IMPROVING STUDENTS VOCABULARY MASTERY BY USING DIRECT METHOD TO THE ELEVENTH GRADE SCIENCE OF SMA N 1 MUARO JAMBI A RESEARCH

PROPOSAL

WRITTEN BY: Herdika Mutia Putri TE. 090342

ENGLISH STUDY PROGRAM FACULTY OF TARBIYAH STATE INSTITUTE OF ISLAMIC SULTHAN THAHA SAIFUDDIN JAMBI 2012

CHAPTER I INTRODUCTION 1.1 Background English is an international language that is commonly used as a mean of communication among countries. In indonesia, English becomes one of the foreign languages learned as a school subject. Generally, Indonesian students have studied this subject since they are in primary school. In this level, English is taught as a local content. In teaching and learning English, the first thing to do is mastering vocabulary for the students. By mastering a lot of vocabularies, students will be able to communicate each other, easier in doing exercises and help them to express their ideas. Beside that, students will also have mastery of language skills like reading, listening, speaking, and writing. Even though vocabulary mastery is important in order to support the mastery in English skill, in fact many of English learners are often faced with the problems of vocabulary mastery. Based on the direct observation conducted at the second grade of SMA N 1 Muaro Jambi, it was found that; students problem about mastering vocabulary is due to several factors. First, they had limited number of words as they found it was difficult memorize the vocabulary items listed. Second, the teaching learning process was less interesting as teacher gave monotonous method. Third, the teacher often used translation method in teaching vocabulary that made students can not remember their vocabularies in long period of time. To help students to overcome their problems, the researcher proposed a method to teach English vocabulary in order to improve their vocabulary mastery. The method that was known as direct method gave a way to the students to understand and master the material delivered in teaching and learning process. This direct method gave opportunity to the students to study directly with the target language (English) without going through the process of translating into Students native language (Bahasa Indonesia). In this way, the teacher could convey lesson directly through demonstration, action or picture. Furthermore, direct method was a very important way to be conducted because it could make students practice directly how to use the foreign language. Beside that, the students might be familiar with the target language as the teacher always introduces new target language words or phrase in teaching. Because of these reasons, the researcher was interested in conducting a research for the purpose of Improving Students Vocabulary Mastery at The Second Grade of SMA N 1 Muaro Jambi. 1.2 Formulation of the Problem 2

Based on the research background, the problem of this research was formulated as follow: How can direct method improve students vocabulary mastery to the eleventh grade science students of SMA N 1 Muaro Jambi? 1.3 Limitation of the Problem This research focused on the use of direct method on students vocabulary related to school activities, holiday and seasons. The object of this research was the second grade students at SMA N 1 Muaro Jambi 1.4 Purpose of the Research The purpose of this research was to improve the students vocabulary mastery by using direct method to the second grade of SMA N 1 Muaro Jambi 1.5. Significant of the Research The research was expected to give contribution for students, teachers, and other researchers. It was hoped that students can be interested in learning English vocabulary and enrich their vocabulary, so that they can mastery the vocabulary. This research might also give the contribution for English teachers to choose the most approriate method in teaching English subject especially teaching vocabulary. Finally, the result of this research can be used as the reference for those who want to conduct a research in English teaching-learning process.

CHAPTER II REVIEW OF RELATED LITERATURE

The major concern of this research was the students improvement in mastery the vocabulary by using direct method. This chapter reviews the related literature which is concerned with this research. 2.1 Vocabulary Mastery 2.1.1 The definition of Vocabulary Mastery Many experts defined the term of vocabulary in many ways. In general, all of the definitions have similar idea that is number of words used for communication. Vocabulary is total number of words which (with rules for combining them) make up a language1. In other source, Longman said that vocabulary is a list of words, usually in alphabetically order and with explanations of their meanings.2 Webster stated that vocabulary is a list or collecting of words or of words and phrases usually aphabetically arranged and explained or defined3. He also stated that vocabulary is a summary or stock of words employed by a language, group, individual, or work, or in relation to be a subject. Vocabulary is more complex than the definition suggest.4 First, words come in two forms: oral and print. Oral vocabulary includes those words that we recognize and use in listening and speaking. Print vocabulary includes those words that we recognize and use in reading and writing. Second, word knowledge also comes in two forms, receptive and productive. Receptive vocabulary includes words that we recognize when we hear or see them. Productive vocabulary includes words that we use when we speak or write. Receptive vocabulary is typically larger than productive vocabulary, and may include many words to which we assign some meaning, even if we dont know their full definitions and connotations or ever use them ourselves as we speak and write. Based on the definition above, it can conclude that vocabulary is the knowledge of words and word meanings in both oral and print language and in productive and receptive form. In other word, vocabulary is the total number of words that has meaning and it is also as
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Hornby, AS, 1987. Oxford Advanced Learners Dictionary of Current English. Great Britain: Oxford University Press: 959 2 Longman group.1989. Longman Dictionary of Contemporary English New Edition. Britain: Longman: 1177 3 Webster, Merriam. 1966. Websters Third New International Dictionary of The English Language Unabridged. Massachusetts, U.S.A: G and C. Merriam Company:2560
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Lehr, Fran. (n.d, Online). A Focus on Vocabulary. ES0419.htm. (Accssed from the internet on 14 May ).

Available at: http://www.prel.org/products/re_/

the element of language which is used in speaking, listening, reading and writing. So, if we want to master in language, we must mastery in vocabulary too. Mastery is a very great skill or knowledge5. Mastery is great skill or knowledge in a particular subject or activity. Webster6 also stated same meaning that mastery is the skill or knowledge in a subject that makes one a master in it. It means practices not knowledge alone. In this case, mastery is a level of performance shows that a student has demonstrated the knowledge, skill and abilities for a unity of instruction or subject area depend by a recognized standard. Based on the definition in above, it can be concluded that vocabulary mastery is great skill and knowledge of words and meaning in both oral and print language and in productive and receptive form. 2.1.2 The importance of vocabulary Todays frontier is knowledge. Brain has taken precedence over brawn; our physical struggle for existence had been replaced by intellectual struggle, and knowledge of words has become a most valuable tool. The more vocabulary we possess, the more efficient are these tools of thought. With a good vocabulary, which indicates scope of knowledge, we can grasp the thoughts of others and be able to communicate our own thoughts to them. Youth, with its idealism and enthusiasm, probably has always wanted to change the world. Perhaps there is only more evidence of this desire today. But those with limited vocabulary never can alter the world. (Wordsmart.com: Online). The quality of someones language skill is clearly depend on her/his quantity and quality of vocabulary7. Many vocabulary that we have, it will bigger possibility we skilled in language. According to Rivers in Nunans book8, vocabulary is Essential for successful second language use because, without an extensive vocabulary, we will be may unable to use the structure and functions we may have learned for comprehensible communication. English

