establishes conditions which enable learners or students to acquire knowledge, skills and attitudes. They also claim that the term instructional media includes a wide range of materials, equipment and technique: chalkboards, bulletin boards, filmstrips, slides, motion picture, TV, programmed instruction, models, demonstrations, charts, maps, book and combination of these. Hornby (1974: 528) defines media as mass

communications, e.g. television, radio and the press. There are a lot of media in teaching and learning processes. Gerlach and Elly (1980:247) classify media into six types: 1. Still picture They form as photographs of any objects or events which can be presented in textbook illustration, bulletin board materials, slides, filmstrip frames or overhead transnsparancies. 2. Audio recording They are made on magnetic tape on discs or a motion picture sound tract. These are the actual events or sound effects reproductions. 3. Motion picture or video tape recording It is a moving image produced in color or black and white from live action or graphic representation, objects or events can be in normal, slow, timelapse or stop motion.

4. All types of audio-video electronic distribution system eventually appear on a cathode ray tube (television monitor) included or television. 5. Real things, simulation and models They include people, events, objects and demonstration. Real things are the actual objects or events. Simulation is a copy of real situation designed to be as similar as possible to the actual events. 6. Programmed and computer-assisted instructions They are sequences of information (verbal, visual or audio) designed to elicit predetermined responses. The most common examples are\ programmed textbooks or instructional programs prepared for computers. The audiovisual aids can be interpreted as any substances which play an important role in teaching and learning process. They help the students or learners master the material more interestingly. Audiovisual aids as one of the media are not new things in the instructional world. Things such as television and video compact disk are often found in the teaching-learning processes. 2.8 Television in Indonesia Television is one of mass media that has a great attractive power for its audience. It offers so many interesting things for them such as knowledge, information, experience and also excitement. It is also an actual medium that gives something different to them compared with other medium. George Comstock (1978: 9) stated that television is an actual medium that can be seen anytime and it also brings to its audience places, events and situations that could not be seen otherwise. A wonderful box has amazing influences its audience through it programs. Gerlach and Elly (1980:354) states that the rapid growth of television over the last twenty five years has brought about a number of changes in education. Many teachers feel that they are competing with television in teaching students how the world works. Some educators believe the television distorts the real world; others feel that television glorifies anti social behavior such as crime and violence. Whatever we may think, we must be aware that commercial and educational television affects students for better or worse. From the definitions above, I conclude that television in general is a means of communication and it can function as an entertainment, learning media, especially in learning English because there are many English programs on television.

According to Gerlach S. Vernon (1980 :366-368) television has several\ advantages for the English learners to enlarge their vocabulary. They can practice them if they want to be successful in learning vocabulary. Those advantages are: a. Television offers a means for providing a common base of experience for all who see a given program at the same time. b. It brings to the classroom people, places, and events that could not be seen otherwise. c. Preconditioned learners come to school as confirmed TV consumers. d. The reality and concreteness of the visual image are as present in television as in other audiovisual media. e. A television signal can originate from one source but can be distributed to several areas at the same time. f. Television makes it possible for the teacher to be in two places at the same time. g. Immediate feedback of results and performance by teachers and students alike is possible with television. h. Television can instantly magnify small objects so that all class members can see them at the same time. In this era, the technology television development in the world is so wonderful. There so many TV stations with variations of program throughout the world right now. In Indonesia there are many television channels recently. There are TVRI, RCTI, SCTV, ANTV, INDOSIAR, METRO TV, TV 7, TRANS TV, TV GLOBAL Etc. Each of them has specific characteristics. All of them offer interesting programs such as films, news, sports and also music program to attract its audiences attention. Among so many programs which are broadcast by them, the writer is interested in English TV programs to be examined in her thesis. She considers that the programs are good programs for English learners in Indonesia, especially for the fourth semester students of English Department of Semarang State University to develop their English knowledge, especially in mastering vocabulary. 2.9 English TV Programs English TV Programs are the English programs which are broadcast by our television channels everyday. The programs include English music, news and films programs. In this thesis, the writer wants to discuss two of the programs; they are English

news and films. She chooses the two programs to be examined because of two reasons: a. The two programs contain larger and broader vocabulary compared with the first program; that is English music program. b. The two programs contain vocabulary of many different fields. This condition will help the English learners, especially the fourth semester students of English Department of Semarang State University. 2.9.1 English News Programs Two of many television channels broadcast the program; they are METRO TV and TVRI. They broadcast the program with different names and times. METRO TV broadcast the program everyday at 7.30 a.m. The name of\ the program is METRO This Morning. Meanwhile, TVRI broadcast the program at the name time, it is at 15.00 p.m. The name of the program is English News Service. The duration of the program in the three television channels is 30 minutes. 2.9.2 English Film programs The English film programs have many variations of the theme, such as love, family, friendship, adventure, science, criminals, corps etc. All of them have different specific characteristics, both the stories and the stars. All of our television channels broadcast the program. The duration of English film is two hours. In general, each television channels broadcast it twice a week with different names. RCTI broadcast its English films in a program with the name Layar Emas and Film Sabtu Siang. SCTV with Gala Sinema. Trans TV with Sinema Gemilang. Lativi with Sinema Malam Minggu. ANTV with Film TV Special. INDOSIAR with Film Sabtu Malam. Meanwhile TPI broadcasts with the name Film tengah malam. Etc. The writer consider that the programs are really good programs to the English learners, especially the English students to learn the vocabulary. They contain so many useful vocabularies, both from the announcers and the actors/ actresses. Listening to them video jockey is a good way for the English students to enlarge their vocabulary, because listening to the intelligent people who have a better speech style than we have will help us in learning vocabulary. It is mentioned by Robert A Butler (1978: 7) A good vocabulary results from years of listening to intelligent people talk and of reading a wide variety of good books. From the quotation, we know that listening

to the intelligent people talk is one of the ways that can be used by the English learners in enriching their vocabulary.

2.10 Types of Vocabulary Found in English TV Programs Based on the types of vocabulary that have been discussed in section 2.5 (types of vocabulary), the writer considers that vocabularies which are found in English TV programs are included into active or working vocabulary. The vocabularies that appear in the programs are the vocabularies that people use daily in their speaking and writing. The words like: keep your eyes, he is as cool as ., take a round, she is really a fair girl, hello mam, the victory of republic party. , keep on moving., I want to establish a business., They postpone their wedding and the winner is., I dedicate\ my love to., My father will discipline me., Welcome back in school, and others are the words that are familiar with the people in communication They use the words in their daily life. Both in oral and writing communication. The audience will not get a difficulty to understand those words because the speakers on those programs speak in an interesting and a right expression and intonation. So, they will know about how to pronounce the words in a right and good pronunciation. Moreover, they will learn to determine appropriate meaning of words by seeing their contexts. 2.11 Students Activity in Watching English TV Programs. Students activity in watching English TV Programs that the writer mentioned in her thesis is the daily activity which is done by the fourth semester students of English Department of Semarang State University in watching English TV programs. Watching in this context does not mean watching only, but also covers the activities such as: thinking, writing and discussing that are done by them after they watched the English TV programs. Their intensity in doing the activity is expressed by their responses to the statements on the questionnaires concerning with the matter.

2.12 Hypothesis In this thesis the writer stated the working; the alternative hypothesis is there is a significant correlation between the students activity in watching English TV programs and their vocabulary mastery.

CHAPTER III METHOD OF INVESTIGATION

As long as the title of this final project is concerned, the main purpose of this research is to find out the correlation between the fourth semester students activity in watching English TV programs and their vocabulary mastery. Besides the purpose of the research, this chapter also describes the population and sample of the research, the variables, the method of collecting data and the instruments that were used to collect the data.

3.1 Population and Sample 3.1.1 Population The population of this research was the fourth semester students of the English Department of Semarang State University in the academic year 2005/2006. They were chosen as subjects of her research for the following reasons: a. The students were in the same grade and have been studying English for the same period of time. b. The students have been familiar with vocabulary items that exist in English TV programs. 3.1.2 Sample The samples for the research were selected from the total population of 399 fourth semester students of the English Department of Semarang State University. The total samples used in this study were 40 students taken from the population by applying random sampling technique. This means, if the sample is random that all possible sampling of 40 students have the same probability of being selected. In determining the size of sample. Arikunto (2002:112) says that If the population is 100 or less, it is better to take the whole population as the sample, if the population is more than 100 respondents, the researcher can take 10-15 % or 20-25 % or more than 25% of the population based on the capability of a researcher (Translated from Metode Penelitian, 2002:112). In selecting the samples, the writer took one of Moser Grahams procedures called the lottery method. First of all, she wrote all the students names of each class on a small piece of paper and they were rolled and put into 8 glasses. Glass A for class A, glass B for

class B, glass C for class C, glass D for class D, glass E for class E, glass F for class F, glass G for class G and glass H fo class H. Secondly she mixed the rolled papers in each glass and let 5 rolls drop out of each glass. After having the total number of the samples, she stopped it. 3.2 Variables of Investigation The variables are the condition or characteristics that a researcher manipulates controls or observer. There are two kinds of variables; the independent variable X and the dependent variable Y. The independent is the presumed effect. Whereas the dependent variable is the consequent of independent variable and it is the variable predicted to. Whereas the independent variable is predicted from. In this research, the two variables investigated were: a. The students activity in watching English TV programs. This is the independent variable. The students activity in watching English TV programs is indicated by the following indicators: - Interest - Frequency - Focus - Time - Effect b. The students vocabulary mastery (Y) This is the dependent variable. The students vocabulary mastery is indicated by the students scores of vocabulary test from those which were available vocabulary subject concerning with the vocabularies that appeared in the\ English TV programs. 3.3 Method and Procedure of Collecting Data Arikunto (2002: 197) said that there are five methods in collecting the data. They are questionnaire, interview, observation, test and documentation methods. In this research, the writer used two of the five methods; they are questionnaire and test method. She considers that two methods are test method for collect the data in this research. The procedure of collecting the data of this research involved several steps. The first step was arranging the questionnaire. The second was trying-out the questionnaire to measure whether or not it needed improvement. The third step was collecting and analyzing it for its validity and reliability. The fourth was distributing the

questionnaire to the respondents and then collecting it. It was organized on May 15, 2006. After she collected the questionnaire, she analyzed them. The fifth one was obtaining scores of vocabulary test from the vocabulary material and the last one was computing the data. 3.4 Instrument In this research, the instruments used were questionnaires and vocabulary test. 3.4.1 The Questionnaire The questionnaire is a number of questions or statements used to gain information from respondents about the respondents themselves or their knowledge, belief, etc. (Suharsimi Arikunto, 2002: 128). The questionnaire in this research is used to measure the students activity in watching English TV programs. In this research, the writer used a rating scale form of questionnaire i.e. a statement followed by columns indicating always, often, sometimes and never. The questionnaire consists of 20 items were consisting the positive and negative statements. All of students concerning to the students activity in watching English TV program. Each item has five scales. The scoring technique of the questionnaire the writer used was Likert scale type. The Likert scale type presents a number of positive and negative statements regarding the attitude of the respondents. In responding to the items on these scales the respondents indicate whether they Always, Often, Sometimes or Never with each statements. The numerical value assigned to each response depends on the degree of agreement or disagreement with individual statements. A subjects score is determined by summing the values assigned to individual responses. The response is usually expressed in terms of the following five categories; the response option are assigned of four points to each response indicating always with favorable statements, a value of three for often with these statements, two for sometimes and one for never. For an unfavorable statement one reverses the scoring procedure, since never with the unfavorable statement is assumed psychologically equivalent to agreement with always of a favorable statement. It makes no difference whether four is high and one is low or vice versa. The main consideration is that the response be scored consistently in term of the attitude the represent, whether strongly approve or strongly disapprove

is the favorable attitude depends on the content of the statement. The outline of scoring of the questionnaire can be seen as follows; 3.4.2 Vocabulary Test The second instrument used in this research was vocabulary test. To have a valid and reliable vocabulary test, the researcher decided to take the test materials from the vocabulary materials. The vocabulary test in this research is used to measure the vocabulary mastery. The vocabulary item used in this test is vocabularies of five human aspects. They are; education, social, law, medicine and politic. The researche chose these aspects because she considered that they often appeared in English TV programs, both in English news and films.

3.5 Try out of the Questionnaire and the Vocabulary Test. Before the questionnaire and the vocabulary test were used to collect the data, it had been tried out to measure its validity, reliability and difficulty of an item It was conducting on June 6, 2006.The researcher used twenty students of the fourth semester student of English Department Semarang State University. 3.6 The Condition of the Test 3.6.1 Validity of Instrument Suharsimi Arikunto (2002: 145) stated that to get a valid instrument, a researcher should take a careful effort in arranging it from the beginning. He or she has to follow a right procedure to acquire its validity. If he or she has done the procedure carefully, it can be assumed that he or she has acquired the validity. The researcher took the following steps in arranging the questionnaire. First, she has broken the variable into some indicators. From these indicators then, questions of the questionnaire were formulated. She has done all the steps carefully in order to obtain an instrument with logic validity, which means that the instrument was a result from a very careful effort that was done by the researcher in order to acquire validity. The questionnaire and vocabulary test said to be valid when the result rxy are greater than rtable. To measure the validity of the instrument the researcher using the formula : (Arikunto, 2002: 146) The result of analysis validity can be seen in the appendix 5 and 8. To the questionnaire, there are five of invalid items from twenty items. So,

the questionnaire becomes fifteen items. From fifty items of vocabulary test, there are ten of invalid items. So, the items of vocabulary test become forty items. 3.6.2 Reliability of the Instrument Reliability of the questionnaire indicates the stability of the questionnaire score when it is used to collect the data. In other words, the questionnaire measures respondents responses consistently. Harris mentioned that to have confidence in measuring instrument, the researcher needs to make sure the reliability of the scoring of the test (1969: 14) The questionnaire said to be reliable when approximately the same results are obtained on different occasions. To measure the validity of the instrument used in this research, the researcher applied an internal reliability of questionnaire test using the formula of Alpha and the result was as the following: The way of computing the reliability was making a preparatory table that can be seen in appendix 7. By conducting a try-out to 20 respondents of the population, the researcher obtained its internal reliability. From the Alpha formula, the value of questionnaire was obtained 11 r = 0,811. Concerning to the amount of subjects for the try out. She considers that is are enough amount for the requirement of a tryout. Relating to the matter, Suharsimi Arikunto (1996: 210) stated that the researcher in a small or large scale could do a try-out. A small-scale try-out can be done to 4-5 respondents. On the other hand, a large-scale try-out is done to 15-50 respondents. Furthermore, she stated the subjects of the try-out could be taken from the population or outside the population. If the researcher took the respondents outside, the population for the try-out, she should take the subjects who have the similar characteristics with the population. Then the reliability of vocabulary test using the formula K R 20 as follows : r11 = Index reliability k = the number of item p = Proportion of the subject answering the item correctly q = Proportion of the subject answering the item incorrectly = 0,926 From the computation above, it was obtained 11 r was 0,926. Whereas the critical value for r with the 5% significant level of 20 respondents is 0,444. So, we can

conclude that the value resulted from the computation is higher than its critical value. From the result, we can conclude that the instrument used in this research is reliable with significant level 5%. An instrument is said as a reliable instrument, if the value resulted from the computation, r is higher than its critical value. On the contrary, an instrument is called, as unreliable instrument if the value resulted from the computation is lower than its critical value.

3.6.3 Practicality of the Instrument Practicality is concerned with the administration of the questionnaire in this research. The questionnaire used in this research was practical enough. Since the respondents were only required to give a checklist in the columns provided in each question according to their responses. Furthermore, the respondents only needed a little time to do it, which was about 20 minutes. On the other hand, it was also practical enough for the researcher, since it did not involve many persons to administer it.

3.7 The Method of Analysis the Data The main objective of the research is to find out whether there is a significant correlation between the students activity in watching English TV programs and their vocabulary mastery. The researcher examined the opinion by computing the data by applying the formula of the Pearson in which : XY : the sum of XY X : the sum of the X Y : the sum of Y X2 : the sum of square of X Y2 : the sum of square of Y N : the amount of subjects Other objective of her research is to find out whether there is significan correlation between the students activity in watching English TV programs on their vocabulary mastery. The researcher examined the opinion by computing the data by applying the formula By using the equation, it can be found the significant correlation coefficient between the students activity in watching English TV programs on the vocabulary mastery of the fourth semester students of English department of\ Semarang State University. Then we used the distribution t and its table t

distribution with dk\ denumerator (n) with the 5 % significant level, If t in Ho area, thats (11/ 2 )( 2) (11/ 2 )( 2) < < n n t t t , it means not significant. The writer uses the 5% significant level, because the field of her is language subject not an exact subject. In the language study, it is better to use the 5% significant level. On the other hand, for an exact study it is better to use the 1% significant level.

THE SECOND YEAR STUDENTS MOTIVATION IN LEARNING ENGLISH AT SMPN 4 MATARAM IN ACADEMIC YEAR 2009/2010

CHAPTER I INTRODUCTION 1.1 Background of study Many factors affect students successful in learning. Motivation of English learners was regarded as one of the most important aspect to determine the successful learning. It was believed that students with higher motivation of learning foreign languages tend to perform better than those who have low motivation (Chang 2005). The first summary of L2 motivation research was first proposed by Robert Gardner and Wallance Lambert in 1972. Motivation is commonly considered to be an inner drive, impulse, emotion or desire that moves one to apparticular action; or In a general sense, motivation can be defined as the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritized, operationalised and (successfully or unsuccessfully) acted out (Dornyei, 1998). Gardener defined motivation as the combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes towards learning the language. According to Keller, motivation is the choices people make as to what experiences or goals they will approach or avoid and the degree of effort they will

exert in that expect (Keller, 1983). It has an undoubted evident effect on second language teaching and learning and it is generally accepted as one of the major determinants of second language teaching and learning. Motivation is the process whereby goal-directed activity is instigated and sustained (Pintrich & Schunk, 2002), it is one of the keys that influence the rate and success of language learning (Dorney, 1998). Virtually all language teachers want to motivate their students to study languages. The Indonesia government has been aware of the importance English. It is really realized that English plays an important role in international interaction. Having qualified in English now days might give wide opportunities to get a good jobs are as one of its requirement. The conditions lead learners to another motivation to learn English. They learn English not only for the shake of their rank in the class but also for future purposed that is to enable them to get jobs. This condition rises up the learners motivation to study English. Based on the explanation the teacher has the importance role to motivate the students learned including facilitating, guiding and showing something to learn. 1.2 Statement of problem The research is intended to answer the following research question: 1. 2. What is the students motivation in learning English? What factors that influence the students motivation in learning English?

