vocabulary mastery in smk n 2 depok using ...bahasa inggris adalah satu dari masalah yang dihadapi...

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IMPROVING THE ELEVENTH GRADE STUDENTS’

VOCABULARY MASTERY IN SMK N 2 DEPOK

USING THE MAKE-A-MATCH-TECHNIQUE

A SARJANA PENDIDIKAN THESIS

Presented Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Emarsani Navita Laka

Student Number: 141214160

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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DEDICATION PAGE

“See challenges as the way you get to your real wanted title”

-Edison Ngongo Kaledi-

I dedicate this thesis to Myself, My beloved Parents, Sister, and Brothers.

“ Those who walk while crying and sowing seeds will

joyfully be back with their own goods”

( Psalm 126 : 6)


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ABSTRACT

Laka, Emarsani Navita (2018). Improving the Eleventh Grade Students’

Vocabulary Mastery in SMK N 2 Depok Using the Make-A-Match-Technique:

English Language Education Study Program, Sanata Dharma University.

Vocabulary is one of the important elements of a language that must be

mastered by English learner. The low of vocabulary mastery is also a problem

experienced by the students of Industrial Automation Engineering class A in SMK

N 2 Depok. The fact that they do not have particular time and motivation to learn

vocabulary in class, and the students possess limited vocabulary.

The research was conducted to address the research questions, namely (1)

How was Make-A-Match-Technique implemented to improve eleventh grade

students’ vocabulary mastery in SMK N 2 Depok?, and (2) How did the Make-A-

Match-Technique improve the eleventh grade students’ vocabulary mastery?. Thus,

this research was aimed to implement Make-A-Match-Technique in improving the

vocabulary mastery of the eleventh grade students of SMK N 2 Depok. This is a

technique introduced by Curran (1994) that is implemented by using card and

having interesting learning classroom atmosphere. In this research the writer used

cooperative learning in executing the Make-A-Match-Technique.

In order to answer the research questions, the writer conducted the

Classroom Action Research. This research used two cycles. The research data were

collected by using some instruments, namely a test, questionnaires, and an

interview.

The implementation of Make-A-Match-Technique could help the students

in improving their vocabulary mastery. It could be seen from the students’

improvement in test scores. In the pre-test, the mean score was 67,25, and this mean

score increased in cycle 1, cycle 2, and the last post test to become 97,5. The result

of the questionnaire and interview showed that the implementation of Make-A-

Match-Technique helped the students to improve their vocabulary mastery and

could motivate them to learn English.

Keywords : Classroom Action Research, Make-A-Match-Technique, vocabulary

mastery.


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ABSTRAK

Laka, Emarsani Navita (2018). Improving the Eleventh Grade Students’

Vocabulary Mastery in SMK N 2 Depok Using The Make-A-Match-Technique.

Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma.

Kosa kata adalah salah satu aspek yang penting dalam bahasa yang harus

dikuasai oleh siswa dalam mempelajari bahasa Inggris. Kurangnya penguasaan

bahasa Inggris adalah satu dari masalah yang dihadapi oleh siswa-siswa dari kelas

Teknik Otomasi Industri A di SMK N 2 Depok. Faktanya bahwa siswa-siswa tidak

mempunyai waktu cukup dan motivasi untuk belajar kosa kata di kelas, dan siswa-

siswa memiliki kosa kata yang terbatas.

Penelitian ini dilakukan untuk menjawab rumusan masalah, seperti (1) How

was Make-A-Match-Technique implemented to improve eleventh grade students’

vocabulary mastery in SMK N 2 Depok?, and (2) How did the Make-A-Match-

Technique improve the eleventh grade students’ vocabulary mastery ?. Dengan

demikian, penelitian ini bertujuan untuk menerapkan Make-A-Match-Technique

dalam meningkatkan penguasaan kosa kata dari siswa-siswa kelas XI SMK N 2

Depok. Ini adalah sebuah teknik yang dikenal oleh Curran (1994) yang

diplementasikan dengan menggunakan kartu dan memiliki kondisi pembelajaran

ruang kelas yang menarik. Dalam penelitian ini penulis menggunakan pembelajaran

kooperatif dalam melaksanakan Make-A-Match-Technique.

Untuk menjawab rumusan masalah, penulis melaksanakan penelitian

tindakan kelas. Penelitian ini menggunakan dua siklus. Data penelitian

dikumpulkan dengan menggunakan beberapa instrument, yakni tes, kuisioner, dan

wawancara.

Penerapan Make-A-Match-Technique dapat membantu siswa dalam

meningkatkan penguasaan kosa kata. Hal ini dapat dilihat dari peningkatan hasil tes

siswa. Dalam pre-test, nilai rata-rata adalah 67,25. Nilai rata-rata ini terus

meningkat dari siklus 1, siklus 2 dan post-test terakhir menjadi 97,5. Hasil dari

kuisioner dan wawancara menunjukkan bahwa penerapan dari Make-A-Match-

Technique membantu siswa-siswa untuk meningkatkan penguasaan kosa kata dan

dapat memotivasi mereka untuk belajar bahasa Inggris.

Keywords : Classroom Action Research, Make-A-Match-Technique, vocabulary

mastery.


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ACKNOWLEDGEMENTS

First of all, I would like to thank my Jesus Christ, for his blessing, love, and

help so that I can finish my thesis. He always gives me strength to pass every

problem and challenge in doing my thesis.

My biggest love and special thanks go to my family, Bapa Edison Ngongo

Kaledi, Mama Margareta Dada Gollu, Kakak Mardilin Wiwin Laka, Kakak

Alexander Julean Laka, Adik Kurniawan Ksatria Erwis Laka. They are the

biggest motivation for me to finish my research. They always pray, motivate, and

support me every time. I thank all my grandfathers, grandmothers, uncles, aunties,

and cousins who always support and remind me to always pray and study hard.

I would like to thank all the lecturers and staff of the English Language

Education Study Program, especially my deepest thankfulness to Dr. Retno

Muljani, M.Pd., as my thesis advisor for her guidance, feedback, and advice and

Drs. Concilianus Laos Mbato, M.A., Ed.D., as my academic advisor for all the

support, advice and guidance during I study in this university.

I would like to express my gratitude to SMK N 2 Depok Yogyakarta for

helping and giving me chance to conduct this research especially to Ibu Yuliana

S.Wahyundari, M.Hum., and the students from Industrial Automation

Engineering class A had given me a chance to do this research.

I would like to thank all of my friends who always support and motivate me,

Elan, Gege, Martin, Tya, Mici, Lita, Rensi, Lantik, Daris. My classmates in

PBIf, my brothers and sisters from Gailarumarada and Pekaweti for being my


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family in Yogyakarta, they are always there for me and always give me support,

laugh, care, precious time, and love when I was down.

Finally, I would like to thank all of the people and friends that cannot be

mentioned here. I really appreciate all the support, help, and suggestion during

completing this thesis.


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TABLE OF CONTENTS

Page

TITLE PAGE .......................................................................................... i

APPROVAL PAGES .............................................................................. ii

DEDICATION PAGE ............................................................................. iv

STATEMENT OF WORK ORIGINALITY ........................................... v

PERNYATAAN PERSETUJUAN PUBLIKASI ........................................ vi

ABSTRACT ............................................................................................ vii

ABSTRAK ................................................................................................ viii

ACKNOWLEDGEMENTS .................................................................... ix

TABLE OF CONTENTS ........................................................................ xi

LIST OF TABLES .................................................................................. xiv

LIST OF APPENDICES ......................................................................... xv

CHAPTER I. INTRODUCTION

A. Research Background ............................................................ 1

B. Research Questions ................................................................. 4

C. Research Objective ................................................................. 4

D. Research Significance ............................................................ 5

E. Definition of Terms ................................................................ 5

CHAPTER II. REVIEW OF LITERATURE

A. Theoretical Description .......................................................... 8

1. Vocabulary.......................................................................... 8

a. Defenition of Vocabulary ............................................... 8

b. Kinds of Vocabulary ...................................................... 10

c. Teaching Vocabulary ..................................................... 11

2. Make – A- Match- Technique ............................................ 13

3. The Use of Make- A- Match- Technique to Teach Vocabulary

In the Classroom ................................................................ 15

B. Theoretical Framework ........................................................... 17


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CHAPTER III. RESEARCH METHODOLOGY

A. Research Method .................................................................... 19

1. Cycle 1 ................................................................................ 21

a. Plan ................................................................................. 21

b. Action ............................................................................. 21

c. Observation .................................................................... 22

d. Reflection ....................................................................... 23

2. Cycle 2 ................................................................................ 23

a. Plan ................................................................................. 23

b. Action ............................................................................. 23

c. Observation .................................................................... 24

d. Reflection ....................................................................... 24

3. Post- Test ............................................................................ 24

a. Plan ................................................................................. 24

b. Action ............................................................................. 25

c. Observation .................................................................... 25

d. Reflection ....................................................................... 25

B. Research Setting ..................................................................... 26

C. Research Participants .............................................................. 27

D. Research Instrument and Data Gathering

Technique ............................................................ .................. 27

1. Test ..................................................................................... 27

2. Questionnaire ...................................................................... 30

3. Interview ............................................................................. 33

E. Data Analysis Techniques ...................................................... 33

CHAPTER IV. RESEARCH RESULT AND DISCUSSION

A. Research Finding and Data Gathering .................................... 38

1. Research Finding in Preliminary Information Gtahering 38

2. The Implementation of Make- A- Match- Technique ...... 41


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a. The Implementation of Make- A- Match– Technique in

Cycle 1 ......................................................................... 41

b. The Implementation of Make- A- Match –Technique in

Cycle 2 ........................................................................ 47

c. The Analysis of Post- Test ........................................... 52

d. The Analysis of Questionnaire .................................... 56

e. The Analysis of Interview ........................................... 60

B. Discussion ............................................................................... 63

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A. Conclusions ............................................................................ 67

B. Recommendations .................................................................. 68

REFERENCES ....................................................................................... 70

APPENDICES ........................................................................... ......... 75


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LIST OF TABLES

Table Page

3.1 The Writer’s Time Table.......................................................... 26

3.2 The Example Questions Used in the Test .................................... 29

3.3 The Blueprint of Questionnaire in the Use of Make- A- Match –

Technique to Improve Vocabulary Mastery ................................ 31

3.4 The Mean Score .......................................................................... 37

4.1 The Result of Pre- Test ............................................................... 39

4.2 The Result of Post- Test in the Cycle 1 ...................................... 45

4.3 The Result of Pre- Test in the Cycle 2 ........................................ 51

4.4 The Result of Post- Test .............................................................. 54

4.5 The Result of Questionnaire ....................................................... 57

4.6 The Mean Score Improvement of the Students........................... 64


xv

LIST OF APPENDICES

Appendix Page

Appendix A Permission Letter ............................................................... 76

Appendix B Lesson Plans ...................................................................... 78

Appendix C Questionnaire, Interview, and Cards ................................ 86

Appendix D The Result of Questionnaire, Interview, and Students’

Reflections ......................................................................... 90

Appendix E The Students’ Test Results ................................................ 116

Appendix F Documentations ................................................................. 144


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CHAPTER I

INTRODUCTION

This chapter presents the introduction of this research. It provides the

research background, research questions, research objective, research significance

and definition of terms.

A. Research Background

In learning English, students need to master vocabulary because vocabulary

mastery can support the learning of four English skills (Harmer, 2007, p. 2) and the

comprehension of the oral and written texts (Komariah, 2011). Wilkins (1972)

agrees with the two reasons of the importance of vocabulary mastery stated above

because there is no much value in producing grammatical sentences if someone has

not got vocabulary needed to convey what they want to say. All of the ideas lead

to the reason to state that students’ adequate English vocabulary mastery will help

them to comprehend and to convey ideas in English.

According to Manik and Christiani (2016), vocabulary is a total number of

words with rules for combining them to make up a language. In learning a language,

students need to possess vocabulary in order to be able to produce phrases and

sentences. However, Noerzain (2006) reveals that most of the students face

difficulties to understand the English texts when they have a reading activity even

the simplest one, it is affected by inadequate vocabulary.


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Students who are learning English as a foreign language are expected to

master enough vocabulary in order to improve their English skills. The students

who have possessed sizable vocabulary can understand reading text better and can

discuss the ideas of the texts with their peers and teachers well. Having successfully

possessed a great member of words, the students will be able to express many ideas

related the text and mastered possibly unfamiliar words in the texts. Therefore,

teaching vocabulary is required.

The writer’s experiences during her internship program conducted in

SMKN 2 Depok, she discovered that most of the students possessed limited English

vocabulary so that the students did not understand what the teacher was saying. This

problem occurred since Indonesian was mostly used rather than English in the

classroom learning. The use of Indonesian language also caused less motivated

students in learning English. Therefore, the writer asked some students regarding

the problems they encountered in English language learning, some of them stated

that they did not have sizable vocabulary. In addition, the students were reluctant

to consult unknown word meanings with their dictionary and had limited time to

practice English. Those problems influence the students in memorizing the English

words effectively and would yield unsuccessful vocabulary improvement.

Also, the writer had done an interview with one of English teachers of SMK

N 2 Depok on April 4, 2018. She stated that the problem in learning vocabulary was

the students did not have motivation to improve their vocabulary mastery and there

was not enough time for the teacher to teach vocabulary explicitly in every meeting.

Since English is important, she assumed that high school students should be able to


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use English in order to apply a job. Many offices, industries, factories require

employees who know English well. So, that is very important for students to learn

English. Thus, the writer is interested in conducting a technique to improve

students’ vocabulary mastery and motivate the students to improve their

vocabulary.

