IMPROVING STUDENTS VOCABULARY ACQUISITION BY USING NEWSPAPER IN TEACHING READING AT XI GRADE OF LANGUAGE CLASS AT SMU PERTIWI AMBON SKRIPSI

Submitted in partial fulfillment of the requirement for the attainment of sarjana pendidikan degree By Yulianus G. Talle 2003-36-082

FACULTY OF TEACHER TRAINING AND EDUCATIONAL SCIENCES LANGUAGE AND ART DEPARTMENT ENGLISH STUDY PROGRAM PATTIMURA UNIVERSITY AMBON 2010

TABLE OF CONTENT CHAPTER I 1.1 1.2 1.3 1.4 1.5 1.6 1.7 INTRODUCTION ..

Background ... . Problem Statement .. Suggested Solution .. Research Questions . Purposes of the Study .. Significant of the Study ... Scope and Limitation ... LITERARY REVIEW .

CHAPTER II

2.1 Definition of Vocabulary . 2.2 The Importance of Learning Vocabulary 2.3 The Relationship Between Reading and Vocabulary Knowledge .. 2.4 Newspaper: an authentic material to enrich students vocabulary... 2.5 Previous study.. 2.6 Steps to Apply Newspaper .. 2.5.1 Teacher Preparation .

2.5.2 In the Classroom .. CHAPTER III METHODOLOGY .

3.1 Research Methodology 3.2 The Setting and Subject of Research ... 3.3 Research Procedure . 3.4 Explanation of the Cycle . 3.4.1 Planning ... a. b. c. Preparing the Lesson Plan Research Schedule The Indicator of Success ...

3.4.2 Action Implementation 3.4.3 Evaluation 3.4.4 Reflection 3.5 Instrument and Data Analysis . 3.5.1 Data Source . 3.5.2 Data Instrument ... 3.6 Technique of Data Analysis CHAPTER IV RESULT AND DISCUSSION.. 4.1 Result... 4.1.1 First Cycle 4.1.1 A Reflection of First Cycle . 4.1.2 Second Cycle 4.1.2 A Reflection of the Second Cycle ... 4.2 Reflections on the Students Responses .. 4.2.1 Observation .. 4.2.2 Questionnaire ... 4.2.3 Interview .. 4.3 Discussion ... 4.3.1 The Students Vocabury Progress Before and After Treatment. 4.3.2 Students attitude toward the applications of the newspaper in teaching 4.3.3 The advantages and disadvantage of using newspaper in teaching.. 4.3.4 The problems in applying newspaper in teaching CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ... 5.2 Suggestion ... REFERENCES 1 1 4

5 6 7 7 7 8 8 9 10 12 14 15 \ 15 16 18 18 19 19 21 21 21 22 22 23 23 24 25 25 25

26 29 29 30 33 35 38 40 40 41 42 43 45 47 48 49 50 50 51

List of Appendix Appendix I Appendix II Appendix III Appendix IV Appendix Appendix Appendix Appendix V VI VII VIII

Appendix IX Appendix X Lesson Plan Research Schedule The Result of Students Vocabulary Enrichment in 1st Cycle The Result of Students Vocabulary Enrichment in 2st Cycle Cycle Test Observation Sample of the Article Questionnaire Interview 1. Surat Permohonan Ijin Penelitian dari Dekan Fakultas Keguruan dan Ilmu P endidikan 2. Surat Ijin Penelitian dari Walikota Ambon 3. Surat Keterangan Penelitian dari Kepala SMA Pertiwi Ambon

CHAPTER I INTRODUCTION 1.1 Background Language is a tool for communication among people. By using language, we will be able to express our ideas and feelings. Thus, people need to know or understan d the aspects that construct language. They need to be able to master as well as having sufficient understanding on language elements to help them maintaining g ood communication. For example, understanding parts of speech of a particular la nguage will enable its speakers to grammatically and logically construct their s entences, thus their utterances or speech would make good sense when they engage d in communication. English as one of communication tools has in itself some fea tures that need to be learned and to a large extent need to be taught English is now becoming an International language which is spoken by one third of the world population. It is widely used in international bussinesses, economics, sciences and world socio-political matters. Considering its importanc e in International communication, many countries have adopted it as a compulsory subject taught from elementary to tertiary educational institution. However, th e English teaching and learning process is not without problems. One obvious exa mple that emerged from the English teaching and learning process is that many hi gh school graduates are still lacking English competence. As mentioned earlier, there are many language components to be mastered in order to qualify someone as a competent language user. One component that is very cru cial in language use is vocabulary. Chen and Li (2009) maintain that vocabulary learning is a principal issue for English learning because vocabulary constitut es the basic building blocks of English sentence. Additionally, Lewis (1993) hel d the idea that vocabulary acquisition is the main task of second language acqui sition and the language skills as listening, speaking, reading, writing and tran slating; all cannot go without vocabulary. It is recognised that vocabulary play s a very important role either in oral or written communication. As Cameron (200 1) states that vocabulary is one of the language aspects which should be learnt. Learning vocabulary is important because we would therefore be able to read, sp eak, write, and listen effectivelly. By enriching vocabulary, the EFL students are enabled to explore reading texts, able to speak, write and listen to target language texts. Despite many efforts to achieve the objectives of English teaching and learning

