THE USE OF WORD CARDS AS MEDIA IN TEACHING ENGLISH VOCABULARY: AN EXPERIMENTAL STUDY AT THE SECOND YEAR STUDENTS OF SMP

NEGERI 1 KURIPAN IN ACADEMIC YEAR 2012/2013

Submitted as the Partial Fulfillment of the requirements for the Degree of SarjanaPendidikan at the Faculty of Language and Arts Education Mataram Institute of Teacher Training and Education

A THESIS

BY:

I NYOMAN YUDA WIRATA NIM : 09.411.278 FACULTY OF EDUCATION FOR LANGUAGE AND ARTS MATARAM INSTITUTE OF TEACHER TRAINING AND EDUCATION 2013
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MOTTO:

Life is action and contribution (be the man who always care to others people)

DEDICATION : I would like to extend my deepest gratitude to my father and mother (I Nyoman Winaya and Ni Made Sukini) who have supported me with spirit and prayers for my success. Especially for my mother Ni Made Sukini who give me a supported to make me strong in focus to finished this thesis My beloved brother and sister (Wyn Wina Putra and Ni Komang Wiwin Andriani ) thank for your support, pray and spirit. So, I can be like this. All of my big family. I love you all. My beloved uncle, unty,grandma,grandfa,cousin etc, Thanks a lot. My best friend Billy, Ngurah, Antonius, Tok Udi, Doni, Ide, Manksu, Nengah, Apin, etc My friends of class F 2009 remember me and our friendship.

ACKNOWLEDGEMENTS

First of all, I would like to express my thank to Ida Sang Hyang Widhi Wasa. The Almighty God, His mercy and blessing so that this thesis can be accomplished well. I would like to thank Drs.I Ketut Warta,M.S. (First consultant) and Irwandi,M.Pd (Second consultant) also all of my lecture in IKIP Mataram. for their precious time, comments, suggestions and corrections during the process of writing this thesis. I also would like to thank to the head master of SMP NEGERI 1 KURIPAN for providing time and place to carry out this research. I would to thank all the teachers and Students of SMP NEGERI 1 KURIPAN, Especially English teachers at second year students for their kindness to work together with me, so that, the data can be collected. Finally, the greatfulness is addressed to my beloved parents, brother and sister and all of my friends who always support me to finish this thesis.

Mataram,.2013

The Researcher

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TABLE OF CONTENTS

TITTLE ........................................................................................................ APPROVAL .................................................................................................. RATIFICATION .......................................................................................... CANDIDATE STATEMENT ...................................................................... MOTTO ......................................................................................................... ACKNOWLEDGEMENTS........................................................................... ABSTRACT ................................................................................................. TABLE OF CONTENTS ..............................................................................

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CHAPTER I: INTRODUCTION A. The Background of Study ............................................................. B. The Problem of Study ................................................................... C. The Purpose of Study .................................................................... D. The scope of the Study .................................................................. E. Hypothesis of the Study ................................................................ F. The Significance of Study ............................................................. G. The Definition of the Key Terms .................................................. CHAPTER II: REVIEW OF RELATED LITERATURE A. Language and Language Element ................................................. B. Vocabulary as one of Language Elements .................................... C. Teaching Media ............................................................................. D. Word-Cards as Media in Teaching English Vocabulary ............... CHAPTER III: RESEARCH METHOD A. Research Design ............................................................................ B. Population and Sample .................................................................. C. Method of Collecting Data ............................................................ D. Research Procedure ........................................................................ 13 14 15 15 6 8 10 12 1 2 3 3 3 4 4

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E. Data Analysis ................................................................... .............

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CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Research Finding ........................................................................... B. Discussion ..................................................................................... CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion .................................................................................... B. Suggestions ................................................................................... 25 26 19 24

BIBLIOGRAPHY .......................................................................................... APENDICES .................................................................................................