In order to help the students reduce their vocabulary learning problems,

Alley and Deshler (as cited in Mattox, 2004) suggest that in learning process there

should be learning strategy. According to them learning strategies are techniques,

principles, or rules that enable a learner to learn, to solve problem, and to complete

tasks independently. This statement means to have an effective learning activity,

learning strategy is needed to become a technique, principle, and rules to help

students in learning process. Therefore, Curran (1994) recommended a learning

strategy named Make-A-Match-Technique to teach vocabulary. He also states that

“Make-A-Match-Technique is the type of teaching and learning technique in which

every student will get one card and they must look for his/her partner having a

suitable card”. Whereas Komalasari defines Make-A-Match-Technique is a

technique that helps students to improve their ability to answer a question through

a game. By applying Make-A-Match-Technique in teaching vocabulary will create

an interesting classroom activity (as cited in Maduratna, 2014).

Huda (2013) adds that “Make-A-Match-Technique can be applied for all of

subjects and level of class, the teacher will be easier in using this technique for

teaching in the classroom because it can help the students to revise language that

they learn and gives opportunity for learner to cooperate with the other students in


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teaching and learning activity. The writer concludes that Make-A-Match-Technique

is a technique to improve students’ vocabulary mastery and increase students’

motivation to learn English that can be applied in every level of class. Also, by

using Make-A-Match-Technique there will be an interesting classroom as students

will have opportunity to cooperate with other students, they will go around the class

while bring the card given by the teacher to find their partner. Therefore, the writer

intends to Make-A-Match-Technique as a technique to improve students’

vocabulary mastery in SMK N 2 Depok.

B. Research Questions

1. How was Make-A-Match-Technique implemented to improve eleventh

grade students’ vocabulary mastery in SMK N 2 Depok?

2. How did the Make-A-Match-Technique improve the eleventh grade

students’ vocabulary mastery?

C. Research Objective

This research aims to describe the implementation of Make-A-Match-

Technique to improve Eleventh grade students of SMKN 2 Depok’ vocabulary

mastery. Afterwards, the implementation of the Make-A-Match-Technique will be

evaluated to discover to what extent the technique can improve the vocabulary

mastery of the eleventh grade students of SMK N 2 Depok.


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D. Research Significance

This research will be beneficial for people who wish to improve vocabulary

mastery.

1. Students of SMK N 2 Depok

The students can use Make-A-Match-Technique to improve their

vocabulary mastery by implementing the technique inside or outside the classroom.

This technique makes students more cooperative in the classroom.

2. English Teachers of SMK N 2 Depok.

By using this technique, the English teachers of SMK N 2 Depok will be

able to facilitate the students in their efforts in order to improve their vocabulary

mastery. They can implement the Make-A-Match-Technique in their teaching to

increase students’ vocabulary mastery or motivation to improve their English.

3. Other Writers

This research can be useful for other writers because the results of this

research can be taken as a reference to improve classroom practice or to do further

research.

E. Definition of Terms

In this section, the writer will give some brief overviews of the key words

that can help the readers to understand more about the topic discuss and avoid

misinterpretation.

1. Make-A-Match-Technique

Make-A-Match-Technique is one of the cooperative learning methods

developed and introduced by Curran in 1994. The basic principle of Make-A-


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Match-Technique is the students find or match a partner while they are learning a

concept or a particular topic in an interesting classroom atmosphere (Curran, 1994).

The-Make-A-Match-Technique is the type of teaching and learning which looks for

partner, every student gets one card contains of English word and Indonesian word.

After that, students have to find the meaning of the word that they get in English or

in Indonesian by looking for their partner which suitable with their card.

In this research Make-A-Match-Technique is a technique which improves

students’ vocabulary mastery, helps the students to have motivation in improving

their English and also leads the students to gain a meaningful learning process in

learning vocabulary.

2. Vocabulary

Vocabulary refers to a list or set of words for a particular language or a list

or set of words that individual speaker of a language might use (Hatch and Brown,

1995, p. 1). According to Haycraft (as cited in Hatch and Brown, 1995, p. 370),

vocabulary is divided into two kinds: receptive and productive vocabulary.

Receptive vocabulary is words that the students recognize and understand when

they occur in a context, but he/she cannot produce correctly. Productive vocabulary

is word which the students understand, can pronounce correctly and use

constructively in speaking and writing. In this research, vocabulary refers to the

vocabulary which are suggested in 2013 curriculum with the focus of analyzing the

social function, text structure, and the language feature from the analytical

exposition text, song, and biography text which is generally talked appropriately

with the context of its used.


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3. The Eleventh Grade Students of SMKN 2 Depok

The eleventh grade of SMK N 2 Depok consists of 11 majors. In this

research the writer chooses the Industrial Automation Engineering class A as the

participants of the research. The class consists of 31 students in which eight of them

are females and 23 are males.


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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter the writer will discuss all of the theories related to the

research. This chapter will be divided into two parts, namely, a theoretical

description and theoretical framework. The theoretical description covers the theory

of vocabulary, Make-A-Match-Technique, and the use of Make-A-Match-

Technique to teach vocabulary in classroom. While, the theoretical framework

describes the summary and synthesize all major relevant theories which the writer

uses to conduct the research.

A. Theoretical Description

This section discusses the theories that are relevant to the research which

are about improving vocabulary mastery of the eleventh grade students of SMK N

2 Depok by using Make-A-Match-Technique.

1. Vocabulary

In this part, writer will discuss more the definition of vocabulary, kinds of

vocabulary, and teaching vocabulary.

a. Definition of Vocabulary

Vocabulary is a basic element of learning English. This is an important factor in

reading, listening, writing, and speaking. According to Yun (2005), vocabulary

refers to all words as a language, groups of words that an individual can understand

and use whether in speaking or writing, and list of words to serve a specific purpose.

This proves that vocabulary plays a role in gaining a good sense of a language. In


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other words, word choice affects how well the impression of serving a specific

purpose using the target language.

Vocabulary can be defined as ''the words that we must know to

communicate effectively; words in speaking (expressive vocabulary) and words in

listening (receptive vocabulary)'' (Neuman & Dwyer, 2009, p. 385). While, Berne

& Blachowicz (2008) state that vocabulary learning is an essential part in foreign

language learning as the meaning of new words is important for oral and written

communication. It is also central to language teaching and paramount to a language

learner. In short, vocabulary is central in English learning that can be used to

communicate and to express someone’s meaning because without vocabulary

someone does not understand others or express their own idea.

To support the statement above, Nation (2001) states that vocabulary

knowledge emphasizes the recognizable and understandable spoken word. He adds

that readers need to know at least 97% of the vocabulary in a text for an adequate

understanding. Without knowledge of vocabulary in a text, a learner may have

trouble in understanding the message. Furthermore, Steven Stahl (as cited in

Diamond and Galton, 2006) states "Vocabulary knowledge is knowledge of a word

not only implies a definition, but also implies how that word fits into the world".

Hence, building a good vocabulary is essential to the language comprehension.

Meanwhile, Richard and Rodges (1986, p. 10) assert that vocabulary is one

of the most important aspects of foreign language learning. By mastering

vocabulary it is expected that we can master the four language skills. Whereas,

Gardner (2010) defines vocabulary as not only concerned with the meaning of


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words, but also how people use the words and store the words, how they connect

between one word to another word, and also how people make a phrase with that

words. It can be said that having lack of vocabulary students cannot be able to

speak, write, listen, and read the English language well.

Based on those theories above, it can be concluded that vocabulary is the

important aspect in English language that has to be mastered by students in order

to help them to communicate with others and express idea. Besides, having rich

vocabulary can help students to master the four language skills.

b. Kinds of Vocabulary

Kinds of vocabulary are divided in two parts, namely, oral vocabulary and

reading vocabulary. Oral vocabulary refers to words that we use in speaking or

somehow in listening activities. Meanwhile, reading vocabulary is something

dealing with reading and writing. It refers to words that we recognize or use in print

(Cardenas, 2001). These two forms of vocabulary are related to receptive and

productive vocabulary.

Nation (1990, p. 5) states that in learning words, a distinction is made

between receptive and productive learning. Receptive learning involves the

capacity to recognize a word and recall the meaning of the words. While Productive

learning involves what is needed for receptive learning and the ability to speak or

write.

According to Tschirner (2004), receptive vocabulary refers to words that

students understand. It is supported by Brown (as cited in Manik & Christian,

2016), who emphasizes that passive vocabulary (Receptive vocabulary) - words that


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are recognized and understood when they occur in a context of reading and

listening, but cannot produce correctly. While Wesche and Paribkht (1993) define

productive vocabulary or active vocabulary as words that students use to speak or

write. It is supported by Brown (as cited in Manik and Christiani 2016) active

vocabulary (Productive vocabulary) - words that are students understood, can

pronounce correctly and uses constructively in speaking and writing.

In addition, Cummins (as cited in Mukoroli, 2010) states there are four kinds

of vocabulary. First, reading vocabulary refers to all the words that someone knows

when he is reading a text. Second, listening vocabulary refers to all the words that

an individual knows when he listens to speech. Third, speaking vocabulary refers

to all the words that individual knows the meaning and how to use it when he talks

to other. The last one is writing vocabulary refers to all the word that individual can

employ when he is writing something. On the other hand, to use vocabulary in every

skill in English is not enough if students only know the word one by one but the

knowledge about how to use the words is also important to know.

c. Teaching Vocabulary

Teaching vocabulary is one of the most important components in any

language class. The main reason is the fact that it is a medium, which carries

meaning; learning to understand and express the meaning is what count in learning

language. Teachers have an important role in teaching, they have to refer everything

students do or knowledge in order to help their students to learn (Hatch & Brown

cited in Manik and Christiani, 2016).


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To introduce students about vocabularies, teacher can choose the relevant

topic to be studied. Allen (2006, p. 5) states that in teaching vocabulary, the teacher

should teach the students how to recognize and understand the word in multiple

contexts. For example; use the word in their speaking and writing; connect the word

to their own lives and offer examples of its correct and incorrect use; understand

subtle shades in the word’s meaning; and generate effective contexts to help others

understand the word. On the other hand, teaching vocabulary for students not only

makes them understand the meaning of the words but students have to be able to

use the words in sentences.

Besides, Nation (1990, p. 6) states there are two ways for teacher to teach

students vocabulary. Nation in his book teaching and learning vocabulary makes a

distinction between increasing vocabulary and establishing vocabulary. Increasing

vocabulary means introducing students’ new words and starting to learn.

Establishing vocabulary means building and strengthening initial knowledge of

vocabulary, because vocabulary is beneficial for students’ learning activity because

it will be more effective and when students have much vocabulary knowledge, they

will have a motivation to improve their English.

One of the most effective ways to help students learning new vocabulary is

to teach vocabulary in context; for instance in a reading context (Zawil, 2016). As

Stahl (2005) has mentioned that in teaching vocabulary teacher should give students

a preview reading materials to determine which words are unfamiliar. Then, these

words should be defined and discussed. It is important for the teacher to not only

tell the students what the words mean but also how to use the words. Besides,


13

discussion provides the teacher with feedback about how well the students

understand the words.

In addition, Pavicic (2003, p. 7) deals with a way to improve students'

abilities to explore, store, and use vocabulary items. He defines the role of

vocabulary teaching and how a teacher could help their students. He emphasizes on

self-initiated independent learning with strategies, in which formal practices,

functional practices and memorizing could be included. He points out that the

teacher should create activities and tasks to help students build their vocabulary and

develop strategies to learn vocabulary on their own. In other words, in improving

students’ vocabulary mastery, teachers must have a strategy that can help their

students in the learning processes.

2. Make-A-Match-Technique

Make-A-Match-Technique is one of the cooperative learning methods

developed and introduced by Curran in 1994. The basic principle of Make-A-

Match-Technique is the students are supposed to find the match of a group of words

with the appropriate meaning (Curran, 1994).

In the Make-A-Match-Technique activity, students will get the cards contain

question and answer. Komalasari (2013) adds Make-A-Match-Technique is a

technique where students must look for the answer of a question or a question of an

answer from the card that they get through interact with their friends. There are 30

cards comprising 15 questions cards and 15 answer cards. Something that must be

done with those cards is the student who gets question card must find an appropriate

word to complete the sentence in student who gets answer card and vice versa


14

student who gets answer card must find an appropriate sentence related with the

answer that his/her has. For example, on the question card is written “Indonesia’s

economic condition is _________ rapidly” and on the answer card is written

“Growing”.

According to Arifah and Kusumarasdyati (as cited in Zawil, 2016) state that

Make-A-Match-Technique is one of the teaching techniques which can be used in

a co-operative learning. They add that the Make-A-Match-Technique is a kind of a

game where students have to find their partners by the following way. The students

are divided into two groups, group A and group B. Each of the students in each

group gets one card. The students in group A get the topic cards while the students

in group B get the simple description cards. After they find their matches, they have

to report it to the teacher and the last step is the teacher asks them to compose

sentences based on the words they get on their cards

Allen (2006) defines matching word is an alternative to the typical matching

exercise and an enjoyable way to assess an initial understanding of words and

concepts. The Make-A-Match-Technique can be applied for all subjects and level

of class (Huda as cited in Maduratna, 2014). This technique can help students to

revise language that they learn, it also helps the teacher to create contexts in which

the language is useful and meaningful and can give opportunity for students to be

cooperative with their friends in learning activity.

There are some advantages in using Make-A-Match-Technique to improve

students’ vocabulary mastery (Istarani, 2011). The first is each student can be

directly involved in answering a question given in the form of a card. Second, the


15

using of Make-A-Match-Teachnique can increase students’ creativity through

matching the cards. Third it can make students do not feel bored during learning

activity and it can create a more interesting classroom atmosphere. Furthermore,

Maduratna (2014) argues that using Make-A-Match-Technique can improve

students’ vocabulary mastery because the students will be stimulated to think about

vocabulary and have interest to improve their ability in vocabulary mastery.

