THE EFFECTIVENESS OF VOCABULARY SELF- COLLECTION AND .

THE EFFECTIVENESS OF VOCABULARY SELFCOLLECTION AND INTERACTIVE CLOZE STRATEGYTO IMPROVE STUDENTS VOCABULARY MASTERYA Quasi Experimental Study of the Eighth Grade Students of SMP Negeri 3Ungaran in the Academic Year of 2014/2015a final projectsubmitted in partial fulfillment of the requirementfor the degree of Sarjana Pendidikanin EnglishFitria Ayu Meiningsih2201411048ENGLISH DEPARTMENTFACULTY OF LANGUAGES AND ARTSSEMARANG STATE UNIVERSITY2015

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PERNYATAANDengan ini saya,Nama: Fitria Ayu MeiningsihNIM: 2201411048Prodi/Jurusan: Pendidikan Bahasa Inggris/Bahasa dan Sastra InggrisFakultas: Bahasa dan Seni Universitas Negeri SemarangMenyatakan dengan sesungguhnya bahwa skripsi / tugas / final project yangberjudul:THE EFFECTIVENESS OF VOCABULARY SELF-COLLECTION ANDINTERACTIVE CLOZE STRATEGY TO IMPROVE STUDENTS’MASTERYA Quasi-Experimental Study of the Eighth Grade Students of SMP Negeri 3Ungaran in the Academic Year of 2014/2015yang saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelarsarjana pendidikan ini benar-benar merupakan karya saya sendiri yang sayahasilkan setelah melakukan penelitian, pembimbingan, diskusi danpemaparan/ujian. Semua kutipan baik yang langsung maupun tidak langsung, baikyang diperoleh dari sumber kepustakaan, media elektronik, maupun sumbersumber lainnya, telah disertai keterangan mengenai identitas sumbernya dengancara sebagaimana lazimnya dalam penulisan karya ilmiah. Dengan demikian,walaupun tim penguji dan pembimbing penulisan skripsi/tugas akhir/final projectini membubuhkan tanda tangan keabsahannya, seluruh isi skripsi/tugas akhir/finalproject ini tetap menjadi tanggung jawab saya sendiri. Jika di kemudian hariditemukan pelanggaran terhadap konvensi tata tulis ilmiah yang berlaku, sayabersedia menerima sanksi yang diberikan.Demikian harap pernyataan ini dapat dipergunakan sebagaimana mestinya.Semarang, September 2015Fitria Ayu MeiningsihNIM. 2201411048iii

MOTTO AND DEDICATION“People who never make mistakes are those who never try new things”( Albert Einsten )To:My kind father Muhamad SukhibulMy great mother Endang SriningsihMy little brother Hammas Dhani ArdhanaMy beloved man Wisnu Setyo NugrohoMy dearest sisters Devita, CUPITD, Dian, and KasanahAll of my beloved friendsAll of my classmates in English Education UNNES 2011iv

ACKNOWLEDGEMENTFirst and foremost, I would like to praise my greatest gratitude to Allah SWT theAlmighty Lord. Peace and blessing on His prophet, Muhammad SAW who guidespeople to the God‟s path, the only one truth. Thanks to Allah SWT for hisblessing and mercy leading me to finish this final project.I would like to express my greatest gratitude and appreciation to Dr.Januarius Mujiyanto, M.Hum as the first advisor and Seful Bahri, S.Pd., M.Pd asthe second advisor who has given me valuable guidance, advice andencouragement so I could complete this final project. Moreover, I would like toexpress my greatest gratitude to all lecturers of the English Department ofUNNES for their valuable guidance, knowledge, assistance and experience duringthe years of my study at this department. In this chance, I would like to deliver mygreat thanks for all staff of English Department who gave many helps during mystudy.Furthermore, my deepest gratitude is dedicated to Dra. Tatik Arlinawati,M.Pd as the headmaster of SMP Negeri 3 Ungaran who has given me anopportunity and permission to conduct the study in her school, and MariaAnastasia R.M, Amd., as the English teacher who always helped me during thestudy was being conducted, and also for the students who were open welcomedand cooperated to help me in doing the research during the data gathering.My special gratitude and appreciation also devoted to my beloved mother,father, little brother and all of my family for their endless support with prayersand love. I also give my great thanks to my beloved man and all dearest friendsv