Barnhart, Thorndike. 1997. Intermediate Dictionary. USA, America: Scott Foresman:538

Webster, Merriam. 1966. Websters Third New International Dictionary of The English Language Unabridged. Massachusetts, U.S.A: G and C. Merriam Company:1390
7

Tarigan, Henry Guntur. 1991. Metodologi Pengajaran Bahasa 1. Bandung: Angkasa:1986

Nunan, David. 1995. Laguage Teaching Methodology. Britain: Phoenix ELT:117

users could not understand the structure and the function effectively when they communication to each other. By having a rich vocabulary, they will be able to share and develop their idea. Young students who dont have large vocabularies or effective word-learning strategies often struggle to achieve comprehension9. Meanwhile, according Goswani, in Lehr said that young children who have a large number of words in their oral vocabularies may more easily analyze the representation of the individual sounds of those words. The importance of vocabulary is as follow10: a. An extensive vocabulary aids expression and communication b. Vocabulary size has been directly linked to reading comprehension. c. A person may be judged by other based on their vocabulary d. Linguistic vocabulary is synonymous with thinking vocabulary. e. The greater a persons vocabulary, the greater their understanding of themselves, society, economy, history, etc. Based on the explanation above, the writer can conclude that vocabulary is important to be able to communicate with other people. Good vocabulary mastery also can make many people or especially learners have good understanding of themselves and all aspects of their life such as their society, history, economy, and so on. If people are lack of vocabulary or only have little vocabulary, they will face trouble in their communication and achievement because vocabulary will be needed not only in speaking but also in reading, listening and writing. 2.1.3 Teaching Vocabulary A number of classroom techniques for vocabulary development11. They are as follows: 1. Context Clues

Lehr, Fran. (n.d, Online). A Focus on Vocabulary. Available at: http://www.prel.org/products/re_/ ES0419.htm. (Accssed from the internet on 14 May ).
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Kosasih, Engkos. 2008: Online. Teaching Vocabulary by Means of "PAIKEM. Available at: http://sman5-pandeglang.com/bahasa/b-inggris/36-teaching-vocabulary-by-means-of-qpaikemq.html. Accessed from the internet on 14 May 2010).

11

Nunan, David. 1995. Laguage Teaching Methodology. Britain: Phoenix ELT.

Context clues are techniques for guessing vocabulary from context including activating background knowledge from the topic of the text, obtaining clues from grammaticcal structure, pronounciatio and punctuation and using the natural redudancy of surrounding words. For example, the reder should be able to guess the meaning of workaholic in the following sentece : My father was a workaholic , he worked so long and so hard that we rarely saw him. 2. Word morphology Learners can be taught to extend their vocabulary by mixing and matching word stems, suffixes and affixes. 3. Mnemomic devices These are tricks for committing words to memory. Nattinger points out that there is resistance to the use of such devices by many teachers. 4. Loci These are form of mnemonic in which a list of words to be learned are associated with a familiar visual image such as a room or awell known tourist spot. Each wword is asssociated in some way with one of the items in the visual image, and taking image is the use of assist in the recall of the word. 5. Paired associates In this technique, which is similar to the use of Loci, words in the first and second language which have similarity of sound and meaning are associated. Nattinger cites Currens example of the German word schwarz which means black and which could be associated with the English word swarthy. 6. Key words Here the target vocabulary item is paired with its native language equivalent in an idiosyncratic way. For example, in learning thst the Spanish word perro means dog. One might notice that the first syllable of the new word sounds like pear and would then visualize a large pear-shaped dog waddling down the street(. 7. Total physical Response In this technique, the target vocabulary items are paired with relevant physical actions. 8. Cognitive depth This technique was developed by Craik and Lockhart. Students are asked one of the following questions in relation each word. 1. Is there a word present? 2. Is the word printed in capitals or in lower case letters? 3. Does it ryhme with......? 7

4. Is it a member of.... category? 5. Does it fit into the following sentence? Each question forces successively deeper levels of processing, and Craik and Lockhart found that there was superior retention and recall when words were related to questions 4 or 5 than 1 or 2. 8. Formal Groupings Certain vocabulary items can be memorised by teaching students to recognisebasic forms of words and how they combine with certain affixes. For example, students could be taught the meanings of words such as tele (far, distant), phone (sound), photo (light), graph (write, mark) and then given lists of vocabulary items containing these words and asked to guess the meaings of these compound words. 9. Word families This is an extension of the formal grouping technique. Excercises can be develop to show word families are developed from a singel root. 10. Historical orthographical similarities This involves the development of associations based on historical, orthographical similarities between cognate language. For example, there are many words in languages such as Spanish and Italian, or English and German, which share common or cosely related meanings and which can be exploited to assist learners to expand thier target vocabulary. 11. Collocation Collocations are words which are commonnly associated. Nattinger suggests that exercises to develop and strengthen these associtions can greatly facilitate learning. Some strategies for teaching and learning vocabularies12. They are: 1. Get into a pair-define-explain routine 2. Set up a word of the week program 3. Make your students into word wizards 4. Play vocabulary bingo. The tips and techniques that can used in teaching vocabulary. Some of them are about the oldies but goodies13. They are: 1. Matching synonyms, 2. Matching opposites 3. Fill in the
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Reiss, Jodi. 2008. 102 Content Strategies for English Language Learners: Teaching for Academic Success in grades 3-12. New Jersey: Pearson Meril Prentice Hall:109 Pettigrew, Joseph. (n.d, Online) Teaching Vocabulary: Two Dozen Tips and Techniques. http://people.bu.edu/jpettigr/Artilces_and_Presentations/ Vocabulary . htm. (Accssed from the internet on 14 May ).