It can be concluded that Make-A-Match-Technique is a technique that can

be used by teacher in a classroom in order to help students to improve their

vocabulary mastery for all levels. Make-A-Match-Technique can also be defined as

a co-operative learning strategy because in implementing this technique students

will do it in pairs or groups. This technique can create an interesting classroom

activity and make students have motivation to improve their vocabulary mastery

because in class students will learn by playing.

3. The use of Make-A-Match-Technique to teach vocabulary in the

classroom.

Since learning vocabulary is difficult and sometimes is boring for the

students, teachers are expected to find the effective way to help students in learning

a second language (Maduratna, 2014). Make-A-Match-Technique can be applied

for all subjects and level of class. The teacher will be easier in using this technique

for teaching in the classroom (Huda, 2013). He adds that this technique can help

the students to revise language that they learn. It also helps the teacher to create

contexts in which the language is useful and meaningful. Make-A-Match-


16

Technique can give opportunity for the students to cooperate with the other people

in teaching and learning activity.

According to Zawil (2016) Make-A-Match-Technique is a kind of game

where students have to find their partner. In this technique, the students are divided

into two groups, group A and B. Each of students in group gets one card. The

students in group A get the topic card while the students in the group B get the

simple description cards. After finding their match they must report to their teacher

and after that they have to compose sentences based on the words they got on their

cards.

The application of Make-A-Match-Technique needs good preparation.

Suprijono (2010) gives several steps in preparing learning activity using Make-A-

Match-Technique. The first step is preparing the cards with the questions and the

other card with the answers to the questions. The second step is grouping, teacher

divides the class into three groups. The first group is the group which is given the

question cards, the second group is those who are given the answer cards, while the

third group is some students as an assessor group. After that, the students from

group A have to find their partner in group B, they will go around in class to find

their partner. At last, they have to report their card to the group C as assessor to give

them score. This activity will be done around 30-50 minutes. He also addressed that

by using Make-A-Match-Technique teacher can motivate and encourage students

to be more interested and enthusiastic in learning English. When students are

interested in learning, they will be more concentrate and want to participate in the

class.


17

In addition, Aqib (as cited in Maduratna, 2014) gives some procedure of

using Make-A-Match-Technique in class. First, the teacher prepares some cards

that contain some concepts or suitable topics for review session, a part contains

questions and the other is the answers. Second, the teacher will give one card for

each students. Third, Students are given time to think the answer or the question

from the card that they hold. Fourth, student will go around to find their partner that

has a matching card with his card and every student who finds their suitable card

before the time ends will get point. Fifth, after fourth session, the card is shuffled,

so the students will get different card in the next session. It is continued until this

activity ends. And the last, teacher and students make a conclusion from the

material that has been given by the teacher.

Najib (2010) has ever used Make-A-Match-Technique to improve the

students’ vocabulary mastery at SMPN 2 Gandusari. The result of this research

shows that the use of Make-A-Match-Technique can improve the second year

students’ vocabulary mastery and he see that many students are interested to learn

with this technique because they can be more cooperative and work together with

their friends.

B. Theoretical Framework

In this section the writer will summarize all the major relevant theories that

have been discussed in the theoretical description. The theories are used to answer

two research questions, namely (1) How was the implementation of Make-A-

Match-Technique to improve the students vocabulary mastery in SMK N 2 Depok?


18

and (2) How did the Make-A-Match-Technique improve the eleventh grade

students’ vocabulary mastery?

As discovered in the background, the problems faced by the eleventh grade

students of SMK N 2 Depok are the lack of vocabulary mastery and the students do

not have motivation to improve their vocabulary mastery. Therefore, to improve the

students’ vocabulary mastery, the writer promotes the Make-A-Match Technique.

The use of Make-A-Match-Technique can help students to improve their

vocabulary mastery in which it helps students to revise language that they learn,

helps the teacher to create contexts in which the language is useful and meaningful,

and gives opportunity for students to be more cooperative with their friends in

learning activity (Maduratna 2014).

Using Make-A-Match-Technique can improve students’ vocabulary

mastery because the students will stimulate to think about vocabulary and interest

to improve their ability in vocabulary mastery (Maduratna, 2014).

Therefore, the writer implements the Make-A-Match-Technique in a

Classroom Action Research cycles in order to encourage students to improve their

vocabulary mastery in SMK N 2 Depok and helps the English teachers to motivate

students in learning English. In this research the writer will use Classroom Action

Research designed by Kemmis and McTaggart (as cited in Hopkins, 2008, p. 51).

There are four step in CAR, namely: plan, action, observation, and reflection.


19

CHAPTER III

RESEARCH METHODOLOGY

This chapter contains of the methodology used by the writer to conduct this

research. It includes the research method, research setting, research subjects,

instruments and data gathering technique, and data analysis technique.

A. Research Method

As stated previously in chapter I, the students of SMK N 2 Depok possessed

limited vocabulary and they seemed to be reluctant to increase their vocabulary

mastery. These problems encouraged the writer to find a way to improve the

students’ vocabulary mastery. Therefore, this research was the Classroom Action

Research in which the writer tried to solve the problem related to the vocabulary

mastery experienced by the eleventh grade students of SMK N 2 Depok.

According to Hermida (2001), Classroom Action Research is a research

method implemented by teacher in his or her classroom to improve the teaching and

learning process. An Action Research has a number of models provided over the

years for teachers to follow the systematic process of the Action Research ( Hien

and Mills, 2009). Lewin (as cited in Kemmis and McTaggart 1988) described

“Action Research as proceeding in a spiral of steps, each of which is composed of

planning, action, and evaluation of the result of the action”. On the other hand,

Action Research is a method that is used in steps to get result to be evaluated.


20

In addition, Kemmis and McTaggart (1988) noted that “Action Research is

a simple form of collective self-reflective inquiry undertaken by participants in

social situations in order to improve the rationality and justice of their own social

or educational practice, as well as their understanding of those practices and the

situations in which practices are carried out”. On the other hand, an Action

Research is a method utilized by someone in order to improve their educational

practice. This method helps someone to do the self-reflection as their compass to

improve the classroom activity. On this research, a Classroom Action Research was

conducted to solve the problem of limited vocabulary mastery and lack of

motivation of eleventh grade students of SMK N 2 Depok.

There are four main steps an Action Research model. They are plan, action,

observation, and reflection (Burn, 2010; Hien 2009; Kemmis and McTaggart 1981;

McNiff and Whitehead, 2002). In this research, the writer chose the Kemmis and

McTaggart model to employ the research because it helps the writer to conduct the

research in order to improve the educational practices.

Figure 3.1 Kemmis and McTaggart Action Research spiral 1988:4(adopted from Hopkins,

2008, p. 51)


21

1. Cycle 1

a. The first step : Plan

In this stage, the writer considered the ethics of a Classroom Action

Research. First, the writer asked for a permission letter to do the research. After

that, the writer brought the permission letter to school in which the writer conducted

the Classroom Action Research, namely, SMK N 2 Depok Yogyakarta.

Afterwards, the writer discussed the preparation of the research with one of the

English teachers of the eleventh grade in SMK N 2 Depok.

Before conducting the research, the writer conducted a classroom

observation as the preliminary information gathering activities. The preliminary

information gathering activities led the writer to know how the classroom activities

were conducted. The writer observed the classroom management, participants’

participation, and classroom atmosphere. In this way, the writer had opportunities

to prepare the research to improve the classroom practice. At the end of the planning

stage, the writer arranged the lesson plan used in the classroom.

b. The second step : Action

After preparing the lesson plan, the writer implemented it. In the action

stage, the writer used Make-A-Match-Technique into two cycles. The activities in

this class were divided into three main activities: pre-activity, main-activity, and

post-activity.

In cycle 1, during the pre- activity, the writer introduced Make-A-Match-

Technique to the participants while teaching the analytical exposition text. The

writer encouraged the students to review the vocabulary learnt in the previous


22

meeting as pre-activities. Afterwards, in the main activities, the participants learnt

the analytical exposition texts, they searched for new vocabularies and practiced

the Make-A-Match-Technique to learn new vocabulary. In this activity, the

participants were divided into group A and group B and each group consisted of 15

Participants. Each participant from group A got one question card that had an

incomplete sentence and each participant from group B got one answer card that

had a word that could be matched to complete the sentence from group A. Then,

the participants from group A must found the answer of the question in group B.

After having a card, the participants were given time to go around the class to find

their partner that had a matching card with his/her card. After finding their partner,

the participant reported it to teacher to check whether it was right or wrong and they

would be given score. Afterwards, in the post-activity, each pair was asked to make

another sentence by using the words that they got with their partner in order to check

their understanding of the words’ meaning and how to make a sentence.

At the end of the meeting, the writer conducted post-test 1 to measure the

improvement of the students’ vocabulary mastery. In the post-test 1 of cycle 1, the

students did the test about the vocabularies taken from the analytical exposition text

discussed before.

c. Observation

Observation was conducted during practice time in classroom. The

observation was conducted by the writer to check the participants’ participation and

classroom atmosphere when the technique was implemented.


23

d. Reflection

In cycle 1, the writer reflected and analyzed the result from post cycle 1 and

the observation. This step was very important in order to improve the classroom

practice in the next cycle.

2. Cycle 2

a. Plan

From the implementation of Make-A-Match-Technique in cycle 1, the

writer saw the improvement from the participant but there was still a problem

experienced by the participants. The writer planned to make better preparation so

that the goal of this research would be achieved.

b. Action

Before starting the classroom activity, the writer asked the students to play

a game. The purpose of giving a game for students was to make them feel fresh and

not feel sleepy.

In cycle 2, before conducting the Make-A-Match-Technique and learning

about a song text, the writer did a review about the previous meeting material and

vocabularies. The writer asked the participants to make a sentence from

vocabularies that they had been learnt before. Afterwards, in the main activities, the

participant learnt about the song text, they looked for new vocabularies and

practiced the new vocabulary by using Make-A-Match-Technique. As participants

did in the cycle one, they were divided into group A and B, but in cycle 2 the role

was changed. Group A got the answer card and group B got the question card. All

the vocabularies that learnt in this cycle were from the song’s text. After all the


24

participants got one card. The activity was started, they participants were given time

to go around the class and to find their partner.

The implementation of the Make-A-Match-Technique was the participants

were invited to make sentences using the words that they got with their partner in

order to see the participants’ comprehension about the words in the post-activity.

At the end of the meeting, the participant did the post-test 2 for cycle 2. The students

did the vocabulary test which is taken from the song’s text and the previous

material.

c. Observation

Observation was conducted during the implementing the Make-A-Match-

Technique. The observation was conducted to check the improvement of

participants’ participation and the classroom atmosphere from cycle 1 to cycle 2,

whether they increased or not.

d. Reflection

In cycle 2, the writer reflected and evaluated the activity in cycle 2 through

the observation and instrument that was used. Afterwards, the writer concluded the

result of the research.

3. Post-test

a. Plan

In this stage the writer would give the last post-test to see to what extent the

Make-A-Match-Technique improves students’ vocabulary mastery. In this stage,

the participants would learn about biography text and learn new vocabulary from

biography text by using Make-A-Match-Technique.


25

b. Action

In this stage, the writer reviewed the previous material learnt by the

participants. After that, the writer distributed the biography texts and gave

participant time to discuss the text with their friends. Then, they presented it in the

next activity.

Afterwards, the participants would learn the new vocabularies using Make-

A-Match-Technique. The implementation of Make-A-Match-Technique in this

stage was the same with the two previous cycles but the words they would learn

were taken from the biography texts.

After implementing the Make-A-Match-Technique, in the post-activity the

writer gave the last posttest in the form of multiple choice consisted of the

biography text and vocabularies.

c. Observation

The observation was done to check the improvement of the participants

‘participation and the classroom atmosphere after they did the implementation of

Make-A-Match-Technique in two previous cycles and the last post-test.

d. Reflection

After the implementation of Make-A-Match-Technique in each cycle and

the last post-test, the writer can reflect and analyze the data; to know how the

improvement of participants’ vocabulary mastery after implementing the technique.

In addition, after conducting the post-test in each cycle and the last post-test,

the writer distributed questionnaires to the participants and also conducted an

interview with 10 participants which were chosen randomly. The questionnaires


26

and interview were used to conduct the data about participants’ respond towards

the implementation of Make-A-Match-Technique to improve the students’

vocabulary mastery.

B. Research Setting

This research was conducted to the eleventh grade students class A of SMK

N 2 Depok majoring in the Industrial Automation Engineering. The setting of this

research was divided into four parts, namely, plan, action, observation, and

reflection. This research took a month of the second semester of academic year

2018/2019.

Table 3.1 The Writer’s Time Table

Steps Activities Date

Cycle 1

1. Plan

a. Asking for a research permission letter from

campus

b. Bringing the research permission letter to

school and making an agreement with the

English teacher

c. Conducting preliminary teaching and

gathering information

d. Preparing the lesson plan, teaching material,

and teaching media

April 11 , 2018

April 12, 2018

April 17, 2018

2. Action

Teaching the students in XII TOI A class

April 17, 2018 – May 1,

2018

3. Observation (during the action)

a. Filling out the observation sheet

4. Reflection


27

Cycle 2

1. Plan

Preparing the lesson plan, teaching

materials, and teaching media

May 7, 2018

May 8, 11 & 15, 2018

2. Action

Teaching the students in XII TOI A

class

3. Observation (During the action)

a. Filling out the observation

b. Distributing questionnaires to the

students

4. Reflection

Research

report

writing

Reporting the results of the research

C. Research Participants

The participants of this research were thirty one (31) Industrial Automation

Engineering students of SMKN 2 Depok in the academic year 2017/2018. Eight of

them were female students and twenty three of them were male students.

D. Research Instruments and Data Gathering Techniques

In this section, the writer will explain the research instruments and the data

gathering techniques employed in this research. In order to gather the data of the

research, the writer employed three instruments, namely, test, questionnaire, and

interview.