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CHAPTER I INTRODUCTION

A. Background of the Study In learning language, vocabulary is one of language components that learner must be mastered adequately for the sake of being able to communicate fluently. vocabulary plays an important role. Thornbury (2002) states that it links speaking, listening, reading, and writing all together. Moreover, to be fluent language learners, they should acquire an adequate number of words and know how to use them accurately and appropiately. Therefore, learning vocabulary is a crucial element and should be integrated with the teaching the four skills. Concerning its importance in learning language, the integration of vocabulary is implicitely stated in National curriculum. In general the objectives of learning is students are able to listen, speak, read and write accuratelly fluently and appropriatelly in terms of vocabulary, grammar, and phonology. To achieve the learning objective, the existing teaching media is very important. a lot of teachers often use many kinds of media such as; Flash Cards, Flip Cards, Realia and the others Media in teaching English vocabulary was facilitated the english classes although this is not only factor to increase the english teaching, especially in teaching vocabulary but the media can be as an object or visual representation of the real thing (efkipunirow: 2008) Media means all aids which the teacher and the learners can employ to obtain and certain educational objective. Van Els. All in Rozali (200:2) states that
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media have direct contribution to make teaching and learning process is discussed. In this case Hamalik (1994:12) states media as tools and techniques that are used to interact and communicate between the teacher and students effectively in teaching and learning process in the classroom activities. Since the use of media is very importance in teaching vocabulary,the researcher is interested to examine the effectiveness of word cards to help students improve their vocabulary mastery. The word-cards is an interesting media to motivate and to facilitate them in learning english moreover, by using word cards they can see the picture and meaning.Learning vocabulary through word cards has an importance rule for students, they will easily comprehend the meaning english words. As the conclusion the researcher is interested to investigated the effectiveness of word cards as media in teaching vocabulary at the second year students of SMP Negeri 1 Kuripan in academic year 2012/2013 by using an experimental study.

B. Problem of the study The research question in this study is formulated as the following: Do the students who are taught by using word-cards have better scores than those who taught not using word cards at the second year students of SMP Negeri 1 Kuripan in academic year 2012-2013.?

C. Purpose of the study The purpose of the study is to find out the effectiveness of word cards in teaching English vocabulary at the second year students of SMP Negeri 1 Kuripan in academic year 2012-2013. D. Scope of the study The Scope of study is the second grade students of SMP Negeri 1 Kuripan in academic year 2012-2013, they are class VIII / A and VIII / B. The object of this research is to apply The use of word-cards as media in teaching English vocabulary: an experimental study at second grade students of SMP Negeri 1 Kuripan in academic year 2012-2013. E. Hypothesis Of the Study The hypothesis is set forth for the recent study as tentative answer of this research problem. It comprises the alternative hypothesis (Ha) and null hypothesis (Ho) is a hypothesis that state a relationship exist between experimental treatments. The hypothesis which state, that the use of Word-Cards as media has not positive effect in developing students vocabulary. So, in this thesis the researcher formulated the alternative hypothesis as follow: the use of Word-Cards as media in teaching a English vocabulary has positive effect in developing students vocabulary: an experimental study at second year students of SMP Negeri 1 Kuripan in academic year 2012/2013.

Moreover, for the sake of statistical analysis and computation, it is important to change the alternative hypothesis (Ha), need to be tested to gain whether it is accepted or rejected.

F. Significance of the study This study hopefully gives positive contribution both in the development of theories and practice. 1. Theoretical contribution This research is expected as a reference for further researcherwho are interest in investigating the use of word card and vocabulary. 2. Practical contribution The practical contribution is to Encourage the English teacher in other to apply the word-cards especially to overcome the students problem in mastering English vocabulary G. Definition of Key Terms To avoid missunderstanding and misinterpretation of this research, the keys terms was defined as the following. 1. Word - Cards Word card is piece of card that contains the information about an object/word or picture. 2. Media : According to Romiszowki (1981:39), media is means of

communication that is used to deliver a message in education environmental.

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3. Vocabulary Vocabulary is a list of word often phrases usually arranged alphabetically and defined or translated a lexicon or a glossary.(Morries,et al, 1981: 1434). Another expert views, vocabulary is essential to the development and demonstration of linguistic skill (Arifuddin, 2007: 130)

CHAPTER II REVIEW OF RELATED LITERATURE

A. Language and Language Element If we are going to write something about the concept of human language, we should ask ourselves, what language really are: 1. Language There are some definitions of language according to expert: a. Language is the system sound and word used by human to expression their thought and feeling to other people (Michel Ashby, 1995, 552). b. Language is system arbitrary a vocal sound and sequence of sound which is used by human to make interaction (Tarigan, 1986 : 19 ). From the statement above the researcher conclude that language is primary a set of symbols used for human communication or language is a tool to express their thought and feeling to the others people. 2. Language Elements In language element, we should have to know that there are three basic elements, namely: grammar (structure), vocabulary, and pronunciation (sounds of system). One language element is closely related to others, the thirds elements above have relationship each other, for example : we may say when we learn language, the first we learn the sounds and vocabulary