1.3 Purpose of study The purposes of this study are: 1. 2. To find out the students motivation in learning English

To identify the factors influencing the students motivation in learning English. 1.4 Assumption of study

1. 2.

Students have the same background of learning. In the teaching the are many various efforts have been used by teacher to increase the motivation. 1.5 Scope of study Based on the researcher determined the scope of this research that was directed to find out the kind of factors influence the students motivation in learning

English. The subject of this research was the second year students of SMA DARUL HIKMAH Mataram. 1.6 Significance of study Thus hopefully, the result of this investigation could be applied by both teachers and students and other education institutions in motivating the students to learn English and also to improve the quality of teaching and learning English. So, the students would be able to use either spoken or written English on the next level of education such as senior high school and even university.

1.7 Definition of Key terms To avoid misunderstanding and misinformation on the side of the readers, it was necessary to define the key terms in this study were as follows; 1. Motivation According to Keller, motivation refers to the choice people make as to what experiences or goals they will approach or avoid, and the degree or effort they will exert in that expect (Keller, 1983). Motivation, the process whereby goal-directed activity is instigated and sustained (Pintrich & Schunk, 2002), is one of the keys that influence the rate and success of language learning (Dorney, 1998). 2. Learning Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviors, and attitudes Many cognitive psychologist, who focus on the change in knowledge, believe that learning is an internal mental activity that cannot be observed directly, it only can be observed from the activities which are done by the learner in getting an information or knowledge, such as reading, listening, or showing his attention toward the certain object.

3. The second year students The second year students of SMA DARUL HIKMAH Mataram in Academic year 2011/2012

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 Motivation in Learning According to Zhang Rui1, FU Liang2 (2008) in his article, motivation was divided into two basic types: intrinsic motivation and extrinsic motivation. 1. Intrinsic motivation Intrinsic motivation is raised up from the students themselves when they were born and it is raises factually when it is needed. Intrinsic motivation reflects the desire to do something because it is enjoyable. If we are intrinsically motivated, we would not be worried about external rewards such as praise or awards. If we are intrinsically motivated, the enjoyment we experience would be sufficient for us to want to perform the activity in the future. 2. Extrinsic motivation Extrinsic motivation comes from outside the students themselves. Extrinsic motivation reflects the desire to do something because external rewards such as award, money and praise. People who are extrinsically may not enjoy certain activities. They may only wish to engage in certain activities because wish to receive some external reward. There are three aspects of extrinsic motivation, namely:

a. Parent aspect Parent of the students play important role to stimulate their children in learning English. b. Peers aspect Friend also can stimulate the students in study, the students who has friend with high motivation in study will bring good effect to their interest in learning. c. Environment aspect Environment in which the students live can stimulate the students to study English better. The students who live in big town, in which there are many library, there are many book stores, and other equipment that can complete the students need will has effect on students motivation. B. The Previous Study on the Students Motivation in Learning English

Al-Tammy, A. (2009) has investigated Petroleum Engineering students motivation and attitudes towards learning the English language. The study investigated students motivation in terms of three motivational constructs: instrumental motivation, integrative motivation and personal motivation based on Gardners (1985) and Cooper and Fishmans (1977) works. To achieve this objective, two research tools were used namely, questionnaire and interviews. The target students population in this study was all the students who studied in the academic year 2006-2007 in the Department of Petroleum Engineering (DPE) at HUST, Yemen. The total number of the students was 191 males. The data collected in the present study was of two types i.e. quantitative and qualitative. For the students motivation, the results showed that instrumental motivation was the primary source of the petroleum engineering students motivation toward learning the English language. Personal reasons were also regarded as important motives to the students. However, in regards to the integrative reasons, the results provided evidence that learning English to be part of the culture of its people had the least impact in students English language motivation. Carreira, J.M. (2006) has investigated a combination of motivation and foreign language anxiety among Japanese university students. The participants were 91 sophomores majoring in English at a womens private college in Japan. The main purpose was to investigate the relationship between motivation for EFL and foreign language anxiety. This study indicates that students who have practical reasons and intellectual satisfaction tend to have lower levels of foreign language anxiety. Although this study did not reveal strong correlations between motivation and foreign language anxiety, it would be unwise to conclude that motivation and foreign language anxiety do not interact. Further research is needed to explore possible links between motivation and foreign language anxiety. The results of the current study suggest that foreign language anxiety is only related to a small extent to motivation, and then the low level of variance explained suggests that other variables play more important roles. Chen, W.C.D. (2008) has to investigate some freshmen cadets orientations of motivation on English learning. The result showed that theLinguistic self-

confidence orientation got the highest score. To obtain the data, this research utilized statistical means of descriptive statistics. There were 61 subjects in total

participating. The limit of this research is that the study was conducted at a military academy in southern Taiwan. The finding will not be applicable to the orientations of other students motivation on learning English in Taiwan. However, this study provides a general perspective towards the orientations of some freshman cadets motivation on English learning. For the in-depth discussion, further interviews with cadets or even with teachers toward the motivational aspect of students English learning will be recommended. Kam, C.K.M. (2006) tries to identify the factors affecting the second language acquisition and their relative contribution to the determination of language learning outcomes. Participants were drawn 247 students attending week-end Chinese schools in Sydney. 628 students were drawn from 17 classes; 10 classes from primary school and 7 classes from secondary schools. Participants were also required to attempt short tests in Chinese and English, the performances were captured as Chinese and English scores. Each participant was asked to complete a questionnaire consisting of 65 items together with a self-perception rating of English performance in four domains, namely, reading, writing, listening and speaking. After collection of the questionnaires, participants were asked to attempt English and Chinese papers to assess their language proficiency. They were validated assessment instruments gauging the students language proficiency. The opinion data from questionnaires were subjected to factor analyzed using SPSS package with Principal Axis Factoring to determine the factor structures, followed by confirmatory factor analysis using LISREL package to ascertain the scales for latent variables. The relationship between goals and motivation was not significant. The present study represents an initial attempt to describe the relationship between the motivational attitudes and the second language learning for ethnic Chinese students in Sydney. Kasami, N. (2006) tries to identify motivational enhancements in the Bulletin Board System (BBS)-based intercultural exchange project. The exchange project was carried out by the 386 students of 14universities in 9 countries, Japan, Korea, Taiwan, Brazil, Indonesia, UAE, Burkina Faso, Mexico, and Namibia in 2005. This research deals with Japanese students motivation for English and culture learning systematically in terms of Kellers ARCS Model of Motivational Design. Based on analyses of questionnaires and English tests, it is indicated that the exchange project

sustained students motivation for learning and enhanced students English writing and intercultural communicative competence. Kimura, Y., Nakata, Y., & Okumura, T. (2001) explore the types of language learning motivation possessed by Japanese EFL learners from diverse learning milieus. Research on L2 motivation has long been conducted within the paradigm of social psychology. However, the revival of interest in L2 motivation in the 1990s shows a clear shift to an educational focus in which L2 learners cognitive, affective characteristics and classroom considerations have become major areas of concern. Following this trend, the present study employed a 50-item motivational

questionnaire based on several motivational components from educational and social psychology. The questionnaire was administered to 1,027 participants from various learning contexts. Exploratory factor analysis confirmed six motivational factors and the follow-up multivariate analysis of variance (MANOVA) indicated that some factors are characteristic of certain language learning milieus, while others are common to all situations. The results are discussed in terms of the motivational characteristics of EFL learners in Japan. Liu, M. (2007) has investigated Chinese university students attitudes towards and motivation to learn English and the correlations of the said variable with the students English proficiency. The participant was 202 third-year students (51 female and 151 males) in six classes were randomly selected for the study in a southern university in China. The result of this study revealed that the students who had more positive attitudes toward learning English tended to score higher in the proficiency test and that the students who were more instrumentally or travel motivated tended to perform better in the test and both intrinsic and extrinsic motivations contribute to the learning of a second/foreign language. Other research methods such as interviews and reflective journal can be employed to supplement the survey so that the change or differences in attitudes and motivation among students can be explained. Man_fat, M.W. (2004) focuses on the relationship between integrative motivations an L2 achievement among Chinese L2 learners in Hong Kong. Integrative motivation has been found to be correlated number of factors, such as perservance and classroom behaviors, in addition to L2 achievement. Therefore, having a deeper understanding of the relationship between integrative motivation

and L2 linguist achievement in Hong Kong allows teachers, curriculum planners and policy makers to improve teaching practices and polices. Rui1, Z., & Liang2, F. (2008) have aim to put forward the motivation theories and their implications in language teaching, meanwhile studies the motivational factors and presents several motivational strategies. Questionnaire survey is to be conducted among the adult non-English learners in Xingjian Normal University in order that non-English learners motivation and motivational factors could be generally identified. Statistical data analysis is to be done after the survey and the factors affecting the non-English adult learners English study are expected to be exposed to the readers. Based on the analysis of the data and statistics, some practical implications are provided. The purpose of this essay is to cope with the following two research questions: (1) What motivates the non-English learners to study English and how? (2) What can be done to enhance non-English learners motivation in learning English? 60 learners with ages from 20 to 35, selected randomly from the Law Department and Economics Department, Xingjian Normal University took part in the quantitative questionnaire survey. They have been studying in the university for 2 years. Among the subjects, 42 were females and 18 were males. They at least have learned English for 8 years. In conclusion, through the research work, it is easy for us to detect that there are some problems in existence in adult learners English learning, in particular, the low motivation in language learning. However, if we adopt the right way to arouse their motivation and prompt them to learn, they would make great progress in learning and upgrade the level of English study. Vaezi, Z. (2008) describes and examines Iranian's undergraduate students' integrative and instrumental motivation toward learning as a foreign language. In the study, 79 non-major students from the Islamic Republic of Iran (IRI) were selected to complete a questionnaire reflecting their motivation for learning. In order to determine the students tendency towards the two kind of motivation a modified 25-item survey was administered to undergraduate students in a university located in east of Iran. The results have highmotivation and positive attitudes shown that Iranian students towards learning and they had very more

were

instrumentally motivated. Finally, based on the findings some suggestions and recommendations for teachers have been highlighted.

Wong, R.M.H. (2008) has investigated how gender differences place impact on a group of Chinese immigrant students motivation to learn English. This study aimed to investigate how Chinese immigrant students motivation in relations to age differences affected the teaching and learning of English as a second language. The questionnaire included items on different motivational constructs at different levels, based on the conceptual framework mentioned in the last section. Data collected from the questionnaire was analyzed using SPSS. Descriptive analyses were mainly used to project participants motivation and learning strategies for English learning. Chinese immigrant students were found to have stronger motivation to learn English, as they grow older, especially for a group of Chinese immigrant students who are over 16 years old. While for those who are less than 15 years old, their motivation to learn English tend to be weaker. According to both quantitative and qualitative results, both pointed at a direction that older Chinese immigrant students have stronger sense of self-efficacy in dealing with a difficult task in comparison with the younger ones. Older Chinese immigrant students tended to believe that paying sufficient effort could lead to academic success and they had stronger confidence in their study methods while the younger Chinese immigrant students were still searching for a good way to learn English in Hong Kong. Wu, M.V., & Wu, P.H.N. (2008) use quantitative methodology to explore the perceptions of students at a Taiwanese technical university concerning its EFL learning environment in three aspects the physical environment, instructional arrangements, and social interaction. The paper concludes with recommendations by the researchers for improving practice. The participants were 593 freshman students selected from the population using a two-stage random sampling procedure, it takes place in Taiwan. The researchers used the software SPSS to analyze the quantitative data. The result of this study revealed that students had a low motivation and it indicates a neutral impression of their own motivation. This study more contact with native speakers. If instructors are not able to bring foreigners to the classroom, they could assign students to conduct their own interviews with foreigner living in the community. Yihong, G., Yuan, Z., Ying, C., and Yan, Z. (2007) have investigated the relationship between English learning motivation types and self-identity changes

among university students in the Peoples Republic of China. The sample obtained from a stratified sampling consisted of 2,278 undergraduates from 30 universities in 29 regions. The instrument was a Likert-scale questionnaire which included 30 items of motivation types based on free responses, and 24 items of self-identity changes in six predefined categories: self-confidence, subtractive, additive, productive, split, and zero changes. An exploratory factor analysis revealed seven motivation types: intrinsic interest, immediate achievement, individual development, information medium, going abroad, social responsibility, and learning situation. A canonical correlation test found that motivation types and self-identity changes were correlated through four pairs of canonical variables. Among these, intrinsic interest was correlated with productive and additive changes, individual development with selfconfidence change, social responsibility with productive and split changes.

Theoretical and pedagogical implications of the results are discussed. One of the most general and well-known distinctions in motivation theories is that of intrinsic versus extrinsic motivation. Deci (1985) defined intrinsic motivation. Intrinsically motivated activities deal with behavior performed for its own sake in order to experience pleasure and satisfaction, such as the joy of doing a particular activity or satisfying ones curiosity. According to Vallerand (1983) and his colleagues , there are three subtypes of intrinsic motivation: (1) to learn (engaging in an activity for the pleasure and satisfaction of understanding something new, satisfying ones curiosity and exploring the world); (2) towards achievement (engaging in an activity for the satisfaction of surpassing oneself, coping with challenges and accomplishing or creating something); (3) to experience stimulation (engaging in an activity to experience pleasant sensations). For extrinsically motivated behavior, on the other hand, is carried out in anticipation of a reward from outside and beyond the self, such as passing an exam, obtaining financial rewards and even certain type of positive feedback are likely to be extrinsic. According to Deci and Ryan (1985), there are four types of extrinsic motivation in existence: (1) External regulation refers to the least self-determined form of extrinsic motivation, coming entirely from external sources such as rewards or threats; (2) Interjected regulation involves externally imposed rules that the student accepts as norms to be followed in order not to feel guilty; (3) Identified regulation occurs when the person engages in an activity because he or she highly values and identifies with the behavior, and sees its

usefulness; (4) Integrated regulation is the most developmentally advanced form of extrinsic motivation, involving optional behavior that is fully assimilated with the individuals other values and needs. On account of the various educational, social and psychological backgrounds, language learners vary in each other and learners differences influence their studying outcomes. Of all these differences, eight have been mainly focused and discussed. Respectively they are motivation, intelligence, aptitude, personality, age, sex, first language and learning strategies (Ellis, 1997). Of the eight differences mentioned above, motivation plays an essential part in language learning, Skehan (1989) points out that motivation is the second most powerful factor in forecasting language learning effects and it is only after aptitude. For motivation determines the degree of effort the language learners make in learning foreign language. The more motivation they have, the positive attitude they would adopt and the more efforts they would make in learning the target language. In conclusion, integrative orientation or intrinsic motivation plays a more important role in second/foreign language learning than instrumental or extrinsic motivation. With reference to the above review, the writer want to find out the students motivation in learning English and to identify the factors that influence the students motivation in learning English at SMA DARUL HIKMAH Mataram.

CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design This study conducted with descriptive qualitative method which adapts Vaezi, Z (2008) combine with writer method to analyze the data. Method of this study was used to describe the motivation of second year students of SMP 4 Mataram in Learning English. 3.2 Population and Sampling Technique Regarding of the population, arikunto said if the population is less than 100 people, we can take all the population as the subject of the research. If the number of population is more than one hundred, we can take 10%-15% or 20%-25% of the

population for the subject of the study. The number of population is representative enough for the subject of the research. (arikunto : 1991:107). The population in this research is the motivation of the second years students of SMA DARUL HIKMAH MATARAM, all students are 31 students as a population. No. 1. 2. 3. 4. 5. 6. 7. Class VIII
BIL

Population 30 36 36 36 37 35 37 247

VIII1 VIII2 VIII3 VIII4 VIII5 VIII6 TOTAL

3.2.2 Samples In this research, the numbers of population were 247 students. According to Arikunto (2006) if the population is less than 100, it is suggested taking all as sample, but if they are more than 100, we can take only 10-15%, 20-25%, 30-35%, etc. Because the number of students was more than 100, the writer takes only 10 % of 247 students. No. 1. 2. 3. 4. 5. 6. 7. Class VIII
BIL

Samples 3 4 4 4 4 4 4 27

VIII1 VIII2 VIII3 VIII4 VIII5 VIII6 TOTAL

3.3 Data Collection Procedure

This study was tried to find out the motivation of the second year students of SMPN 4 Mataram. The writer was used the questionnaire technique for this research. The data were obtained through spreading out questionnaires for the second year students of SMPN 4 Mataram. The researchers adapted and modified these questions from Al-Tamimi, A. (2009), Liu, M (2007), Rui1, Z., & Liang2, F. (2008) and Vaezi, Z.(2008). Questionnaires were translated in Indonesian to make easy for the participants who were investigation according to Al-Tamimi who did investigation in Arab and translated questionnaire into Arabic. The questionnaire consists of 30 items divided into two parts, the first part contain of the students intrinsic motivation while the second part of questionnaire related the students extrinsic motivation. Every question has choice of YES and NO. 3.4 Data Analysis Procedure After collected through questionnaires the data was then analyzed based on the steps below: 1. 2. Spread out the questionnaire which consists of 30 statements. Identifying the answer from the questionnaire. This means that the answer will be grouped into YES and NO. 3. List the answers. How many students answer YES and how many of them answering NO for the whole question. The answer will be drawn into a table for the easiness in computing. 4. 5. 6. Percentage the data to find the result. Clarify the percentage. Take conclusion.

CHAPTER IV DATA ANALYSIS AND DISCUSSION

4.1 Data Analysis As the writer stated in previous chapter, the data gathered were classified. In this chapter some motivations with the same categories were isolated and analyzed as the influencing to students English learning. There were two categories of students motivation considered to analyze. They are intrinsic and extrinsic motivation on the second year of SMPN 4 Mataram.