1. Test

“Test is used to provide the wide of having powerful data collection, an

impressive array of tests for collecting the numerical data, Cohen (2000)”. Gay

(1996) states test means measuring the knowledge, skill, feeling, intelligence or an

aptitude of an individual or group, producing numerical scores that can be used to

identify, classify or evaluate the test takers.


28

At least there are two kinds of test, objective and subjective tests. However,

in this research the type of the test used was only objective test. Objective test is a

test in which the learners’ ability or performance is measured using specific set of

answer, which means there are only two possible answers, whether right and wrong.

The types of objective test include multiple choice, true or false, completion,

matching and problem based questions (Dewy & Nastiti, 2012). In this research,

completion test and multiple choice test were chosen. “ Completion test is an

intelligence test requiring that the test taker completes a whole sentence from which

certain part have been omitted (Atikah, 2014)’’. Multiple choice test is one of the

most common forms of teacher constructed test (Kehoe, 1995).

The writer used the objective test in this research because this kind of test

eases the students in doing the test. The students would not be under pressure when

they did the test.

These tests were made by the writer herself. The tests consisted of two tests,

namely, pre-test and post-test. Pre-test was given before the implementation of

Make-A-Match-Technique to see how far the students master the vocabulary, and

post-test was given after implementing the Make-A-Match-Technique to see how

the technique helps students to improve their vocabulary mastery. The pre-test and

post-test cycle 1 were conducted by giving completion test. The students had to

complete the sentences by using appropriate words and all the words in this test

were taken from the analytical exposition text that the students had been learnt.

Post-test cycle 2 was conducted by giving multiple choice test about the song’s text

and vocabularies that had been learnt in the previous material. The last post-test


29

was conducted by giving multiple choice test about the biography text, the song’s

text, and the analytical exposition text. The tests are clarified in the following table.

Table 3.2 The Example Questions used in the Test

The Topics Kinds of Test Item Examples of Test Assessment

Analytical

Exposition text

( Pretest)

Analytical

Exposition text

(Post-test 1)

Biography test &

Song text

( Post-test 2)

Analytical

exposition test,

Biography test,

and Song text

(The last posttest)

Completion

Completion

Multiple

Choice

Multiple

Choice

20

20

20

20

-Indonesia is the one

of many countries that

full of

________________ in

every rural area.

-People who

__________________

to something unreal

continuously may be

an indication of

depression.

- What is the closest

meaning of word

“Abolish”....?

a. Reduce

b. Nullify

c. Waste

d. Improve

e. Develop

-To _____________

the impact plastic

garbage, the

government begin to

hold the “Bank

Sampah” community

to handle this problem.

a. Worthy

b. Reduce

c. Separate

d. Obligate

e. Efficient

Maximum

score × 5


30

2. Questionnaire

A questionnaire is a helpful instrument used in a research to get detailed

analysis of the data to see whether values are being lived in practice (McNiff &

Whitehead, 2002). Besides, Hopkins (2008) defines questionnaire asks specific

questions about aspects of classroom, curriculum or teaching method are quick and

simple way of obtaining broad and rich information from pupils. Based on the two

statements above, questionnaire is an instrument used in a research contains of

specific questions about the aspect of classroom, curriculum, or teaching method to

get the detailed analysis of data.

According to Burns (2010), the items in a questionnaire are divided into two

types. The first one is open-ended item. Open-ended items let the respondents

explore their perceptions of a certain thing and write down anything that comes in

their mind. Therefore, it certainly provides rich data since the data is collected from

a number of different perspectives (Burn, 2010; McNiff & Whitehead, 2002).

Meanwhile, the second type is called close-ended. A close-ended item

questionnaire provides limited choices to answer and uses simple, clear, and

unambiguous language (Leedy & Ormrod, 2005). It uses quantities and scores to

analyze the data by using rating scales (Likert scales), numeral scales, ranking

scales or multiple choice.

In order to get data by using a questionnaire, the writer employed close-

ended item. The writer used close-ended item to simplify the data from respondents’

perception and attitude in measurement. Therefore, in this research the

questionnaire was distributed after implementing the Make-A-Match-Technique in


31

order to collect data about students’ perception toward the implementation of Make-

A-Match-Technique in improving their vocabulary mastery.

Table 3.3 The blueprint of the questionnaire on the use of Make-A-Match-

Technique to improve vocabulary mastery

Aspects of

Investigation

Statements Underlying theories Total

Items

Students’

Participation in

classroom

The

effectiveness

of Make-A-

Match-

Technique

By using Make-A-

Match-Technique I

can work together

with my friends in

the class

Make-A-Match-Technique gives

students chance to work together

with another student

(Arifah and Kusumarasdati,

2013.10)

2

1

I do not feel bored

and give more

attention while

learning by using

Make-A-Match-

Technique

Make-A-Match-

Technique makes me

enjoy in

understanding words

Make-A-Match-Technique

makes students get more

attracted and pay more attention

to their teacher and students will

not feel bored ( Suprijono, 2010)

An alternative to the typical

matching exercise, the Matching

Word is an enjoyable way to

assess an initial understanding of

words and concepts (Allen

2006:103).


32

The effect of

using Make-A-

Match-

Technique

By using Make-A-

Match-Technique

can increase many

new vocabularies.

Make-A-Match-Technique

requires students to pair and

increase new vocabulary

( Febrianto, 2017, p. 11 )

4

Make-A-Match-

Technique can

improve my

vocabulary mastery

and improve my

motivation to learn

vocabulary

I can get positive

advantages by using

Make-A-Match-

Technique in my

learning activity.

Such as directly

answering a question

given in the form of

card, be creative and

have interesting

classroom

atmosphere.

Make-A-Match-Technique can

improve students’ vocabulary

mastery. The students will be

stimulated to think about

vocabulary and interest to

improve their ability in

vocabulary mastery (Arini,

2016, p. 39)

There are some advantages in

using Make-A-Match-Technique

The first is each student can be

directly involved in answering a

question given in the form of a

card. Second, the using of Make-

A-Match-Technique can

increase students’ creativity

through matching the cards, and

the third it can make students do

not feel bored during learning

activity, and it can create a more


33

This technique helps

me to be cooperative

in learning activity.

interesting classroom

atmosphere. (Istarani, 2011).

Make-A-Match-Technique gives

opportunity for students to be

cooperative with their friends in

learning activity (Huda in

Maduratna, 2014).

3. Interview

An interview is a classic way in research to conduct a conversation that

explores a focus idea (Burns, 2010, p. 74). In other words, interviews are valuable

sources of data and capture the live response of people to the situation being

observed (McNiff & Whitehead, 2002, p. 96).

In this research, interview was conducted to get the students’ response

toward the implementation of Make-A-Match-Technique. The interview was

conducted after the last post-test was done. The interview was done with 10 students

of Industrial Automation Engineering class A. This instrument was used to gather

information about the students’ response about the implementation of Make-A-

Match-Technique to improve their vocabulary mastery.

E. Data Analysis Techniques

After gathering the data needed in this research, the writer analyzed the data

in order to provide the evidence to answer the research questions. This research had

three instruments to gather the data. There were observation, tests, and


34

questionnaires. The three instruments were divided into two different categories:

Preliminary information gathering and implementation of Make-A-Match-

Techniques in the Classroom Action Research.

1. Preliminary Information Gathering

In this section the writer analyzed the data conducted from the pre-test

before implementing Make-A-Match-Technique. This was to help the writer to

make self-reflection for the plan in the cycle 1.

The using of pre-test was to measure the students’ vocabulary mastery. It

guided the writer to develop a new technique and to make the students more

interested in learning vocabulary. The scale of each question is 1. The test consisted

of 20 questions about vocabularies and the maximum point was 20. The writer

intended to make total score 100. Therefore, the formula of the total score was

described as follows:

Total Score = maximum score × 5

Meanwhile, in order to determine whether a student was successful or not

in improving their vocabulary mastery, the writer employed a prevailing passing

grade point which was 80.


35

2. The Implementation of Make-A-Match-Technique

In this section the writer used Make-A-Match-Technique to improve the

classroom practice. During the implementation of Make-A-Match-Technique in the

learning activity, the writer used some instruments to gather the data: post-test

sheet, interview, and questionnaires.

After implementing the Make-A-Match-Technique, the writer distributed

the questionnaire to all students to see what the students perceived towards the use

of Make-A-Match-Technique to improve their vocabulary mastery.

The data gathered from the questionnaires were calculated using mean

score formula. The numerical result itself could be seen from the range of each

questionnaire item. In this case, the writer applied a mean score formula defined by

Hoel (1960) and Vaus (2002). ∑ 𝑋 was the total score the students gave while n was

the amount of the students answering the questionnaires. The scale of the

agreement starts from 4 for strongly agree, 3 for agree, 2 for disagree, and 1 for

strongly disagree.

The results of questionnaires were calculated in the form of percentage with

the formula:

𝑥

𝑛 𝒙 𝟏𝟎𝟎%

X: The total number of the students based on the degree of agreement

N: The total number of the students.


36

After implementing the Make-A-Match-Technique, the writer conducted a

post-test and interview. The post-test consisted of several questions related to

vocabulary. The score of each question was 1. The test consisted of 20 vocabulary

questions and the maximum point was 20. Therefore, the formula of the total score

was described as follows:

Total Score = maximum score × 5

In order to determine whether a student was successful or not in improving

their vocabulary achievement, the writer employed a prevailing passing grade point.

It was 80. Therefore, students who got 80 or higher than 80 were successful in

improving their vocabulary mastery. On the other hand, those who did not achieve

the passing grade point need to improve more vocabulary mastery.

The mean of the tests was accumulated with the formula:

X = ∑ 𝑋

𝑵= 𝑿 =

∑ 𝑌

𝑵

X = mean of pre-test

Y = mean of post-test score

N = number of students

The following table summarizes the improvement mean scores of pre-test, post-test

of cycle 1 and 2, and post-test.


37

Table 3.4 Mean Score

Kind of tests Pre-test Cycle 1 Cycle 2 Post-test

Total Score

Mean Score

Increasing of

the Students’

mean score

After the implementation of Make-A-Match-Technique was done, the writer

also conducted an interview. This interview consisted of 10 students which were

chosen randomly. The result of the interview was analyzed by making the

conclusion from the comments given by the respondents. The result of the interview

was presented in the form of description.


38

CHAPTER IV

RESEARCH RESULT AND DISCUSSION

In this chapter, the writer presents the result and discussion of the research.

This chapter provides information about the data gathering from the conducted

research, analysis of the data and also the discussion of the finding.

A. Research Finding and Data Gathering

This section divided into two main sections. They are research finding in

preliminary information gathering and implementation of Make-A-Match-

Technique.

1. Research Finding in Preliminary Information Gathering

The research was commenced by conducting the preliminary information

gathering in the Industrial Automation Engineering class A. At the time, the writer

had a chance to teach the students and gave pre-test in the same time.

In the preliminary information gathering, the students would learn a new

topic. The topic was about the analytical exposition text. For the first time, the

writer invited the students to review the previous material about a factual report by

giving them several question about the generic structure, language features, and the

purpose of the factual report text. In doing the review, some of the students were

active to answer the question but the others just kept silent and listened to their

friend. Hereinafter, the writer told the students about the activities they were going

to do and distributed the analytical exposition text to the students and gave students


39

time to find the generic structure, language features and new vocabularies they got

from the text in pair. While the students were working, the writer went to around

the class to make sure the students finish the task.

After finishing the task, the writer and students discussed the analytical

exposition text together and the writer pointed every student who wanted to answer

the questions. Some of the students could understand what analytical exposition

text was, but some of them could not understand because they did not understand

the meaning of the text and some of them were lazy and sleepy, so they were not

interested to learn. At the end of the class, the writer explained more about the

analytical exposition text to make students understand the material well.

Before closing the classroom activity the writer conducted a pre-test for the

students about vocabulary. In doing the test, some students made any noises and

some of them did it seriously. By using a pre-test in preliminary information

gathering, it could help the writer to find the problem which was to what extent

students master the vocabulary. The pre-test was in the form of completion and

every correct answer got 1 point and the wrong answer got 0. The result of pre-test

is displayed in the following.

Table 4.1 The Result of Pre-Test

No Students’

Name

Students’

Number

Score Passing Grade

80 Maximum

Score x 5

1 Student 1 16355 75 Need Improvement





40








12 Student 12 16366 80 Successful




















Average 67, 25


41

Statistically, the calculation of the average score as follows:

X = 𝟐.𝟎𝟖𝟓

𝟑𝟏 = X = 67, 25

The result showed that there were only 5 from 31 students were successful

in doing the task about vocabulary while 26 students still needed more improvement

because they could not pass the passing grade. From the result of pre-test, the writer

concluded that the students were still low in vocabulary mastery.

2. The implementation of Make-A-Match-Technique

In this stage, the writer will discuss the implementation of the Make-A-

Match-Technique. In this research, the implementation of the technique was

divided into two cycles. In each cycle, the writer employed the four steps designed

by Kemmis and McTaggart. They were plan, action, observation, and reflection.

a. The Implementation of Make-A-Match-Technique in the Cycle 1

Cycle 1 was conducted in three meetings on Tuesday, April 17, 2018 until

Tuesday, May 1, 2018. Each meeting was held in 90 minutes. So, cycle 1 was held

in 290 minutes. Cycle 1 consisted of plan, action, observation, and reflection steps.

In this cycle, the writer conducted three activities such as pre-activity, main activity,

and post-activity.

1). Planning the Action

After conducted the pre-test in the preliminary information gathering, the

writer had found a problem which was faced by the students in the classroom

activity, especially in vocabulary mastery. Therefore, the writer planned to find the


42

solution to improve the vocabulary mastery of Industrial Automation Engineering

class A by implementing the Make-A-Match-Technique in the learning activity. So,

the writer started to make a lesson plan before implementing the technique.