Finally, we learn the grammatical of language. Here the researcher explained further one by one: a. Grammar (structure) Is the rule that have to be followed when we want learning English/making sentence correctly. b. Vocabulary As the main point, vocabulary is basic what the learner should learn.that is list of word that belonged by one of language and give the meaning when we use. Without having enough vocabulary the learner will not master and develop four skill such as Writing, Speaking, Reading and Listening. c. Pronunciation Is the way to utter the words in language .here, the students learning how to utter the word correctly. To master the lesson the learner may learn from two sources. The first is from teacher, when the teacher utter the words the students follow the teacher. Second is from the native speaker whether from TV, cards, radio and music, due to their mother tongue in English and absolutely fluent to utter the word instead of the teacher whose their mother tongue is not English, they sometimes do mistake or not different from the native speakers pronunciations. Therefore, for learner sometimes difficult to understand the word when they make conversation with native speaker.
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B. Vocabularies As One of Language Element 1. Definition of vocabulary As consequence, the important device in a language is

word.According to Hornby (1986: 959), vocabulary is the total number of word which (with rules for combining them) makes up language. Vocabulary of language in communication must be understood and recognized, because without understanding and recognizing the vocabulary of the target language , the verbal communication will not run well for the learner who are in this effort to master or understand the rules of vocabulary of the target language. From the statement above the researcher conclude that: vocabulary is a list of words that is used to express the idea in other meaning it is used for communication tools. 2. The Introduction of Vocabulary According to sitters (1991:13) the thing related to the introduction of shaping the vocabulary are as follow: a. The role of media Learning language can not be separated from the media because the media can give the explanation of words if the students do not know about the meaning. Media also can stimulate the students in mastering vocabulary for example English cards that have the picture and way to produce and it meaning.
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b. The students memory Saving vocabulary in small notebook is an effective way to control the students memory in remembering new vocabulary. It will easy to be brought everywhere, the students can write the vocabularies that they heard or found and open it again whenever they need beside the note book, the students can use card such as: Word cards, they can write the English word on one side and the definition on other side ofthe cards .whenever they have spare time they can check or see the cards and measure how many word they have remember. 3. Teaching Vocabulary Language without vocabulary is nonsense, without vocabulary can not be conveyed through: Listening, Speaking, Reading, and Writing.Teaching vocabulary is not only present new word (harmer,1991:159). There are some premises and comment related to the teaching of vocabulary, those are: a. New vocabulary items should always be introduced in structure b. Vocabulary should always be taught in normal speech utterance c. Not all of word a student hear during learning process d. Vocabulary should be practiced in question answer form

4. The Principle of Teaching Vocabulary To master vocabulary, the teacher follows the principle in teaching vocabulary.According to J. Wallace (1982:30) as follow:
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a. Aims The aim of teaching vocabulary has to be clear for the teacher how many words listed by the teacher. The teacher expects the learner to be able to achieve the vocabulary, what kinds of words? b. Quantity The teacher may have to decide on the number of vocabulary items to be learned, how many new words in a lesson the learner can learn. If there are too many, they learner may become confuse and discouraged C. Teaching Media The sense of media comes from Latinthat is medium. The meaning in generally is a means of communications, that is whatever can bring information between sources and receiver the things it self. We can call instructional media, if it uses to deliver the message in educational environmental (Heinich and Rusello, 1982). From the statement above we can catch how important the media in learning foreign language, next Romiszowki said, the media is carriers of message that is a tools to deliver message to students. Furthermore, Miarson (1984) give the information about media that is tool can be used to stimulate thought, desire of the students. So that, they can be motivated in teaching and learning process. Objectively supported affective learning achievement, in the other words instructional media as part of educational system at the school which support the learning achievement.

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There are some media / card can be used in teaching vocabulary such as: 1. Circular cards In teaching vocabulary the circular cards can be used to introduce the new vocabulary or new sentence pattern, the way to use this media/cards with turning the things one by one and then we can see the picture. The use of these cards can stimulate students to use English language in dialog or pair interactive activities or talk in group. 2. Flip cards This simple media is made from thick a paper. With the size 60 x60 cm, if it folded be two parts become 30 x 30 cm. The use of flip cards is to show singular and plural. This media also can introduce the concept of few and a lot of. The use of flip cards in English class activity can help teacher for : a. to introduce the concept of singular and plural b. to introducing the numbers c. to support the students in mastering vocabulary b. to give the variation in learning process