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blank sentences. Several aspects of lexis that need to be taken into account when teaching vocabulary14, they are: Boundaries between conceptual meanings: knowing not only what lexis refers to, but also where the boundaries are that separate it from words of related meaning (e.g. cup, mug, and bowl). Polysemy: distinguishing between the various meaning of a single word form with several and closely related meanings (head: of a person, of a pin, of an organisation). Homonymy: distinguishing between the various meaning of a single word form which has several meanings which are NOT closely related ( e.g. a file: used to put papers in or a tool). Homophony: understanding words that have the same pronunciation but different spellings and meanings (e.g. flour, flower). Synonymy: distinguishing between the different shades of meaning that synonymous words have (e.g. extends, increase, expand). Affective meaning: distinguishing between the attitudinal and emotional factors (denotation and connotation), which depend on the speakers attitude or the situation. Socio-cultural associations of lexical items is another important factor. Style, register, dialect: Being able to distinguish between different levels of formality, the effect of different contexts and topics, as well as differences in geographical variation. Translation: awareness of certain differences and similarities between the native and the foreign language (e.g. false cognates). Chunks of language: multi-word verbs, idioms, strong and weak collocations, lexical phrases. Grammar of vocabulary: learning the rules that enable students to build up different forms of the word or even different words from that word (e.g. sleep, slept, sleeping; able, unable; disability). Pronunciation: ability to recognise and reproduce items in speech. The implication of the aspects just mentioned in teaching is that the goals of vocabulary teaching must be more than simply covering a certain number of words on a word list. We must
14

Moras, (2001. Online), Teaching Vocabulary to Advanced Students: A Lexical Approach. (Accssed from the internet on 02 March 2010).

use teaching techniques that can help realise this global concept of what it means to know a lexical item. And we must also go beyond that, giving learner opportunities to use the items learnt and also helping them to use effective written storage systems. There are some ways in presenting new vocabulary15. They are: 1. Exposure. This is the first procedure in a vocabulary lesson plan where students are tuned into those words you want to present. 2. Inductive Ways of Presentation. In order to get to a word, teachers show a picture and talk about it. This works differently from deductive methods (more commonly used with grammar related teaching contexts) where teachers isolate the rule and then follow-up with a number of practice activities. 3. Issues of Fluency and Accuracy. In fluency, the emphasis is placed on meaning whereas accuracy emphasizes form and structure. Practicing new vocabulary can convey by teaching vocabulary in a context. The aim of a context is to establish some kind of frame within one of the following text types such as a rap chant, a song or a picture, a story, etc. The reader is encouraged to understand, interpret, make sense, decode (i.e. what does each phoneme sound like?) and decipher (i.e. putting the parts together in order to solve the information gap between decoding and deciphering)16. Brown mentions five guidelines for the communicate treatment of vocabulary teaching below17: 1) Allocate specific class time to vocabulary learning During the teaching and learning process, the teacher needs to provide students opportunities to practice their vocabulary without some interruption for their grammatical mistakes.
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Sasson, Dorit. 2008. Lesson Plan Terms About Teaching New Vocabulary. http://www.suite101.com/content/important-vocabulary-definitions-a46677. (Accssed from the internet on 14 May ).

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Sasson, Dorit. 2008. Lesson Plan Terms About Teaching New Vocabulary. http://www.suite101.com/content/important-vocabulary-definitions-a46677. (Accssed from the internet on 14 May ). Kosasih, Engkos. 2008: Online. Teaching Vocabulary by Means of "PAIKEM. Available at: http://sman5-pandeglang.com/bahasa/b-inggris/36-teaching-vocabulary-by-means-of-qpaikemq.html. Accessed from the internet on 14 May 2010).

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2) Help the students to learn vocabulary in context The best acquisition of vocabulary comes from comprehension or production of words within the context of surroundings. Students may try to associate new words with a meaningful context to which they apply properly. 3) Play down the role of bilingual dictionaries The first and the second devices in teaching vocabulary above are aimed at resisting the overuse of students bilingual dictionaries. But this way cannot be used a long the learning because it rarely helps the students to acquire some words for later recall and use. 4) Encourage students to develop strategies for determining the meaning of words. The teachers should try to autodidact learning. The students may apply word-attack strategies such as identifying the goals of introduction, applying word building, definition clues, and interference clues. 5) Engage in unplanned vocabulary Teaching The teacher may engage the students in unplanned teaching. The teacher can give several examples to the students and he/she encourages them to use the word in other sentences. The teacher must make a sure that such unplanned teaching; however, does not detract from the central focus of activity by going on and on. Kruse makes five suggestions for teaching written vocabulary in context. They are18: 1. Word elements such as prefixes, suffixes and roots. 2. Pictures, diagrams and charts 3. Clues of definition 4. Inference clues from discourse. 5. General aids

2.2 Direct Method 2.2.1 Definition of Direct Method Direct method is a way in teaching foreign language lesson where the teacher directly uses its language in teaching. If there is word that difficult to understand by student, teacher can define it by demonstrating, describing or using visual aid, and so on.19
18

Nunan, David. 1995. Laguage Teaching Methodology. Britain: Phoenix ELT.

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Muthoharoh, Hafiz. (2010. Online) Metode Langsung(Direct Method). Available at: http://alhafizh84.wordpress.com/2010/02/05/metode-langsung-direct-method/. (Accssed from the internet on 13 October 2010).

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Direct method is receives words from the fact that meaning is to be connected directly with the target language, without going through the process of translating into native language20. A foreign language could be taught without translating or the use of learners native language if meaning was conveyed directly through demonstration and action. Second language learning should be more like first language learning, lots of oral interaction, spontaneous use of the language, no translation between first and second language, and little or no analysis of grammatical rules. Based on the definition above, the writer can conclude that direct method is a way teaching foreign language lesson which is connected directly with the target language without going through the process of translating into native language, but if in the learning process the student got diffult word to understand, the teacher convey directly through demonstration, action, description or use visual aid. 2.2.2 The principles of the Direct Method There are some principles of direct method21, there are: 1. Reading in the target language should be taught from the beginning of language interaction. 2. Object present in the immediate classroom environment is should be used to help students understanding the meaning. 3. The native language is should not be used in the classroom. 4. The teacher should demonstrate, not explain or translate. It is desirable that students make a direct association between the target language and meaning. 5. Students should learn to think in the target language association as possible. Vocabulary is acquired more naturally if students use in it full sentence, rather than memorizing word list. 6. The purpose of language learning is communication. 7. Pronunciation is should be worked on right from the beginning of language instruction. 8. Self-correction facilities language learning. 9. Lesson should contain some conversational activity-some opportunity for student to use language in real contexts. Students should be encouraged to speak as much as possible. 10. Grammar is should be taught inductively. There may be an explicit grammar rule given.
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Larsen, Diane-Freeman. 1986. Techniques and Principles in Language Teaching. University Press:18 Larsen, Diane-Freeman. 1986. Techniques and Principles in Language Teaching. University Press: 22-23

New

York.