As stated before, the writer would implement the Make-A-Match-

Technique to improve the students’ vocabulary mastery. Before going further, the

writer would give a brief introduction about Make-A-Match-technique to the

students. Then, the writer would explain about the analytical exposition text and

reviewed vocabularies that had been learnt in the previous activity. The writer then

distributed the analytical exposition texts to the students and encouraged the

students to discuss the thesis statement, language features, generic structure and

students’ opinion based on the text given and found new vocabularies with their

friends. After that, the students would be divided into two groups to learn

vocabulary by using Make-A-Match-Technique, each group would consist of 15

students. The writer would ask the students to start the Make-A-Match-Technique

activity and the writer would check the students’ participation and the classroom

atmosphere while the technique was being implemented.

2). Action

In this section, the writer started to conduct the Make-A-Match-Technique

to improve students’ vocabulary mastery. In this cycle students learnt about the

analytical exposition text.

In the pre-activity, the writer told the students to review the vocabulary

learnt in the previous meeting and asked the students to make a sentence with those


43

words. The goal of the activity was to help students to recollect the vocabularies

and train them to make a good sentence in English. Besides, the writer tried to

motivate students in order to make them feel interested to follow the learning

process. Afterwards, the writer started introducing the Make-A-Match-Technique

to the students while teaching the analytical exposition text.

In the main activity, the writer began to teach about the analytical exposition

text. The writer distributed the analytical exposition texts. Then the writer gave time

for students to read the text and discuss with their friends about the thesis statement,

language features, generic structure, and students’ opinion based on the text given

and found new vocabularies. After finishing the task, each group was supposed to

present their discussion result in front of the class.

Afterwards, the writer invited the students to learn vocabularies by using

Make-A-Match-Technique. The writer divided the students into 2 groups, and each

group consisted of 15 students but because there were 31 students in the class, so

one student became an assessor to check his friends’ answer whether it was right or

wrong. Firstly, the writer distributed the question cards to the students from group

A and distributed the answer cards to the students from group B. The words in the

card were taken from the analytical exposition text that had been discussed by the

students in the previous meeting. All the question cards consisted of incomplete of

uncomplete sentences and the answer card consisted of words that could be matched

to complete the sentences from the question cards. Then, the writer started to give

instructions and the activity was started. All students from group A and group B

started to go around the class and found their partner who had appropriate question


44

or answer with them. After finding their partner, they reported to the assessor and

students who got the right answer were given score. By the end of Make-A-Match-

Technique activity, the writer and students discussed together the answer and

directly chose any students to make sentences by using the word given.

Before concluding the class, the writer gave a post-test for the

implementation of Make-A-Match-Technique in the cycle 1. The test was in the

form of completion test. The test consisted of 20 questions related to vocabularies

from analytical exposition text. After students finished it, the writer collected and

checked students’ works.

3). Observing

While the students were implementing the Make-A-Match-Technique the

writer was going around to observe the students’ activity whether the students were

interested and active in learning using the Make-A-Match-Technique activity or

not.

Based on the classroom observation, some students were active and

interested to join the classroom activity. The classroom was a little bit crowded

because students were enthusiastic about joining the activity but some of them only

sat on their chair and waited until another student came to them and matched their

card. Fortunately, the writer could manage the class and got involved the students’

participation so that the learning goal could be achieved.


45

4). Reflecting

The result of the students’ post-test in cycle 1 showed the improvement in

students’ vocabulary mastery compared to the result from pre-test in the preliminary

information gathering. If in the pre-test there were only 5 from 31 students were

successful, in the post-test in cycle 1, there were 20 from 31 students were

successful in improving their vocabulary mastery because they could achieve the

passing grade “80” and only 11 students needed more improvement because they

could not achieve the passing grade. The result was displayed as follows;

Table 4. 2 The Result of Post-Test in the Cycle 1

No Students’

Name

Students’

Number

Score Passing Grade

80 Maximum

score x 5

















46

















Average 78


X = 𝟐𝟒𝟏𝟓

𝟑𝟏= 𝑿 = 𝟕𝟖

Based on the result, the writer reflected that some students were successful

in the post-test because they were interested in the classroom activity, so they could

give their attention while the learning process was being done. For them who were

unsuccessful in the post-test the writer found some problems, namely:


47

1. Students were more interested to play a game than followed the learning process

activity. Moreover, students lost their concentration in the learning process

activity so that they could not understand well the material given by the writer.

2. Students had less motivation to study because they felt tired and sleepy. So, the

students became passive in the classroom.

In conclusion, the implementation of Make-A-Match-Technique to improve

students’ vocabulary mastery still needed to be implemented. So, the writer had to

manage the classroom well and found a way to make students get a motivation to

follow the learning process in the next cycle. Pavicic (2003, p. 7) argued that to

improve students learning process, the teachers should create activities and tasks to

help students build their vocabulary and develop strategies to learn vocabulary on

their own. In other words, in improving students’ vocabulary mastery, teachers

must have a strategy that can help their students in learning processes.

b. The Implementation of Make-A-Match-Technique in the Cycle 2

In the previous cycle, the writer could see that the students’ improvement

was in a good range. However, there was still a problem experienced by students

which was students’ motivation in learning. Cycle 2 was implemented to give more

practice to the students to improve their vocabulary mastery and increase students’

motivation to learn. The cycle 2 had been running for 180 minutes in the meetings.

In this cycle, the students learnt a new topic. The topic was about song text. In this

cycle, the writer conducted three activities, namely, pre-activity, main activity, and

post-activity.


48

1). Planning

In order to make students have the motivation to join the classroom activity

and be more aware of the implementation of Make-A-Match-Technique as a

technique to improve their vocabulary mastery, the writer gave them a game before

the class was started. The writer tried to promote a new activity by giving students

a game in order to make them not feel sleepy, because feeling sleepy was the major

problem that made students reluctant to learn.

Afterwards, in the pre-activity, the writer planned to invite the students to

review the previous material and vocabularies that they had been learnt in the

previous meeting before they learnt the new topic. The writer planned to ask

students about the meaning of the words and asked them to make one sentence from

the word given. After that, the students started to learn about the song’s text and

then the writer asked the students to learn new vocabulary by using Make-A-Match-

Technique. After the Make-A-Match-Technique were implemented, students were

invited to make sentences by using the words that they got with their partner in

order to see the students’ comprehension about the words in the post-test activity.

2). Acting

Before having the classroom activity, the writer invited the students to do a

game. The game was named “Simon says”. The purpose of giving a game for

students was to make them feel fresh and not feel sleepy. So, the students would

have a motivation to follow the classroom activity.


49

Before going further to the new material, in the pre-activity the writer

invited the students to review the previous material and vocabularies they had been

learnt in the previous meeting and asked to the students to make one sentence from

the word given by the writer. By doing such kind of review, the writer wanted to

make the students remembered the material and the vocabularies in the previous

meeting and to train the students how to make good sentences in English and how

to pronounce the words well.

In the main activity, the writer distributed the song’s text to the students and

they were asked to read the text and find new vocabularies from the text. Then, the

writer asked the meaning of the song that had been listened by the students. After

that, the writer divided the students into two groups. In this section, group A and

B consisted of 15 students. In this activity, the role was changed, students from

group A got answer cards and group B got question cards. After giving an

instruction for each group, the writer gave a sign to start the activity. All of the

students went around the class to find their partner.

When the students had found their partner, they reported to the writer as the

assessor to check their match and to give score for them who got the right answer.

After that, they had to make two sentences with the words given. At the last of this

activity, the writer and students discussed together the words that they had been

learnt and the sentences that had been made by the students. This activity was to

make sure that students had already know the meaning of the word they had been

learnt. Furthermore, they would know how to pronounce the words well and how

make good sentences.


50

In the post-activity, the writer gave a post-test for the cycle 2. The post-test

was done in the form of multiple-choice that consisted of the song’s text and many

vocabularies that they have got in the previous meetings. At the end, the writer did

a review about the material that they had been learnt at the time and gave some

motivations for students so they would have a motivation to improve their

vocabulary mastery and wanted to learn English

3). Observing

In the cycle 2, the writer found that the students became more interested and

wanted to join the activity until the end of the class. They were really enthusiastic

about learning vocabulary and were active in asking questions if they did not

understand the lesson.

4). Reflecting

There were improvements in this cycle. The students could explain the

meaning of the song that was given to them well and they could make sentences

with the less grammatical mistakes. The students also could do the task well

although they almost chose the wrong answer because they misunderstood some of

the questions. The result of post-test cycle 2 was displayed in the table 4.3.


51

Table 4.3 The Result of Post-Test Cycle 2

No Students’

Name

Students

‘number

Score Passing Grade

80

Maximum

Score X 5



























52







Average 82


X = 𝟐𝟓𝟒𝟎

𝟑𝟏= 𝒙 = 82

It could be concluded that this cycle had showed the improvement of the

students’ achievement as their score was increasing. The use of Make-A-Match-

Technique to improve students’ vocabulary mastery worked well in cycle 2. It could

be seen from the result that from 31 students, there were only 6 students needed an

improvement because their score was less than 80 and 25 students were successful

in improving their vocabulary mastery.

c. The Analysis of Post-test

The stage was the last part after implementing the Make-A-Match-

Technique in the two previous two cycles. In this stage, the writer gave a test in the

end of the stage to see to what extent Make-A-Match-Technique improved students’

vocabulary mastery.


53

1). Planning the Action

The last cycle of this research had showed the improvement of students’

vocabulary mastery by using Make-A-Match-Technique. In this stage, students

would learn about a new topic, the topic was about the biography text. The meeting

time of this section was 90 minutes and the action of this post-test would be the

same as the previous cycle.

2). Acting

In the first activity, the writer did some reviews about the topic from the

previous meeting. After that, the writer distributed the biography text and asked

students to find out the purpose, generic structure, language features, and new

vocabularies from the text.

The next activity, the writer asked some students to present what they got

from the text and what they understood from the text. Then, the learning process

moved to the Make-A-Match-Technique activity. The students learnt about the

vocabularies from the text that they had been read before.

The students were divided into two groups, group A got question cards and

group B got answer cards. The activity was started after the writer gave a sign. In

this activity, group A got a card that had one incomplete sentence and they had to

find the answer from group B in order to complete it. So, the students went to around

the class to find their partner, then reported their answer to the writer and made

sentences from the word they got.


54

The last activity was the post-test. In this stage, the writer tested the students

by applying multiple choice test consisted of the biography text and vocabularies.

The number of questions was 20. In the end of the class, the writer closed the

activity by giving them some motivations to improve their vocabulary mastery and

a motivation to learn English.

3). Observation

The learning process in the post-test was running well. Students seemed

enthusiastic, enjoy, and happy. The students became more active to explain about

the biography text and explain the meaning of the text given confidently. They tried

to reprimand their friends for playing around during the learning process.

4). Reflection

Based on the post-test result, students’ vocabulary mastery had good

improvement. The students could answer all the questions well. It could be seen

from the result that all of the students could reach score 80 and more than 80. It

could be said that students were successful in doing the test.

Table 4.4 The Result of Post-Test

No Students’

Name

Students’ Number Score Passing

Grade

80

Maximum x 5







55



























Average 97, 5


56


X = 𝟑𝟎𝟐𝟓

𝟑𝟏 = x = 97, 5

In addition, the writer asked the students to write their own reflection about

the implementation of Make-A-Match-Technique to improve their vocabulary

mastery in the classroom activity. As Allen 2006, p. 103) states that an alternative

to the typical matching exercise, the matching word is an enjoyable way to assess

an initial understanding of words and concepts . Arini (2016, p. 39) adds Make-A-

Match-Technique can improve students’ vocabulary mastery. The students will be

stimulated to think about vocabulary and interest to improve their ability in

vocabulary mastery. Based on their reflection, the students stated that they felt

happy and enjoyed the classroom activity. They also stated that this technique

helped them to improve their vocabulary mastery and motivated them to learn

English. Furthermore, they stated that this technique helped them to memorize the

new vocabularies easily.

d. The Analysis of Questionnaire

This stage showed the students’ perception on their improvements in

vocabulary mastery by using Make-A-Match-Technique. In this section, the writer

used the questionnaires to see the students’ perception towards the use of Make-A-

Match-Technique.


57

Table 4.5 Questionnaire Result

No Statements Degree of Agreement

1 2 3 4

1 By using the Make-A-Match-Technique I

can work together with my friends in the

class.

0 % 0% 75% 25%

2 I do not feel bored and give more attention

while learning using the Make-A-Match-

Technique.

0% 0% 80 % 20%

3 The Make-A-Match-Technique makes me

enjoy in understanding words.

0% 0% 78% 22%

4 Using the Make-A-Match-Technique can

increase many new vocabularies.

0% 0% 58% 42%

5 The Make-A-Match-Technique can improve

my vocabulary mastery and improve my

motivation to learn vocabulary.

0% 0% 67% 33%

6 I can get positive advantages by using the

Make-A-Match-Technique in my learning

activity, such as directly answering a

question given in the form of card, being

creative and having interesting classroom

atmosphere.

0% 0% 71% 29%

7 This technique helps me to be cooperative in

learning activity.

0% 0% 42% 58%

Statement one was the students’ perception about the using of Make-A-

Match-Technique that enabled them to work together with their friends. This

statement can be related to Arifah and Kusumarasdati (2013, p. 10) who declare

that the Make-A-Match-Technique gives students a chance to work together with

other students. The result of statement one showed that 23 students (75%) agreed

with the statement, 8 students (25%) strongly agreed, and no one disagreed or

strongly disagreed. The data showed that all students (100%) could work together

with their friend by using the Make-A-Match-Technique.