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3. Realia Realia is things which have three dimensions that can be brought into class as media in teaching vocabulary. The kinds of Realia such as: cup, box, toys, and things from plastic, such as the kinds of fruit, sport,animal and transportation. So, Realia is a media for describe one things. D. Word-Card As the Media in Teaching English Vocabulary Word-Cards are kind of media obtained from printing technology whether it is created through conventional by hand writing or using printer. In this case the researcher produces it by printer machine. This Word-Card has two sides, the first side is picture and word in English and the next side is theway pronounces it, in English pronunciations. The word that put on each card conforms to the lesson that teacher want to convey .for specimen the researcher put the word related to support the lesson. Such as: part of body and kind of animals. On the next meeting the researcher gives the new words related to the lesson and applying the Word-Cards.

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CHAPTER III RESEARCH METHOD

A. Research Design The researcher used an experimental method in this research where according to Miller (1984: 4) that in formal terms an experiment is a means of collecting evidence to show the effect of one variable upon another. Experimental design comes in two forms: the true experiment and the quasi experiment. Thus, the researcher chose the quasi experiment that it is an attempt to simulate the true experiment and is thus referred to by many researchers as a compromise design (Kerlinge in Sprinthall, 1990: 52). The design of this research was After-Only: Intact Group that the measure of the research was taken after the treatment of the two groups: experimental and control group (Sprinthall, 1990: 69). Therefore, the researcher took the post test only to get the data. To get the result of this reasearh, the quantitave approach was applied by the researcher. A quantitative approach is one in which the investigatory primarily uses post positive claims for developing knowledge (i.e., cause and effect thinking, reduction to specific variables and hypotheses and questions, use of measurement and observation, and the test of the ories), employs strategies of inquiry such as experiments and surveys, and collect data on predetermined instruments that yield statistics data (Creswell, 2007: 21).

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In collecting the data needed, the researcher observed English classes at the school, particularly at the second year students of SMP Negeri 1 Kuripan in academic year 2012/2013 about the use of word cards as media in teaching vocabulary. B. Population and Sample 1. Population A population is commonly understood to be a natural, geographical, or political collection of people, animals, plants, or objects (Dowdy, 2004: 25). In this case the definition of population is that a set of element character having at least the same category. The population of this research was the students of the second year students of SMP Negeri 1 Kuripan in academic year 2012/2013 which consists of 4 classes.

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Sample Sample is a smaller number of observations taken from the total number making up a given population (Sprinthall, 1991: 28). Cohen (2000: 101) stated that: When the population is large and widely dispersed, gathering a simple random sample poses administrative problems. Suppose we want to survey students fitness levels in a particularly large community. It would be completely impractical to select students and spend an inordinate amount of time travelling about in order to test them. By purposive sampling, the researcher can select a specific number of schools and test all the students in those selected schools, i.e. a geographically close cluster is sampled.

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Doing experimental research, the researcher took only 2 classes of 4 classes as the sample for two groups (control and experiment). The samples of the study are 60 students. They are divided into two groups that are experimental and control group.the experimental group consists of 30 students of A class and the control group consists of 30 students of B class. C. Method of Collecting Data The data were the items obtained from the students after doing the test (instrument). The researcher gave the two groups different treatments before getting the data from the test (post test). The experimental group was treated by Word Cards and the control group was treated by Matching picture. Then, the researcher gave them post test as the way of collecting data to know the result of word cards effect in teaching vocabulary. To get the data, the researcher used an instrument in which the term instrumentation refers to a group of permanent systems which help us to measure objects and maintain retroactive control of a process (Placko, 2000: 5). The instrument used in this study was a test which consists of 20 questions The purpose of using test was to know how effective word cards in teaching vocabulary for the second year students of SMP Negeri 1 Kuripan in academic year 2012/2013. D. The Research Procedure To carry out the research to know the effectiveness of word cards, the researcher did some procedures:

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1. The researcher told the students about what the researcher would do in their classes. 2. Then, the researcher got the class which became an experimental group and a control group by using random technique and found A class as an experimental and B class as a control group. 3. The researcher (as a teacher) taught each group vocabulary by using different technique. An experimental group was treated by using word cards while the control group was treated by using matching picture. 4. After treating them, the researcher continued with the test (post test) to get the data. 5. Finally, the researcher accounted the existed data and made the conclusion of the reseach based on the result of data. E. Data Analysis The data needed for the analysis was the scores of research about word cards for the experiment group and matching picture for the control group. The data were obtained from 2 classes which became the sample of this study. To analysis the result of the test, the following test was applied
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Identifying the mean of score of experimental and control group