, many students are still sufering from the lack of vocabulary of target languag e. This problem can be seen on many EFL students when they engaged in English-r elated activities such as writing, listening, speaking or reading. Generally, in adequate vocabulary knowledge frequently caused problems to the EFL learners. Sp ecifically, in reading activities, the vocabulary problem still occupies top pos ition. One of the root causes that hinders these students to comprehend English reading texts is the limited vocabulary they have. Similarly, when the writer did preliminary study in Class XI Bahasa of SMA Perti wi Ambon, the writer found that the students had some problems in either produc tive and receptive English skills as a result of lacking vocabulary. In addition , vocabulary learning has commonly been one of the most neglected areas of langu age learning since many educators prefer to dedicate more time and effort to ano ther complicated issues leaving vocabulary learning for the students to cope wit h by themselves. When the writer observed the classroom activity, the writer found that the teach er spent very little time to discuss vocabulary with the students in every teach ing activity. In reading class, the teacher went directly to have the students to read the text without any discussions about vocabulary that contained in the text. In other words, the teacher did not prepare the students with vocabulary, even at the end of the class there was not any review of the activities especial ly about the vocabulary that the students have learnt that day. The same things also occurred in others skill such as listening and writing. The writer noticed that the teacher preferred to go to the main activity and have the students to d o the task later on. When it dealt with speaking the teacher only had the studen ts to read the dialog from the text book and practiced it in front of the class. This made the lessons became very difficult for the students. As a result stude nts got difficulty in answering the questions on the exercise because of their l imited vocabulary. Even the students faced difficulty to spell the words. . In addition, the teacher took the materials for her teaching mainly from the tex tbook. There was not any materials that taken from other resources. In teaching reading the text are mainly narratives and descriptive. Narrative text was mainl y deal with fiction such as Cinderella etc, and the descriptive texts are mainly related to describing the school or about the school life. The vocabulary conta ined in that text are very few to be used in real communications. These models o f language teaching are usually made the students passive or have no interests t o participate as they did not have enough vocabulary to participate in any activ ity. Based on the problems encountered in research site the writer proposed the use of Newspaper as an authentic materials in teaching reading. Newspaper can be use d as an alternative to enrich students vocabulary acquisition because it contains features that benefits EFL teaching and learning. It contains news of factual events that occurred in daily life. The students can learn many words about the factual events that they experience in their life trough reading newspaper. Acco rding to Karthikevan (2009) Newspapers provide the space to learn English langua ge better, since it helps in learning grammatical usages, carefully crafted sent ence structures and idioms and phrases. Beside that, it also helps facilitating vocabulary acquisition and comprehension of new words of the target language. . 1.2 Problems statement The eleventh grade students of language class at SMA Pertiwi Ambon were lacking the English vocabularies. Consequently, these students were having difficulties comprehending English reading texts. Based on the observation, there were some f actors contributed to the poor level of vocabularies of the students. Firstly, t he teacher were poorly engaging the students with vocabulary preparation when d ealing with English texts. In most of the reading lessons, the teacher took the materials mainly from the textbook. There was not any material taken from other resources. The teacher failed to vary her teaching and learning activities with interesting method and materials which demotivated students to learn. In teachi ng reading, the texts are mainly narratives and descriptive. There was nothing w rong with this selection of texts. However, as mentioned previously the teachers

were not so tactful dealing with the materials. The teacher tended to be monoto nous.In addition to the main problem, the students were unable to extend any in formation or to elaborate the information necessary needed based on the topic wh en the task was dealing with speaking or writing because of the vocabulary insuf ficiency. 1.3 Suggested solution In attempting to solve the problems and to enrich students vocabulary, the teache r must be able to select the material from other resources and modify the strate gies in teaching and learning process. One of the strategies that the writer pro posed here is using newspaper in teaching reading with the main objective to enr ich students vocabulary acquisition. The process of teaching vocabulary need auth entic materials and well preparation from the teacher. The writer had been focu sing his study on the use of newspaper in teaching reading as an alternative way to enrich students vocabulary. It is so because newspaper is one of the authenti c materials that can be used in teaching language. In this case, newspaper is us ed as a reading media with the purpose of enriching the students vocabulary. Usin g newspaper as a media provides students with opportunities and time to learn vo cabulary in its context. Students can learn words by using sentences in material they read. Some researchers such as Davis (1942), Becker (1977), Krashen (1993) , Chao and Nation (2000) suggest that almost any reading will produce vocabulary growth. Moreover, through reading students can learn new vocabularies, new phra ses, sentences constructions and other skills which further become important sup port for development of speaking, listening and writing. According to Sanap (2009), when students use authentic materials like newspaper they dont feel the burden of learning the language. In addition, the use of newsp aper in the classroom creates students-centered learning , the exercise based on various item of newspaper created the element of excitement among students and motivate them to learn English more willingly. By using newspaper in teaching English, students can enrich their vocabulary and it also can make them more interested and motivated. Monda (1988) asserts that newspaper can be helpful for ESL teacher who wants to create instruction progra m, since it appeals to students who are not easily motivated. The enormous varie ty of items in newspaper will invariably contain new words to learn and somethi ng valueable or being a concern to every reader. This makes them interesting and motivating tools for students to work with. 1.4 Research question The study was focused on the following research questions: 1. How do students vocabulary acquisitions progress through the use of newsp aper as a teaching material? 2. What are the students responses toward the implementation of newspaper as a teaching material in reading class? 1.5 Purposes of the study 1. To know the students progress in developing vocabulary acquisition throu gh the use of newspaper as a teaching material. 2. To know students responses about the implementation of newspaper as teac hing material in reading class. 1.6 Significance of the study For students: a) Newspaper enrich their vocabulary acquisition For teacher: a) Contribute an innovative teaching materials 1.7 Scope and Limitation The scope of the study is limited to the use of newspaper as an alternative way in teaching reading to facilitate [what?]. The study will be focused on vocabula ry growths of the students of language class at SMA Pertiwi Ambon.