for their cares, support, help and advises during the process of completing thisfinal project.Finally, thanks to all of my friends in English Department of SemarangState University for their support, helps, caring and motivation during my study,and for all persons who helped me in finishing this final project whose namecannot be mentioned one by one for helps and supports. Thanks for all.This final project has not perfect yet. However, I hope this final projectwill be useful for all the readers.Semarang, September 2015The writervi

ABSTRACTMeiningsih, Fitria Ayu. 2014. The Effectiveness of Vocabulary Self-Collectionand Interactive Cloze Strategy to Improve Students Vocabulary Mastery(A Quasi Experimental Study of the Eighth Grade Students of SMP Negeri3 Ungaran in the Academic Year of 2014/2015). Final Project. EnglishDepartment. Semarang State University. Advisors: Dr. JanuariusMujiyanto, M.Hum and Seful Bahri, S.Pd., M.PdKey words: vocabulary self-collection strategy, interactive cloze strategy,vocabulary, quasi-experimental studyThis present study was aimed to find out the effectiveness of vocabularyself-collection strategy to improve students vocabulary mastery. A furtherconcern of this study was to investigate the significant difference of vocabularyachievement between two groups who were taught by using vocabulary selfcollection strategy and those who were taught by interactive cloze strategy.The research design of this study was a quasi experimental research. Thepopulation was the eighth grade students of SMP Negeri 3 Ungaran in theacademic year of 2014/2015. The samples consisted of 60 students. The data wereobtained by giving vocabulary test to the VIII A as experimental group and VIII Cas control group. The study was started by giving pre-test, treatments and post-testto both groups. Vocabulary self-collection strategy was used as treatment in theexperimental group, while interactive cloze strategy was applied in the controlgroup. The results of the test were analyzed by using t-test formula to know thedifference of the students‟ achievement in vocabulary mastery between twogroups.In the pre-test result, the mean score of experimental group was 65 and thecontrol group was 65,16. However, the result of post-test was increased. Theanalysis of the test result showed that the students improvement of experimentalgroup was higher than control group. In the post-test, the mean score of theexperimental group was 77,50 while the control group got 70,78. The result of thet-test of mean difference was 3,549 and t-table was 1,997. It means that t-valuewas higher than t-table (3,549 1,997).The computation showed that the alternative hypothesis (Ha) stating that“there is a significant difference in vocabulary achievement between the studentswho are taught by using vocabulary self-collection strategy and those who aretaught by using interactive cloze strategy” was accepted. While, the nullhypothesis (H0) stating that “there is no a significant difference in vocabularyachievement between the students who are taught by using vocabulary selfcollection strategy and those who are taught by using interactive strategy” wasrejected.Based on the proven hypotheses, I concluded that vocabulary self-collectionstrategy is more effective to be implemented in teaching vocabulary to improvestudents vocabulary mastery than interactive cloze strategy.vii

TABLE OF CONTENTSPageACKNOWLEDGEMENT. vABSTRACT .viiTABLE OF CONTENTS .viiiLIST OF TABLES .xiiLIST OF APPENDICES .xiiiCHAPTERI.INTRODUCTION .11.1Background of the Study.11.2Reasons for Choosing the Topic .31.3Statement of the Problems .41.4Objectives of the Study .51.5Hypotheses of the Study.51.6Significance of the Study .51.7Limitation of the Study .61.8Outline of the Study .7II. REVIEW OF RELATED LITERATURE. 82.1 Previous Studies .82.2 Theoretical Review .162.2.1 Teaching Vocabulary. 17viii