Oxford

21

New

York.

Oxford

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11. Writing is an important skill is to be developed from the beginning of language instruction. The principles of of Direct Method22. They are: 1. Direct method was developed initially as a reaction to the grammar-translation approach in an attempt to integrate more use of the target language in instruction. 2. Learning first with a dialogue using a modern conversational style in the target language. 3. The material is first presented orally with action or pictures. 4. The better type of exercise is a series of questions in the target language based on the dialogue or an anecdotal narrative. 5. Many questions are in the target language. 6. The Grammar is taught inductively-rules are generalized from the practice and experience with the target language. 7. Verbs are used first and systematically conjugated much later after some oral mastery of the target language. 8. Advance students read literature for comprehension and pleasure. 9. Literary texts are not analyzed grammatically. 10. The culture associated with the target language is also taught inductively. 11. Culture is considered an important aspect of learning the language. The principle of Direct Method is23: 1. Classroom instructions are conducted exclusively in the target language. 2. Only everyday vocabulary and sentences are taught. 3. Oral communication skills are built up in a carefully graded progression organized around question-and-answer exchanges between teachers and students in small, intensive classes. 4. Grammar is taught inductively. 5. New teaching points are introduced orally. 6. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas. 7. Both speech and listening comprehensions are taught. 8. Correct pronunciation and grammar are emphasized. 2.2.3
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The characteristic of direct method

Gunadarma (n.d: Online) . The Direct Method. Available at: http://wartawarga. gunadarma. ac.id/ 2010/03/the-direct-method/. (Accessed from the internet on 14 May )

23

Tarigan, H.G. 1986.Pengajaran Kosakata. Bandung: Angkasa:112

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The characteristic of direct method like states in wikipedia(online) are:

teaching vocabulary through pantomiming, real-life objects and other visual materials teaching grammar by using an inductive approach (i.e. having learners find out rules through the presentation of adequate linguistic forms in the target language) centrality of spoken language (including a native-like pronunciation) focus on question-answer patterns teacher-centering The Technique of Teaching By using Direct Method That there are some techniques of direct method which can use in language teaching24: Reading aloud

2.2.4 1.

After the student finish reading loudly, the teacher explain the meaning by using gestures, picture, example or other means to make meaning be clear. 2. Question and answer exercise Students are asked a question and answer based on the own word by using the grammatical in full sentence. 3. Getting students to self-correct The teacher lets the students to self-correct by asking them to make a choice between what they said and an alternative answer provide by teacher, it is also do by repeating what they said in a questioning voice to signal to the student that there is something wrong. 4. Conversation practice The teacher asks students the number of questioning in the target language, which the student have to understand and able to answer correctly. 5. Fill-in-the blank exercise The teacher gives the exercise in target language that has correlation with the example previously explained. 6. Dictation The teacher reads the passage three times. The first time the teacher reads it at a normal speed, while the students just listen. The second time the teacher reads slowly and the students write down what they have heard. The last time the teacher reads at normal speed, while students check their work.
24

Larsen, Diane-Freeman. 1986. Techniques and Principles in Language Teaching. New York. Oxford University Press:26-28

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7. Map Drawing The students were given a map with the geographical features unnamed. Then the teacher gave the students direction to label that map based on the teachers instruction. 8. Paragraph writing The teacher gives some pictures and asking the student to choose the correct one based on the passage, and then they are asked to write a paragraph in their own words.

2.2.5

The Advantages and Disadvantages of Using Direct Method The general goal of the direct method is to provide learners with a practical useful

knowledge of language. They should learn to speak and understand the target language in everyday situation. Direct method has some advantages, as follow: 1. In teaching learning process, the teacher uses variety strategies, for instance using picture, gesture, action, demonstration. So that, it can make the students feel enjoyable and active. 2. Students can enlarge their vocabularies. 3. In the learning process, the teacher and the students are like partners. The purpose of method is to language learner to use target language directly by learning from real practice of spoken and written forms. It is exactly to enable language learner communicate directly using the target language they have learned. Direct method is devised to serve language learner to direct use of language in particular communication context. This service is done in two ways of spoken and written communication. The spoken communication is delivered through sounding utterance while the other one is carried out by symbol scratches on a certain media. Both sorts of communications are active process. Spoken communication is actively maintained by interactions between speaker and receiver while the written communication is an active process as well by which reader bounds himself to focus on appropriateness of messages or information intended by the author. The special quality of direct method as follow25:

25

Tarigan, Henry Guntur. 1991. Metodologi Pengajaran Bahasa 1. Bandung: Angkasa:119

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1. in context. 2. 3. generally. They are: 1. 2. 3. speaker 4.

Preparing language knowledge which has advantages for speech Suitable and appropriate for linguistic stages of students Some presentation and display for spontaneity speech. In other source, Nababan and Subyakto (1992: 17) state the strengths of direct method The learner skilled in listening The learner knows much of vocabulary The learner has pronunciation like or close to native The learner gets some practice in conversation, especially about

topic that has been taught in the class. Muthoharoh (n.d, Online) states the advantages of direct method, which sees from its efficiency: 1.Students are motivated to say and understand the words and sentences in foreign language that taught by their teacher, moreover the teacher use instrument and some satisfying media. 2.The teacher begins teach simple words and sentences that can be known and understood by the students in daily life such as (pen, pencil, chair, desk, etc), so that students can catch symbols in foreign language that are taught by their teacher easily. 3.This method is relatively having much use instruments like video, film, radio cassette, tape recorder, and other media/instruments that can made by the teacher, so this method can attract students interest. If the students are interested, the lesson will fell not difficult. 4.The students get direct and practical experience, although in the beginning the sentences that are said are have not much understood yet. 5.Students speech organs will trained by saying and getting utterances that is often heard. In other aspects, there are also disadvantages of using direct method. The first, the learning can be passive, if teacher can not motivate the students. Moreover, the students might be feel bored because they do not understand the words and sentences that are pronounced by teacher, because the teacher use target language in interpreting the meaning of vocabulary in teaching and learning process. The second, in early stage this method seems difficult to be practiced, because students have not much vocabulary yet that they have been understood. The third, the teacher is not always consistent to speak in English in whole teaching and learning process because teacher is forced, for example to translate difficult words into students native language. 16