CHAPTER II LITERATURE REVIEW 2.1 Definition of Vocabulary Vocabulary is broadly defined as knowledge of words and word meanings. It is a b asic component in learning a language, especially English as a foreign language (EFL). It plays an important role in language learning. In communication it help s the interlocutors to express ideas or feelings. As Fahrani (1994) notes that v ocabulary is an important area of language because vocabulary or words are tools to express our thought. We can assist person to understand thought of other com municate that ideas more clearly and effectively. Knowing vocabulary is importa nt to know of the language used. Vocabulary has an important role in our communi cation we must have goods and story vocabulary to make an effective communicatio n to the other. Vocabulary is more complex than just words and words meaning. It divides into, F irst, words come in two forms: oral and print. Oral vocabulary includes those wo rds that we recognize and use in listening and speaking. Print vocabulary includ es those words that we recognize and use in reading and writing. Second, word kn owledge also comes in two forms, receptive and productive. Receptive vocabulary includes words that we recognize when we hear or see them. Productive vocabulary includes words that we use when we speak or write. As Kamil and Hiebert (1984) said that, receptive vocabulary is typically larger than productive vocabulary, and may include many words to which we assign some meaning, even if we dont know their full definitions and connotations or ever use them ourselves as we speak a nd write. According to John (2000) vocabulary is knowledge involves knowing the meanings o f words. Usually vocabulary can be seen in the reading stories, there is vocabul ary much. Word are tool for the clarification of thinking and for expressing ide as, it is obvious that vocabulary takes a crucial role due to the fact that it i s one of the component of language that should be owned in the language learning include in learning English. Vocabulary is an important area of language becaus e vocabulary or words are tools to express our thought (Oktaviningtyas, 2004). H owever, vocabulary is very important in effective communication. Students who ha s many vocabularies will be easy understand a text when they read 2.2 The Importance of Learning Vocabulary Nowadays it is widely accepted that vocabulary teaching should be part of the sy llabus, and taught in a well-planned and on regular basis. Lewis (1993) argues t hat vocabulary should be at the centre of language teaching, because language con sists of grammaticalised lexis, not lexicalised grammar. Nation (2003) states tha t deliberately teaching vocabulary knowledge is one of the least efficient ways of developing learners vocabulary knowledge but nonetheless it is important part of a well balanced vocabulary programmed. It means that teacher cannot avoid voc abulary teaching. Vocabulary teaching process implies that it should be well-des igned. In learning vocabulary we automatically have to know the meaning of words itsel f and can properly use it in sentences. Wilkins (1972) states that vocabulary le arning is learning to discriminate progressing the meaning of words in the targe t language from the meanings of their nearest equivalent in the mother tongue. It is also learning to make the most appropriate lexical choices for particular lin guistic and situational context. In our attempt to find the meaning of a particu lar foreign word we frequently rely on dictionaries. In language learning, we cannot deny that dictionaries are vital for both teache

r and students even in our mother language. Hence, too many of us become diction aries-dependent. This phenomenon cannot be denied for English learner as well as EFL teachers. Moras (2003) states that dictionaries should be the main way to d eal with discovering meaning. It means that, dictionaries cannot be separated fr om language learner in this case English language. 2.3 The Relationship Between Reading and Vocabulary Knowledge Effective vocabulary knowledge has long been recognized in development o f reading. Vocabulary is an important part of learning to read. As students lear n to read more advanced texts they must learn the meaning of new words that are not part of their oral vocabulary. We all know that reading materials are formed of elements such as sentences and the sentences consist of words. To understand the material, reader must know the meaning of words in the material they read. Without knowing the words, the material would be gibberish. Therefore, knowledge of words directly affects comprehension. One of the most persistent findings in reading research is that the exte nt of students vocabulary knowledge relates strongly to their reading comprehensi on and overall academic success (Baumann et al., 2003; Becker, 1977; Davis, 1942 ; Whipple, 1925). Furthermore, Chao and Nation (2000) argue that the world knowl edge supports reading comprehension because the reader must bring as much inform ation to the text as the reader expects to get from it. Chao and Nation (2000) represent this relationship as: Knowledge and experience Reading comprehension Vocabulary knowledge Additionally, Krashen (1989) Wodinsky and Nation (1988) mention that, la nguage teachers believe that extensive reading helps their students acquire new vocabulary, and second language acquisition researchers have determined that lea rning new words from reading should be possible. However, reading can be used in teaching vocabulary because our students will be trained to make their own sent ences by making sense of words they see in reading material. 2.4 Newspaper: an authentic material to enrich students vocabulary. . The term authentic text emerged in the late 70s and it is an indispensable feature of communicative approach William et al (1989) authenticity has been discussed, questioned and given many interpretations since then. Authentic texts are argued to be more interesting and offer learners an experience of real world text by e xposing them to real language for communication. Authentic texts have been defined as real life texts, not written for pedagogic p urpose Wallace (1992) they are therefore written for native speaker and contain r eal language. In this case, authentic materials are real in the sense that they are not created for students as a target audience. It is important to use when t eaching English as foreign language in this case reading comprehension. Since on e ought to teach students how to use in real life, students should be prepared f or using English in many possible situations that they may come across. Therefor e, it is important to not always use a material that is adapted from the school textbook to the learner. With authentic materials teacher will provides students with actual everyday language just as it appear in real life. Books, articles, newspaper and so on contain a wide variety of text types which is not easy found in the text book or conventional teaching materials. The wide variety of text types means that it is easier to find something that will interes t to learner and may even encourage further reading or reading for pleasure. The more the students read the better a reader he will become, not only improving h is language level but also his confidence. Authentic text can be motivating becau se they are proof that the language is used for real life purpose by real people (Nuttall, 1996). In this context, authentic materials like newspaper is more mo tivating and interesting than traditional text book. It provides language in rea