2.2.2 Vocabulary Self-Collection Strategy. 182.2.3 Interactive Cloze Strategy .202.2.4 Improving Students‟ Mastery in Vocabulary.212.2.4.1 Improving Students‟ Mastery .212.2.4.2 Vocabulary Mastery 222.2.4.3 Effectiveness . .232.3 Theoretical Framework .23III. RESEARCH METHOD .253.1 Research Design .253.1.1 Quasi-Experimental Design .253.2 Object of the Study .273.2.1 Population .273.2.2 Sample.273.3 Variables of the Study.283.4 Instrument for Collecting Data.293.4.1 Pre-Test . .293.4.2 Post-Test .293.5 Method of Collecting Data.293.5.1 Try Out .303.5.1.1 Validity .313.5.1.2 Reliability .343.5.2 Pre Test .383.5.3 Treatment .38ix

3.5.4 Post Test .393.6 Method of Analyzing Data .393.6.1 Normality .393.6.2 Homogeneity40.3.6.3 T-Test Statistical Analysis.41IV. RESULT AND DISCUSSION .434.1 General Finding . 434.1.1 Normality Test. 454.1.1.1 Normality of Pre-Test in Experimental Group.454.1.1.2 Normality of Pre-Test in Control Group .464.1.1.3 Normality of Post-Test in Experimental Group .484.1.1.4 Normality of Post-Test in Control Group.504.1.2 Homogeneity Test.514.1.2.1 Homogeneity of Pre-Test between Experimental Group and ControlGroup. 524.1.2.2 Homogeneity of Post-Test between Experimental Group and ControlGroup . 534.1.3 Implementation of the Experiment . . 544.2 Results of Hypotheses Testing .574.2.1 Hypotheses Testing I .574.2.2 Hypotheses Testing II 594.3 Discussion .62x

V. CONCLUSION AND SUGGESTIONS .645.1 Conclusion .645.2 Suggestion .65REFERENCES .67APPENDICES .70xi

LIST OF TABLESTable .Page3.1 Schedule of Collecting the Data .303.2 Result of Try Out Score .303.3 Validity of Try Out Test . .343.4 Schedule of Giving Treatment . .394.1 Descriptive Statistics of Pre-Test and Post-Test Score in Experimental andControl Group 434.2 First Treatment Activity . .544.3 Second Treatment Activity . .55xii

LIST OF APPENDICESAppendixPage1 Sample of Try Out Group .712 Sample of Experimental Group .723 Sample of Control Group .734 Try Out Test Instrument .745 Answer Key of Try Out Test.776 Computation of Validity and Reliability .787 Pre -Test Instrument .848 Answer Key of Pre-Test .869 Post Test Instrument .8710 Answer Key of Post-Test .8911 Result of Pre-Test and Post-Test Score in Ecperimental Group and ControlGroup .9012 Lesson Plan (Experimental Group) .9213 Lesson Plan (Control Group) . 10014 Documentation . 106xiii

CHAPTER IINTRODUCTIONThis chapter presents the background of the study, the reasons for choosing thetopic, the statements of the problem, the objectives of the study, the hypotheses ofthe study, the significance of the study, the limitation of the study, and the outlineof the study.1.1Background of the StudyTeaching English in our country has been developed extensively because Englishis an International language in the world. Therefore, Indonesian government hasbrought it as a local content at the elementary school. Vocabulary is an importantaspect in teaching language, as stated by Thornbury (2002:13) that “Withoutgrammar very little can be conveyed, without vocabulary nothing can beconveyed” and Laufer (1997:140) who also stated that learning vocabulary is oneof the most important elements without which neither comprehension norproduction of language is possible.”. From this statement, vocabulary as anelement or language is considered the most important factor.Learning English vocabulary as a foreign language seems difficult for someIndonesian students to master as it is completely different from Indonesianlanguage itself. They find difficulty to memorize new words and to enlarge theirvocabulary knowledge. In fact, having low vocabulary proficiency will cause anobstacle for the students in learning English. While they have limited vocabularyin their minds, they are not able to use language accurately. It means that if the1