4.1.1 The Students Intrinsic Motivation Result Motivation You learn English because of your own desire You learn English because you really like English subject You learn English because you are interested in mastering it You learn English with pleasure You learn English outside of school as well You learn English diligently You learn English because you want to master about the structure of English 78% 15% 67% 89% 22% 85% 33% 11% Yes 89% 59% 93% No 11% 41% 7%

You learn English because you want to master as much as possible English vocabularies You learn English because you want to be brighter in writing and reading in English You learn English because you are really interested with English books You learn English because you like to listen news paper or English songs You learn English because you want to be able to speak English fluently You learn English in order to be able to communicate with foreign people/native speaker You learn English because you want to continue your study on abroad You learn English because you want to be an English teacher

96%

4%

100% 70% 81% 96% 85% 63% 59%

0% 30% 19% 4% 15% 37% 41%

Table above shows students response for intrinsic motivations aspect in learning English. The intrinsic motivations related to You learn English because of your desire, 24 students (89%) stated YES and 3 students (11%) stated NO. Towards the second motivation You learn English because you really like English

subject, 16 students (59%) stated YES and 11 students (41%) stated NO. Towards the third motivation You learn English because you are interested to master it, 25 students (93%) stated YES and 2 students (7%) stated NO. Toward the fourth motivation You learn English with pleasure, 21 students (78%) stated YES and 6 students (22%) stated NO. While motivation number five You learn English outside of school as well, 4 students (15%) stated YES and 23 students (85%) stated NO. Furthermore there more 18 (67%) of students stated YES on motivation number 6 and 9 students (33%) stated NO, while 24 students (89%) stated YES and 3 students (11%) stated NO on motivation number 7. On motivation number 8, 26 students (96%) stated YES and 1 student (4%) stated NO. On number 9 that 27 (100%) of the students answered YES. While on motivation number 10, 19 (70%) of students stated YES and 8 students (30%) stated NO. Then, on motivation on number 11, 22 students (81%) answered YES and 5 students (19%) answered NO. There were 26 students (96%) of students stated YES on motivation number 12 and 1 student (4%) stated NO. It is also found the motivation number 13, 23 students (85%) stated YES and 4 students (15%) stated NO. In addition in relation to motivation number 14, there were 17 students (63%) stated YES and 10 students (37%) stated NO. And then, 16 (59%) of students answered YES and 11 students (41%) answered NO. Observing closer the table, it was explicitly that the second year students of SMPN 4 Mataram have intrinsic motivation in learning English at school. It was proved that there were 15 intrinsic motivational statements offered to the students were chosen positively. Another word, a great part of the students answered YES instead of disagrees NO of those inner motivation statements offered to them. Take for example there were 27 (100%) students want to be able to write and read English.

Motivation You learn English because of forced by your friends You learn English because you posses a friend from abroad You learn English in order to get award in English competition You learn English because you are afraid not to pass in English You learn English because you like west culture You learn English because it is a main subject at school You learn English because of forced by your parents You learn English in order to receive good value You learn English because of forced by your teacher You learn English to compete in globalization era You learn English in order to understand English

Yes 11% 11%

No 89% 89%

4%

96%

48%

52%

26% 89% 11% 89% 11% 63% 74%

74% 11% 89% 11% 89% 37% 26%

television program You learn English in order to understand English 56% 44%

magazine and English news paper You learn English because it is an international language You learn English in order to get respect full from your friends You learn English in order that you get a job easily 100% 0% 89% 11% 11% 89%

Another evidence showed that 24 (89%) students want to master about the structure of English, and 26 (96%) of them want to master as much as possible English vocabularies. However, the students probably do not like to study English because there were still studying at school and do not like studying at home, join in course, not have an appreciation in English, etc. These can be seen from table above that there were 4 (15%) of the students agreed or chose YES on the statement number 5 You learn English out of school as well. 4.1.2 The Students Extrinsic Motivation Result

Table above showed that students responses for extrinsic motivations aspect in learning English. The extrinsic motivation related to You learn English because of forced by your friends, 3 students (11%) stated YES and 24 students (89%) stated NO. Toward the motivation no. 17 You learn English because you posses a

friend from abroad, 3 students (11%) sated YES and 24 students (89%) stated NO. Toward the motivation no. 18 You learn English in order to get award in English competition, 7 (26%) of students answered YES and 20 students (74%) answered NO. There were 13 (48%) of students stated YES on motivation no. 19 and 14 students (52%) stated NO. Toward the motivation no.20 You learn English because you like west culture, 7 (26%) of students answered YES and 20 students (74%) answered NO. Toward the motivation no.21 You learn English because it is a main subject at school, 24 students (89%) stated YES and 3 students (11%) stated NO. Furthermore, there were 3 (11%) of students stated YES and 24 (89%) stated NO on motivation no. 22. Moreover, 24 students (89%) stated YES and 3 students (11%) stated NO on motivation no. 23. It also found that 3 (11%) of students answered YES and 24 students (89%) answered NO on motivation no. 24. Then, 17 (63%) of students stated YES and 10 students (37%) stated NO on motivation no. 25. It also found that 20 (74%) of students answered YES and 7 students (26%) answered NO on motivation no. 26. There were 15 students (56%) stated YES and 12 (44%) stated NO on motivation no. 27 (You learn English in order to understand English magazine and English news paper). In addition, in relation to motivation You learn English because it is an international language, there were 24 (89%) of students stated YES and 3 students (11%) stated NO. While motivation no. 29 relating to You learn English in order to get respect full from your friends, there were 3 students (11%) answered YES and 24 students (89%) answered NO. Finally, 27 (100%) of students answered YES. Observing closer the table, it was explicitly that the second year students of SMPN 4 Mataram had extrinsic motivation in learning English at school. It was proved that there were fifteen extrinsic motivation statements offered to the students were chosen negatively. Another word, a great part of the students answered NO instead of agrees YES of those extrinsic motivational statements offered to them. For example, there were 24 (89%) students want to learn English because of forced by their teacher. Another evidence showed that 24 students (89%) want to learn English because of forced by their parents, and 24 students (89%) want to learn English to get respect full from their friends. However, the students probably want to learn

English in order to get award, it can be seen from table on the statement no.18 You learn English in order to get award in English competition. In brief, the students motivation to study English was divided into two types. They were intrinsic and extrinsic motivations that have a close related with students ability in learning English. As what was researched with data of class VIII shown that they had a motivation in studying English. 4.2 Discussion From the in-depth observation the writer found that second year students motivation had several differences which were influenced by two factors that were intrinsic and extrinsic motivation. It is similar to Liu,Ms (2007) statement in her study that intrinsic and extrinsic motivations contribute to the learning of a second/foreign language and also stated by Skehan (1989) that motivation plays an essential part in language learning. The table showed that second year students of SMPN 4 Mataram had intrinsic motivation in learning English at the school. It was proved that there were intrinsic motivation statements offered to the students were chosen positively. Another word, a great part of the students answer Yes of those intrinsic motivation statements offered to them. For example there were 27 (100%) students wanted to be able to write and read English. The table also shows that second year students of SMPN 4 Mataram had extrinsic motivation in learning English at the school. It was proved that there were fifteen extrinsic motivations statements offered to the students were chosen negatively. Another word, a great part of the students answered No instead of agrees Yes of those extrinsic motivation statements offered to them. For examples there were 24 students (89%) want to learn English because of force. It is different from Hao, Liu & Hao, (2004) stated that Chinese students are often highly motivated to study English. In brief, the students of SMPN 4 Mataram had high motivation. In addition, the tables revealed that the students intrinsic motivation had more essential role than the extrinsic motivation, it was similar to Gardner et al., (1987); Gardner et al., (1989); Noels et al., (2001) stated that integrative orientation or intrinsic motivation plays a more important role in second/foreign language learning than instrumental or extrinsic motivation. But it may not be true in all learning situations. According to Vaezi, Z (2008) in his study has found that

Iranian students had very high motivation and positive attitudes towards learning and they were more instrumentally motivated and also stated by Liu, M (2007) in her article that as Chinas economy is developing fast and Chinese people are in more contact with those from other cultures in various ways (such as attending conferences, studying and traveling), English is becoming more important. It plays a major role in determining what university middle school graduates can choose and in selecting college graduates for further education. It is also an influential factor in deciding what jobs and salaries people can get in the job market.

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion The research reveals that there were various motivations in the second year students of SMPN 4 Mataram in academic year 2009/2010 in learning English at the second class. Some of them had intrinsic motivations and extrinsic motivations. The intrinsic motivations were statements numbers 1-15. Motivation number 9 was 27 (100%) of the students agreed Yes of learning English because they want to be able to write and read English. Moreover, there were extrinsic motivations. The extrinsic motivations were statement numbers 16-30. Motivation number 16 was 24 (89%) of the students disagreed No to learn English because of forces from their friends. Statements number 22 was 24 (89%) of the students disagree No to learn English because of forces from their parents. Finally, motivation number 24 was 24 (89%) of the students disagree No to learn English because of forces from their teacher.

The level of students motivation can be divided into several categories, such as: 1. High Motivations Category The high motivation of the students can be measured from their answer of Yes that shown in the questionnaires. The number of students that are included into this category is about 80% to 100%. 2. Medium Motivations Category

The students who refer to this category are those who answer the questionnaires Yes about 60% to 79%. 3. Low Motivations Category The students that categorized into low motivations are those who answer the questionnaires about 0% to 59%. Among those three kinds of motivations above were influenced by intrinsic motivations that appear from the learners themselves and the other one was influenced by extrinsic motivations which the factors were out of learners mind or those were influenced by their environment. In this case, the students were more intrinsically than extrinsically motivated to learn English, which was different from Liu,M (2007) claim that the students were more instrumentally or extrinsically than integratively or intrinsically motivated to learn English.

5.2 Suggestions Observing the conclusion above, it was provided some suggestions to the students, teacher and parents are as follows: a. Students Should be able to have an interest to learn English in improving their motivation. The students hoped to keep their motivation which is important for their learning activities. b. Teachers Teachers have to observe the students intrinsic and extrinsic motivations because those are the basic that influence their interest in learning, and always tell the students the advantages of English to increase their interest in learning English. Bearing in mind the importance of students motivation and attitude in the success or failure in learning teaching process. Teachers have to accommodate and anticipate it by improving and developing the teaching strategies those later enable students to take part actively in the class. c. Parents The parents must care of their children motivations. The parents have to support their children to learn more (intrinsic motivation), and also reserve their motivations

with many things connected with their needs. For example: in learning English children need dictionary, tape recorder etc and also join with English course (extrinsic motivation). The parents should give more attention to their children motivation as unique individual with specific capability, strength, limitation and weakness. The parents should also make children feel loved and needed by giving positive evaluation on their abilities and not enforcing them to fulfill all their expectations without considering their abilities.

BIBLIOGRAPHY Al-Tamimi, A. (2009). Motivation and attitudes towards learning English: A study of Petroleum Engineering Undergraduates at Hadhramout University of Sciences and Technology. GEMA Online Journal of Language Studies Volume 9(2) 2009,pp 29-53. Arikunto, S. (2006). Prosedur penelitian suatu pendekatan praktik . Jakarta. PT Rineka Cipta. Carreira, J.M. (2006). Relationships between motivation for learning English and foreign language anxiety: A Pilot Study.JALT Hokkaido Journal, Vol. 10 pp. 16-28. Chang, H. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly 39(4): 609-659. Chen, W.C.D. (2008). A study of ROCMA Freshmen Cadets motivation on English learning. WHAMPOA - An Interdisciplinary Journal, No 54, pp 139-146. Cooper, R.L, & Fishman, J.A. (1977). A study of English attitude. In J.A. Fishman, R.L. Cooper, & A.W. Conrad (Eds), the spread of English. (pp. 239-276). Rowley, MA: Newbury House. Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. Drnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117135. Ellis, R., 1997. The study of second language (Eds.), Proceedings of ESP/EAP acquisition. Oxford: Oxford University Press. Conference, 2, Tehran. the First National

Gardner, R (1985). Social psychology and second language learning: the role of attitude and motivation. London: Edward Arnold. Gardner, R., & Lambert,W. (1972). Attitudes and motivations in second language learning. Rowley, Massachusetts: Newbury house. Gardner, R. C., Lalonde, R. N., Moorcroft, R., and Evers, F. T. (1987). Second language attrition: The role of motivation and use. Journal of Language and Social Psychology, 6, 29-47. Gardner, R. C., Moorcroft, R., and Metford, J. (1989). Second language learning in an immersion program: Factors influencing acquisition and retention. Journal of Language and Social Psychology, 8, 287-305. Hao, M., Liu, M., Hao, R. P. (2004). An Empirical Study on Anxiety and Motivation in English as a Foreign Language. Asian Journal of English Language Teaching, 14, 89-104. Kasami, N. (2006). Students motivation and satisfaction in learning English and culture in the BBS-Based intercultural exchange project. Institute for Language Education Research and Development, J. F. Oberlin University, 3758 Tokiwa machi, Machida-shi, Tokyo 194-0294, Japankasami@obirin.ac.jp Kam, C.K.M. (2006). English learning motivation for ethnic Chinese students in Hong Sydney. available athttp://www.google.com/May_2006_ymc.php Kong and

Keller, J. M. (1983). Motivational design of instruction. In reigeluth, C.M. (ed.): Instructional design theories and models: An overview of their current status. (pp.383-434). Lawrence Erlbaum Associates. Kimura, Y. Nakata, Y. Okumura, T. (2001). Language learning motivation of EFL learners in JapanA cross-sectional analysis of various learning Milieus. http://www.jalt-publications.org/archive/jj/2001a/art3.pdf. Liu, M. (2007). Chinese students motivation to learn English at the tertiary level. Asian EFL Journal. Volume 9, issue1, article 7. Man-fat, M.W. (2004). An exploration of the role of integrative motivation in the achievement of English language learners in Hong Kong. Karens linguistic issues. Noels, K. A., Clment, R., and Pelletier, A. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. The Canadian Language Review, 57, 424-442.

Pintrich, P.R. & Schunk, D.H. (2002). Motivation in education: Theory, research, and application. (2nd, ed.). New Jersey: Merrill Prentice Hall. Rui1, Z., & Liang2, F.(2008). Survey of college non-English adult learners English learning motivation and its implications. US-China Foreign Language, Volume 6, No. 3(54). Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold. Vaezi, Z.(2008). Language learning motivation among Iranian undergraduate students. World Applied SciencesJournal 5 (1): 54-61, 2008. Vallerand. (1983). Motivation: Reopening the research agenda. Language learning. Wong, R.M.H.(2008). Motivation to learn English and age differences: The case of Chinese immigrants. Asia Pacific Education Researcher, 17(1), 45-60. Wu, M.V., & Wu, P.H.N. (2008). Creating and authentic EFL learning environment to enhance student motivation to study English. Asian EFL Journal, Volume 10, issue 4, article 11. Yihong, G. Yuan, Z. Ying, C. Yan, Z. (2007). Relationship between English learning motivation types and self-identitychanges among Chinese students.http://www.stanford.edu/~yuanzhao/tesol07.

THE TEACHERS STRATEGIES IN TEACHING ENGLISH VOCABULARY AT THE FIFTH GRADE THE ELEMENTARY SCHOOL: A CASE STUDY AT SDN 40 MATARAM IN ACADEMIC YEAR 2011/2012
CHAPTER I INTRODUCTION 1.1 Background of Study

In presenting English, especially vocabulary, the teacher should be creative in choosing the materials and able to stimulate the students interest. The teacher needs to manipulate some strategies to support the teaching and learning process. Palmberg (1986:15) states vocabulary acquisition in foreign language learning has received rather insufficient attention from applied linguistics and has been largely neglected by recent development in research. Vocabulary is the most important factors in English. We need to master it well. The learner should comprehend and high confident to use it in front of speaker especially how to communicate with a good vocabulary building in each vocabulary. Vocabulary has important role to use as tool of communication. Since vocabulary is very important for the student who study English, higher interest should be given to it. There are several studies in teaching vocabulary strategies in elementary school, this methodology has been tested by Alfitra Gaeda (2009) who found that use guessing word strategies in teaching English vocabulary making the transition to independent learning can be easier and more efficient. Second, Edelma Concha Pique (2000), reveals that ruled the ball of vocabulary learning by turning the classroom into a positive and fun learning experience, making language both more significant and more memorable. It also encourages students to be active, enthusiastic, and animated. However, only a few research discuss the teachers strategies teaching English vocabulary, it is a need to help English teacher to improve skill in teaching vocabulary. Teaching vocabulary is one away to improve the students knowledge in order to be able to build a grammatical sentence and is also teaching vocabulary is one difficult item complemented by teacher because many things should be concerned and it has to take good handling in order to students can understand what is the vocabulary itself. This research is conducted to find out the information about condition of the English subject, especially in Teaching English vocabulary at SDN 40 Mataram. By knowing the strategies the teacher may achieve the purpose of teaching learning process at the fifth grade of SDN 40 Mataram in Academic Year 2011/2012. 1.2. Statement of the Problem From the background of the study stated above, the writer formulates the question as follows:

1. 2.

What strategies are used by the English teacher in teaching vocabulary at the fifth grade of SDN 40 Mataram in Academic Year 2011/2012? What are the students response toward the implementation of teacher strategies in teaching vocabulary?