l life as it appears in students life. Newspaper also report real-life events, a nd this arouses our natural curiosity about the world around us and our fellow h uman beings. Newspaper is the most widely used of the media in the world. Most of people arou nd the world always read it in their daily life. Now days, Newspaper can be valu able tool for teacher in teaching. According to a survey conducted by the Audit bureau of Circulations and newspaper Association of America, seven out of ten te enagers ages 12 to 17 reported they read a newspaper at least once a week and 47 percent said that the newspaper was their main source of news and informations. Its clear that most students are familiar with the informational and educational value of newspaper. Newspaper are an invaluable source of authentic materials, and their use in the language classroom are very much in keeping with current thinking and practice i n teaching pedagogy. Indeed, for many students, the ability to read and understa nding English-language newspapers for work purposes represents a very real tangi ble go to aim for. Using newspaper materials in the classroom will also be parti cularly helpful for those students who may go to live or work in the target-lang uage community. It can be use to motivates students to read because it will inte rest the students to read about anything in their real life. According to Elna M artinsson (2007), working with newspaper articles has great advantages because t hat is current and fresh material and it is fun for students to work with the te xt that are not adapted, they also can learn modern words. 2.5 Previous Study In context of EFL/ESL study, Elna Martinsen, a lecturer from Gteborg University, Department of English, Teacher and Educational Programme (2007), conducted a re search on using newspaper for ninth grade students in reading comprehension. She focused her attention on genders achievement on reading class. In her research s he selected four kinds of newspaper articles according to their differences in f orm, style and level of difficulty. Her purpose of her investigation is to see w hat kinds of newspaper article are appropriate to use for ninth grade level by t esting their reading comprehension of different articles. The articles were anal yzed in order to find out their level of difficulty and compare them to each oth er and it was done at language sentence structure, style, topic and difficulty o f vocabulary. The results of the research showed that students understanding of reading had i mproved after involving different kinds of newspaper article. Moreover, student s reading habits were increase based on the questionnaire. Besides that they cou ld enrich their vocabulary. Elna Martinse (2007) the advantages from working with newspaper articles are tha t it is currents and fresh material, it is fun for learners to work with the tex t that are not adapted and they can learn modern words. 2.6 Steps to integrate Newspaper in teaching 2.6.1 Teacher Preparation First step to use the newspaper is selecting the materials from newspaper. The r esearcher selected themes accordingly. The researcher choosed various theme to b e included in the activity. For example news from various different sections of newspaper, e.g. aarticles, advertisement, etc. Then the researcher classified t hem into categories such as crime and law, natural disaster, life style, sport, entertainment etc. 2.6.2 In the Classroom Brainstorming 1. Teacher writes the vocabulary questions on the whiteboard and discusses to check if the students understand them. For example if the news about Natural Disaster ( earthquake ) then the question was designed like the following : Example:

 Whilst Activity 1. Teacher gives each student a copy of the newspaper text sheet and asks t hem to look through it quickly. 2. Teacher tells the students that this is a vocabulary race and they have several minutes to find answers to as many of the questions on the board as they can. The person who answers the most questions correctly in the time allowed is the winner. Example of vocabulary race: Example:

3. Teacher tells the students that they are allowed to use dictionaries and that they should make a written note of their answers. 4. Finally, stopped the activity at the end of the time limit and check the answers with the class to find the winner. Deal with any questions which caused the students problems. Post Activity 1. Teacher makes conclusion about the topic and give some vocabulary questi ons as reinforcement.

CHAPTER III METHODOLOGY 3.1 Research Methodology The writer used Classroom Action Research as method to apply the use of newspaper in the classroom. According to Carr and Kemmis (1988), Action Research is a form of self-reflective enquire undertaken by participants (teachers, students or pri ncipals) in social (including educational) situation in order to improve the rat ionality and justice of their own social or educational practices, their underst anding of these practices and the situations and institutions in which these pra ctices are carried out. Thus, this research focused on particular problem encountered in the classroom a nd tried to come up with action to solve the identified problems. This action re search has been conducted following the cycles in the research namely planning,

action implementation, evaluation, and reflection as the basis for problem solvi ng. Upon the completion of the cycles, the subject of the study would be expecte d to exhibit a progress. If the subjects have achieved the indicator of success, the writer will stop the action research and report it. In conducted the research, the writer were collaborating with the Englis h teacher of SMA Pertiwi Ambon who teach the students of class XII IA. The write r and the teacher worked together to conduct the research activities, such as p lanning , implementing, evaluating, and reflecting on the action. 3.2 The Setting and Subject of Research The research was conducted in SMA Pertiwi Ambon, which is located on Pelajar Str eet, Mangga Dua - Ambon. The research took place in class XI IA that consisted o f 11 students who were identified as having problem in vocabulary acquisition. 3.3 Research Procedure For the first step, the writer did preliminary study in which he will identify a nd analyze the problem. Next, he planned the action that carried out newspaper a s a teaching material to solve the problem. During the implementation of the act ion, he made observation to see the natural setting of teaching and learning pro cess when the material is applied. Then, the writer made evaluation to gather th e data from the subjects. After that, the writer made reflection to know whether the action successfully solving the problem, so the writer finished the study a nd report the result. The steps of the research planned as follow: a. Planning b. Action implementation c. Evaluation d. Reflection (The table of the steps of research can be seen clearly at the next page)

3.4 Explanation of the Cycle 3.4.1 Planning Planning contained the activities that the writer prepared before implementing t he strategy. These activities involved preparing the lesson plan, the research s chedule, setting the indicator of success. a. preparing the lesson plan 1) The writer and the teacher collaborated in preparing the materials of th e lesson plan for students. The lesson plan describes the activity during teachi ng in the class. It divided into three parts: pre-teaching, while-teaching and p ost-teaching. (appendix 1)

2) In teaching activities, the writer used newspaper articles taken from th e Jakarta post as a reading text material as an alternative way to enrich studen ts vocabulary acquisition (see appendix 7) 3) The writer acts as a teacher to apply the strategy. In this stage, the E nglish teacher helped the writer as an observer to observed teaching and learnin g process (students involvement, class situation, or their performance). 4) All the material that the writer used is newspaper article on The Jakart a Post.