CHAPTER III RESEARCH METHOD 3.1 Design of The Research The design in this research was a classroom action research. Classroom action research is a research which consists of planning, action and reflection, and conducted by the teacher in her own class26. Action research is research conducted by one or more individuals or groups for the purpose of solving a problem or obtaining information in order to inform local practice27. For this research, the researcher used a collaborative action research in which the researcher was assisted by one of the English teachers who taught at SMA N 1 Muaro Jambi. In this case the researcher and teacher become a team work for solving the problems in teaching English in order to improve the students vocabulary mastery. 3.2 Procedure of the Research This Action Research was conducted into three cycles, it was conducted in 9 meetings. Each cycle has three meetings and conducted based on following procedure: 3.2.1. Planning In this stage, the activities are done to prepare all the equipments. Before that, researcher gave a test to the students. It was taken to know the basic level of students
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Kusumah, W and D. Dwitagama. 2010. Mengenal Penelitian Tindakan Kelas. Jakarta: Indeks: 9 Fraenkel, Jack. R and Norman. E. Wallen. 2003. How to Design and Evaluate Research in Education. New York: Mc Graw Hill: 527

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knowledge about vocabulary mastery. The test was in choices, matching the words with the meaning/function and matching the words with the pictures. Before doing the test, the researcher asked permission to the collaborative teacher who taught at that class XI IPA 3 and also discussed about this action research. The researcher worked together with her as a collaborative team to do the activities during the research process. The other activities were designing the material, designing the questions for the test or students exercise in the class, making the lesson plan, making observation sheet and scheduling of research. In this stage the researcher did the following activities: - made the schedule of meeting - designed the material - made lesson plans for each meeting - made the sheet of test, observation sheet, and filled note. 3.2.2 Acting In this stage, the activities were done together with collabotarive teacher. For example, in taking the action of teaching vocabulary by using direct method to students , taking a note during teaching learning process and gave some test to get the score. In the first meeting of teaching vocabulary, the collaborative teacher and researcher give the explanation about direct method and also the way in teaching and learning by using direct method. The researcher and collaborative teacher taught the students to understand the vocabulary by using the target language with some media such as pictures, realia , and others in order to make them easy in improving the vocabulary and doing activities which include implementing lesson plan and giving task and text. In this stage the researcher did the following activities: Implemented lesson plan Gave task or test

3.2.3 Observing In this stage the researcher observed all activities during the research proccess by filling the observation sheet and made field note based on the factual activities in class. The classroom observation was conducted in order to see students activity, learning material, time, students motivation and the progressing of students vocabulary mastery in learning vocabulary by using direct method.

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3.2.4 Reflecting In this stage, the researcher concluded the result of all activities in each meeting, by checking field note, observation sheet and the result of students test. The students activities during the process of learning and all task which have been given by researcher in class was also reflected. So, from all activities, the researcher can find students weakness during the activities at class and then the researcher and collaborative teacher revise it to get better process in next meeting. In this stage the researcher did the following activities: Checked students task or test Analyzed field note and observation sheet with collaborative teacher Made conclusion

The students vocabulary score was interpreted as follows: Table 3.2 The score interpretation for the students achievement Score 80-100 70-79 60-69 50-59 0-49 Category Very good Good Fair Weak Poor

3.3 Subject of the Research The subject of this research was students of class XII of SMA N 1 Muaro Jambi. In this school, there were five grade XII IPA classes. The total students were 157. In the following table were the students in the science second grade of SMA N 1 Muaro Jambi: Table 3.1 The students in the second grade of SMA N 1 Muaro Jambi: No. Classes Number of students 19

1. 2. 3. 4. 5.

XI IPA I XI IPA 2 XI IPA 3 XI IPA 4 XI IPA 5 Total

32 30 32 32 31 157

Source: SMA N 1Muaro Jambi in academik year 2011/2012 The sample of this research was students of class XII IPA 3 at SMA N 1 Muaro Jambi in academic year 2011/2012. The number of students were 32 students. It was consist of 15 boys and 17 girls. The students in this class have different background of live and knowledge, different strength and weakness and intelligence that gave significant effect in this Classroom Action Research. The reason of choosing XI IPA 3 class as the sample was because those students have lack of vocabularies. It was known from the researchers observation and from the interview with the English teacher who taught them. Beside that, this class has the lowest English Mid-semester scores in the previous semester. 3.4 Data of the Research The data of this research were quantitave and qualitative data. Quantitative data of this research was the improvement of students vocabulary mastery which was measured through score test of vocabulary. Qualitative data of this research were the data from observation sheet and filed note which was collected during teaching learning process. 3.5 Instruments The instrument that was used to collect the data in this research were field note, observation sheet, and test. 3.5.1 Field note Field note was used by the researcher and collaborative teacher to take note and describe everything happened during conducting the research. The collaborative teacher helped the researcher in observing directly. The collaborative teacher or the researcher wrote the observation and reflection on them to become aware of the point of view from which they observed. 3.5.2 Observation Sheet 20

Observation sheet was used by researcher and collaborative teacher to record and collect real information of teaching and learning process during conducting the research. In doing this observation, the crucial component was highlighted; students activity, learning material, time, students motivation and the progressing of vocabulary mastery. 3.5.3 Test The researcher used vocabulary test to know students vocabulary mastery and to improve students vocabulary mastery based on the result of students score. The material of test was taken from text book. The test was in form of choices, matching the words with their meaning/function and matching the words with the pictures. It consisted of 20 items, and they had to finish it in 45 minutes. 3.6 Technique of Data Collection In collecting the data, researcher used field note, observation and vocabulary test. Field note and observation was used during teaching and learning process for collecting all happen in teaching and learning process. Field note and observation was done by collaborative teacher or researcher directly. The researcher and collaborative teacher used vocabulary test to know how students vocabulary mastery and how to improve students vocabulary mastery based on the result of students score. The students score was evaluated and arranged based on the range of students score. 3.7 Technique of Data Analysis As it is mentioned previously, the data in this research were quantitative data and qualitative data. The data/ score obtained from the test as quantitative data were analyzed by using this formula: Students score = The correct score The total number of questions The data obtained from observation and field note as qualitative data were analyzed by some steps in the following: 1. The researcher put the action in the observation sheet and field note for observing during teaching process. 21 x 100

2. of data. 3. 4. 5. 6.