58

Statement two was about students’ attention and feeling while learning

vocabulary by using Make-A-Match-Technique in the learning activity. From the

data, the writer found 25 students (80%) chose “agree”, 6 students (20%) chose

“strongly agree”, and no one chose “disagree” or “strongly disagree”. It could be

concluded that all students (100%) did not feel bored and focused to learn

vocabulary from using Make-A-Match-Technique. This statement is in line with

Suprijono (2010) who points out that Make-A-Match-Technique makes students

get more attracted and pay more attention to their teacher and students will not feel

bored.

Statement three was students’ perception about the using of Make-A-Match

Technique that could make them feel comfortable in apprehending a word. This

statement is in line with Allen (2006: 103) who declares that An alternative to the

typical matching exercise, the matching word is an enjoyable way to assess an initial

understanding of words and concept. The data showed that 24 students (78%)

agreed, 7 students (22%) strongly agreed, and none of the students disagreed or

strongly disagreed. This data pointed out that students felt comfortable while

learning used Make-A-Match-Technique.

Statement four was the students’ perception about the increasing of new

vocabulary mastery of the students by using Make-A-Match-Technique. The writer

found that 18 students (58%) agreed and 13 students (42%) strongly agreed. The

data showed that students’ vocabulary mastery had improved because of Make-A-

Match-Technique. This statement is in accordance with Febrianto (2017, p. 11) who


59

points out that Make-A-Match-Technique requires students to pair and increase

new vocabularies.

The statement five was about students’ motivation to learn new vocabulary

and improvement of students’ vocabulary mastery. From the respondents’ answers,

it could be seen that 21 students (67%) agreed and 10 students (33%) strongly

agreed. None of the students disagreed or strongly disagreed. Based on the data, it

could be said that by using Make-A-Match-Technique, students had a motivation

to learn new vocabularies and had an improvement in vocabulary mastery. This

statement is supported by Arini (2016, p. 39) who states that Make-A-Match-

Technique can improve students’ vocabulary mastery. The students will be

stimulated to think about vocabulary and interest to improve their ability in

vocabulary mastery.

Statement six was about the advantages that students got through the

implementation of Make-A-Match-Technique such as directly answering a question

given in the form of card, becoming creative and having an interesting classroom

atmosphere. From the respondents’ answers, it could be seen that 22 students (71%)

agreed and 9 students (29%) strongly agreed. This data pointed out that students got

the positive advantages through the implementation of Make-A-Match-Technique

in their learning activity. This statement is in line with Istarani (2011) who states

that there are some advantages in learning by using Make-A-Match-Technique.

First, each student can be directly involved in answering a question given in the

form of a card. Second, the using of Make-A-Match-Technique can increase


60

students’ creativity through matching the cards. Third, students do not feel bored

during learning activity, and it can create a more interesting classroom atmosphere.

The last statement was the students’ perception about the using of Make-A-

Match-Technique that made them become cooperative in the class activity. The data

showed that 13 students (42%) agreed, 18 students (58%) strongly agreed, and no

one disagreed or strongly disagreed. Based on the result it can be concluded that the

use of Make-A-Match-Technique in learning process made students become

cooperative in the learning activity. This statement is supported by Huda (as cited

in Maduratna, 2014) who states that Make-A-Match-Technique gives opportunity

for students to be cooperative with their friends in learning activity.

e. The Analysis of Interview

The writer also conducted an interview with 10 students which were chosen

randomly to strengthen the research result.

In the first question, the writer wanted to know whether the students had

been taught vocabulary using Make-A-Match-Technique or not in the classroom.

Almost all the participants said that they had never been taught using the Make-A-

Match-Technique, and this tehnique was a new technique for them. The experience

they had in learning vocabulary was using dictionary or watching videos. Besides,

they also said that there was no particular time for them to learn vocabulary. ( See

Appendix D page 90). The answer showed that the participants did not know about

Make-A-Match-Technique.


61

The second question was about the feeling before the participants were

taught using Make-A-Match-Technique. One of the participants said, “I am

reluctant to learn English because it is difficult for me to memorize English

vocabularies and English has many rules that makes me confused. So, in English

class I always feel sleepy”. The other said, “Actually, Englsih is an important course

for us.Whereas, we are the Industrial Automation Engineering students and we

always find English in our major. But, our motivation to learn English is still low

because English is very hard for us”.(See Appendix D page 90). From the

participants’ responses, it could be concluded that their laziness and the difficulty

in learning English were the reason why students did not have the motivation to

learn English.

The third question was about the feeling towards the implementation of the

Make-A-Match-Technique. The participants said, “We feel happy to learn

vocabularies by using the Make-A-Match-Technique because it is more effective in

memorizing vocabularies dan enjoyable. In our opinion, the Make-A-Match-

Technique is an interesting technique because it likes a game that makes us

enthusiastic and do not feel sleepy. We feel comfortable and ease us in

understanding vocabularies. This is an effective technique that can be implemented

in the other courses, because this technique helps us in memorizing the materials

given by teachers”. (See Appendix D page 90). Huda (as cited in Maduratna 2014)

states that Make-A-Match-Technique can help students to revise language that they

learn and help the teacher to create contexts in which the language is useful and

meaningful and give opportunity for students to be cooperative with their friends in


62

learning activity. The third statement showed that the participants can gain the

meaningful activities.

Then, the writer wanted to know whether their answers in the questionnaire

really expressed their enjoyment and comfort or not. As Allen (2006, p. 103) states

that an alternative to typical matching exercise, the matching word is an enjoyable

way to assess an initial understanding of words and concepts and gives chance for

students to work together with their friend (Arifah and Kusumarasdati, 2013, p. 10).

The participant stated, “Learning by using the Make-A-Match-Technique is very

interesting. This technique is enjoyable and we can get the knowledge given to us

and this technique makes me feel comfortable because we do not need to give all

our attention to the teacher and we can work together with our friends”. (See

Appendix D page 90). It can be concluded that the participants enjoyed and felt

comfortable with the learning process and they can be cooperate in the class and

work together with their friends.

The fifth question was about the satisfaction of the score’s improvement.

The participant said that, “we are happy in having improvement in our vocabulary

mastery but we do not really satisfy because there is not enough time for us in

implementing this technique. But, this technique can motivate us to improve our

vocabulary mastery either use this technique or the others”. (See Appendix D page

90). This statement showed that the participants were interested in learning English

was high and they could motivate themselves to learn.


63

Istiani (2011) states that the advantages of Make-A-Match-Technique can

make students not feel bored during the learning activity, it can create a more

interesting classroom atmosphere and can help students to improve their

vocabulary. Based on the participants’ response about the advantages gained by

them in learning vocabulary by using Make-A-Match-Technique, it showed that

this technique could help them to learn English and improve their vocabulary

mastery. Besides, the learning method that was used was really interesting and

could increase their knowledge about variety of English vocabulary and innovative

words used. ( See Appendix D page 90). It could be seen that the participants

achieved good advantages of the Make-A-Match-Technique’s implementation.

The last question was about the participants’ hope for their learning process.

They mentioned that the Make-A-Match-Technique could be implemented in their

next learning process. Increasing the use of game method would make the students

not feel bored with the teaching-learning process. (See Appendix D page 90). The

writer concluded that the students still needed a better way to improve their learning

process.

B. Discussion

In this section, the writer explained the details of the research finding related

to the use of Make-A-Match-Technique to improve students’ vocabulary mastery.

After the writer analyzing the data of the students’ pre-test, post-test, questionnaire,

and interview, there were some findings obtained to answer the research question

presented in Chapter 1.


64

The result of pre-test, cycle 1 and cycle 2 post-test, and the last post-test

indicated the improvement of students’ vocabulary mastery.

4.6 The Mean Score Improvement of the Students

The kind of Test Pre-

test

Cycle

1

Cycle

2

Post-

test

Total Score 2.085 2.415 2.540 3.025

Mean Score 67,25 78 82 97,5

The increasing of the students’

Mean Score

- 10,75 4 15,5

The increasing of the students’

Pre-test mean score to the Post-

test’ mean score.

30,25

The implementation of Make-A-Match-Technique to the eleventh grade

students of SMK N 2 Depok was running well. The writer found the students’

improvement from cycle 1, cycle 2, and the last posttest. In the preliminary data

gathering, the writer taught about the analytical exposition text and gave some new

vocabularies from the analytical exposition text that was distributed to the students.

The result of the pre-test showed that only 6 students were successful and 25

students still needed an improvement. The mean score from the pre-test was 67, 25.

After that, the writer implemented the Make-A-Match-Technique in cycle 1 and the

mean score increased become 78. Although there was an improvement in the cycle

1, the students still had problem with their motivation to learn English. They were

more interested in their game, so the writer tried to motivate the students to be more

concentrate in the learning activity.

In the cycle 2, the students had showed an improvement because the mean

score increased to 82. In this cycle, the students learnt a new topic and new


65

vocabulary from the song’s text that was given to them. In this cycle, students learnt

not only the meaning of the words, but also learnt how to pronounce the words and

made sentences from the words that they got. Then, in the post-test students’ mean

score increased to 97, 5. It was considered as a good result because the increasing

of the students’ pre-test mean score to the post-test mean score was 30, 25.

Another improvement from the implementation of Make-A-Match-

Technique was the students’ motivation to learn English. They became more active

in the learning activities and they wanted to learn together with their friends. They

were really enthusiastic when the writer asked them to learn vocabularies using

Make-A-Match-Technique. The writer did not take a long time to explain to them

what they need to do because they tried to respect each other. So, it could be

concluded that Make-A-Match-Technique gave several improvements to the

students’ score, students’ motivation to learn English, and students’ vocabulary

mastery.

After the implementation of the Make-A-Match-Technique, the writer also

distributed questionnaire to the students. Furthermore, the result from the

questionnaire could be concluded that most of the students had positive perceptions

on the use of Make-A-Match-Technique. It was proved by the result of the

questionnaire showed from 7 statements all student chose agree and strongly agree

(see table 4.5). So, Make-A-Match-Technique could improve their vocabulary

mastery and their motivation them to learn English.

The writer also conducted an interview to strengthen the research result.

Based on the interview’s result, it could be concluded that the implementation of


66

Make-A-Match-Technique had positive impact in students’ learning process. It was

proved by the students’ respond that Make-A-Match-Technique improved their

vocabulary mastery and they also got a motivation to learn English. Besides, they

also stated that learning vocabulary through Make-A-Match-Technique made them

felt comfortable and enjoyed their learning process.

Last but not least, the writer concluded that Make-A-Match-Technique

improved students’ vocabulary mastery in SMK N 2 Depok, increased students’

motivation to learn English, and increased students’ cooperation in the learning

activity. In addition, it made them feel comfortable in learning new vocabularies. It

is also enabled the students to make good sentences and pronounce the words well

in English.

The implementation of Make-A-Match-Technique in learning vocabulary

was very helpful. The implementation of Make-A-Match-Technique to improve

eleventh grade students’ vocabulary mastery in SMK N 2 Depok was successful.


67

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter consists of two parts. The first part is the conclusions and the

second part is recommendations for the English teachers, for the students, and for

the future writers.

A. Conclusions

The aim of this research is to improve the eleventh grade students’

vocabulary mastery in SMK N 2 Depok using the Make-A-Match-Technique. The

research finding and discussion described in the chapter 4 showed that the students

had improvement in their vocabulary mastery and this technique could motivate

the students to learn English. The writer could answer the research questions of

this research because the implementation of the Make-A-Match-Technique in two

cycles could improve the vocabulary mastery of the students.

The score of the pre-test and post-test showed that the increasing mean

scores from the students’ pre-test to post-tests were 30, 25. The pre-test score was

67, 25 and post-test score 97, 5.

Another improvement from the students could be seen in their motivation to

learn English. Based on the questionnaire and interview during learning activity,

the students felt comfortable and enjoyed to learn new vocabularies using the

Make-A-Match-Technique, students became active and be more cooperate in the


68

class, they wanted to share their ideas with friends, and they were able to make

sentences in English well.

B. Recommendations

This part, the writer would like to give some recommendations for the

English teacher, for the students, and for the future writers.

1. For English Teacher

Vocabulary is one of many aspects in English have to be mastered by the

students. Thus, English teacher have to find a way to enhance students’ vocabulary

mastery. The teacher are suggested to use Make-A-Match-Technique in teaching

vocabulary because it can improve students’ motivation to learn English. Then, in

the class activity it will be better to have time for learning vocabulary, maybe in the

pre-activity or post activity because it can help students to gain their vocabulary

mastery and learn how to pronounce word.

2. For the Students

As students, they have to be more active in learning and should motivate

themselves to learn English. They must be able to improve their vocabulary

mastery. As Industrial Automation Engineering students, they have to learn English

more often because after finish their study, they will work as programmer that

related to English, that is why English is important for them.


69

3. Future Writers

Since this research is to improve students’ vocabulary mastery by using

Make-A-Match-Technique. The future writers can use Make-A-Match-Technique

also in their research to improve vocabulary mastery and the future writers also can

use the result of this research as references. Moreover, in the future writers also

need to design more activities using Make-A-Match-Technique as creatively as

possible so the participants of the research will be more interested and have

motivation to learn vocabulary by using Make-A-Match-Technique.


70

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75

APPENDICES


76

Appendix A

The Permission Letter of the Research


77


78

APPENDIX B

Lesson Plans


79

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMK NEGERI 2 DEPOK SLEMAN

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI TOI A

Alokasi Waktu : 3 x 45 Menit/pertemuan

Kompetensi Keahlian :Semua Bidang Keahlian

KKM/ KB : 80

A. KOMPETENSI INTI :

KI.3. Memahami, menerapkan, menganalisis, dan mengevaluasi tentang pengetahuan faktual, konseptual,

operasional dasar, dan metakognitif sesuai dengan bidang dan lingkup kajian/kerja Bahasa Inggris pada tingkat

teknis, spesifik, detil, dan kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya, dan

humaniora dalam konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia kerja, warga

masyarakat nasional, regional, dan internasional.