b. Research Schedule In applying the strategy, the writer and the English teacher collaborated. There were two times of meeting in a week, so the writer took 6 meetings in one month . It means that the writer applied the material in teaching reading in six (6) m eetings. (See appendix 2) c. The Indicator of Success The successfulness of the cycle was when the students vocabulary acquisition was enrich and it can be seen in the vocabulary test. It reflected that the student s vocabulary acquisition was enrich and the score of the test was fulfill the cr iteria. It means that after the implementation of the strategy was at least 70%80% of the students should be in the good level or very good level or in the other w ords, they has 20-30 new vocabulary for them. This indicated that they vocabular y acquisition was enrich. Besides that, the indicator of success was showed thei r positive response to the implementation of the strategy. The success of the cycle measured with two criteria; a) Students ability to answer 20 until 30 vocabulary questions on test in th ird and sixth meeting. Very Good (A) : 25 30 Good (B) : 20 24 Fair (C) : 15 19 Poor (D) : < 15 b) Students give positive response toward the implementation of the materia l. As the researcher said above, the indicator of success for students is 70%-80% o f students should be in good level or very good level. It indicated that the impleme ntation of the strategy is success. Meanwhile, if students vocabulary test was n ot fulfilled the indicator of success, the researcher should prepare to do the n ext cycle. 3.4.2 Action Implementation The implementation of the research based on the collaboration with the English t eacher. The writer will apply newspaper in teaching reading. After that, both sh e and teacher will discuss about the effectiveness of this strategy and their re sponse through the implemented. 3.4.3 Evaluation Evaluation is used to measure students vocabulary enriching through their result and their response to the strategy implemented. Evaluations are involved: a. Test. It is used to know the effect of using newspaper in teaching readi ng that is assumed can enrich students vocabulary acquisition. b. Observation, Questionnaire and Interview: Observation is used to find about students involvement in the class when writer a pplying the newspaper in teaching reading. Questionnaire and Interview is used to find out students perception about the app lication of newspaper in teaching reading.

3.4.4. Reflection The writer and classroom teacher discussed the things that have been done in the action implementation. Its impact for students, evaluated their successfulness rate based on strategy that have been applied; how do students vocabulary acquis ition progresses, through the use of newspaper as a teaching material (is proble m solved? Is there better change of students vocabulary acquisition after the app lication?), also discuss about the problem they face when they used the strategy . Both the writer and the teacher also discuss about students perception especially their involvement in reading class when the material implemented. This can be a reflection tool for the writer to see how newspaper can enrich students vocabula ry acquisition and as handout to continue for the next cycle.

3.5 Instrument and Data Analysis 3.5.1 Data Source There are two kinds of data collection in this research. The first data is about students vocabulary acquisition and the second data is students perception about the application of newspaper. The first data collected from students result in t eaching and learning process by used the rating scale, while the second is from their involvement in the class and their statements about their attitudes toward the strategy implemented (the effectiveness of the material to solve the proble m). 3.5.2 Data Instrument The writer used some instruments to collect the data. A. To find out whether or not the students vocabulary has been enriched, the writer used match the words and filling the blank essay test. (see appendix 3) B. To find out students responses (their attitudes toward strategy implement ation), the researcher used observation, questionnaire and interview.

3.6

Technique of Data Analysis Test To measure students progress after the treatment, the writer conducted final-test . The writer provided the test in form of vocabulary questions. The result of th e test used as a basic to see the progress of the students understanding. As sai d before that, the indicator of success for students is if they could achieve sc ore among 70-100 indicated that the material implemented is success and students vocabulary acquisition is enrich. Meanwhile, if the students test result was not fulfilled the indicator of success, the researcher should prepare to the next cy cle. To analyze the result of students test; the writer used formula by Nikijulu w (1984), as follow: S = R x 100 N Where: S : score R : right answer N : Number of questions 100 : constant number

Questionnaire To analyze the questionnaire result, the writer will use the formula arranged by Nana Sudjana (1983) as follow: Where: F = N = 100 % = Answer frequently Amount of respondent Constant number

Observation Observation used to find out students responses, but it focused on the students i nvolvement in the teaching and learning process or class activities when the res earcher applied the strategy. The teacher helped the researcher in examine the s tudents involvement in the class activities during the strategy implemented. It w as done by observation sheet. The purpose of observation was to know whether the students did the learning strategy planned or whether they are being interacted or involved actively in the teaching and learning process.

Interview For this study, the researcher also used interview to discover deeper facts abou t the students responses (their attitudes) in order with the application of the n ewspaper in teaching. This was done also in the last meeting (May 12th 2010). Th e important question asked is about what they think about the strategy implement ed. The interview consists of 6 questions. This instrument took only five studen ts as an example. They are from different level of based on their result at the last cycle.

CHAPTER IV RESULT AND DISCUSSION There are two criteria of success set for this study: 1) the students voc abulary acquisition is enriched, and 2) Students give positive responses of the material implemented in the process of learning. The findings showed that both o f criteria have been successfully achieved in the second cycle. To this point th e researcher decided to stop the reserach and reported it. Further action need not to be taken. The following is the discussion on the accomplishment of the c riteria of success. 4.1. Result As indicated, criteria of success in vocabulary area in this study would be met if 70-80% of the students achieved the scores that ranged between 20 to 30. In the first cycle of this study the data show that students were not able t o meet the criteria of success in vocabulary area. The following is the analysis of students achievement in each cycle.

4.1.1 First Cycle The following information shows the process that has been undertook during the i mplementation. This cycle consist of four meeting. o The first meeting was done on April 20th 2010 (2 x40 minutes) In this meeting, the researcher introduced himself and explained about newspaper in teaching and learning process especially The Jakarta Post to enrich students v ocabulary . The researcher also provided The Jakarta Post because it was a new o ne for them. The students read the article from the Jakarta Post and then checke d the unfamiliar words together with the researcher. In this activity, the resea rcher found that students could not understand the text because most of the word s in the article are new for them. o The second meeting was done on April 22nd 2010 (2 x 40 minutes) In the beginning of the lesson, the researcher provided some pictures taken from the Jakarta Post newspaper to show the students, the researcher also gave few q uestions based on the pictures on the whiteboard and asked the students to answe r. After that, he gave each student a copy of newspaper article and asked them t o read it quickly because it is vocabulary race. Then, he wrote some vocabulary questions on the whiteboard and asked them to answer it quickly. Finally, he sto pped the activity at the time limit and checked the answer together with the stu dents to find the winner and dealt with the problems which caused students probl ems. In the middle of the lesson, he gave the explanation about the topic. At th e end of the meeting, he provided a test as reinforcement for the students. o The third meeting was done on April 27th 2010 (2x 40 minutes). In this meeting the researcher also provided some pictures taken from the Jakart a Post newspaper to showed for the students on the brainstorming the topic. The researcher gave few questions based on the pictures on the whiteboard and asked the students to answer. Then, he gave each student a copy of newspaper article a nd asked them to read it quickly because it is vocabulary race. The researcher w rote some vocabulary questions on the whiteboard and asked them to answer it qui ckly. He stopped the activity at the time limit check the answer together with t he students to found the winner and deal with the problems which caused students problems. He gave the explanation about the topic. At the end of the meeting, h e provided a test as reinforcement for the students. o The fourth meeting was done on April 29th 2010 In this meeting, the researcher did the test to assess students vocabulary progre ss in the first cycle. Then continue to evaluated, reflected the test result and observation result in the next day together with the English teacher. Looking back at the students test results, it is found that most of the students are still considered as having poor vocabulary. The data shows the result of st udents post test and cycle test from 2 meeting topic Natural Disaster and sub topi c Earthquake and Volcano Eruption taken from The Jakarta Post Thu, 02/18/2010 and S un, 03/21/2010. In the overall, most of the students scored poor and fair in cyc le test, as we can see in the table (See Appendix 4). Based on the criteria of s uccess previously mention that criterion of success was not fulfilled in the fir st cycle. Most students got poor and fair level based on their total score. It indic ated that their vocabulary acquisition doesnt enrich yet. Table 1 shows that ther e were 4 students (31%) in poor level, 6 students (46%) were in fair level, 2 studen ts (15%) were in good level, and only 1 student (8%) was in very good level. Then the researcher and teacher decided to continue to the second cycle, because the