Where :

the mean

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 X N

= = =

the sum of any score in the set the number of scores in the set (Miller, 1984: 24)

2. Regarding the deviation of the two groups, the researcher also calculated standard deviation of the two scores by using the following formula : Where: S2 = S X X = = = = = the variance of a set of scores standar deviation the mean any score in the set the roof of the sum of (Miller, 1984: 32) 2. From the results of the students mean score and the standard deviation of two groups, the researcher continued to find out the t-test

where : S1 S2 N1 N2 = = = = the Standard deviation score of experimental group the Standard deviation score of control group the total of students of experimental group the total of students of control group

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 X1 X2

= = =

is the roof of mean of an experimental group mean of a control group (Miller, 1984: 61)

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Research Findings In this chapter, the researcher collect the data of the research which had been conducted from the 9th to the 14st of April 2013 in SMP Negeri 1 Kuripan of the second year students in academic year 2012/2013. There were two classes which were as the sample in this research is A class consist of 30 students as an experimental group and B class which consist of 30 students as a control group. Thus, the total of the sample were 60 students. Both groups were choosen as the sample of this research and they were taken with a purposive sample. The data of this research were collected through post test which was given after they students of two groups had been treated with different treatments in which the test was consist of 20 questions. To get the valuable data of the research, the students were given treatments for both of the groups. Word cards was used for experimental group and matching was used for control group. The lesson which was taught was vocabulary for both groups. The formula which was used to account post-test score was:

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The researcher got the result of post test of experimental group and the control group after giving them different treatments. Then, there were difference scores between the groups which could be seen from the calculation below. Table 1. Post-test score (X) Experimental group No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Subject Desak Ayu Puspentarini Desak Nyoman Tri A. Dwi Gita W. Elin Elfiana Harani Herdin Hidayat I Nengah Nyarik W. I Wayan Yudiarta Ida Wayan Brahmanda Irna Marfiana Itmam Zihni Zia Saputra Jania Apriani Karunia Maftuha Nurul Huda Mariani Ni Kadek Dwi Putri P. Ni Kadek Sukandri Ni Ketut Ariani Ni Komang Tri Utami Ni Nengah Dea Riska Putri Ni Nyoman Windiantari Ni Nyoman Yulia Damayanti Ni Putu Moni Ni Wayan Sukarini Puteri Mareta Sri Anggini Quratul Aeni Ria Jelita Rustiyana Suilam Mawarni Wahyu H.S TOTAL X 80 75 85 80 70 85 70 90 90 100 80 75 80 70 70 85 80 70 100 95 75 80 90 75 85 90 80 85 90 80 2460 X2 6400 5625 7225 6400 4900 7200 4900 8100 8100 10000 6400 5625 6400 4900 4900 7225 6400 4900 10000 9025 5625 6400 8100 5625 7225 8100 6400 7225 8100 6400 203825

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Table 2. Post-test score (X) Control group No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Subject Abdul Majid Ahmad Sulaeman Amir Syarifudin Cokorde Gede Bhakti Fery Indrawan I Gede Bagus Wirawan I Gede Putu Budiayasa I Putu Ari Purnanda Ida Ayu Made Aninditya Ira Islamiyati Kabil Aminullah L. Syamsul Hadi L. Zahid Indera Arozakany Leni Marlina Maini Mauly Widya Ningsih Mira Santika Ni Made Winda Lestari Ninin Azmi Nurhamsiatun Aini Reki Budianto Rianty Juliana Rika Safitri Riska Handayani Rizal Fathurahman Sanudian Ary Restaha Silviana Syahrul Nizam Taufik Hidayat Wulan Juliana TOTAL X 65 60 70 65 50 45 55 60 75 60 70 60 65 50 75 65 50 40 50 70 65 55 70 65 60 75 45 60 65 55 1795 X2 4225 3600 4900 4225 2500 2025 3025 3600 5625 3600 4900 3600 4225 2500 5625 4225 2500 1600 2500 4900 4225 3025 4900 4225 3600 5625 2025 3600 4225 3025 112375

After the researcher distributed post test score of both group above, the researcher was in need of showing the mean, standard deviation and t-test.

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1.

The mean and standard deviation of an experimental group a. Mean

Standard deviation

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The mean and standard deviation of a control group a. Mean

b. Standard deviation

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3.

T-test

The last process of analyzing the statistical data was to find out the value of it, on the previous data computation and description; the following formttula of data test was applied:

B.