1.3. Purpose of the Study In according with the statement of the problem above this study is aimed at: 1. 2. Finding the strategies in teaching English vocabulary at the fifth grade at SDN 40 Mataram in Academic Year 2011/2012. Finding the students response of the teacher strategies in teaching English vocabulary at the fifth grade at SDN 40 Mataram in Academic Year 2011/2012. 1.4. Significance of Study The result of the study will help English teachers to improve skill in teaching vocabulary. It is hoped that the result of this study can give some contributions to the success of the teaching learning English at the elementary especially related to the effort of enriching students vocabulary in learning new vocabulary. The teacher is able to select the most appropriate strategy to overcome the problem and the student can understand easily. 1.5. The Scope of the Study a. This study is conducted to the English teacher at the fifth grade of SDN 40 Mataram in Academic 2011-2012. b. This study is only dealing with the teachers strategies in teaching vocabulary in SDN 40 Mataram. 1.6. Definition of Key Terms a. Strategies According to Gony and Kingsmey (1974:12) the strategy is a process of individual behavior which modified or changed through practice or learning on the other hand. b. Teaching Teaching is transfer knowledge consciously (Oxford Dictionary) c. English English is the mean of England the test of Britain, North America, a great pane of the British command wealth and some other cannot raise, according the password by Karnarman, (1987:26).

d. Vocabulary is a list of words with their meaning, responses which accompanies text book in a foreign language. (Hornby, 1976:11)

CHAPTER II REVIEW OF RELATED LITERATURE 2.1. The Concept of Vocabulary Vocabulary is acquired incidentally though indirect exposure to word and intentionally though explicit instruction in specific word and word-learning strategies. And it also vocabulary is the knowledge of words and words meaning. (Linda Diamond and Linda Gultohn, 2006). As Steven Stall (2005) puts it, vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word first into the word. Following are some generalization of what people have agree about the vocabulary according Hornby are: - Vocabulary is the total number of words that make up the language. - Vocabulary is the body of words known to a person or used in particular book, subject, etc. - Vocabulary is a list of word with their meaning, response which accompanies a text book in a foreign language. (Hornby, 1976). Vocabulary is the combination of lexical word that knows by somebody or others, or it is some part of certain language one lexical word defined as combination of all lexical word is understood by people and perhaps the lexical word would be used by the people to construct new sentence. (Wikipedia Bahasa Indonesia, Ensiklopedia Bebas). Vocabulary is attaching a new name to a familiar object for which there is an equivalent word in their own language. (Ruth Gairn and Stuart Redman: 1986). By this definition, the writer can accumulate that vocabulary is the bones of a language. It make possible on could express something or message to another, read different books or subject, and also deals with foreign language. 2.2. Types of English Vocabulary

When we see the real use of English language and other languages, it seems that vocabulary is the list of words which have meanings, forms, and orientation our mind consequence of involving the two kinds of divisions. One really covers the whole aspects of language. It items that it can generally or fully be used for unlimited business or affairs. And the last, that vocabulary is only used in certain area, while for the other area is not. The reality seems to be focused by Allen and Corder (1988) and device the vocabulary into two major types: a. General vocabulary that is used in all subjects. b. Technical vocabulary that consists of words have special meaning in particular areas such as mathematics, social studies, and science. 2.3. Kinds of Vocabulary There are many fact different kinds of vocabulary items or word. This is especially true when nonnative learners eye target language as linguistic outsiders. One simple way to take at vocabulary for second learners is single word, set phrases, variable phrases, phrases verbs, and idiom. ( Lewis, 1997). Below is his explanation those items above: 1. Single Words This is the group that most people think of first. By far, this group includes not only more items but also more frequently used items: Animals: Elephant, cat, dog, bird, etc Time Period: January, February, today, yesterday, etc Counters: Dozen, box, plenty, decade, etc 2. Set Phrases These phrases consist of more than one word and do not usually change. For example: In the set phrases in other words, we cannot say with other word or in other remarks or in other phrases might seem to be also to fit. 3. Variable Phrases While most of component in variable phrases will stay the same, there is some variation. The variation often involves personal pronouns or some sort of possessive. For example, a usual from of the opening line of many business letters, especially from companies writing to inform you of a problem, is it has come to our attention that if were coming from your boss or coworker.

4. Phrases Verb Your awareness of phrase verbs is critical to you ability as a native speaker to provide comprehensible input for your ESL students. Native speakers have no idea that they using phrasal verbs, nor do they see why these words are so hard for ESL students to deal with it. A phrasal verb consists of two or three words. The first word is always a verb. The second word in a phrasal verb is a preposition or article/adverb. If there is a third word, it is usually a preposition. A good example is put up with, meaning to tolerate or stand. 5. Idiom All languages features idiomatic expressions, and each idiomatic expressions, or idiom, is a vocabulary items. The test of whether a chunk is an idiom or not is whether the sum of the meanings of individual words is equal to or similar to the meaning of the whole phrase. 2.4. The Importance of Teaching Vocabulary The importance of vocabulary has made the applied to solve this problem by making it efficient. One way to measure the importance of vocabulary is to find out how much times we spend each day in the role of learn vocabulary. A large vocabulary opens students up to a wider range of reading materials. A rich vocabulary also improves students ability to communicate through speaking, listening, and writing. Stahl and Fairbanks (1986) suggest that teaching students 350 word each year may improve learning by as much as 10 to 30%. Further, in 1982, Beck, Pertefi, and Mckeown found that students who were given direct instruction in word meaning were better able to discern the meaning of untaught words than control subjects. Though no particular method for teaching vocabulary has been identified as best (Beck and Mckeown, 1991), a number instructional strategies such as identifying synonyms and antonyms, providing examples and no examples, and relating words to ones own life, have yielded growth in students vocabulary. For these reasons, vocabulary A-Z has developed a five day vocabulary teaching plan that focuses on teaching words based on context and meaning, not memorization. 2.5. Problem in Teaching English Vocabulary Edelma Concha Pique in the Department of Language, Literature (March, 2000) stated that there is problem of method in teaching vocabulary that the teacher must turned classroom into a positive and fun learning experience. It follow the natural approach to

learning a second language by providing students with a real life experiences geared to learning vocabulary in a meaningful context, make language both more significant and more memorable. It also encourages students to be active, enthusiastic and animated. It avoids repeating boring drills, memorizing long list, translating, and learning vocabulary in isolation. The teacher also should increase the students interest in the subject, then, motivating them to pay more attention and to learn more. Even though the students are constantly challenged with the learning of the new language, almost all of the activities in teaching vocabulary are achievable to avoid frustration. 2.6. Strategies in Teaching English Vocabulary. The more creative teacher will produce better result. In fact, student in the class, the teacher has to make decision on how to manage the class or even to teach the material. There are any methods to teach language, but teaching in front of class depends on teacher themselves or their technique in teaching. Freeman (1986) said method comprising principle and strategies. The strategies are the behavioral manifestation of principle, in other words, one classroom activities and procedures are derived from an application of the principle. They additionally said although certain strategies are associated with particular principles most strategies can be adapted to any teaching style and situation. English teacher has to know various strategies of presenting the vocabulary, in order the students can be understand what the teacher expects then to do. The strategies function not only to assist the students to grasp meaning of new the words easily, but also make the variation of teaching in order to avoid the passive class. Lado (1994: 120-125) pointed out some ways to teach vocabulary to the students who are learning foreign language. Steps are as follow: a. b. Hearing a word. Chance to hear the word in solution two or three repetition can be given in order that they hear to correct pronunciation. Pronunciation the word. The students should be given chance to pronounce the word since it will help them remember the word longer and identify it more readily when they hear and see it. c. Grasping the meaning. The teacher should help the student get the meaning of the word without using translation. According to Lado (1994), there are many kinds of strategies that can be applied in teaching vocabulary. These strategies are:

a. Self-defining context. The context makes the situation clear. Example: I have a ticket to the jazz concert on Saturday night. b. Definition Definition in the target language may be used effectively if they are expressed in the words that are better known by the students. Example: library, a place where student can borrow and read books. c. Identifying picture. Many kind of picture have been successfully used to show the meaning of word and utterances. Example: the pictures fruits, animals, flowers, etc. d. Opposite. When one number of opposite is known, the meaning of the other can be made clear through it. Example: strong and weak, short and tall, etc e. Synonyms. When the synonyms are better known, the word being thought, it can help a lot. Example: calm, quite. Some alternative strategies in teaching vocabulary: a. Coordination It shows that words of the same category linked together. For example: when seeing the word apple, people would think about orange, banana, pineapple. b. Collocation It shows that words are likely to be found together if they are used together in the speech. For example: phone and number are collocated together because of the use of phone number. c. Super Ordination It shows that a word can stimulate the word that includes it. For example: when seeing the word English, people would think aboutlanguage.

d. Context Clues ( Guessing Word) Hirsh and Nation (1992) state that guessing vocabulary form context is the most frequent way to discover the unfamiliar word meaning. e. Word Morphology Morphology also offers clues for determining word meaning. It has been popular in vocabulary lesson to introduce lists of terms and affixes with their meaning for students to memorize (Natinnger, 1988). The strategies is as follow: Look at the word Say the word Cover the word Write the word Check the word with the original Try it again if it is not correct The second task is teaching comprehension is helping students remember word or more precisely, helping them store words in memory. Research in memory suggests that words are stored and remembered in a net work of associations. (Stevick, 1987).

f. Enhance Memory

g. Idiom Idioms are multiword units that are completely fixed. They are further distinguished as having a unitary meaning that cannot be derived from the meanings of the component parts. Example: to have a good heart (to be a kind person).
h. Odd Word Out List words in groups of four or five. In the group their should be one word that does not fit in that particular group. Students need to choose which word does not fit and explain why.

2.7.

Vocabulary Building Techniques Varying research does figure out the best strategies to building up the vocabulary mastery. Peter Yogqi (2003), says that the purpose of vocabulary learning should include

both remembering words and the ability to use them automatically in a wide range of language context the need arises. ( Peter Yogqi: 2003) In Peter Yogqi (2003), reviews the empirical research on vocabulary learning strategies in a second/foreign language. In searching the best strategies that produce the best result, the learners tent to utilize a variety of strategies in combination. The chose, use, and effectiveness of vocabulary learning strategy very much depend on the task (e.g., breadth or depth), the learner (e.g., cognitive and culture style of learning, motivation), and context. The strong established relationship between students vocabulary knowledge and their ability to successfully comprehend what they read places a heavy demand on classroom teacher curriculum planners. Program developers, organizers of staff development plans, reading researchers, and on parent outreach program. Qian (2000) study explored the relationship between depth and breadth of vocabulary knowledge and reading comprehension in English as a second language (ESL). Using multivariate analyses, the study examined the role of depth and breadth of vocabulary knowledge in assessing the performance of a group of young adult ESL learn with a minimum vocabulary size of 3.000 word families in carrying out general academic reading comprehension tasks. The following vocabulary building techniques designed for English language learners, but are helpful to all students. With use lots of pictures and labels (the use of visual reinforcement supports comprehension and retention), Teach definitional information (When you read definitions with students, be sure they understand how to read pronunciation keys, parts of speech, etc.), Use repetition (Repeating words as much as possible helps clarify pronunciation and provides opportunities to transfer words from working memory to long-term memory). Present words in multiple contexts (Expose students to vocabulary words often, and in various contexts. This gives students a model for how words are used appropriately), Use direct instruction of word learning strategies (including structural analysis. In structural analysis, students examine the component parts of a word - e.g. the root word, suffix, and prefix -to determine the words meaning. Teaching students this strategy can empower them to decode unfamiliar words),Conduct collaborative group work, Build on students prior knowledge (An important part of this is identifying students misconceptions and addressing them), Engage students in instructional conversations (In instructional conversations, students have discussions with

other students and the teacher on topics that are relevant and have meaning to them. The goal of this student-centered technique is not to get correct answers to test questions, but instead to explore ideas), Integrate technology into your instruction (It is helpful to engage students -particularly ELLs -with a variety of visual and aural alternatives. The use of technology can help to reinforce word meanings and provide students with multisensory connections), Pair students with peers during reading, Use active voice when introducing or discussing concepts (ELL students understand active voice better than passive voice. Animals use oxygen, for example, rather than Oxygen is used by animals). Teachers can add variety to the techniques employed in the classroom by alternating other activities with language games that recycle vocabulary, e.g., Scrabble, Word Bingo, Concentration, Password, Jeopardy. Language games have the added advantage of being fun, competitive, consequently, and memorable. These games are also activities that students can be encouraged to do on their own. The ways of incorporating the theory to actual testing practices in order to increase the usefulness of vocabulary test need to be explored. Several attempt have been made to address discourse competence via the use of adapted doze test. (Alderson, 1979). 2.8. Students Response Toward the Implementation of Teachers Strategy in Teaching Vocabulary. Response or verbal, the that indirectly. is a reaction of say or the feedback the feedback message, is sentences communicant either delivered directly and as a result or influence Immediate is to directly

communicant non-verbal

through facial expressions or body movements (Supartini, 2004). Each response is essentially a behavioral response or a reply (response) to stimuli or stimulus (Sarlito, 1995). According Gulo (1996), the response is a reaction or response that depends on the stimulus or the result of the stimulus. Human individuals participate as a controller between stimulus and response so that determines the shape of individual response to the stimulus is a stimulus and individual factors themselves (Anwar, 1988). Interactions between multiple factors outside of objects, people, and in a manner, death and emotional influences of the past and some forms of behavior that ultimately determines a person is displayed.

The

response comes

from

the response, which means term used

the response

orthe to

response (reaction). Response is a response is the

psychological

to call

thereaction

the stimuli received by the five senses. It is a measure ofunderlying support and the attitude, perception, andparticipation. Preceded the attitude of aperson's
faceda

response in the of a about the is before a

process because the

attitude or willingness stimulus. So, talk that shape well of attitudes. Response

person's tendency to behave when response or no response apart from also interpreted as a

specific discussion

the

behavior orattitudes

detailed understanding, research, influenceor rejection, likes and dislikes as well as the utilization of a particularphenomenon (Sobur, 2003). According Sarlito (1987), each behavior is response is a reaction caused by receipt it is ofindividual essentially of the a response /reply (response) to the stimulus. Opinions expressed by Mar'at tune (1984)which states that the stimulus,which stimulus is received by the stimulus is responseas the news, knowledge, information, before response, so that determines According Berlo, the shape processed or response to

the senses. Individual human beings act as the controllingelement between stimulus and a stimulus and individual factorsthemselves (Miftah Toha, 1988). 1960 (in Reza Yogaswara), formulate a something done by one person as a result of or due to receive a stimulus.The stimulus is something that can be received by a person through one of the sensory. Responses are classified into two types, namely the responsedoes not appear (covert response) and the apparent response (covertresponse). Response is manifested by a the visible aspects ofcognition (knowledge) and affective (attitude). Apparent response translated into psychomotor aspects (behavior). Among the visible response and the response does not appear there of the consistent with cannot system that same is a linkage, but there nature in all its there is is a harmoniousrelationship and there are not aligned. Cognitive system that is aligned andeffective components aspects the situation arisesthat no impetus for change,while is the cognitive the psychomotor and run together, then person into

is not consistent and effective there arises

componentsthat have aspects that

the unconformityand the pressures that drive to change the cognitive system such that theachievement of a state of harmony (Sarlito, 1987).

Learning is central to the study of behavior. Behavior is controlled by the stimulation and the responses given student. The understanding of the behavioral responses of students who were born as a result inclusion of a given stimulus or a response to her teacher learn something with good feelings. Therefore, the student response is one important factor that will determine success learning of English. The lack of student responses to learning English will inhibit students 'learning process is not necessarily low response sources ability to deliver of error in studentteaching material that may lead materials, teachers'

toinadequate classroom becomes less attractive and tend boring for students.Sound is less harsh teachers, teachers who are less assertive, less precisemethods of learning, or the position of teacher in teaching a lot of sitting canbring an atmosphere that does not attract attention, make the students become frightened and unhappy responses that lead to a reduction in learningEnglish. In summary based on the theories above, this study investigate the students response as a reaction toward the implementation of teacher strategies in teaching vocabulary. 2.9. Related Study As the comparison of this research, here are some researches of teaching vocabulary strategies in elementary school. First, Alfitra Gaeda (2009) with title Some Strategies in Teaching English Vocabulary (A Case Study at SDN 1 Cakranegara academic year 2008/2009), she finds that the English teacher at SDN 1 Cakranegara, the purpose of the study in to find the learning vocabulary strategies to increase students vocabulary mastery. The researcher use descriptive method, it concern with the actual solving. The teacher use strategies identifying object when the teacher asking students group the object appropriate group and the teacher pictures the names of the object. And then, the students were asked to guess the animals names when the teacher explain and the last, the teacher identifying object. The data need for this research is obtained by observation and interview. The finding this research that use guessing word strategies in teaching English vocabulary making the transition to independent learning can be easier and more efficient. Second, Edelma Concha Pique (2000), with title Teaching English Vocabulary to Elementary School Students in Fun Way. She use the method of vocabulary learning by

turning the classroom into a positive and fun learning experience, making language both more significant and more memorable. It also encourages students to be active, enthusiastic, and animated. The first activity is introducing the animals name. As the teacher posts the felt animals, she says the important for second language students because it promotes forming a mental picture of what it is said. Students learn form the very beginning to think in the foreign language. Thus, avoiding translation, then, the teacher introduces the diminutives form of each animals name for a later use in the farm song. Sentence structure accompany by gesture is taught afterwards. Finally, teacher plays an audio-tape about the farm animals and the children attempt to sing as they mimic the action. The second activities consist of game. The teacher has three different games this related to the same these farm animals. The first game is called ruled the ball. Students sit in a circle with the teacher in the middle holding the ball. The teacher rolls the ball to any student randomly. A student catches the ball. Then, the teacher shows an animal figure to the student who has the ball. The student has to say the English name for it. If the student does not know the animals name, the teacher will ask who knows?. The third method is matching, cutting, and pasting. This exercise can be done in two ways: a) children are asked to cut the name of the animals, which are written at the bottom of the page, and paste them according to the animals name, or b) children can draw a line from the animal to the animal word. With the farm animals theme, the teacher is using different materials that are interesting and that are arrange according to the students age. The use of colorful felt (flannel) animals on aboard makes the learning process more animated. The use of audio-tape brings enthusiasm to the class. Playing games like wave, rolling the ball, and group contest, keeps the activity level high. The games have the advantage of being fun, competition, and consequently, memorable. With use games activities that students can be encouraged to do on their own. There are many research results about strategies or technique of teaching vocabulary. Because when we are talking about strategies or techniques, we will find that it is going to be different about what strategies to use between one student to other student, one teacher to other teacher, and between one school to other school. It usually depends on students ability and also facility that schools have. Therefore, the result of this research is different from the previous study.