KI.4. Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja yang lazim

dilakukan serta memecahkan masalah sesuai dengan bidang kajian/kerja Bahasa Inggris.

Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur sesuai dengan standar

kompetensi kerja.

Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif, kreatif, produktif, kritis, mandiri,

kolaboratif, komunikatif, dan solutif dalam ranah abstrak terkait dengan pengembangan dari yang dipelajarinya

di sekolah, serta mampu melaksanakan tugas spesifik di bawah pengawasan langsung.

Menunjukkan keterampilan mempersepsi, kesiapan, meniru, membiasakan, gerak mahir, menjadikan gerak

alami dalam ranah konkret terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu

melaksanakan tugas spesifik di bawah pengawasan langsung.

B. KOMPETENSI DASAR :

3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks eksposisi analitis tentang topik

yang hangat dibicarakan umum, sesuai dengan konteks penggunaannya.

4.14 Menangkap makna dalam teks eksposisi analitis tentang topik yang hangat dibicarakan umum

C. INDIKATOR PENCAPAIAN KOMPETENSI ( IPK )

Indikator KD pada KI Pengetahuan

3.10.1 Menentukan struktur teks dan unsur kebahasaan yang terdapat teks eksposisi analisis tentang topik yang

hangat dibicarakan umum, sesuai dengan konteks penggunaannya.

3.10.2 Menyimpulkan fungsi sosial yang terdapat dalam teks eksposisi analisis tentang topik yang hangat

dibicarakan umum sesuai dengan konteks penggunaannya.

Indikator KD pada KI Ketrampilan

4.14.1 Mengindetifikasi makna yang terdapat dalam Analitycal exposition text.

4.14.2 Menjelaskan informasi yang terdapat dalam Analytical exposition text.

C. TUJUAN PEMBELAJARAN

Setelah berdiskusi dan menggali informasi peserta didik akan mampu :

1. Mampu bekerja sama dalam kelompok untuk menggali informasi tetang teks eksposisi analisis

2. Mengidentifikasi makna dan fungsi dari teks teks eksposisi analisis

3. Menyimpulkan struktur teks dan unsur kebahasaan yang digunakan dalam teks eksposisi analisis

4. Menyimpulkan fungsi sosial yang terdapat dalam teks eksposisi analisis

5. Menelaah informasi yang terdapat dalam teks eksposisi analisis


80

D. MATERI PEMBELAJARAN

1. Analytical Exposition is a text that elaborates the writer‘s idea about the phenomenon surrounding.

This text is a kind of argumentative text because indicate an opinion or argument about something.

2. The purpose of analytical exposition is to persuade the reader that the idea is important matter, and

to analyze the topic that the thesis/opinion is correct by developing an argument to support it.

3. The Generic Structure of Analytical Exposition

Thesis: Introducing the topic and indicating the writer’s point of view

Argument: Explaining the argument to support the writer’s position. The number of arguments may

vary, but each argument must be supported by evidence and explanation.

Reiteration: Restating the writer’s point of view / to strengthen the thesis. We can use the following

phrase to make conclusion in reiteration

4. Language Characteristic

– Using relational process

– Using internal conjunction

– Using causal conjunction

– Using Simple Present Tense

– Using compound and complex sentence.

– Use word that link argument, such as firstly, secondly, and reasoning through causal conjunction,

such as in addition, furthermore, however, therefore.

Example of Analytical Exposition text.

E. PENDEKATAN, MODEL dan METODE

1. Pendekatan : Scientific Approach

2. Model :Discovery Learning

3. Metode : Make-A-Match-Technique, Diskusi , Tanya Jawab, dan Pair Work

Cars should be banned in the city

Thesis Cars should be banned in the city. As we all know, cars create pollution, and cause a lot

of road deaths and other accidents.

Arguments Firstly, cars, as we all know, contribute to most of the pollution in the world. Cars emit a

deadly gas that causes illnesses such as bronchitis, lung cancer, and ‘triggers’ off asthma.

Some of these illnesses are so bad that people can die from them.

Secondly, the city is very busy. Pedestrians wander everywhere and cars commonly hit

pedestrians in the city, which causes them to die. Cars today are our roads biggest killers.

Thirdly, cars are very noisy. If you live in the city, you may find it hard to sleep at night,

or concentrate on your homework, and especially talk to someone.

Reitaration In conclusion, cars should be banned from the city for the reasons listed.


81

F. KEGIATAN PEMBELAJARAN

Pertemuan 1

Kegiatan Awal

1. Guru dan siswa saling memberi salam dan menanyakan

kabar menggunakan Bahasa Inggris dengan benar.

2. Guru memeriksa kehadiran siswa

3. Guru memberikan kalimat motivasi untuk siswa

4. Guru menyampaikan rencana kegiatan dari kompetensi

dasar teks eksposisi analisis yang meliputi penilaian

sikap, pengetahuan, dan keterampilan.

10 menit

Kegiatan Inti a) Stimulation/ Stimulasi

a. Mengamati

Siswa mengamati beberapa teks eksposisi analisis yang

di perlihatkan oleh guru

b. Menanya

Guru memberikan umpan untuk siswa agar bertanya

tentang pengertian, fungsi sosial, struktur teks, dan

unsur kebahasaan dari teks eksposisi analisis.

b) Problem statement/ identifikasi masalah

a. Siswa mengidentifikasi teks yang berkaitan dengan

struktur teks dan unsur kebahasaan dari teks eksposisi

analisis bersama teman duduk mereka masing-masing

b. Guru mengamati proses belajar siswa dan melakukan

observasi

c) Data Collection/ Pengumpulan Data

a. Pengumpulan informasi

b. Siswa mencari dan mengumpulkan informasi dari

berbagai sumber tentang, fungsi sosial, struktur teks,

and unsur kebahasaan yang digunakan dalam teks

eksposisi analisis Mengasosiasi

c. Siswa membaca teks eksposisi

d. Siswa diminta untuk menemukan kosa kata baru dan

temukan artinya.

d) Mengkomunikasikan

a. Siswa menyebutkan fungsi sosial dari teks eksposisi

analisis

b. Siswa mengindetifikasi struktur teks teks eksposisi

analisis.

c. Siswa menyebutkan unsur kebahasaan dari teks

eksposisi analisis.

e) Data Processing/pengolahan Data Mengasosiasi

a. Siswa berdiskusi tentang struktur teks dan unsur

kebahasaan dari teks eksposisi analisis

b. Siswa berdiskusi mengenai kosa kata baru yang

terdapat dalam teks yang mereka baca

f) Verification/Pembuktian Mengasosiasi

a. Siswa memforumkan hasil diskusi mereka dalam

kelas untuk didiskusikan bersama.

b. Siswa mengejakan soal-soal yang berkaitan dengan

vocabulary untuk melihat sejauh mana mereka

mempunyaipembendaharaan kata.

75 menit


82

g) Generalization/Generalisasi Mengkomunikasikan

a. Siswa dengan bimbingan guru menyimpulkan tentang

:Fungsi sosial dari teks eksposisi analisis

b. Struktur teks teks eksposisi analisis

c. Unsur kebahasaan dari teks eksposisi analisis.

Kegiatan

Penutup

1. Guru meninjau kembali bahan ajar yang telah di bahas di

dalam kelas.

2. Siswa menyimak informasi mengenai rencana tindak

lanjut pembelajaran

3. Siswa menjawab salam guru (sebagai tanda kelas sudah

selesai)

5 menit

Pertemuan 2

Kegiatan awal



2. Guru memeriksa kehadiran siwa


4. Review tentang teks eksposisi analisis yang telah dipelajari

di pertemuan pertama

5. Para siswa dipersilahkan bertanya apabila masih ada hal

yang belum jelas mengenai teks eksposisi analisis

6. Guru menjelaskn apa yang akan dipelajari hari ini.

5 menit

Kegiatan inti 1. Stimulation/Stimusi

a) Mengamati

a. Siswa dibagi dalam dua kelompok. Kelompok A dan

Kelompok B

b. Setiap siswa dibagikan satu kartu yang berisi tentang

kata-kata dalam bahasa Inggris dan bahasa Indonesia.

Siswa harus mencocokan kartu dari group A dan B

untuk menemukan arti dari kata tersebut.

c. Siswa diminta untuk mecari partner mereka yang

mempunyai arti dari kartu yang mereka miliki.

b) Menanya

Guru memberikan umpan kepada siswa untuk menjawab

arti dari kata-kata yang sudah mereka dapat.

2. Problem Statement/identifikasi masalah

a. Siswa dibagikan dalam beberapa kelompok untuk

mengidentifikasi masalah yang berkaitan dengan:

struktur teks,fungsi sosial dan unsur kebahasaan

yang digunakan dalam teks eksposisi yang telah

diberikan guru.

75 Menit


83

b. Guru memperhatikan proses belajar siswa dan

melakukan observasi

3. Data collection/ Pengumpulan Data

a. Mengumpulkan Informasi

b. Peserta didik mencari dan mengumpulkan

informasi dari teks mengenai fungsi sosial,

struktur teks dan unsur kebahasaan yang terdapat

dalam teks eksposisi analisis.

c. Mengasosiasi

d. Siswa membaca mengenai teks eksposisi analisis.

e. Mengkomunikasikan

f. Bersama kelompok masing-masing, siswa

mengerjakan soal yang diberikan guru terkait teks

eksposisi Analisis.

Kegiatan

Penutup

1. Guru menyampaikan evalusi tentang kegiatan belajar:

ketercapaian materi dan sikap siswa dalam belajar.

2. Guru menyampaikan tindak lanjut kegiatan pembelajaran

3. Siswa menjawab salam guru (sebagai tanda kelas sudah

selesai)

5 Menit

Pertemuan 3

Kegiatan awal



2. Guru memeriksa kehadiran siswa


5 Menit

Kegiatan inti 1. Simulaton/Stimulation

a) Mengamati

a. Guru meriew kosa kata yang telah di pelajari siswa di

pertemuan kedua

b. Siswa diberi kesempatan untuk bertanya

c. Siswa dibagi dalam dua kelompok (kelompok A & B)

untuk melakukan sebuah kegiatan make a match

technique.Siswa diberikan kesempatan untuk mencari

pasangan mereka untuk menemukan arti dari kata

yang terdapat dalam kartu yang mereka miliki

d. Setelah menemukan pasangan mereka, siswa

membuat sebuah kalimat berdasarkan kata yang

mereka dapat.

e. Setiap pasangan menuliskan arti dan kalimat yang

telah mereka buat

b) Menanya

Guru dan siswa berdiskusi bersama untuk membahas

pekerjaan siswa.

55 Menit


84

Kegiatan Penutup 1. Peserta didik secara individu diberikan soal-soal untuk

dikerjakan didalam kelas

2. Guru menyampaikan tindak lanjut pembelajaran

3. Siswa menjawab salam guru sebagai tanda kelas selesai

25 Menit

G. MEDIA, ALAT, BAHAN DAN SUMBER BELAJAR

Media : Card dan Power Point

Alat : Handout ( teks eksposisi analisis) dan Projector

Sumber Belajar

1. Sources:http://britishcourse.com/analytical-exposition-text-definition-purposes-generic-

structures-language-features.php

2. Grammar book

H. PENILAIAN PEMBELAJARAN

1. Teknik penilaian: tertulis

2. Bentuk soal: unjuk kerja

3. Soal: terlampir

4. Penilaian proses belajar:

1. Teknik penilaian

a. Penilaian sikap: Observasi

b. Penilaian pengetahua: Latihan tertulis

c. Penilaian keterampilan: Warming up activity

2. Bentuk penilaian:

a. Observasi: Catatan guru

b. Tes tertulis: Tulisan

c. Unjuk kerja: Paparan lisan dan keaktifan

3. Instrumen penilaian sikap, pengetahuan dan keterampilan terlampir.


http://britishcourse.com/analytical-exposition-text-definition-purposes-generic-structures-language-features.php

http://britishcourse.com/analytical-exposition-text-definition-purposes-generic-structures-language-features.php

85

LAMPIRAN

1. Pedoman Pengamatan Sikap

Kelas: XI

Hari, Tanggal:

PertemuanKe-: 3

MateriPokok: Analytical exposition text

No NamaPeserta

Didik

Aspek Penilaian

Iman

Taqwa

Tole

ransi

Jujur Disiplin Tanggung

Jawab

empati

2. Penilaian Pengetahuan

Penilaian pengetahuan dilakukan dengan menilai sejauh mana pemahaman siswa tentang materi yang diberikan

dengan menjawab beberapa pertanyaan komprehensif dari sebuah teks analytical exposition text

Pemahaman materi

3. Penilaian Keterampilan

𝑥

𝑛 𝑥 100

x= jumlah bobot benar n=jumlah bobot soal

Sub-Materi Pokok Paham

Sekali

Paham

Sebagian

Belum

Paham

1) Tujuan teks eksposisi analisis

2) Struktur dan unur kebahasaan teks eksposisi

analisis

3) Informasi yang terdapat dalam teks eksposisi

analisis


86

Appendix C

Questionnaire, Interview, and Cards


87

KUESIONER

NIS :

Jenis Kelamin : Laki-Laki/ Perempuan

Prosedur :

Kuisioner ini disusun untuk mengetahui persepsi siswa Kelas XI SMK N 2 Depok terhadap penerapan Make-

a-match-technique untuk meningkatkan penguasaan kosa kata siswa.

Berilah tanda (√) pada kolom pernyataan di bawah ini yang paling sesuai dengan pendapat Anda !

1 = Sangat tidak setuju

2 = Tidak Setuju

3 = Setuju

4 = Sangat setuju

No Pernyataan 1 2 3 4

1 Dengan menggunakan Make-a-match-technique saya dapat

bekerja sama dengan teman di dalam kelas

2 Saya tidak merasa bosan dan lebih fokus dalam aktivitas

belajar mengajar ketika belajar menggunakan Make-a-

match-technique.