The researcher read the data which collected to get sense The researcher analyzed and described what happen The researcher broke down the data into smaller unit. The researcher made general conclusion. The researcher wrote and made report for next cycle. All

during teaching process and how teaching and learning process by using Direct Method. Determined the important of the unit and put the unit together into interpreted form.

data were investigated, analyzed and made plans for the next cycle and findings.

3.8 Working Indicator The success of classroom action research was determined by problem indicator. The indicator related to the students achievement in mastering the vocabulary. The students vocabulary mastery was measured by calculating the students score in doing the test. Based on the standard of minimum mark in English subject at SMA N 1 Muaro Jambi, students have to get mark 61 or more. In this research, the researchers target was the students in average should reach minimum score of 70 from the test that researcher given.

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CHAPTER IV FINDING AND DISCUSSION 4.1 Findings and discussions Before doing the action research, the researcher gave a test to the students of Class XI IPA 3 which called pre-test on April 18th, 2012. It was implemented to know the level of students vocabulary mastery. In this test, the students were asked to answer the question for 45 minutes. The number of test was 20 which consist of choices, matching the words with the meanings, and matching the words with the pictures. There were 2 students absent in that day. Therefore, those 2 students did the test in the next meeting. In the following was the result of students pre-test: Table 4.1 The students results of Pre-Test No 1 2 3 4 5 6 7 8 9 Name of Students A B C D E F G H I 65 60 70 60 45 75 65 55 55 23 Result Pre- test

10 J 60 11 K 60 12 L 60 13 M 25 14 N 65 15 O 40 16 P 65 17 Q 70 18 R 50 Based on the result of students pre-test before conducting the action, it was found that the students have not much mastery the vocabulary yet. Based on the result above, there were 3 students at level 0-49 ( poor), 3 students were at level 50-59 (weak), 9 students were at level 60-69 (fair) and 2 students were at level 70-79 (good) . The students were difficult to answer the test in part of choices which showed the question about words with the closest meanings. They also asked each other (cheated) about the meaning of words because they did not understand of those words. It showed that the students vocabulary mastery were relatively low. This classroom action research was conducted in three cycles. Each cycle consisted of four phases: planning, acting, observing and reflecting. Every cycle consisted of three meetings. Each meeting was 80 (2x40 minutes). This research started on January 20th, 2012 and finished on May 28th, 2012. This research was conducted for three times a week. Those were on Monday at 10.25 a.m.-11.45 a.m., Tuesday at 08.50 a.m -10.00 a.m, and Wednesday at 15.10 p.m -16.30 p.m. The researcher and collaborative teacher decided to add meeting of English Subject on Wednesday afternoon because they would had the second semester test soon. The result of each cycle was used as recommendation to improve the method and the students vocabulary mastery in the next cycle. The recommendation could be found in the reflection. In this paper, the researcher would like to describe more clearly about what and how the students vocabulary mastery after applying the Direct Method. 4.1.1. Implementation of the First cycle The first cycle consisted of three meetings. The vocabulary which taught was about school activity, with the topic shown below: Table 4.2 Topic of the first cycle No. Meeting 1 First 2 Second Date April 20 , 2011 May 2nd, 2011
th

Topic Camping like and dislike (Extracurricular activity) 24

Third

May 3rd, 2011

School activity (the fist cycle test)

Based on the problem stated in the background and the data found in the baseline, the actions were done by applying Direct Method in the process of teaching vocabulary. The actions which are done were planning, acting, observing and reflecting. In planning stage, the activities which are done were preparing all the equipments that needed in doing the research. They were: designed the material, made the lesson plan, and prepared some pictures. Beside that, the researcher also prepared the instruments of classroom action research such as: observation sheet that was used by collaborative teacher or researcher to give judgment during teaching learning process and field note to show the event that was not written in the observation sheet. In acting stage, the researcher applied the planning that had been arranged. The researcher and collaborative teacher conducted the cycle one in three meetings. Cycle one was started on April 20th, 2011 at 10.25 a.m. 11.45 a.m. In the first meeting, the researcher gave the explanation about Direct Method; the advantages of learning by using Direct Method, the way and media which would be applied in teaching and learning process by using Direct Method. Students then started to learn about the materials. Students were divided into 4 groups. Then, the researcher gave a picture and text with the title Camping to each group. After that, the students were asked some questions about that picture. The researcher asked one student in each group to read one paragraph from the text loudly and other students were listened it. Then, students asked to find difficult words from the text and write those words in the whiteboard. After that, researcher gave the meaning of those difficult words with demonstration and some pictures. The last, students answered some questions from the text that they had learned. In the second meeting, the researcher gave students the material. The topic of material was about Extracurricular Activity (like and dislike). The researcher divided the students into 4 groups. One group consist four or five students. The researcher asked a student the name of a picture of extracurricular activity. Then, the researcher gave example of parts/things/words that have correlation with its activity by using Spider Map. After that, each group was given a picture of extracurricular activity and asked them to find words that have correlation with the activity by using spider map like the researchers example. After students from each group wrote some words in the white board, they followed the researcher in pronouncing those words. The last, the researcher asked students to write their reason why they were like and dislike of some extracurricular, then asked them to answer it by spoken. 25

In the third meeting, the researcher and collaborative teacher gave the students test to found the result of students learning in the first cycle. The number of test was 20 which consist of choices, matching the words with their meaning, and matching the words with the pictures. Not all of the students joined the test in that time because one student was sick. So, she did the test in the next meeting. At the same time, the researcher observed by filling out the instrument that had prepared. It was the observation sheet to observe students learning process in learning vocabulary by using Direct Method. Beside that, the researcher also wrote the situation and condition of teaching and learning process or the event that was not written in the observation sheet. The result of students vocabulary test for the first cycle is showed in the following table: Table 4.3 The result of students vocabulary test in the first cycle No Name of Students The result of student test Pre- test The first cycle test 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 A B C D E F G H I J K L M N O P Q R 65 60 70 60 45 75 65 55 55 60 60 60 25 65 40 65 70 50 65 65 70 60 60 70 65 45 60 70 70 70 60 70 60 70 60 60 Note

Based on the test result in the first cycle above, the researcher found there are more different result between pre-test and the first cycle test. In this cycle, the researcher could see the improvement of students vocabulary score. The improvement was significance because