CHAPTER III RESEARCH METHOD 3.1. Research Design Stated the introduction that the purpose of this study are to investigate the strategies in teaching English vocabulary and to find out the students perception of the teacher strategies in teaching English vocabulary at the fifth grade at SDN 40 Mataram in academic year 2011-2012. The writer therefore needs method of research. So, the writer use descriptive qualitative method to get her aim. In qualitative method validity refers to the trustworthiness of study (Cresswell, 2005). Descriptive method is the effort to observe, notify, analyze, and interpret the condition happening. Ainin (2007) notified that the purpose of descriptive method is to make description about the fact, characteristics, and relation of current cases systematically, factually, and accurately. Based on the statement above, this study is categorized as descriptive research because the study refers to the qualitative with one variable. In this case, descriptive qualitative method uses to describe English teachers strategies in teaching English vocabulary and the students perception toward teachers strategies in teaching English vocabulary at the fifth grade of SDN 40 Mataram in academic year 2011-2012. On the other word, this is describes about strategies of English teacher in teaching vocabulary in their class. 3.2. Population and Sample The specification of the population which the inquiry affect decision that researcher may make both sampling and resources which give sufficient resources to contact every member of the design group, sampling decisions. (Yursa: 2000) 1. Population Population is a number of individuals that have at least the same characteristics (Hadi, 1987). In SDN 40 Mataram in School Year 2011-2012, there are 30 students at the fifth grade and there are only one English teacher who teach English Language at the fifth grade. Related to the explain above, the researcher tries to concentrate the subject of this research to an English teacher who teaches at the sixth grade of SDN 40 Mataram in Academic Year 2011/2012. 2. Sample

Sample is a technique of take a representative sample from the population. Since the population of this study is less than 100 percent. In the case, there is only one teacher. So the writer takes that teacher and 2 students directly as sample of this study. This in lines with Arikunto statement in his book, if the subject is more than 100 percents, it is suggested to take 10-15% or 20-25% as a sample, but if the subject is less than 100 percents, it is suggested to take all of the subjects (Arikunto:1990). In this study, the writer use purposive method as the sampling procedure. 3.3. The Method of Collecting Data Data of the research are collected by observation and interview. a. Observation. Observation is the way of survey some interactions done by the teachers and students during the teaching and learning process. The steps are the writer will observe by watch the teacher while they are teaching English vocabulary. The observation will purpose to find what strategies that the fifth grade English teacher at SDN 40 Mataram uses in teaching vocabulary. b. Interview Interview is the way of asking some information related to research conducting. In this case, the writer as the interviewer will ask some information to the teacher about the strategies that the English teacher uses in teaching English vocabulary. The questions of interview the question that ask for explanation. It consists of five questions. Not only had that but writer also ask some information that might help here in completing the data. All the result of the observation and interview is regard as data.

3.4. The Method of Analysis Data The data of this study is the list of the technique used by the teacher in teaching vocabulary and the result of interview between the writer and teacher. The data will be analyzed based on the following steps: a. Observation The data are analyze descriptively due to the reason stated by Cresswell (1994) that the data emerge from qualitative study are descriptive, that is data are reported in words (primarily the participants word). The analysis process is the researcher is participate as

long as the learning process while observation how is the activities of the students and the teacher in classroom. From the observation the researcher wants to know what techniques are applied English teacher to teach vocabulary. During the learning process, the researcher does the activity by matching the data with the research questions. b. Interview The data from interview are analyze in steps. First, the interview are transcribe or convert in written form. The transcripts, then, are read many times and condensed or compressed into briefer statement in which the main sense of what is said is rephrased in few words (Kvale,1997). Afterwards, the data are code and categorize. Finally, the interview data are interpreting to find out whether the teacher actualized strategies in teaching vocabulary. CHAPTER IV FINDING AND DISCUSSION In this chapter the researcher will explain the result and the discussion about teacher strategies and students perception based on the observation and interview. There is one teacher that was investigated. 4.1. The Result of Interview The result in the first meeting (on August 30 th, 2012), the teacher Mr. Jayandi of the fifth class uses synonyms in teaching vocabulary. He sayssynonym is strategy will make students to think more interactive and interesting with the new words . The teacher believes that strategies are able to his students and can improve ability of the students vocabulary. The possess reason used this strategy in teaching vocabulary. He said this strategy is simple and easy to pronounce and remembering of the words. To more clear we can see following the table: Table 4.1.1. Interview of the researcher to the teacher in teaching English vocabulary No. THE LIST OF THE ENGLISH TEACHERS QUESTIONS ANSWER What the strategies Synonym strategy 1. you applied in teaching vocabulary? 2. Based on the result of Because this strategy will make observation, you students to think more interactive applied using and interesting with new words

3.

4. 5.

synonym strategy, why you applied this strategy? From the strategy you Yes, I did. applied, did you can improve ability of the students vocabulary? What did you reason Because this strategy is simple and apply this strategy in easy to pronounce and remembering teaching vocabulary? of the words Did you have No, I didnt difficulty in teaching vocabulary to your students? The second times (on the August 6th, 2012), the teacher uses identifying pictures

strategies in teaching English vocabulary. Media in teaching learning process is very useful to get students interest. The teacher says I choose identifying pictures strategies from picture in textbook because most page of textbook contains various kinds of pictures. For example pictures of part our body, plants, things around us, animal, etc. Here, identifying pictures applied by showing the pictures to the students to investigate pictures name. He has reason used identifying picture in teaching English vocabulary. He says this strategies were not only assist the students to grasp the meaning of the new words easily but also makes variation of teaching in order to avoid the boredom in teaching especially for vocabulary. The strategies make students active in answering the question especially for students who afraid to speak because elementary students are very interest with something new and funny. To more clear we can see following the table: 4.1.2. Table Interview of the researcher to the teacher in teaching English vocabulary No. THE LIST OF THE ENGLISH TEACHERS QUESTIONS ANSWER What the strategies you Identifying picture strategy 1. applied in teaching vocabulary? Because I choose identifying 2. Based on the result of observation, you applied pictures strategies from picture in using synonym strategy, textbook because most page of why you applied this textbook contains various kinds of strategy? pictures. For example pictures of part our body, plants, things

around us, animal, etc. Here, identifying pictures applied by showing the pictures to the students to investigate pictures name 3. From the strategy you applied, did you can improve ability of the students vocabulary? What did you reason apply this strategy in teaching vocabulary? Yes, I did.

4.

5.

Did you have difficulty in teaching vocabulary to your students?

Because this strategies were not only assist the students to grasp the meaning of the new words easily but also makes variation of teaching in order to avoid the boredom in teaching especially for vocabulary No, I didnt

The result in the third meeting (on September 13th, 2012), the teacher Mr. Jayandi of the fifth class uses opposite in teaching vocabulary. He says opposite is strategy will make students to think more interactive and interesting with the new words . The teacher believes that strategies are able to his students and can improve ability of the students vocabulary. The possess reason used this strategy in teaching vocabulary. He said this strategy is simple and easy to pronounce and remembering of the words. The second times (on the August 6th, 2012), the teacher uses identifying pictures strategies in teaching English vocabulary. Media in teaching learning process is very useful to get students interest. The teacher says I choose identifying pictures strategies from picture in textbook because most page of textbook contains various kinds of pictures. For example pictures of part our body, plants, things around us, animal, etc. Here, identifying pictures applied by showing the pictures to the students to investigate pictures name. He has reason used identifying picture in teaching English vocabulary. He says this strategies were not only assist the students to grasp the meaning of the new words easily but also makes variation of teaching in order to avoid the boredom in teaching especially for vocabulary. The strategies make students active in answering the question

especially for students who afraid to speak because elementary students are very interest with something new and funny. To more clear we can see following the table: 4.1.2. Table Interview of the researcher to the teacher in teaching English vocabulary No. THE LIST OF QUESTIONS 1. 2. THE ENGLISH TEACHERS ANSWER What the strategies you applied in Identifying picture strategy teaching vocabulary? Based on the result of Because I choose identifying observation, you applied using pictures strategies from picture synonym strategy, why you in textbook because most page applied this strategy? of textbook contains various kinds of pictures. For example pictures of part our body, plants, things around us, animal, etc. Here, identifying pictures applied by showing the pictures to the students to investigate pictures name From the strategy you applied, did Yes, I did. you can improve ability of the students vocabulary? What did you reason apply this Because this strategies were strategy in teaching vocabulary? not only assist the students to grasp the meaning of the new words easily but also makes variation of teaching in order to avoid the boredom in teaching especially for vocabulary Did you have difficulty in No, I didnt teaching vocabulary to your students?

3. 4.

5.

4.2. The Result of Observation Based on the data collection and data analysis, the study wanted by report finding resulted from observation related to the strategies in teaching English vocabulary and than using the strategies in learning English vocabulary in elementary school. The observation has been conducted for four times. The fifth class has thirty students. From the observation it was obtained that Mr. Jayandi S.Pd, the teacher who teaches at fifth class used synonym and opposite in

teaching vocabulary. First, Mr. Jayandi told the theme on that day. He explained about kind of the adjective. Next, he asked the students to mention kind of adjective. He also asked to student to write adjective word because the teacher will explain the word. This purpose is to get the students attention to the material. Next the teacher told the students that they will play guessing game about adjective. Next, he began to give a clue to his student. The teacher asked the students to spell the words and helped them to read it in English. He asked the students to follow him read the adjective word. After that, the teacher divided their students to five groups. Situation student in the class at the time were very happy because each students very enthusiastic to tried to answer. And the last times, Mr. Jayandi in teaching vocabulary with used identifying pictures. Before Mr. Jayandi thought, he showed pictures of the things in the classroom and the school in front of the class and named them. Then he pronounced the word and asked the students to repeat his orally until they produced clear and right pronunciation. The purpose of this activity is to get the students attentions to the words. The teacher showed things around us in the classroom as a sample, for example: broom, chair, table, whiteboard, etc. The next divided his student to eight groups and the name of the group are A and B. He asked two groups standing on the right side and left side. Each student in group A who stand on the right side takes a picture of things in the classroom and the group B who stand on the left side have to mentioned the picture name in English. Next, the first student in the group raise up the picture and the first student in group B answered it, if it wrong the others group helped him or her. If its over group A and group B change their position, group toke the picture and group A answered. This activity repeated until all of the groups got the turn. The students very enthusiastic and interested got their turn to take the picture and answered. 4.3. Students Perception In the case, this study explores the students perception about the teachers strategies in teaching vocabulary. They are outline based on the result of interview. In this interview, the students at the elementary school asking about synonym and opposite. This strategies applied by the teacher attractively, it makes the students enthusiastic to answer every clue from the teacher. When this study interviewed them, most of the students in this class agree and interest with the strategies that teacher used and about thirty students said they are like it. It can see from some of the student statement below.

Interview 1: we are understands with the material about adjective with uses synonym and opposite. We can add new vocabulary and we happy because we study with the funny method. And we like studying English. Interview I shows that the students are interest to study English vocabulary by synonym and opposite strategies. Therefore, they are attractive and motivated to learn it. The students perception about this strategies is very nice therefore they were enjoying learn it. The second interview, this study interviewed the students at fifth grade. This class used identifying pictures to increased students vocabulary. These strategies used card picture to support the material to get students interest. Interview II: We like studying by picture and very interesting can learn vocabulary with the picture. And we are happy because we get add new vocabulary. It shows that the students like studying English with the picture. Because they were interested in learning process in teaching vocabulary by used of identifying picture.

CHAPTER V CONCLUSION AND SUGGESTION This chapter present several conclusions based on the research result and several suggestion as the input for school in generally and for the teachers in specifically. 5.1. Conclusion Based on description after analyze data, the writer make some conclusion as follows: 1. There are two kinds of strategies that analyze used by the student in learning vocabulary are synonyms, opposite, and identifying picture. 2. All strategies can increase the students motivate in vocabulary learning strategies. 3. Students fells more fun when learning vocabulary with the identifying picture, synonym, and opposite 4. A few students that ever used translation as their strategies in learning vocabulary.

5.2.

Suggestion Based on the data analysis, discussion and conclusion the writer has suggestion are follows:

1. The fifth students of SDN 40 Mataram should be more interest to learning vocabulary if they want to master it. 2. The English teacher especially in teaching vocabulary to be more creative in improving and modifying their strategies of teaching. 3. The teacher should know ability of their students to decide what strategies the teachers used for teach. For choosing the strategies they should give attention to student conditions and students needs. BIBLIOGRAPHY Alwasilah, Drs., A, Cheadar. 1985. Beberapa Mahdab dan Dikotomi Teori Linguistik, Angkasa Arifin, Bustanul dan Abdul Rani. 2000. Prinsip Prinsip Analisis Wacana. Jakarta: Departemen Pendidikan Nasional Arikunto, Suharsimi. 1991. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta Fromkin, R., Collins, B. 1985. An Introduction to Language. Australia: Hard Harcount and Company Australia Sahidu, A., Kanim. 1990. Bahasa dan Identitas Sosial. An Unpublished Paper. Mataram: Universitas Mataram. Pique, Concha, Edelma. 2000. Teaching English Vocabulary to Elementary Students in Fun Way. Boston: Department of Literature and Language. Oxford Dictionary. Freeman, Diana Larsen. 1986. Techniques and Principle in Language Teaching Al Khaufaishi. 1988. Vocabulary Necessary Not Luxury. ELT Forum. Vol. III Edition March. Brown. H. D. 1980. Principles of Language Learning and Teaching. New York: Person Education Company. Gaeda, Alfitra, 2009. Some Strategies in Teaching English Vocabulary. An Unpublished Paper. Mataram: IKIP Mataram Anny, L., Sonka, 1981. Skillful Reading. Boston University Printice III Ellis, R, 1985. Understanding Second Language Acquisition, Toronto: Oxford University Press Kurniawan, 2009. Improving Students Ability In Vocabulary Through Communicative Approach. An Unpublished Paper. Mataram: Universitas Muhammadiyah Mataram Cresswell, J.W, 2008. Educational Research (planning, conducting, and evaluating quantitative and qualitative research). New Jersey: Pearson Education, Inc. Cressweel, J.W, 1994. Research Design Qualitative and Quantitative Approaches. California: SAGE Publication, Inc.

Finocchiaro. 1974. English as A Second Language: From Theory to Practice. New York: Regent Publishing Company. Charty, Michael. 1995. Discourse Analysis for Language Teachers. New York: McMillan Inc. Sarlito, W. 1987. Teori-teori Psikologi Sosial. CV. Rajawali. Jakarta. Supartini, Y. 2004. Buku Ajar Konsep Dasar Keperawatan Anak. Penerbit Buku Kedokteran, EGC. Jakarta Sarwono, Sarlito W. (1995). Psikologi Lingkungan Jakarta : Grasindo Gulo, W. 2004. Strategi Pembelajaran. Jakarta: Balai Pustaka Anwar Yasin. Standar Kemampuan Profesional Guru SD. IKIP Malang , 1998 Alex Sobur. (2003). Psikologi Umum. Bandung: Pustaka Setia. Sarwono, Wirawan Sarlito, 1997. Psikologi Remaja. Raja Grafindo Persada, Jakarta. Marat, 1984. Sikap Manusia : Perubahan Serta Pengukurannya. Jakarta : Ghalia Indonesia Miftah Thoha, Kepemimpinan dalam Manajemen Suatu Pendekatan Perilaku, Jakarta:Raya Srafindo Pustaka, 1993 Berlo, David K. 1960. The Process of Communication: An Introduction to Theory and Practice. Holt, Rinehart and Winston, New York
STUDI KORELASI ANTARA PENGUASAAN KOSA KATA DENGAN PRESTASI BELAJA BAHASA INGGRIS KELAS III NURUL ULUM DEMAK, 97

HUBUNGAN ANTARA PENGUASAAN VOCABULARY DENGAN KEMAMPUAN WRITING PADA SISWA KELAS III SLTP NEGERI 23 SURABAYA 01 HUBUNGAN PENGUASAAN TENSES DENGAN KEMAMPUAN MENULIS BAHASA INGGRIS SISWA KELAS II SLTP NEGERI 39 SURABAYA STUDI KORELASI ANTARA PRESTASI MATA PELAJARAN BAHASA INGGRIS TERHADAP PRESTASI MATA PELAJARAN KOMPUTER BAGI SISWA KELAS II JURUSAN ADMINISTRASI PERKANTORAN DI SMK NEGERI 10 SURABAYA 01

Hubungan penguasaan kosa kata dengan kemampuan menulis cerita pengalaman siswa kelas IV di gugus 2 Kecamatan Sampung Kabupaten Ponorogo oleh Dheny Wahyuningtyas

Penulis

Wahyuningtyas, Dheny

Pembimbing

1. Muhana Gipayana ; Rumidjan

Penerbitan

2012, S1 Program Studi Pendidikan Guru Sekolah Dasar.

Subyek

1. BAHASA INDONESIA (PENDIDIKAN DASAR) KOSAKATA

Label

Rs 372.659221 WAH h

Kata Kunci : penguasaan kosakata, menulis cerita, SD. Abstrak

Penguasaan kosakata adalah kemampuan yang dimiliki oleh siswa Kelas IV di Gugus 02, Kecamatan Sampung, Kabupaten Ponorogo dalam memahami kosakata yang meliputi morfologi, fungsi sintaksis, dan ejaan. Penguasaan kosakata sangat penting dalam menulis cerita pengalaman. Untuk itu diperlukan kemampuan penguasaan kosakata untuk menulis cerita pengalaman tersebut. Tujuan penelitian ini untuk mendeskripsikan: (1) tingkat penguasaan kosakata siswa kelas IV di Gugus 2 Kecamatan Sampung Kabupaten Ponorogo, (2) tingkat kemampuan menulis cerita pengalaman siswa kelas IV di Gugus 2 Kecamatan Sampung Kabupaten Ponorogo, dan (3) ada tidaknya hubungan penguasaan kosakata dengan kemampuan menulis cerita pengalaman siswa kelas IV di Gugus 2 Kecamatan Sampung Kabupaten Ponorogo. Penelitian ini menggunakan pendekatan kuantitatif dengan rancangan deskriptif korelasional. Populasi penelitian adalah siswa kelas IV SDN di Gugus 2 Kecamatan Sampung Kabupaten Ponorogo yang berjumlah 60 orang dan semuanya diteliti, sehingga disebut sampel total. Data dikumpulkan menggunakan instrumen soal tes pilihan ganda untuk menghitung tingkat penguasaan kosakata siswa dan uraian untuk menghitung kemampuan menulis cerita pengalaman siswa. Data yang terkumpul dianalisis secara deskriptif kuantitatif dan korelasional yang menggunakan teknik korelasi product moment. Instrumen sebelum digunakan untuk mengumpulkan data dilakukan uji validitas dan reliabilitas. Hasil analisis validitas dan reliabilitas semua soal dinyatakan valid dan reliabel. Hasil analisis deskriptif terhadap penguasaan kosakata siswa

tergolong baik terbukti dengan sebanyak 76,6% siswa mendapatkan nilai 60 sampai dengan 100. Sedangkan hasil kemampuan menulis cerita pengalaman siswa tergolong baik sekali terbukti dengan hasil analisis yang menunjukkan bahwa siswa yang memperoleh nilai 61 sampai dengan 100 mencapai 100% yang berarti bahwa semua siswa mempunyai kemampuan dalam menulis cerita. Dari hasil penelitian diketahui bahwa rhitung lebih besar dari rtabel yaitu 0,637>0,330 pada taraf signifikansi 1%. Jadi dapat dikatakan bahwa ada korelasi yang positif dan signifikan antara penguasaan kosakata dengan kemampuan menulis cerita pengalaman siswa kelas IV di Gugus 2 Kecamatan Sampung Kabupaten Ponorogo.