result was far from the indicator of success (70%-80% in good and very good level). The following is more detailed description about the total score of students voca bulary enrichment.

Figure 4.1: The Total Score of Students Vocabulary enrichment 1st Cycle 4.1.1 A Reflection of First Cycle After applying and asked the students to answer the vocabulary test, the researc her and teacher then evaluated the result together. The good things found in thi s first cycle were the students interested and participated actively in teaching and learning process. Some students were brave to asked questions to their frie nds in the classroom or even to the researcher when they did not understand the researcher explanations. In class activity, the students participated actively w hen they work in pairs or individual. They gave full attention to what the resea rcher taught and did what the researcher asked them to do. From the test result the researcher and teacher found some problems on this first cycle which showed that the students vocabulary acquisition was not enrich yet. It showed that the p roblems not only come from students side as we can see on the test result but als o from the researcher side. From the students side, their mistakes commonly appear when dealing with selectio n of the words on matching or filling the blank test. Its difficult because some vocabulary has the same spelling and has more than one meaning. Besides that, th ey were also difficult to placed the right answer in the filling the blank. Thes e things happened because they just focused on the meaning of the words in the d ictionary without thinking about the meaning in the context of the text. From the researcher side its dealing with difficulties in controlling the class, it was difficult to control when the class became noisy and uncontrolled. Besid es that, when work in pairs, the students sometimes talked with their friends to get any understanding about the text. The researcher also realized that he did not check the unfamiliar with the students together and just let the students ch eck by themselves. These are some factor that made the strategy not effective at the time. As a result, students vocabulary test in the first cycle also did not fulfill th e indicator of the success, it means that the researcher and the teacher should plan to do the next cycle or second cycle. This cycle would be more focused on t he aspects that became students problems as mentioned above. The researcher and t eacher would prepare the students by helping them in order to enrich their vocab ulary acquisition. Both of us would be assign the lesson plan to prepare student s entered second cycle. 4.1.2 Second Cycle. On this cycle, the researcher tried to complete the planned based on the problem s in the first cycle. This cycle consist of three times meeting. o The first meeting was done on May 4th (2 x 40 minutes) In the beginning of the lesson, first of all the researcher check the answer of first cycle post test together with the students and deal with the questions whi ch caused their problems. Second, he provided some pictures taken from the Jakar ta Post newspaper to showed for the students on the brainstorming the topic. The n, he gave few questions based on the pictures on the whiteboard and asked the s tudents to answer it individually. Next, he gave each student a copy of newspape

r article and asked them to read it then they have to found the unfamiliar word in the article the read. After that, together with the students, the researcher checks the unfamiliar words together and deals with it. The researcher made a vo cabulary race by wrote some vocabulary questions on the whiteboard and asked the m to answer it quickly. At the time limit, the researcher stopped the activity a nd checks the answer together with the students to found the winner and deal wit h the problems which caused students problems. In the middle of the lesson, the researcher gave the explanation about the topic. At the end of the meeting, the researcher provided a test as reinforcement for the students and then checks the answer together with the students. In this meeting, the researcher also observ ed teaching and learning process. o The second meeting was done on May 6th 2010 (2 x 40 minutes) When start the lesson, first of all the researcher review the topic on the last meeting, Then he provided some pictures taken from the Jakarta Post newspaper to showed for the students on the brainstorming the topic. After that, gave few qu estions based on the pictures on the whiteboard and asked the students to answer it individually. After that, the researcher gave each student a copy of newspap er article and asked them to read it and found the unfamiliar word in the articl e the read. Together with the students he checked the unfamiliar words and deal with it. Next, he made a vocabulary race by wrote some vocabulary questions on t he whiteboard and asked them to answer it quickly. At the time limit he stopped the activity and checks the answer together with the students to found the winne r and deal with the problems which caused students problems. In the middle of th e lesson, he gave the explanation about the topic. At the end of the meeting, th e researcher provided a test as reinforcement for the students and then checks t he answer together with the students. o The third meeting was done on May 6th 2010 (2 x 40 minutes) In this meeting, the researcher did the test to assess students vocabulary progre ss in the first cycle. Then continue to evaluated, reflected the test result and observation result in the next day together with the English teacher. From the students test results, it is found that most of the students are achiev ed the indicator of success as having vocabulary enrichment. The data shows the result of students post test and cycle test from 2 meeting topic Sports and sub to pic Football and Motor GP taken from the Jakarta Post Article Thu, 04/22/2010 and Mo n, 05/03/2010. It showed that almost 75% of the students, even more have reached the good level according to the criteria of success, as we can see in the table ( See Appendix 5). It means that the implementation of Newspaper have done success fully in order to help students enrich their vocabulary acquisition. So, the res earcher stopped the study on this cycle and reported it. The students vocabulary acquisition has enriched much more in this cycle. The following is the more deta iled of the students result or total score which is illustrated in figure 4.2 Figure 4.2. The total score/ result of students vocabulary test in the cycle test . In this cycle the students had achieved the indicator of success. Based on the indicator of success previously mentioned, figure 4.2 shows significant informat ion that the criterion of success was fulfilled in the second cycle. The results show that in this cycle, there were 7 students (54%) on the good level and 4 stud ents (31%) were in the very good level. Only 2 students (15%) got fair level. It mea ns that almost 80%, even more of the students vocabulary acquisition have enrich ed. It also indicated that the implementation of the strategy is successful and the researcher can stopped and reported the result. 4.1.2 A Reflection of the Second Cycle In the second cycle, students gave more attention to learn and enrich their voca bulary by reading newspaper. There was significant progress that students achiev