26

there were 7 students in range of good category (70-79), 10 students were in fair category (6069) and one student was in poor category (0-49). Based on the observation sheet in every meeting of the first cycle, it was found that in the first cycle students gave contribution in the class. They were motivated to learn English. They were interested with the pictures that were shown as the media. They tried to know and understand the vocabulary although some students did not understand the meaning of English words which said by the researcher or English words from their book. In other word, the students have not mastery much of vocabulary yet. Based on the field note in every meeting of the first cycle, it was found that in the first cycle the students difficult to find out the vocabulary and meanings. When the researcher asked some questions to the students, they answered in Indonesian Language. They were also noisy. In general, there was improvement of students vocabulary mastery in the third meeting of first cycle, but some students still got problem in understanding the meaning of vocabulary especially about the synonym (the same meaning) of words, and the description of words by using sentence. Beside that, they still have less of vocabulary. When the researcher asked some questions to the students, they answered in Indonesian Language. The result of the first cycle test still did not reach the indicator; the average of students score was still under 70. So that, researcher come to the second cycle to continue the treatment by using much more pictures, demonstration, and examples in order to make students understand the meaning of English words. 4.1.2 Implementation of the second cycle The researcher and collaborative teacher conducted the second cycle in three meetings. Its main goal was to improve students vocabulary mastery by using Direct Method. The vocabulary which taught was about holiday, with the topic was shown below: Table 4.4 Topic of the second cycle No. Meeting 1 First 2 3 Second Third Date May 4th, 2012 May 9th, 2012 May 10 , 2012
th

Topic Holiday (on the beach) Holiday (A visit to the zoo) Holiday ( test of the second cycle )

27

In the planning stage of this classroom action research, the researcher planned the lesson plan, prepared the method (Direct Method: by using much more pictures, demonstration, and examples in order to make students understand the meaning of English), prepared the instruments of classroom observation such as: observation sheet and field note. In acting stage, the researcher applied the planning that had been arranged. The researcher and collaborative teacher conducted the second cycle in three meetings. The second cycle was conducted on Wednesday/ May 4th, 2012 at 15.10 16.30 p.m., Monday/ May 9th, 2012 at 10.25 11.45 a.m. and Tuesday/ May 10th, 2012 at 08.50 10.00 a.m. In the first meeting, the researcher gave vocabulary game before the students started the lesson. After that, the researcher showed the pictures of places that usually visited by people in holiday to the students and asked them about those pictures. The students were divided into 4 groups by the researcher. Then, they were given a text with the title On the beach and one student from each group read one paragraph loudly. The students were asked to find out the difficult word from the text and wrote those vocabularies in the white board. After that, the researcher explains about those difficult words with some demonstration and pictures. Then, the students were asked to answer some questions from the text that they have learned. In the second meeting, the researcher gave vocabulary game to the students before starting the lesson. After that, the researcher showed the pictures of tourism places to the students and asked them about those pictures. The students were divided into 4 groups by the researcher. Then, they were given a text with the title A visit to the zoo and one student from each group read one paragraph loudly. The students were asked to find out the difficult word from the text and wrote those vocabularies in the white board. And then, the researcher explains about those difficult words with some demonstration and pictures. After that, the students were asked to do the exercise. The last, researcher and students discuss about the exercise. In the third meeting, the researcher and collaborative teacher gave the students test to found the result of students learning in the second cycle. The number of test was 20 which consist of choices, matching the words with their meaning, and matching the words with the pictures. From 18 students that exist in class XI IPA 3, all of them joined the test. They need only about 30 minutes to finish their test. Because of that, the teacher continued the lesson about asking, giving, and responding opinion that related with season. Students sit in pairs and they were asked to read the text of conversation. After that, they were asked to give and

28

respond the opinion about the season in Indonesia. The last, one student was asked to stand up in front of the class and other students gave opinion about their friends appearance. At the same time, the researcher observed by filling out the instrument that had prepared. It was the observation sheet to observe students learning process in learning vocabulary by using Direct Method. Beside that, the researcher also wrote the situation and condition of teaching and learning process or the event that was not written in the observation sheet. The result of students vocabulary test for the second cycle is showed in the following table: Table 4.5 The result of students vocabulary test in the second cycle No Name of Pre- test 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Students A B C D E F G H I J K L M N O P Q R 65 60 70 60 45 75 65 55 55 60 60 60 25 65 40 65 70 50 The result of student test The first cycle The second test 65 65 70 60 60 70 65 45 60 70 70 70 60 70 60 70 60 60 65 65 75 70 45 80 20 50 50 70 75 75 65 80 70 90 70 80 cycle test Note

Based on the test result in the first cycle above, the researcher found there are more different result between pre-test, the first cycle test and the second cycle test. In this cycle, the researcher can see the improvement of students vocabulary score that compare with the pretest and the first cycle test. The researcher found the improvement of the students vocabulary score in the second cycle but it was not significance. There are also 4 students who have 29

declining score because some of them did not present in the learning process in cycle 2. In this cycle, there are 2 students in poor category (0-49), 2 students in weak category (50-59), 3 students in fair category (60-69), 7 students in good category (70-79), and 4 students in very good category (80-100). Based on the observation sheet in every meeting of the second cycle, it was found that in the second cycle students had good motivation in learning vocabulary. The students felt interest studied English when the researcher started the lesson by giving vocabulary game as a warming up. They also started to memorize the vocabulary well. Students vocabularies were increase. It was proved from their understanding in doing exercises and their responding toward researchers questions. Based on the field note in every meeting of the second cycle, it was found that in the second cycle the students were easier to be controlled. They paid attention when researcher demonstrated the vocabularies. They also tried to be the first in answering researchers questions. But, some of them still used Indonesian language when answered the researchers question. In third meeting of the second cycle, there was improvement of students vocabulary mastery, but some students still got problem in understanding the meaning of vocabulary especially about the synonym (the same meaning) of words and the description of words by using sentence. The students also still used Indonesian Language in answering teachers questions. The result of the second cycle test still did not reach the working indicator, the average of students score were also under 70. Therefore, researcher comes to the third cycle to continue the treatment with some practices in to make students using English word and familiar with English Vocabulary. . 4.1.3 Implementation of the third cycle The third cycle consisted of three meetings. The vocabulary taught was about season, with the topic shown below: Table 4.6. Topic of the third cycle No. 1 2 3 Meeting First Second Third Date May 11th, 2012 May 23th, 2012 May 24th, 2012 Topic Season and weather Suggestions Season (test of the third cycle)