Parent Involvement and Student Achievement

What Does Research Tell Us About the Influence of Parental Involvement on Student Achievement? The evidence is now beyond dispute: When schools work together with families to support learning, children tend to succeed not just in school, but throughout life. In fact, the most accurate predictor of a student's achievement in school is not income or social status, but the extent to which that student's family is able to: 1. Create a home environment that encourages learning; 2. Express high (but not unrealistic) expectations for their children's achievement and future careers; 3. Become involved in their children's education at school and in the community (1:1). Henderson (1:23-152) reviewed 66 studies involving parent involvement and student achievement and found that, when parents are involved in their children's education at home they do better in school. When parents are involved at school, their children go farther in school and the schools they go to are better. Using data from a nationally representative sample of 21,814 students and their parents participating in the National Education Longitudinal Study (2), Keith, et. al., concluded that "parental involvement has a powerful effect on eighth graders' achievement" and that although its effect was slightly stronger in math and social studies, it was a powerful influence on student success in all subject areas (3:490).

Student achievement improves in a home environment which encourages learning. Walberg (4:399) concluded from an analysis of over 2,500 studies on learning that an academically stimulating home environment is one of the chief determinants of learning. From these studies, Walberg selected 29 which were conducted during the last decade. He found commonalities which he called a "curriculum of the home" (4:400) which has an average effect on achievement that is twice as large as family socioeconomic status (SES). This curriculum includes informed parent-child conversations about everyday events, encouragement and discussion of leisure reading, monitoring and joint analysis of

televiewing, deferral of immediate gratification to achieve long-range goals, expressions of affection, and interest in children's academic and personal growth. Sattes (5:2), from a review of 30 studies on the connection between family background and school achievement, concluded that parent involvement factors such as reading to children, having books available, taking trips, guiding TV watching, and providing stimulating experiences contribute to school achievement. "The fact that family SES is related to school achievement doesn't mean that rich kids are born smarter. It means that, in more affluent families, children are more likely to be exposed to experiences that stimulate intellectual development."

Student achievement improves when parents express high (but not unrealistic) expectations for their children's achievement and future careers. Reynolds, et. al., (6) found that the most consistent predictors of children's academic achievement and social adjustment were parent expectations of their child's educational attainment and satisfaction with their child's education at school. Data for this finding were collected from the sixth year evaluation of the "Longitudinal Study of Children at Risk," an ongoing study of low-income, minority children in the Chicago public schools. Clark (7:85-105) drew a sample of 1,141 high- and low-achieving third-graders from 71 Los Angeles elementary schools and analyzed parental data gathered through questionnaires. He found that parents of the high-achieving students set higher standards for their children's educational activities than parents of low-achieving students.

Student achievement improves when parents become involved in their children's education at school and in the community. Recent research has shown that, particularly for students who have reached high school, the type of parent involvement that has the most impact on student performance requires their direct participation in school activities (8). Steinberg's (8) three-year study of 12,000 students in nine high schools revealed that the following types of parent involvement draw parents into the schools physically and are most effective in improving academic achievement: attending school programs, extracurricular activities, conferences, and 'back to school' nights. It was concluded that "When parents come to school regularly, it reinforces the view in the child's mind that school and home are connected-and that school is an integral part of the whole family's life (8)." Eagle (9:12) analyzed data from a High School and Beyond national survey of 11,227 participants who were high school seniors in 1980 and participated in a follow-up survey in 1986. She studied the effects upon student achievement of a number of family background factors and concluded that, when SES is controlled, "parent involvement during high school" had the most significant positive impact upon student achievement of the factors studied. Snow (10) in her two-year study of home and school influences on literacy achievement among children from low-income families, found that the single variable most positively connected to all literacy skills was formal involvement in parent-school activities such as PTA participation, attending school activities, and serving as a volunteer. From their survey of 2,317 inner-city elementary- and middle-school parents, Dauber and Epstein (11:61) found that the strongest and most consistent predictors of parent involvement at school and at home are the specific school programs and teacher practices that encourage parent involvement at school and guide parents in how to help their children at home.

Student achievement improves when parents are enabled to play four key roles in their children's learning. As teachers, parents create a home environment that promotes learning, reinforces what is being taught at school, and develops the life skills children need to become responsible adults. As supporters, parents contribute their knowledge and skills to the school, enriching the curriculum, and providing extra services and support to students . As advocates, parents help children negotiate the system and receive fair treatment, and work to make the system more responsive to all families. As decision-makers, parents serve on advisory councils, curriculum committees, and management teams, participating in joint problem-solving at every level (1:15).

Characteristics of Families Whose Children Are Doing Well in School Henderson (1:9) observed from her 1994 review of current literature that families whose children are doing well in school exhibit the following seven characteristics: Establish a daily family routine Examples: Providing time and a quiet place to study, assigning responsibility for household chores, being firm about times to get up and go to bed, having dinner together (1:9). From her analysis of data collected through a large national survey conducted by the National Center for Educational Statistics, Eagle (9:12 ) identified "providing a place to study" as one of three family characteristics which were significantly related to student achievement.

Monitor out-of-school activities Examples: Setting limits on TV watching, checking up on children when parents are not home, arranging for after-school activities and supervised care (1:9). Data from The 27th (1995) Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools (12:54,55) indicates that parents may already be involved in monitoring some of their children's important out-of-school activities: 95% said that during the past school year they made sure that homework assigned to their children was completed; 94% said that they defined limits on the amount of TV any of their children could watch. Keith, et. al., (3:487) concluded that homework and time spent watching TV during the week are intervening or mediating variables which can be under the control of parents and are, therefore, means through which parental involvement may affect learning directly. They also found that students who spend more time on homework watch less TV during the week; this additional time spent on homework, in turn, increases student achievement (3:488).

Model the value of learning, self-discipline, and hard work Examples: Communicating through questioning and conversation, demonstrating that achievement comes from working hard, using reference materials and the library (1:9).

Caplan, et. al., (13:39) studied the family characteristics of Vietnamese, Laotian, and Chinese-Vietnamese children who emigrated to the United States in the late 1970s and early 1980s. The researchers identified several significant family practices that are both embedded in the Southeastern-Asian cultural heritage and related to high achievement: "Love of learning" was rated most often by both parents and students as the factor accounting for academic success. The families emphasized education as the key to social acceptance and economic success. Relative equality between the sexes, both among parents and children, was one of the strongest predictors of high GPAs. In households where fathers and boys helped with family chores, grades were significantly higher. The families believed strongly in their potential to master their own destiny, not that luck or fate determines success.

Express high but realistic expectations for achievement Examples: Setting goals and standards that are appropriate for children's age and maturity, recognizing and encouraging special talents, informing friends and family about successes (1:9). (See supporting research references on page 2.) Encourage children's development and progress in school Examples: Maintaining a warm and supportive home, showing interest in children's progress at school, helping with homework, discussing the value of a good education and possible career options, staying in touch with teachers and school staff (1:9). Rumberger, et. al., (14:295), in a study of family influences on dropout behavior, found that parents of high school dropouts were less engaged in their children's schooling than were the parents of students who did not drop out prior to graduation. Variables studied included parent attendance at parental school activities (e.g., PTA meetings and open house programs), attendance at student school activities (e.g., athletic events and drama and music productions) helping with homework, and total number of contacts with the school. Fehrmann, et. al., (15:337) concluded from their analysis of data collected from the High School and Beyond study cited above that "Parents might well help their high school children achieve higher grades through monitoring their daily activities, by keeping close track of how they are doing in school, and by working closely with their students concerning planning for post-high school pursuits. The same authors (15:335) observed that, "given the results indicating the important influence of homework on grades, a more focused parent involvement aimed at encouraging students to spend more time on homework might well lead indirectly to higher grades."

Encourage reading, writing, and discussions among family members Examples: Reading, listening to children read, and talking about what is being read; discussing the day over dinner; telling stories and sharing problems; writing letters, lists, and messages (1:9). The California English-Language Arts Framework (16:4) envisions ". . . a home environment where parents model effective listening, speaking, reading, and writing and offer appropriate help with their children's homework."

Dornbusch, et. al., (17:1245 ff) tested a theory adapted from one originally formulated by Baumrind (1971) that adolescents' school performance is influenced by the parenting style of their parents. Three parenting styles were compared: authoritarian, permissive, and authoritative. Authoritarian parents provide advice and tell children that their parents are correct and should not be questioned; they discourage verbal give-and-take with their children. Permissive parents tend to be uninvolved with their child's education; they also seldom participate in give-and-take communication with their children. Authoritative parents encourage open, give-and-take communication and encourage the child's independence and individuality. Using a large (N=7,836) sample of high school students, Dornbusch found that authoritative parenting was positively correlated with good grades, while there was a strong negative correlation between both authoritarian and permissive parenting and good grades (significant at the .001 level of confidence). Parent involvement in their children's education appears to be enhanced by the open, give-andtake communication used by authoritative parents in such activities as family reading, writing, and discussions. Through her analysis of the previously referenced High School and Beyond national survey, Eagle (9:12 ) found "reading to the student in early childhood" to be one of the three characteristics of family backgrounds significantly related to student achievement. Previously cited research on recently emigrated Southeastern-Asian families Caplan, et. al., (13:39) found that in almost half of the random sample of 200 families studied, the parents read aloud to their children, either in English or their native language; students from those families earned significantly higher grades.

Relationship between broken homes and academic achievement of secondary school students in Oredo Local Government Area of Edo State, Nigeria.
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Children of divorced parents (Education) Academic achievement (Research) Broken homes (Research) Authors: Alika, Henrietta Ijeoma Edosa, Ogboro Samson Pub Date: 06/01/2012 Publication:

Name: College Student Journal Publisher: Project Innovation (Alabama) Audience: Academic Format: Maga

zine/Journal Subject: EducationCopyright: COPYRIGHT 2012 Project Innovation (Alabama) ISSN: 01463934 Issue:
Date: June, 2012 Source Volume: 46 Source Issue: 2

Topic:
Event Code: 310 Science & research

Geographic:
Geographic Scope: Nigeria Geographic Code: 6NIGR Nigeria

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Accession Number: 297135944 Full Text: The study investigated the relationship between broken homes and academic achievement of students. Three research hypotheses were formulated to guide the study. The study was correlational because the study sought to establish the extent of relationship between broken homes and academic achievement. The statistical method used in analyzing the data was the Pearson product moment correlation coefficient (r). Reliable and validated questionnaires which were designed to elicit information on the hypotheses of study were used. Six senior secondary schools were randomly selected for the study. One hundred and fifty respondents from single parent homes were used for the study. 25 respondents were randomly selected from six schools. Results showed a significant relationship between broken homes and academic achievement of students. It was also discovered that female students from broken homes perform better in their studies than the male students, moreover, the result showed that low socio-economic status, also had an adverse effect on the academic performance of children from broken homes. It is recommended that personal social counselling should be rendered to students from broken homes, with a view to counselling students who are experiencing some challenges Keywords: Stable homes, broken homes, Academic achievement, gender and socio-economic status.

Introduction The family is the child's first place of contact with the world. The child as a result, acquires initial education and socialization from parents and other significant persons in the family. Agulana (1999) pointed out that the family lays the psychological, moral, and spiritual foundation in the overall development of the child. Structurally, family/homes is either broken or intact. A broken home in this context, is one that is not structurally intact, as a result of divorce, separation, death of one parent and illegitimacy. According to Frazer (2001), psychological home conditions arise mainly from illegitimacy of children, the label of adopted child, broken home, divorce and parental deprivation. Such abnormal conditions of the home, are likely to have a detrimental effect on school performance of the child he asserts. Life, in a single parent family or broken home can be stressful for both the child and the parent. Such families are faced with challenges of inadequate financial resources (children defense fund, 1994). Schultz (2006) noted that if adolescents from unstable homes are to be compared with those from stable homes, it would be seen that the former have more social, academic and emotional problems. Scales and Roehlkepartain (2003), are of the opinion that the family and its structure play a great role in children's academic performance. Levin (2001), also states that parents are probably the actors with the clearest undimentional interest in a high level of their children's academic performance. To some extent, there is simple evidence to show that marital instability brings about stress, tension, lack of motivation and frustration. Obviously, these manifestations act negatively on a child's academic performance. Johnson (2005) asserts that children of unmarried parents/separated families often fail and are at risk emotionally. However, this may not be completely applicable in all instances of broken homes. Some children irrespective of home background or structure may work hard and become successful in life. Moreover, Ayodele (2006) stated that the environment where a child finds himself/herself goes a long way in determining his learning ability and ultimately his academic performance in school. Gender and Academic Performance The influence of sex (gender) on academic performance has, also, been an issue of concern to most researchers. This is because "gender" appear to have some powerful effect on learning. However, studies by Fausto-Sterling (1995) and Friedman (1985) suggest no significant difference in cognitive ability between males and females. Although research results vary widely, the following conclusions have been drawn. Males are more abstract learners, females have more anxiety about study success, males are more intuitive, females are more analytical and organized (Bielinskia & Davidson, 2001). Supporting the finding above Hamilton (1999) finds that boys consistently scored higher than girls on questions requiring knowledge learned outside of schools. On the other hand, Orestein (1995) finds that there is a decrease in confidence and academic risk-taking as girls get older. Okoye (1983) postulated that sex differences may have little or no effect on academic performance, rather, he submit that eventual achievement by learners is predicated more on personal effort than sex variable. However, the overall picture suggests that males and females may learn differently. Socio-economic Status of Parents & Academic Performance

Another factor that may affect academic performance of students is socio-economic background, This background refers to parents' educational attainment, occupation, level of income and social class placement. When a child's needs are not properly addressed, his learning ability could be affected due to lack of motivation. Bliss (2004) is of the view that many students from low socio-economic homes respond uncomprehensively to classroom teaching because their home environment has not exposed them to the kinds of materials used in schools. If home environment is not intellectually stimulating, some students find it difficult to cope in school and may eventually dropout of school. Health (1990) asserts that irrespective of national equality of opportunity, children of parents in higher socio-economic status tend to achieve greater academically than children of parents from lower socio-economic status. Furthermore, the home has been identified as an overwhelming factor affecting student's performance academically. It would appear, then, that, broken homes may present a very real danger to the emotional, personality, and mental adjustment of the young adolescent. These impinge on students' academic achievement.
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Research Problem There is a global awareness of the importance of the home environment on students' academic achievement. In Nigeria, most homes are not intact as a result of issues of incompactibility of the couples, death of a parent and the quest for oversea trips to make more money, and at times marital infidelity. This has resulted in the separation of couples and children. In some states in the federation, this is quite prevalent, in that most young ladies abandon their homes, and embark on oversea trips with a view to making money. Some men who travel abroad, abandon their homes and would not communicate with families back home, so children from such homes are in a dilemma, especially in terms of adjustment. Ichado (1998) notes that the environment in which the students come from can greatly influence his performance in school. Ajila and Olutola (2007), Nzewuawah (1995) are of a similar opinion that the home environment has been recognized as having a relationship with the academic achievement of students. The effects of broken homes may impact greatly on the internal organization of the family and by extension, affect a child's emotion, personality and academic achievement. Bearing in mind the role of the family in a child's education, the failure of the family to perform its duties could hinder the child's academic achievement. Any nation that is desirous of advancing technologically will no doubt ensure that the future of her future leaders (the adolescents) is well guided, protected and guaranteed. Efforts would be made by

such a nation to ensure that children from broken homes are identified, counselled and encouraged so as to develop their innate potentials, and contribute towards national development. Therefore, there is the need for this study in Nigeria, as the issue of broken homes are with us in the society, moreso, as economic hardship has been seen as a contributory factor to this phenomenon (Ordedi 2001 & UNICEF, 2004). It becomes imperative that a study on the relationship between broken home and student academic achievement should be investigated, in view of the fact that the youths are the leaders of tomorrow. Their academic and emotional well-being, if given the appropriate attention, will go a long way in ensuring that their potentials are harnessed, and put into use for national development Consequently, the major problem of this study is to determine the relationship between broken homes and students' academic achievement. Purpose of the Study The objective of this study is to determine the relationship between broken homes and academic achievement of students, and also to find out the relationship between broken homes and academic achievement of males and females. The study will also determine the relationship between socio-economic status of parents on academic achievement of students from broken homes. Hypotheses To guide the study, the following research hypotheses were formulated: 1. There is no significant relationship between broken homes and academic performance of secondary school students. 2. There is no significant relationship between gender and academic achievement of secondary school students from broken homes. 3. There is no significant relationship between socio--economic status of parents and academic achievement of students from broken homes. Research Design The study was correlational because the study sought to establish the extent of relationship between the independent variable and the dependent variables. Correlational studies investigates mutual relationships of interdependence between two or more variables, this is what the study was designed to investigate. Participants The population of the study consists of all adolescents in senior secondary school in Oredo Local Government Area of Edo State. This local government area has high concentration of private and public secondary schools.