ed when the researcher and the teacher analyzed students test result in second c ycle post test. Almost all students could show that their vocabulary has enriche d because they could answer more than 20 questions correctly. These things above could be achieved because the students paid more attention in learn with newspaper. They were more active in teaching and learning process. W hen the researcher gave newspaper article and asked them to read and found unfam iliar words on it, the students were more active in using dictionary and asked f or the meaning and definitions of the words if they could not found it on the di ctionary. The researcher helped the students by explained specifically about the text and the meaning and the definition of the words on its context in the text . Before the lessons started, the researcher also discuss about students after t reatment test result and deal with the questions which caused students problems. This activity makes students realized their mistakes and would do better in the next test. When the lessons moved to the last stage of activity, students becam e very busy with their task. They really focused on their task and were active o n what they already learnt and then finished their task at the right time. When the class becomes noisy and uncontrollable, the researcher asked the teache r to help him in controlling the class in order to keep it calm and controllable . With the help from the English teacher, students activities in vocabulary race could be controllable. In the last meeting of the cycle, the researcher conducted a second cycle post t est to assess students achievement on their vocabulary acquisition. Generally, on this cycle students has shown a great achievement on their vocabulary acquisiti on and they have achieved the indicator of success, so the researcher ended the action at the second cycle. In conclusion, the data above showed that students vocabulary test have met the i ndicator of success. It indicated that the strategy implemented was done success fully, and the students vocabulary acquisition has enriched through reading newsp aper.

4.2

Reflections on the Students Responses The second criterion of success is that the students gave positive respo nse to the implementation of the strategy during teaching and learning process. There are three ways used in this study to find the data of the students positive response, during the strategy implementation. They are observation (to find out students involvement or interaction in the class activities), questionnaire and interview (to find deeper facts about their responses especially their attitudes towards the strategy implemented). The following is the discussion of the data collected through each. 4.2.1 Observation Based on the observation, most of the students gave impression that they are int erested in during two cycles (See appendix 6). The positive responses of students were indicated by their good involvement in t eaching and learning process. In the observation note, some students looked conf used because it was a new learning media for them, but others were very interest ed when the researcher explained about The Jakarta Post newspaper as a reading m edia for them in pre teaching stage. There were some questions from the students about that, such as: how it worked? How interest it? How it can enrich their vo cabulary acquisition? Was it useful for them in the future? These questions show ed that they were really interested in learning with Newspaper. At the whilst activity, the students really paid attention in the process of tea ching and learning, they were busy to read the article of newspaper given by the teacher, some of them opened the dictionary or talked to each others about the vocabulary race and they make written note of the answer. However, when the researcher check the answer with the class to found the winner , the researcher also found some students who have difficulties with some vocabu lary questions which they cannot answer. To deal with the problem, the researche

r then explained and make sure that students have understood what they have to d o. In the post activity, the researcher gave the students some post test to do as r einforcement. It helped them to memorize what they had learned. In conclusion, we could say that newspaper was valuable for students. They could involved actively in teaching and learning process, enlarge their knowledge abo ut factual life or real life event around them and also the important one is the y can learn about new words to enrich their vocabulary acquisition. This is a va luable things for students to guide them enter academic life after school. 4.2.2 Questionnaire The result of questionnaire showed that the majority of the students gave positi ve response, especially their attitudes toward the implemented of the newspaper in teaching during two cycles. This questionnaire was given at the last meeting (May 11th 2010) to 13 students of the class. The questionnaire consists of 8 que stions. The students responses to the questionnaire are showed in the table. (See appendix 8) Based on the questionnaire results in the table, it shows that: 1. 85% of the students were interest to read when they deal with newspaper in the reading class while 15 percent said no. 2. 23% of the students were difficult when they learn with newspaper as a m edia in reading class while 77% said no. 3. 100% of the students were motivate to learn English especially reading w hen it deal with newspaper. 4. 92% of the students had good experiences when they have learn with newsp aper while 8% said no. 5. 92% of the students were active in teaching and learning process when th ey deal with newspaper while 8% said no. 6. 85% of the students feel much easier to learn English especially reading by using newspaper while 15% said no. 7. 92% of the students said that newspaper helped them to learn a lot of vo cabulary while 8% said no. 8. 92% of the students said that newspaper enrich their vocabulary while 8 % said no.