30

In the planning stage of the third cycle, the researcher planned the lesson plan, designed the material, and prepared the media and the instruments of classroom observation such as: observation sheet and field note. In the third cycle, the researcher and collaborative teacher conducted the cycle three in three meetings. The third cycle was conducted on Wednesday/ May 11th, 2012 at 15.40 17.00 p.m., Monday/ May 23th, 2012 at 10.25 11.45 a.m. and Tuesday/ May 24th, 2012 at 08.50 10.00 a.m. In the first meeting at the acting stage, the researcher showed pictures of view which described about season and asked them about those pictures. Students were divided into 4 groups and they were given the text about the season that contains some of the picture about weather. Then, the researcher asked one student in each group to read few lines from the text loudly. After that, the researcher asked students to match the season with its characteristic weather and do the exercise about the season. In the second meeting, the teacher asked students to sit in pairs. Then, teacher spread the text dialogue to the students. Some students were asked to read the dialogue which contained the suggestion. After that, the teacher explained about the difficult word and the pattern of how to give suggestion by using example. The teacher asked students to write the suggestions based on the picture. Students were asked to memorize their answers then collect their exercises book. Teacher asked some students to write their answers in the whiteboard. Then, teacher gave comment and correction to the students answers. In the third meeting, the researcher and collaborative teacher gave the students test to found the result of students learning in the third cycle. The number of test was 20 which consist of choices, matching the words with their meaning, and matching the words with the pictures. After finishing do the test, teacher and students discuss about the test. In that time, not all of the students join the test because there was some students were sick and absent. So, they did the test in the next meeting. Table 4.7 The result of students vocabulary test in the third cycle No Name of Pre- test Students The result of student test
The first cycle test The second

Note The third cycle test 31

cycle test

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

A B C D E F G H I J K L M N O P Q R

65 60 70 60 45 75 65 55 55 60 60 60 25 65 40 65 70 50

65 65 70 60 60 70 65 45 60 70 70 70 60 70 60 70 60 60

65 65 75 70 45 80 20 50 50 70 75 75 65 80 70 90 70 80

80 70 75 75 80 80 70 70 65 75 70 80 65 65 75 80 75 75

Based on the test result in the third cycle above, the researcher found there are more different result between pre-test, the first cycle test, and the second cycle test. In this cycle, the researcher could see the significant improvement of students vocabulary score that compare with the pre- test, the first cycle test and the second cycle test. In this cycle there was not student in poor and weak category. There are 3 students in fair category (60-69), 10 students in good category (70-79), and 5 students in very good category (80-100). Based on the observation sheet in every meeting of third cycle, it was found that in the third cycle, students are motivated to study about season. They asked about some countries which have 4 seasons. Students vocabularies were in good progress. They could write sentences based on the word from the teacher.. They gave good responses in answering teachers questions. They also did their test seriously. The result of field note from the third cycle showed the improvement of students positive respond about the using of Direct Method. The students were interested to know the season in some countries. They asked much more in this lesson. They could do some conversation practice in front of the class. The students also could finish the test only 30 minutes.

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In the third cycle, the students vocabularies were in good progress. They could mastery many of words better than before. They also enjoyed the learning process through some pictures and demonstration. In this cycle, the result of students test reached the working indicator of this research. The average of students score were more than 70, so that, the researcher did not make reflection anymore. It was reached. because the goal of this research was

4.2. The Result Based on the purpose of the researcher was to improve students vocabulary, the researcher indicated that Direct Method can improve the students vocabulary. The researcher also found that applying Direct Method could better contribution to improve students vocabulary. It could be seen on the result of the students test, observation, and field note, where teaching by using Direct Method made students active and motivated in learning vocabulary. In the first cycle, the researcher taught about school activity. In this cycle the researcher gave students some pictures and reading text. They asked to find the difficult words or unfamiliar words. Then the researcher explained the meaning of those words with some demonstration and pictures. After that, students did the exercises. After the first cycle done, the test was taken on the third meeting. The result below showed the percentage of students achievement: Very good Good Fair Weak Poor : 80 100 = 0 student = 0% : 70 79 = 7 students = 38,9% : 60 69 = 10 students = 55,6% : 50 59 = 0 students = 0% : 0 49 = 1 student = 5,6%

33

In the second cycle, the researcher taught about holiday. In this cycle the researcher gave students some pictures and reading text. They asked to find the difficult words or unfamiliar words and wrote it in the whiteboard. Then the researcher explained the meaning of those words with some demonstration and pictures. After that, students did the exercise. After the second cycle done, the test was taken on the third meeting. The result below showed the percentage of students achievement: Very good Good Fair Weak Poor : 80 100 = 4 student = 22,2% : 70 79 = 7 students = 38,9% : 60 69 = 3 students = 16,7% : 50 59 = 2 students = 11,1% : 0 49 = 2 student = 11,1%

In the third cycle, the teacher taught about season. In this cycle the teacher divided students into some groups or pairs and gave them some pictures and reading text. They asked to find the difficult words or unfamiliar words. Then the researcher explained it with some examples. After that, students did the exercise and wrote their answers in the whiteboard. After the second cycle done, the test was taken on the third meeting. The result below showed the percentage of students achievement: Very good Good Fair Weak Poor : 80 100 = 5 student = 27,8% : 70 79 = 10 students = 55,6% : 60 69 = 3 students = 16,7% : 50 59 = 0 students = 0% : 0 49 = 0 student = 0%

Based on the researcher observation and reflection each cycle, the researcher found that applying Direct Method can give better contribution to improve students vocabulary.

34

Based on the formulation of the problem, there was question that should be answered How can direct method improve students vocabulary mastery to the second grade of SMP N 30 Muaro Jambi? it could be seen from the test result of students vocabulary that continuously increasing during the first cycle test, the second cycle test and the third cycle test. The improvement of students vocabulary can be seen in this figure.

Figure 1. The improvement of students vocabulary mastery The first cycle to the third cycle
6 0 5 0 4 0 3 0 2 0 1 0 0 the first cycle the second the third cycle cycle poor wea k fa ir g ood veryg ood

From the graph above, it was clear that there was the improvement to the result of students vocabulary test score after applying Direct Method. The students vocabulary mastery was increase from the first cycle, the second cycle and the third cycle.

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