Discussion The mean score of experimental group was 82.0 and the mean score of control group was 59.83. It means that experimental group was more successful
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in using word cards in teaching vocabulary than the control group that used matching picture. Then, the researcher found the standard deviation of both groups. The standard deviation of experimental group was 8.37 and the standard deviation of control group was 12.891. Getting the comparation score of experimental and control in which experimental was higher than control did not guarantee significance of the result. Therefore, the test was used to find the significance which was compared with the significance value of the t-table. It was found that the t-test value = 7.7605 and with the df (degree of freedom) of 60, it was stated in the t-table which critical value was 1.672 at the level of significance 0.05. By comparing t-test value with t-table value above, the alternative hypothesis was accepted. It was caused by the t-test value was higher than t-table value and the null hypothesis was rejected. The result calculations could prove that teaching vocabulary by word cards was effective.

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CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion After doing computation and the analysis of the data, the researcher found that the mean score of experimental group was higher than the control group but it did not guarantee the significance. The mean score of experimental group was 82.0 and the mean score of control group was 59.83 while the standard deviation of experimental group was 8.37 and the standard deviation of control group was 12.891. and the test was used to find out it. The value of t-test was 7.7605 with df of 60. It was measured from the t-table and the critical value was 1.672 at the level of significance 0.05. Based on the data found above an experimental group has beter score after taught used the word card after that the researcher compared between t-test and t-table values. The result showed that t-test value was higher than t-table, it means that word cards was effective in teaching vocabulary. This technique was effective in teaching vocabulary. It makes the studentscreative to arrange and translated the words from their activity when They gave and took each other from the media which existed in daily activity. Thus, word cards could increase the students knowledge of vocabulary In addition, by strongly asserting the alternative hypothesis, the conclusion was as follows: word cards was effective to help second year students of SMP Negeri 1 Kuripan in Teaching Vocabulary.

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B. Suggestions Based on conclusion, the researcher would like to propose some suggestion for who want apply the English Smart Cards as media in teaching English vocabulary: 1. The Word-Cards are the instant media can be applied to the students in any place and any time such as at home , park, street not only at class it is will help the students to remind the word without find out or open the dictionary. The second year students of SMP Negeri 1 Kuripan are expected to be more active in memorizing new English vocabulary in the classroom or out class to increase their vocabulary mastery. 2. The students are suggested become more creative to make their own WordCards. It is important indeed because the students their shelves know what word they need to mastery. Each Word-Card that they memorize in their brain perhaps 10 words a day and gathers in a box. For a month it is estimated they will memorize 40 new words if they apply the English Word-Cards continuously. Their vocabulary will increase and they will get the positive effect in their English. 3. The teacher needs to do reinforcement to make sure the students clearly master the word well. It can be orally question or written. This treatment conducted after the students applied the Word-Cards. 4. For the English teacher generally and special for the English teacher of SMP Negeri 1 Kuripan are suggested to improve their teaching and learning by

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using the media as well as keep encouraging the students to master a lot of words as basic to master English well.

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BIBLIOGRAPHI

Bruner.1983. English For Young Learner. PT. Bumi Aksara Creswell Jhon W. 2007. Resesearch Design, Qualitative,Quantitative and Mixed Methods approaches 2nd Edition. Cambridge, London Heinich, 1982. English For Young Learner, Kasihani K. E. Suyanto. PT. BumiAksara Harmer. 1991. The Practice of Language Teaching. New Edition. Longman Publishing. New York. Hornby, 1997. Oxford Advance Learner Dictionary of Current English. London.Oxford Dictionary Hornby, 1995. Oxford Learner Dictionary of Current English. London OxfordUniversity Press. J.Wallace. 1982. Action Rresearch for Language Teaching. Cambridge University Presss. Kerlinge in sprintal. 1990. Statistic for research. Rooserood drive. Danver.New York Michael Ashby, 2007. Action Research For Language Teacher. Cambridge University Press. Miller steve, 1984. Experimental Design and Statistik.Routledge. New York Roimiszowki , 1981. Teaching Media Suyanto, PT Bumi Aksara. Suharsimi, Arikunto, 1998. Prosedur Penelitan Suatu Pendekatan Praktik. PT.Bhineka Cipta.. Ur, Penny. 1996. A Course In Language Teaching . Cambridge University Press. Vigotsky, 1962. Thought and Language . Cambridge University Press. J.Wallace. 1982. Teaching Vocabulary, London.

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