The sample comprised of 150 students from broken homes, who were volunteers, and from six (6) randomly selected secondary schools in Oredo Local Government Area of Edo State. It was observed that certain schools in the population area are either Boys only or Girls only, while others are co-educational (Mixed). The researcher then, adopted the use of stratified random sampling by sharing the schools on this basis into three groups and then selected two schools from each group. However, in selected mixed schools, both sexes were used. This was done to maintain an equal distribution of sample. The research study was restricted to only senior secondary school class, because the researcher felt they are more predisposed to respond to the questionnaire appropriately. Instruments The instrument used was a questionnaire which was designed to elicit information from students on the relationship between broken homes and academic achievement of students. The instrument is based on a four point modified likert scale of strongly agree (SA), Agree (A) Disagree (D), Strongly disagree (SD).The research hypotheses served as the controlling factor in preparing the questionnaire, this was to ensure that the items in the questionnaire reflect on the hypotheses of the study. The questionnaire was made up of three sections: Section 1 was designed to elicit information on the demographic data of the respondents. Selected students were requested to indicate their sex and whether they are from single parent homes. The academic performance of the students was determined using the Junior School National Examination result scores in their cumulative record folders. Selected students overall performance in ten subjects were computed, and the average score of each student was recorded, this served as a basis for ranking their performance very good, good or poor. Section 2 was designed to elicit information on the level of academic achievement of both male and female students from broken homes also Junior School National Examination scores were used. Section 3 was designed to elicit information on the effects of socio-economic status of parents on the academic performance of children from broken homes. The socio-economic status of parents was determined by sending through the respondents a form to their parents to indicate their monthly income, information given by parents was later incorporated into a categorized salary structure based on high, middle and low socio-economic status. This was done in order to obtain an accurate information on income of respondents parents. Validity of the Instrument Content validation was carried out in order to determine what proportion of the test items, reflects the expected subject matter content. To this end, experts in the area of study, modified the instrument by removing certain items that were not necessary. Reliability of the Instrument

To determine the reliability of the questionnaire, it was administered to two groups of senior secondary school students in Oredo Local Government Area, these schools were not included in the study. A two week test re-test reliability method was carried out on the sample. The two weeks interval was to ensure that the respondents do not remember exactly their previous responses and that the traits being measured are relatively stable among respondents in order to show consistency in scores in both tests, hence the use of test retest method. The scores obtained were correlated and the reliability co-efficient of 0.76 was obtained, thus indicating that the instrument was adequate for the study. Method of Data Collection The researcher with the aid of three research assistant and teachers from the selected schools administered the instrument, so as to ensure orderliness and honesty. Instruction on how to fill the questionnaire followed their distribution. The respondent filled the questionnaire immediately and returned them on the spot. Data Analysis The data generated from the study were analyzed by testing the research hypotheses formulated for the study. The statistical method employed was Pearson product moment correlation coefficient (r). Results The data collected from the respondents are presented in the table above. Hypothesis I states that there is no significant relationship between broken homes and academic performance of secondary school students. Table I shows that when academic achievement was correlated with broken home of secondary school students, academic achievement had an r value of .125 at p < 0.05 which was a negative significant relationship. The r value indicates that there was a negative significant relationship between academic achievement and broken homes. Consequently, the null hypothesis is rejected. This indicates that broken home negatively determine academic achievement of secondary school students which translates to poor academic achievement. Hypothesis 2: There is no significant relationship between gender and academic achievement of secondary school students. The table reveals that when sex of students was correlated with academic achievement the r value was .260 at p < 0.05 which shows a significant relationship. Findings indicate that females from broken homes perform better in terms of academic achievement than their male counterparts. Hypothesis 3: there is no significant relationship between socio-economic status of parents and academic achievement of students from broken homes.

The table reveals that when socio-economic status of parent was correlated with the academic achievement of secondary school students from broken homes it had an r value of .296 at p < 0.05 which shows a significant relationship. This indicates that socio-economic status of parents plays a vital role in determining academic achievement of secondary school students from broken homes. In order words, the higher the economic status of parents the more likely it is that students will perform better in school and the lower the socioeconomic status of parents the less likely it is that students may perform well academically in school. Discussion The study has attempted to investigate the relationship between broken homes and academic achievement of students. The findings showed that there was a negative significant relationship between academic achievement and broken homes. This finding is in agreement with that of Scales and Roehlkepartain (2003) who found that the family and its structure play a great role in students' academic performance. A broken home could be a great obstacle to a student, his ability and maturation to succeed academically. Moreover, this finding is in agreement with that of Ayodele (2006) who asserted that the environment where a child finds himself goes a long way in determining his learning ability and ultimately his academic performance in school. The study also revealed that there was a significant relationship between gender and academic achievement of students from broken homes. It was found that a higher percentage of males from broken homes have a low academic achievement when compared to females from such homes, with high academic performance. This finding does not agree with that of Fansto-Sterling (1995) and Friedson (1985) who found no significant difference in cognitive ability between males and females. That female from broken homes performed better academically when compared to the males, could be attributed to the assertion that females have more anxiety about study success. As a result of the anxiety to succeed the female child may work harder in order to perform well academically. The study also revealed that the socioeconomic status of parents determines academic achievement of students from broken homes, because students of single parents with low socio-economic status did not perform well academically. This finding is in line with the findings of Bliss (2004) who found that many students from low socio-economic homes respond uncomprehensively to the lessons teachers try to develop in the classroom, because their home environment has not exposed them to the kinds of materials used in schools. Their home environment is less intellectually stimulating; therefore, they sometimes find it difficult to cope in school. Supporting the finding, Munsincer (1999) found that the socio-economic status of parents may affect students academic achievement, as the purchase of vital school materials, attending good schools, may depend largely on the financial state of the parents because, if there is limited finance to take care of the family, schooling therefore will be affected. This implies that the socio-economic status of parents significantly affects academic achievement of students from broken homes. Conclusion and Recommendations The conclusion drawn from this study is that broken homes significantly determines academic achievement

of students from such homes. Moreover, it was also found that girls from broken homes perform better in school than boys from broken homes. The study also revealed that the socio-economic status of parents significantly relates to academic performance of students from broken homes. It is recommended that secondary schools should have guidance counsellors, who could counsel students from broken homes, experiencing challenges from home, especially the boys who may be adversely affected as a result of broken homes. Parents should be made to stand up to their responsibilities by making provision for adequate school materials for their wards. There is the need for personal social counselling in group or on individual basis where children with challenges from broken homes are counselled. References Agulana, G.G. (1999). Family structure and prevalence of behavioural problems among Nigerian adolescents,. The Counsellor, 17(1), 154-161. Ajila, C. & Olutola, A. (2007). Impact of Parents' socio-economic status on University student's academic performance: Ife Journal of Educational studies. 7(1), 31-39. Ayodele S.O. (2006). Educational opportunities for Nigerian learner; How do we fare thus far? A paper presented at the workshop organized by Network for Gender Sensitive Educational Management in Africa and the British Counsul in Nigeria. Bielinski, T., & Davidson, M.I. (2001). A sex difference by item difficulty interaction in multiple choice item administered to national probability samples. Journal of Educational Measurement, 38, 51-77. Bliss, I. (2004). Social class differences in conception of the use of Toys. London: Macquibben Kee, 45-47. Children's Defence Fund (1994). The state of America's children. Year Book, Wahington D.C. 21. Fausto-Sterling, A. (1995). Myths of gender New York: Basic Books. Frazer, W.J. (2001). Family structure, Parental Practices and High School Completion. American Sociology Review, (56), 309-320. Friedman, I. (1985). The space factor in Mathematics Gender Difference? Review of Educational Research 6(1), 22-50. Halmilton, H.J. (1999). Detecting Gender based differential item, functioning on a constructed Response Science Test. Applied measurement in Education. 12(3), 211-235. Health, S.B. (1990). The Wider Society and Education. Boston Allyn and Bacon Inc. Ichado, S.M. (1998). Impact of Broken Home on Academic Performance of Secondary School Students in English Language. Journal of Research in Counselling Psychology. 4(1), 84 -87.

Levin, J. (2001). For whom the Redundant Counts: A Quantile Regression Analysis of family influence on scholastic Achievement Empirical Economics, 26(1), 221-246. Munsincer, H. (1999). Fundamentals of Child Development. New York: Harcourt Brace Jovanrich Inc. Nzewuawah, P.N. (1995). The effects of single-parenthood on the Academic Performance of students. Unpublished M.Ed. Project. University of Lagos. Okoye, N.N. (1983). Are Boys better than Girls in Mathematics and English Language Performance? Psychology for every day living. 2, 21-27. Ordedi, D. (2001). The girl: developing the potentials of the girl child. A national challenge the regent. Orenstein, P. (1995). School Girls: Young women, self esteem and the confidence Gap, New York: Double Day. Scale, EC. & Roehlkepartain, E.C. (2003). Boosting Student's Achievement. New Research on the Power of Developmental Assets. Search Institute Insights Evidence. 1(1), 1-10. Schultz, G. (2006). Broken family structure leads to Educational Difficulties for children. Journal of Educational Psychology. 27, 70-80. UNICEF (2004). The state of the World's children, Girls education and development 4, 34-35. HENRIETTA IJEOMA ALIKA PH.D Department of Educational Psychology and Curriculum Studies Faculty of Education University of Benin Benin City OGBORO SAMSON EDOSA Department of Educational Psychology and Curriculum Studies Faculty of Education University of Benin

Benin City

Table I: Inter-correlation matrix between broken home, sex, socioeconomic status and academic achievement of secondary school students. SocioEconomic Status

Broken home Broken home Sex Socio-economic Status Academic achievement 1 .120 ** .136 ** .125 **

Sex

Academic Performance

1 .159 .260 **

1 .296 *

Correlations indicated with asterisk are significant at p < 0.05 all corrections are based on N = 150.
Gale Copyright: Copyright 2012 Gale, Cengage Learning. All rights reserved.

Education Research International Volume 2011 (2011), Article ID 915326, 10 pages doi:10.1155/2011/915326

Review Article

A Review of the Relationship between Parental Involvement and Secondary School Students' Academic Achievement
Valerie J. Shute,1 Eric G. Hansen,2 Jody S. Underwood,3 and Rim Razzouk1 Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL 32306, USA 2 Research and Development, Educational Testing Service, Princeton, NJ 08541, USA 3 Intelligent Automation, Inc., Rockville, MD 20855, USA
1

Received 24 October 2010; Revised 6 February 2011; Accepted 7 March 2011 Academic Editor: L. Kyriakides Copyright 2011 Valerie J. Shute et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract
This paper reviews the research literature on the relationship between parental involvement (PI) and academic achievement, with special focus on the secondary school (middle and high school) level. The results first present how individual PI variables correlate with academic achievement and then move to more complex analyses of multiple variables on the general construct described in the literature. Several PI variables with correlations to academic achievement show promise: (a) communication between children and parents about school activities and plans, (b) parents holding high expectations/aspirations for their children's schooling, and (c) parents employing an authoritative parenting style. We end the results section by discussing the findings in light of the limitations of nonexperimental research and the different effects of children's versus parents' perspectives on academic achievement.

1. Introduction
An important issue in identifying points of leverage in improving students academic achievement is determining how and to what degree parental involvement (PI) affects student achievement. Such knowledge might inform parenting practices as well as school-based policies, practices, and interventions that involve working with parents. For example, such research might help in the design and development of interventions that maximize parental involvement, where it has been shown to have the most positive and powerful effect. To assist in this endeavor, we reviewed the literature about the types of PI that might have an impact. We found that the literature on PI is quite knotty complex and sometimes contradictory. This paper attempts to

disentangle the knot by closely examining the current literature on the relationship between PI and academic achievement at the middle and high school levels. The idea that parental involvement engenders students academic achievement is intuitively appealing to the point that society in general, and educators in particular, have considered PI an important ingredient for the remedy of many ills in education today. In the 1980s and early 1990s, studies were published that suggested the importance of parental involvement in school. In the mid-1990s, the popular press, policy makers, and school administrators actively advocated PI. Legislation was enacted, such as the Goals 2000: Educate America Act and the reauthorized Elementary and Secondary Education Act (ESEA) in the United States, which has made parents involvement in their childrens education a national priority [1]. Schools have been encouraged to reexamine their parental involvement policies and programs and to demonstrate innovative approaches in order to obtain federal education dollars. For example, eligibility for Title I funding is now contingent on the development of agreements where families and schools assume mutual responsibility for children's learning. Many practitioners and researchers support the policy direction of increased PI in their childrens academic lives, yet confusion persists regarding an appropriate definition of PI and the activities, goals, and desired outcomes of various PI programs and policies. Less is known about PI than is commonly assumed. Early studies suggesting the importance of PI are, unfortunately, treated as definitive, regardless of the equivocal nature of the data, and they are used to support the position that virtually all types of PI are important. According to Sui-Chu and Willms [2], PI has been treated too long as a one-dimensional construct. It is apparent that identifying the influence of PI on academic achievement is complicated by at least three factors: (a) researchers use different definitions for the PI construct, (b) there is a paucity of experimental studies in the PI research literature, and (c) mediating factors and interacting variables in the PIacademic achievement story are often ignored. Any effort to clarify the role of PI in academic achievement must consider these issues.

2. Purpose
This paper examines the research literature on the relationship between PI and academic achievement, with particular focus on the middle and high school level. Research has shown that in addition to students personal goals and expectations in this age group, other variables such as PI might exert considerable influence on the students academic achievement and behavior [35]. This paper will examine how PI has been defined, describe the relationships between PI variables and academic achievement, attempt to generalize the results, and finally discuss key areas of controversy and areas for further research.

3. Methodology
3.1. Procedure We began this literature review process by gathering and reviewing many books, reviews, meta-analyses, and individual articles relating to the PI literature. The following online databases were employed to search and collect these sources. ERIC A database that provides extensive access to educational-related literature from two printed journals: Resources in Education (RIE) and Current Index to Journals in Education (CIJE). PsychInfo An online version of Psychological Abstracts that covers journal articles, book chapters, books, technical reports, and dissertations in psychology and psychological aspects of related disciplines. EBSCOhost An online system that provides access to several periodical indexes or databases. These databases contain citations, abstracts and many full-text articles from magazines, journals, and newspapers. In addition to these databases, Google Scholar, the Brigham Library at Educational Testing Service, and the Strozier Library at the Florida State University were used to search for and acquire specific references. Google Scholar is a web site providing peerreviewed papers, books, abstracts, and articles from academic

publishers, professional societies, universities, and other scholarly organizations. The Brigham Library at Educational Testing Service and the Strozier Library at Florida State University both house comprehensive collections of educational, psychological, sociological, and testing literature. 3.2. Inclusion Criteria The focus of the search was to access full-text documents using various search terms and keywords such as parental involvement, parental influence, peer influence, personality, academic achievement, andparental involvement. The search was not limited to a particular date range. From the large set of documents that we collected, a total of 74 documents met the criteria for inclusion in the literature review. The inclusion criteria consisted of topical relevance, focus on secondary education, and papers that presented results in terms of prominent PI variables. Additional inclusion criteria were papers that studied any mediating factors and interacting variables in the PI-student academic achievement relationship. The majority of the documents we obtained were fifty individual studies reported in journal articles, book chapters, and research reports, followed by eight books, six longitudinal studies, five NELS:88 (i.e., the National Education Longitudinal Study of 1988, Institute of Education Sciences, n.d. [6]) reports, three extensive literature reviews, and two meta-analyses. We omitted qualitative studies and studies that did not meet the specified criteria. 3.3. Defining Parental Involvement Figure 1 depicts the prominent aspects of PI found in the literature. We have grouped these variables into the two main categories of home and school activities.

Figure 1: Prominent aspects of parental involvement enacted at home and at school. Many studies examine underlying aspects of PI, yet few do it in exactly the same way [1]. Such differences make it difficult to assess cumulative knowledge across studies and can also lead to contradictory findings. We will point these out in the results section as they arise.

4. Literature Review Results

The results of the literature review are presented in terms of how PI variables impact student academic achievement, in two sections: (a) findings around single PI variables and (b) findings of large-scale studies that analyze the PI construct in terms of a set of underlying variables. Then, we discuss the findings in light of the limitations of nonexperimental research and the different effects of children's and parents' perspectives on academic achievement. 4.1. Single Parental Involvement Variables In this section, we look at the results of different studies on prominent PI variables, including parent-child discussions about school, parental aspirations and expectations, parenting style, reading at home, checking homework, school involvement, and home rules and supervision. 4.2. Parent-Child Discussions about School The parent-child discussion variable refers to ongoing conversations between parents and their children concerning school-related activities, programs, near- and long-term school plans, and other academic issues. This variable frequently yields the strongest positive association with academic achievement [2, 4,711]. McNeal [4], for example, found that the only dimension of parental involvement that was associated with improved achievement and reduced problematic behavior (e.g., truancy) was parent-child discussion. Parent-child discussion has a significant relationship to student achievement (, ) and a significant inverse relationship to truancy (, ). One interesting subtlety involving this variable is that talking with ones mother is positively associated with academic achievement, but the association between talking with ones father and academic achievement may depend on ethnicity and also on whether the child or parent is reporting [9, 12, 13]. For instance, talking with ones father shows no correlation to academic achievement when data are collapsed across ethnicities, but talking with fathers for Black and Hispanic children is negatively related to achievement, while for Asian children talking with fathers is positively related to achievement. 4.3. Parental Aspirations and Expectations

Parental aspirations and expectations are often described collectively or used interchangeably in the literature. Taken together, aspirations and expectations reflect the degree to which parents presume that their child will perform well in school, now and in the future. This variable appears in many PI research studies and is generally shown to have a positive relationship to academic achievement. For example, parental aspirations/expectations is the strongest dimension in the Fan and Chen [14] meta-analysis examining effects on academic achievement (overall ), as well as the strongest predictor () in the Singh et al. [15]) structural equation modeling study. Parental expectations also has the largest effect size () and is one of the strongest predictors in determining academic achievement () in Jeynes [10] meta-analysis on PI variables. To date, of the PI papers we reviewed, the articles and large-scale studies that focus on parental expectations report a generally positive effect on student achievement. More specifically, Baker and Soden [1] note that high aspirations/expectations, coupled with an effective parenting style (i.e., moderate levels of parental support and supervision) are positively related to academic achievement. Similarly, Kurdek et al. [16] examined the relationship between parental supervision (measured via student report) and sixth-grade students academic achievement. Their results showed a clear quadratic relationship (i.e., inverted U function) between these two variables, where the highest levels of achievement (measured by grade point average) were associated with moderate levels of parental supervision, while worse achievement related to both low and high levels of supervision respectively. We now turn our attention to research involving parenting style. 4.4. Parenting Style This PI variable is defined as a complex set of behaviors and/or attitudes by which parents demonstrate and communicate the values, behaviors, and standards that their children are expected to adopt. According to various researchers [10, 1720], parenting style may be viewed along two dimensions: responsive and demanding (see Figure 2).

Figure 2: A cross of responsive and demanding parenting, yielding four distinct styles.