3 Make-a-match-technique membuat saya nyaman dalam

belajar memahami arti sebuah kata.

4 Dengan menggunakan Make-a-match-technique saya dapat

meningkatkan pengetahuan kosa kata baru saya

5 Penggunaan Make-a-match-technique dapat meningkatkan

penguasaan kosa kata saya dan meningkatkan motivasi saya

untuk belajar kosa kata baru.

6 Saya bisa mendapatkan manfaatkan yang positif dengan

menggunakan Make-a-match-technique, seperti secara

langsung dapat menjawab pertanyaan yang tertera dalam

kartu yang saya dapat, menjadi kreatif, dan mempunyai

kegiatan yang menyenangkan dalam kelas

7 Teknik ini membuat saya menjadi koopertif dalam kelas.


88

INTERVIEW QUESTIONS

A. The interview result to the English teacher on April 04, 2018

1. What is the problem that students faced in English class ?

2. Do students have a learning vocabulary activity in English class?

3. Does English have important role for students in SMK N 2 Depok?

B. The interview result with the Students after the research was done on May 15, 2018

1. Do you know or have you ever heard about Make-A-Match-Technique and Have you ever been taught

vocabulary by using Make-A-Match-Technique?

2. What did you feel in research English before implementing Make-A-Match-Technique ?

3. What did you feel learning vocabulary by using Make-A-Match-Technique?

4. Did you feel enjoy and comfortable learning by using Make-A-Match-Technique?

5. Did you feel satisfy with your score improvement ?

6. Did you gain the advanteges of using Make-A-Match-Technique ?

7. : What do you hope in your learning process in the next learning process ?


89

SAMPLES OF THE CARDS


90

Appendix D

The Result of Questionnaire, Interview

Transcript, and Students’ Reflections


91

The Questionnaire Results


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108

THE INTERVIEW RESULTS

The Interview Transcript

A. The interview result to the English teacher on April 04, 2018

Writer : What is the problem that students face in English class?

Teacher : The major problem that students faced in English class is the lack of vocabulary, because many students cannot understand the materials given to them, if we (teacher) teach them by using English.

Writer : Do students have a learning vocabulary activity in English class?

Teacher : No, because there is no enough time for us to teach vocabulary explicitly in the every meeting.

Actually, the problem in learning vocabulary is the students did not have motivation to improve their vocabulary mastery.

Writer : Does English have important role for students in SMK N 2 Depok?

Teacher : Yes, because they are Vocational High School students and many of them will apply a job after

finish their research here. Nowadays, many offices, industries, factories require employess who know English well.

Writer : Okey, so the lack of vocabulary mastery is the problem students and they do not have motivation to improve their vocabulary mastery?

Teacher :Yes.

Writer : Thank you so much Mom.

B. The interview result with the Students after the research was done on May 15, 2018

Writer : Do you know or have you ever been taught vocabulary by using Make-A-Match-Technique?

Lia : Saya baru pertama kali ini belajar menggunakan Make-A-Match-Technique.

Anna : Belum Pernah dan kami jarang untuk ada waktu khusus belajar kosa kata didalam kelas.

Alma : Tidak Pernah.

Alpa : Tidak Pernah

Andika : Tidak Pernah.

Elisabeth : Belum Pernah.

Alana : Tidak Penah.

Arif : Tidak Pernah dan saya tidak mengetahui tentang teknik ini.

Celly : Tidak pernah, Make-A-Match-Technique merupakan hal yang baru bagi kami.

Embun : Tidak Pernah.

Writer : What did you feel about learning English before implementing the Make-A-Match-

Technique ?

Lia : Saya malas belajar bahasa Inggris.

Anna : sebenarnya bahasa Inggris merupakan pelajaran yang penting apalagi kami jurusan

teknik Otomasi Industri dan kami selalu menemukan bahasa Inggris didalamnya.

Alma : Motivasi kami untuk belajar bahasa Inggris masih sangat rendah

Alpa : Saya suka belajar bahasa Inggris, tetapi terkadang malas karena kosa katanya banyak


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dan perlu menghafal banyak kosa kata

Andika : Saya tidak suka pelajaran bahasa Inggris.

Elisabeth : Terkadang saya semangat untuk belajar tapi kadang nggak suka.

Alan : Biasa saja, saatnya belajar yah belajar

Arif : Saya suka belajar bahasa Inggris, tapi terkadang malas untuk belajar.

Celly : Suka saja belajar mbak.

Embun : Ngantuk dan membosankan.

Writer : What did you feel learning vocabulary by using Make-A-Match-Technique?

Lia : Saya merasa nyaman belajar menggunakan Make-A-Match-Technique, saya rasa teknik tersebut

sangat efektif bila diterapkan dalam pembelajaran lain karena dengan teknik ini kita dapat mudah mengingat

dan cepat menghafal.

Anna : Belajar menggunakan Make-A-Match-Technique sangat menyenangkan. Teknik ini santai

dan ilmu yang diberikan itu sampai.

Alma : Belajar dengan Make-A-Match-Technique Menyenangkan karena bisa mempelajari kosa kata baru

yang belum saya ketahui sebelumnya.

Alpa : Menurut saya menyenangkan, karena teknik ini tidak melulu memperhatikan guru.

Andika :Menurut saya mengajar menggunakan Make-A-Match-Technique menjadi tidak ngantuk, tamabah

semangat, mungkin untuk pelajaran selanjutnya teknik seperti ini harus diterapkan lagi.

Elisabeth : Seru dan asik

Alana :Menarik dan tidak membuat ngantuk dan saya merasa nyaman.

Arif :Seru dan menyenangkan .

Celly :Saya senang dan membantu saya lebih muda dalam menghafal dan mengingat kosa kata.

Embun :Teknik Make-A-Match sangat efektif.

Writer :Did you feel enjoy and comfortable learning by using Make-A-Match-Technique?

Lia : Iya mbak.

Anna : Saya enjoy dan nyaman

Alma : Nyaman.

Alpa : Iya.

Andika : Iya.

Elisabeth : Iya, saya merasa nyaman dan santai belajar dengan teknik ini

Alana : Nyaman dan santai, karena membuat kami tidak selalu memperhatikan guru.

Celly : Nyaman dan santai .

Embun : Saya merasa nyaman belajar seperti ini.

Arif : Yes miss.


110

Writer : Did you feel satisfied with your score improvement ?

Lia : Saya puas mbak.

Anna : Sedikit puas, karena saya harus perlu meningkatkan penguasaan kosa kata saya lagi.

Alma : Sedikit puas Mbak

Alpa : Saya senang karena bisa ada peningkatan kosa kata, tetapi waktunya saya terbatas untuk kami belajar kosa kata.

Andika : Sedikit puas .

Elisabeth : Puas dan senang, membuat kami termotivasi untuk meningkatkan penguasaan kosa kata kami.

Alana : Senang dan puas.

Celly : Saya merasa senang dan puas.

Embun : Senang

Arif : Senang dan puas.

Writer : Did you gain the advantages of using Make-A-Match-Technique ?

Lia : Iya, karena dapat membantu saya dalam meningkatkan penguasaan kota kata dan membuat saya termotivasi untuk belajar kosa kata.

Anna : Menarik dan membantu saya dalam meningkatkan kosa kata saya dan mendapatkan

kosa kata baru.

Alma : Menarik dan seru.

Alpa : Saya bisa mempelajari kosa kata baru dan bagaiman cara membuat kalimat dalam

bahasa Inggris.

Andika : Adanya peningkatan kosa kata saya.

Elisabeth : Menarik dan seru.

Alana : Adanya peningkatan kosa kata baru.

Celly : Dapat membantu saya dalam meningkatkan penguasaan vocabulary saya.

Embun : Adanya peningkatan kosa kata.

Arif : Membantu saya dalam meningkatkan vocabulary saya.

Writer : What do you hope in your learning process in the next learning process ?

Lia : Semoga penerapan Make-A-Match-Technique dapat di terapkan lagi dalam pelajaran bahasa Inggris sehingga dapat membantu mengingat dan menghafal kosa kata.

Anna : Adanya games dalam kegiatan belajar sehingga tidak membuat kami bosan.

Alma : Semoga semakin termotivasi untuk belajar.

Alpa : Lebih ditingkatkan lagi penerapan teknik seperti ini dalam kelas.

Andika : Semoga lebih baik lagi.

Elisabeth : Adanya teknik seperti ini lagi didalam kelas.

Alana : semoga semakin termotivasi dalam belajar bahasa Inggris.

Celly : Semoga saya bisa belajar dengan bahasa Inggris dengan baik lagi


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Embun : Semoga Make- A- Match- Technique diterapkan terus agar kami termotivasi dalam belajar dan selalu senang.

Arif : Semoga kedepannya lebih baik lagi.

ENGLISH VERSION

Writer : Do you know or have you ever been taught vocabulary by using Make-A-Match-Technique?

Lia : This is the first time for me to learn by using Make-A-Match-Technique.

Anna : I have never been taught using Make-A-Match-Technique and we rarely have time to learn vocabulary in the class).

Alma : Never

Alpa : Never

Andika : Never

Elisabeth : Never

Alana : Never

Arif : Never and I do not know about it.

Celly : Make-A-Match-Technique is a new technique for us.

Embun : Never

Writer : What did you feel about learning English before implementing the Make-A-Match-

Technique ?

Lia : I am reluctant to learn English.

Anna : Actually, English is an important course for us because we are the Industrial Automation Engineering students and we always find English in our major.

Alma : My motivation to learn English is still low.

Alpa : I like to learn English but sometimes I feel reluctant because there is too much English vocabulary.

Andika : I do not like English course.

Elisabeth : Sometimes, I am really enthusiastic to learn English but sometimes I do not like it.

Alan : So so.

Arif : I like to learn English but sometimes I am lazy.

Celly : I like to learn English.

Embun : I feel sleepy and boring.

Writer : What did you feel learning vocabulary by using Make-A-Match-Technique?

Lia : I feel comfortable to learn using the Make-A-Match-Technique. I think this is an effective technique

that can be implemented in the others courses because this technique eases us in memorizing material given to us.

Anna : Learning by using this technique is enjoyable and the knowledge given can be achieved by students.

Alma : Learning by using Make-A-Match-Technique is interesting because I can learn new vocabulary

that I have known before.


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Alpa : This is an interesting technique because we do not need to pay attention to our teacher everytime.

Andika : Teaching by using Make-A-Match-Technique makes me do not feel sleepy, gain my spirit. I hope in the next activity this technique can be implemented.

Elisabeth : It is interesting.

Alana : It is interesting and do not make me sleepy.

Arif : Interesting and enjoyable.

Celly : I am happy and it eases me to memorize vocabularies.

Embun : Make-A-Match-Technique is an effective technique.

Writer :Did you feel enjoy and comfortable learning by using Make-A-Match-Technique?

Lia : Yes Miss.

Anna : I feel enjoy and comfortable.

Alma :Yes, I feel comfortable.

Alpa : Yes.

Andika : Yes.

Elisabeth : Yes, I feel enjoy and comfortable to learn English by using this technique.

Alana : Enjoyable and comfortable, we do not need to pay attention to our teacher everytime.

Celly : Enjoyable and comfortable.

Embun : I feel comfortable to learn likes this.

Arif : Yes miss.

Writer : Did you feel satisfied with your score improvement ?

Lia : Yes, I feel satisfied.

Anna : Not really, becauce i have to improve my vocabulary mastery anymore.

Alma : Little bit satisfied.

Alpa : I feel happy because i have improvement in my vocabulary mastery but the time for us to learn vocabuary is veri limit.

Andika :Little bit satisfied.

Elisabeth : I feel satisfied and happy and makes us have motivation to improve our vocabulary mastery.

Alana : I feel satisfed and happy.

Celly : I feel satisfed and happy.

Embun : I am Happy.

Arif : I feel satisfed and happy.

Writer : Did you gain the advantages of using Make-A-Match-Technique ?

Lia : Yes, this technique can help me to improve my vocabulary mastery and can motivate me to learn vocabulary.

Anna : This is an interesting topic and can help me to improve my vocabulary and i can get new vocabularies.

Alma : This is very interesting.


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Alpa : I can learn new vocabularies and how to make sentences in English.

Andika : There is an improvement in my vocabulary mastery.

Elisabeth : In this is an interesting activity.

Alana : There is an improvement in my vocabulary mastery.

Celly : This technique can help me in improving my vocabulary mastery.

Embun : There is an improvement in my vocabulary mastery.

Arif :This technique can help me in improving my vocabulary mastery.

Writer : What do you hope in your learning process in the next learning process ?

Lia : I hope this technique can be implemented in the next learning process.So, it can help us in memorizing vocabularies.

Anna : Games in the learning class activity can make us do not bored.

Alma : I hope I can motivate myself to learn English.

Alpa : This technique has to be implemented in the larning activity.

Andika : I hope that I will be better in English.

Elisabeth : This technique has to be implemented in the larning activity.

Alana : I hope i can motivate myself to learn English.

Celly : I hope i can learn Englih better than today.

Embun : This technique has to be implemented in the larning activity that can motivate us to learn English.

Arif : I hope I will be better in English.


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THE STUDENTS’ REFLECTIONS


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Appendix E

The Students’ Test Results

(In this attachment, the writer provides the example of students’ results and

only the highest scores of post-test cycle 1, post-test cycle 2 and the last post-

test are provided here).


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The Pre-Test Result


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v


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Post-Test cycle 1


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Post-Test Cycle 2


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Post-test


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Appendix F

Documentations


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vocabulary mastery in smk n 2 depok using ...bahasa inggris adalah satu dari masalah yang dihadapi...

Documents