An authoritative parenting style is consistently and positively associated with student academic outcomes. This style is characterized by parents who are both responsive and demanding (lower right-hand corner of Figure 2). However, authoritarian and permissive styles (as well as indifferent styles) are negatively related to academic achievement [18, 2124]. We examined 28 articles that studied parenting style in some form or another and its relationship to academic achievement. Representative characteristics of parenting style in the literature include authoritative style, joint decision making, PI in childrens lives, behavioral supervision, discussion of education with ones children, firm disciplinary practices, permissive (or indifferent) styles, limit setting, strong communication, and maternal and paternal styles. The following are mixed findings in the literature on the variable of parenting style. 4.5. Positive Association Authoritative parenting style is characterized by parents who develop and maintain close, warm relationships with their children while at the same time establishing structure and guidelines that are enforced as necessary. This parenting style was referred to in seven articles. They all reported a positive association with student achievement [2530], except for one study that showed no effect for first generation Chinese Americans [31]. Aunola et al. [26] similarly investigated the extent to which adolescents achievement is associated with parenting styles in their families. They found that adolescents from authoritative families showed significantly greater achievement compared to other adolescents who experienced different parenting styles (). In some studies, parental affective support appeared to be one of the strongest predictors of students academic achievement. For example, in a study by Deslandes et al. [27], they reported that parental affective support was a strong predictor of school achievement for both males (, ) and females (, ). A child's perception of parenting style was referred to in one article, which reported that child perceptions of parenting style, involvement, and teacher/school communication factors strongly predicted school achievement (, ) [30]. The recent meta-analysis conducted by Jeynes [10] showed a strong positive association () between

parental styledefined as supportive, loving, helpful, and maintaining an adequate level of disciplineand academic achievement. These positive associations may be due to the ability of parents with an authoritative parenting style to be loving and supportive and yet maintain an adequate level of discipline in the household. Parents with this parenting style also demonstrate qualities such as trust and approachability that motivate children to discuss academic problems and expectations with their parents. Additionally, such parents are more likely to make contact with teachers when students have academic or behavioral problems [10, 27]. 4.6. No Association or Negative Association PI in the form of behavioral supervision has shown either no association or a negative relationship with academic achievement [7]. For example, firm disciplinary practices were found to be unrelated to a childs academic success [32], based on a sample of 59 611-year-old African Americans from homeless families. A survey with Korean American adolescents showed that differences in parenting styles did not significantly relate to adolescents academic achievement [33]. And McNeal [4] showed that PI in the form of supervision generally explained behavioral outcomes (e.g., truancy) (, ) but not cognitive outcomes (e.g., science achievement), and had greater effects for more affluent White students (, ) than for less-advantaged students of any other race. This finding may be the result of minority parents feeling less comfortable getting involved in school-based activities and also being less likely to initiate meetings with school teachers when their child is facing an academic problem. Past negative experiences shape parents involvement with educational institutions [4]. On the other hand, Deslandes et al. [28] and Chen [8] found a negative relationship between parental supervision and childrens achievement. This negative association might be related to the fact that some parents increase their support/supervision when they become concerned with their childrens underachievement. In other words, parents adopt strategies based on their childrens academic performance [4, 8]. 4.7. Other PI Variables Fairly consistent associations between other PI variables and academic achievement include the following.(i)School

involvement, which refers to participation in parent-teacher organizations (PTOs) or associations (PTAs), community involvement, volunteer work, and so on, has shown a positive association with academic achievement [11, 25]. For instance, Adeyemo [25] examined the effects of different parental involvement dimensions on academic achievement for 250 secondary school students and found that parental involvement in their child's school environment significantly affected students academic achievement (, ).(ii)Parent-teacher communication, described as parents communication with teachers regarding their child's progress, has shown a positive association with students academic achievement (, ) [10].(iii)Parents checking childs homework, has shown a positive association with academic achievement in some studies [10, 11]. For instance, Keith et al. [11] found that students whose parents were involved in checking their homework showed higher achievement () than students whose parents were not involved in checking homework. Other studies, however, have shown a negative association between parents checking their childrens homework and academic achievement [34].(iv)Home supervision and rules, refers to moderate levels of parental support [10, 16], and when combined with appropriate monitoring of home-related behaviors (such as television viewing) has shown positive associations with academic achievement [11, 35]. Children of parents who closely monitor their activities spend less time watching television and more time on school-related activities, which in turn shows a positive relationship with academic achievement () [11]. (v)Reading at home, which reflects parental modeling and support of the childs reading along with the provision of a stimulating literacy environment, has shown a positive association with academic achievement [3, 11, 25, 36]. For example, in a study by Chen [3], the effect size () suggested a strong relationship between parental involvement in their childs reading at home and academic achievement (). To summarize, there is seldom more than a small-to-moderate association between any individual PI variable and academic achievement. The strongest associations appear to be (a) discussions about school activities between parent and child (positive), (b) parents aspirations/expectations for their children (positive), and (c) parental styles, particularly authoritative style (positive) and authoritarian and permissive styles (negative).

While each of the PI variables presented in this section has shown some relationship to students academic achievement, it is also clear from recent research that the effects are complex. For instance, studies have found interactions between some of these PI variables and academic engagement/involvement (e.g., time spent on homework and paying attention in class), ethnicity, race, family structure, family characteristics (such as parents education), maternal employment status, socioeconomic status, and gender [911, 13, 27, 3740]. Consequently, we can view these as potentially moderating or mediating variables in relation to student achievement. For example, in a longitudinal study conducted by Dearing et al. [13] involving 167 children, the effect of PI on the childrens academic achievement (i.e., reading) was moderated by maternal education. We now explore more complex analyses of the PI construct. 4.8. Large-Scale Analyses of the PI Construct In this section, we describe six large-scale studies that have been conducted in the area of PI and academic achievement: (1) Fan and Chen [14], (2) Jeynes [10], (3) Desimone [9], (4) Keith et al. [11], (5) Chen [8], and (6) Sui-Chu and Willms [2]. Each of these studies looks at how a set of underlying variables may illuminate the relationship between overall PI and student academic achievement. The first study is a meta-analysis conducted by Fan and Chen [14]. The sample consisted of 133,577 students in 25 different studies, yielding 92 correlation coefficients. The method they used was to calculate average correlations between PI (overall construct as well as specific dimensions) and academic achievement. PI dimensions included educational aspirations/expectations for children, communication with children about school-related matters, parental supervision and home structure related to school matters, parental participation in school activities, and other/general PI activities. The result from their analysis regarding the correlation of overall PI to academic achievement is . Based on Cohens [41] guidelines about the magnitude of correlation as an effect-size measure, a correlation of.25 is a medium effect size. The largest correlation was between parents aspirations and expectations for childrens educational achievement (average about.40), and the smallest correlation involved the variable parents supervision of the child at home (e.g., rules for watching TV and doing school work), with an average .

Similarly, our second large-scale study reported by Jeynes [10] found a positive relationship between PI and academic achievement. In his meta-analysis, Jeynes included 52 studies that involved more than 300,000 participants. Jeynes aimed to determine the influence of PI on the educational outcomes of urban secondary school children. For this study, PI was defined as parental participation in the educational processes and experiences of their children. The specific PI variables included parental expectations, parent-child communication about school activities, parents checking homework before submission, and parental style (i.e., helpful and supportive parental approach). Results revealed that the general PI variable yielded statistically significant outcomes of.50 to.55 of a standard deviation unit. The Hedges measure of effect size was reported. Like the findings from the Fan and Chen [14] meta-analysis, this index indicated that for overall academic achievement, the effect size for parental expectations was the largest among all of the other variables (Hedgess , which represents a large effect size). The remaining variables (i.e., parent-child communication, parents checking homework, and parental style) showed medium effect sizes (Hedges ,.38, and.40, resp.). Desimone [9] conducted a regression analysis examining 12 PI variables on one achievement variable (scores on a standardized test of mathematics) for a large sample () of 8th graders in the NELS: 88 data. The adjusted for this regression is.29, which corresponds to an -value of.54 for overall PI as considered by the set of individual variables. This falls in Cohens range of large effect sizes. The regression results of the same 12 variables on two other achievement variablesscores on a standardized test of reading, and an average of self-reported grades in English, mathematics, science, and social studieswere similar to those reported for mathematics. These other regressions showed values of.26 and.22, respectively. Among the 12 variables predicting mathematics outcome, the strongest predictors of achievement include (a) students reporting that they talk with their parents about school (positive relationship), (b) parents reporting contact with the school (negative relationship), and (c) students reporting that parents check their homework regularly (negative relationship).

One interesting finding from the study concerns whether the student or the parent was reporting onrules in the home (rules on homework, GPA, chores, TV, friends, etc.). That is, if the child perceives that parents have rules about doing chores, watching television, and going out with friends, there is a positive relationship to achievement. However, if the parent reports having rules in the homesuch as maintaining grade average, doing homework, and being responsible for certain household chores there is a negative relationship on math achievement. Similarly, there is an opposite relationship involving the variable talking about school. From the students report, this represents a positive relationship to math achievement, but from the parents report, this represents a negative relationship. Desimone [9] further examined the data in terms of ethnicity and reported some interesting patterns of predictor variables. For example, the variable talk with father about school showed a positive relationship to math achievement for Asian children, a negative relationship for Black and Hispanic students, and no significant relationship for White students. The variable rules on homework, chores, TV, and so forth was positively related to math achievement if reported by Asian children and negatively associated with math achievement if reported by White parents. Finally, the variable parents check homework from the students perspective has a significant negative association with achievement across all ethnicities. A fourth large-scale study that reported a positive relationship between PI and academic achievement was conducted by Keith et al. [11]. This widely cited structural analysis study attempts to establish causal relationships using a sample of about 22,000 8th grade students. This study uses the technique of structural equation modeling (SEM), which entails defining a causal model to which the data are fitted. Some of the variables that were shown to best fit the causal model relating PI and student achievement included (a) talking about school, (b) aspirations/expectations, (c) structure in the home in the form of rules, and (d) participation in school activities such as PTO. Figure 3 shows these four variables and example topics from the NELS: 88 survey. Figure 3: Original four variables underlying the PI construct in the Keith et al. [11] study. Note: adapted from Does parental involvement affect eighth-grade student achievement? Structural

analysis of national data, by T. Z. Keith, P. B. Keith, G. C. Troutman, P. G. Bickley, P. S. Trivette, and K. Singh, 1993, School Psychology Review, 22(3), pp. 483, 486. Results showed that these four variables are not significantly correlated to one another, and thus PI is multidimensional. In fact, when the structure and participation variables were removed and other variables added (e.g., family background, previous achievement, and ethnicity), as shown in the model depicted in Figure 4, the model fit better.

Figure 4: Keith et al.s [11] structural equation model of parental involvement variables and student achievement. Note: from Does parental involvement affect eighth-grade student achievement? Structural analysis of national data, by T. Z. Keith, P. B. Keith, G. C. Troutman, P. G. Bickley, P. S. Trivette, and K. Singh, 1993,School Psychology Review, 22(3), p. 488. The student achievement variable (on the right of Figure 4) was derived from scores from short standardized tests of reading, math, science, and social studies (history, citizenship, and geography), developed for NELS by Educational Testing Service (ETS). The largest predictor of student achievement is, not surprisingly, students previous achievement. However, Keith et al. [11] also found unique variance attributed to the PI variable. Additionally, Keith et al. [11] found unique variance attributable to ethnicity. The authors coded ethnicity as 1 for White and Asian and 0 for Black, Hispanic, and Native American. While White and Asian students showed generally higher achievement than Black, Hispanic, and Native American students, what is interesting is that parents of Ethnicity 0 reported more PI than parents of Ethnicity 1 (shown by the inverse relation between ethnicity and PI). Finally, the data for family socioeconomic status (SES, reflected by the family background variable) showed that higher SES was associated with higher student achievement. Our fifth large-scale study, conducted by Chen [8], was similarly a structural analysis investigating students in different grade levels (i.e., grades 9 to 11) in terms of their perceived academic involvement from their parents. This involvement was then examined relative to academic achievement directly and also indirectly through students self-reported academic engagement

such as study time (which included hours that students reported doing their homework), studying during a typical week, and motivation to go to school. Data were collected through questionnaires administered to 270 Hong Kong students in the three grade levels. Structural equation modeling (SEM) analysis revealed interesting findings regarding parental support. The first finding showed that the indirect relationship of the students' perceived PI to academic achievement was mediated by perceived academic engagement. This finding, however, was significant only for 9th grade students (). The second finding revealed that perceived PI was directly andnegatively related to academic achievement for all grade levels but statistically significant only for the 10th grade students. In short, (a) perceived PI appears to predict academic achievement, and (b) higher levels of perceived PI are associated with lower levels of achievement, especially for 10th graders in Hong Kong. In our final large-scale study, Sui-Chu and Willms [2] computed regression and factor analyses to predict mathematics achievement using PI factors (i.e., home discussion, home supervision, school communication, and school participation), family variables (i.e., SES, number of siblings, number of parents, learning problem, and behavioral problem), and ethnicity (i.e., White, Asian or Pacific Islander, Hispanic, Black, or Native American) using NELS: 88 data for mathematics. All of the variables were significant at the level except for the nonsignificant effects of (a) number of parents in the home, and (b) home supervision (e.g., rules), both of which may be contrary to conventional wisdom (i.e., the deleterious effects of singleparent homes on achievement, and the importance of rules). Of the PI factors, the largest predictor of mathematics achievement is again the degree to which parents and their children talk about school (i.e., home discussion). Finally, Sui-Chu and Willms [2] reported that PI made a significant unique contribution to explaining variation in students academic achievement, over and above the effects associated with parental background. 4.9. Limitations of Nonexperimental Research After reviewing the PI literature, it is worth noting some of the main limitations of PI research in conjunction with their possible ramifications. These include the following:(i)Use of

nonexperimental design leads to the inability to distinguish between correlation and causation.(ii)Inconsistent definitions of PI leads to difficulty in comparing/interpreting findings across studies that define this construct differently.(iii)Lack of isolation of PI effects leads to the inability to distinguish effects due to PI from genetic and other environmental variables. One observation from reviewing this literature concerns the need to be cautious about interpreting correlational data. For instance, we saw earlier that the variable parents checking homework is often negatively associated with student academic achievement. This is likely because parents tend to check homework more vigilantly when there are academic problems, making PI in the form of homework checking an effect rather than a cause of academic achievement. Further, actually doing homework (by the child) has been shown to be positively associated with academic achievement [11]. In addition, there may be other mediating factors relating to PI effects on student achievement that have not yet been adequately researched. For example, as part of their research and analysis using structural modeling, Keith et al. [11] examined mediating variables involving PI and academic achievement. As shown in Figure 5, PI is characterized as exerting its effect on student achievement via the mediating variable of homework, where more PI is associated with doing more homework, which in turn is associated with higher achievement. Also, according to this model, doing more homework is associated with less TV viewing. Figure 5: Relationship between PI and achievement with homework and television viewing as mediating variables. Note: adapted from Does parental involvement affect eighth-grade student achievement? Structural analysis of national data, by T. Z. Keith, P. B. Keith, G. C. Troutman, P. G. Bickley, P. S. Trivette, and K. Singh, 1993, School Psychology Review, 22(3), p. 490. The literature we reviewed has paid little attention to possible interactions among classes of important variables. In short, caution is warranted in attributing direct effects of parenting, genes, or social/environmental factors because all three may interact with each other in predicting academic achievement. 4.10. Childrens versus Parents Perspectives

As noted earlier, the literature shows that childrens perceptions about PI variables appear to be better predictors of student achievement than parents perceptions [8, 9, 42]. In addition, most of the studies show that PI and its probable influence on achievement declines as children progress through school [5,40]. There are several possible reasons for this decline: (a) middle and high schools become more complex, with more demanding curricula that can intimidate parents; (b) there are fewer school outreach efforts to involve parents in the secondary school years; (c) parents may exert progressively less influence over their adolescent children as they become more independent [8, 37, 43, 44]. Regarding the latter point, as students become older, they start to rely on peers for advice and support more than on their parents. Peer group influences have a powerful effect on childrens motivation to do well in school [45, 46]. The fields of education and psychology appear to be adjusting to the challenge directed toward the more traditional view that parenting has a very large influence on children's development. What the emerging view will be remains to be seen. One possible view might be similar to the view expressed by Cohen [47], who argued that while both parent and peer influences are modest, the peer influence is smaller and parent influence is larger than estimated by Harris, who asserted that differences in parenting have essentially no lasting influence on how children turn out [44]. Despite the relative modesty of the influence of PI in the research cited in this paper, there is a need for caution in underemphasizing the importance of parents efforts on behalf of their children, academically and otherwise. Even Harris [44] warns that her theory (which does not attribute lasting parental influence) is not intended to imply that children can get along without their parents. In fact, children are emotionally attached to their parents (and vice versa), are dependent on them for protection and care, and learn skills within home that may prove useful outside it; these facts are not questioned [48, p. 461]. Thus, Harris affirmed the key role of parents in protection, care, and support of learning. Furthermore, given that parents play a key role in selecting or otherwise determining a childs home, school, neighborhood, and cultural group, we can see that parents have an importance that may not be fully captured in these studies. And, as Levitt and Dubner [49] have noted, Clearly, bad parenting matters a great deal[U]nwanted

childrenwho are disproportionately subject to neglect and abusehave worse outcomes than children who are eagerly welcomed by their parents (pp. 153-154).

5. Conclusions
Parents appear to have an important opportunity to influence their childrens academic achievement though the influence may not be as great as traditionally believed. Correlational studies have found modest associations between various PI variables and student academic achievement, with some of the most consistent relationships being reported for (a) parents talking with their child about school [2, 4,811, 50], (b) parents holding high expectations for students academic achievement [1, 3, 10, 14], and (c) parents employing an authoritative (not authoritarian) parenting style [10, 17, 19, 20]. Citing the inability of correlational studies to determine causality, as well as the findings of twin and adoption studies, researchers have estimated the impact of PI variables on academic achievement as quite modest [44, 4749]. Others have agreed that the influence of parents is modest but go on to assert that peer influence is likewise modest [47]. It seems that both parents and peers can have an influence on a childs academic achievement. Given that parents have limited influence over the childs peer relationships, direct parental influence remains an opportunity to leverage those factors for the benefit of the child, including their academic achievement. The design of policies, practices, and interventions should reflect an understanding of these findings about the nature and magnitude of parental influence on childrens academic achievement.

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