4.2.3 Interview From the interview with 5 students in the class, it is also proven that they gav e positive response to the implementation of the strategy. Based on the result o f interview, learning with newspaper was valuable experience for them. They were interacted and involved actively in teaching learning process because they knew that from the newspaper they can found a lot of new vocabulary which helped the m to enrich their vocabulary acquisition. Besides that, according to the most of the students newspaper were helped them to know the factual event or real life event around them. In conclusion, all these data showed that newspaper make students not only enric h their vocabulary acquisition but also get more knowledge about real life event , more positive response and interested from students in the reading process and in the class activity. In other words, the both criteria of success of this res earch are achieved. So, the research can be stopped and reported. For interview questions see appendix 9

4.3 Discussion In this section, the researcher would like to explain about four significant inf ormation regarded the students learning of vocabulary by using newspaper. The in formation is as follow: 4.3.1 The Students Vocabulary Acquisition Before and After Treatment Despite many efforts to achieve the goal of English teaching and learning, many students are still face problems from lack of vocabulary. This problem can be se en when students engaged with English related activities such as writing, speaki ng, listening and reading. Generally, vocabulary problem caused other problems i n productive and receptive English skill. Specifically, in reading activities th e vocabulary problem still occure and occupies top position. Limited vocabulary is one of the root causes that make the students hard to comprehend English read ing text. Talk about students vocabulary before the treatment. The researcher did prelimina ry study and found that most of the students in XIth grade of language class sti ll suffering from lack of vocabulary. The researcher gave a reading text for the students and asked them to read then explain what the text talk about, most of them were confused. In addition, from their test result most of them were failed to match the words with its meaning and filling the blank with the right words. After the treatment, the students were able to comprehend the English text and t heir vocabulary acquisition were enrich. The students have more vocabulary when the researcher gave newspaper article which is contained with a lot of new words and taught about the text through the list of unfamiliar words. By having a lot of vocabulary students were able to comprehend English text and when dealt with vocabulary questions they were able to answer. It showed in their test result i n every cycle. From the first cycle, students vocabulary acquisition was not enr ich at all and it was not fulfilling the indicator of success. Most of the stude nts were in the fair level. From 13 students or 100% only 1 student or 8% was in t he very good level and 2 students or 15% were in the good level. On the other hand, many students still got fair and poor score. The researcher face this problems a nd realized that the material were new and not adapted yet for the students. The result of the test not finish at the first cycle where can decide students succ ess. After the evaluation and reflection the researcher and the teacher prepared a new lesson plan to teach and solve the problems in the first cycle. On the second cycle, the researcher paid more attention for every student in the classroom. The researcher helped them by explained specifically about the text and the meaning and definition of the unfamiliar words on its context in the tex t. The researcher also discusses about students test result and deal with the qu estions which caused students problems. Finally, from the test result, the resea rcher was satisfied because most of them were shown their improvement. It indica ted that their vocabulary acquisition was enriching from the treatment and it wa s fulfill the indicator of success. None of the students were got poor score and j ust 2 of them or 15% were in the fair level. In the other hand, 7 students or 54% were in the good level and 4 students or 31% were able to reached very good level. From the questionnaire and interview result, the researcher found that the stude nts were interest to learn wit newspaper. The students recognized that newspaper could make them interact and involved actively in teaching and learning process because they knew that from newspaper the can found a lot of new vocabulary whi ch helped them to enrich their vocabulary acquisition. Besides that, according t o the most of the students working with newspaper is fun and valuable because ne wspaper were helped them to know the factual event or real life events around th em. 4.3.2 Students attitude toward the applications of the newspaper in teaching. Based on the data which have been collected through observation, the writer foun d several factors influencing students attitude during teaching and learning proc ess. Students attitude means the way of thinking or behavior, first factors that

influence students attitudes was dealing with motivations. Motivation is what mak es us act or do something. Students felt motivated when the researcher introduce d newspaper as a reading text to enrich their vocabulary because this was the fi rst time they learn by using different material than they usually did. When the researcher showed the pictures of the newspaper article, students guessed direct ly the topic without waiting for the researcher explain it first. Such activity happened continuously in every meeting. A second factor was dealing with students actions in learning vocabulary. Lazy st udents became more active in doing activities because in learning vocabulary usi ng newspaper, it provided the vocabulary race and makes the students tried to co mpete each other to win the race. In addition to students motivation and action, confidence was also one of the fac tors that influence students attitude. Confidence was feeling sure about ones abil ity. In teaching and learning process, the researcher found that students tried to show their confidence in answer the vocabulary race orally without worrying t o make mistakes. 4.3.3 The advantages and disadvantage of using newspaper in teaching There are three points that considered as the advantages of using newspaper. Fir st of all, students were enjoying and relaxing when followed the teaching and le arning process. Secondly, students were more confident to do something or to ans wer the questions orally. During the teaching and learning process, the research er created the classroom situations more enjoyable and motivated by giving the v ocabulary race. So, the students were more active and motivated to learn. Thirdl y, students can learn from the real life event in their daily life on the articl e of the newspaper. Apart from its positive side, there are some factors need to be consider when us ing newspaper. Disadvantage of using newspaper in teaching is the meaning of som e words is not well known and even those that may be well-known the researcher h as to explain it according to the meaning of the words in the context of the art icle. 4.3.4 The problems in applying newspaper in teaching In conducting this research, the researcher found that there were two problems i nfluence the students in learning vocabulary. First of all, there was a lot of n ew vocabulary contains in the newspaper which made the students confused. Facing this situation, the researcher tried to help them by gave some explanation abou t that. Second problem was the selection of words, the writer had to be selective in cho osing the list of the words and the reading passage in teaching because students were lack of vocabulary. But the important when the words and the reading passa ge choose should be familiar and suitable to the students need and makes the wor ds learnt longer in students memory.

CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion The problem in this study is that how the students vocabulary acquisition can be enriched through reading newspaper in the classroom. The result showed that the students vocabulary acquisition is achieved through the implementation of Newspap er in reading class and the students also give positive response to the strategy when the researcher applied it in the class. Through the strategy, students can learn a lot of new vocabulary which helped th em comprehends the text they read. Newspaper also raised interest and personal i nvolvement from the students in teaching and learning process. Besides that, new spaper also provides a fresh event in students real life which can be important f or them. What to remember is that teacher should give post test in the end of teaching an d learning process as reinforcement. By post test, teacher will know any problem s or difficulties that arise and then help students to solve it together them. By applying newspaper, which is also raised students positive response to the st rategy as discussed in the previous chapter, the students can enrich their vocab ulary acquisition. 5.2 Suggestion The suggestion is addressed to English teacher that is needed to develop and imp lement newspaper in the classes, especially in reading class. It is proven by th e researcher that newspaper is effectively can enrich students vocabulary acquisi tion. Beside that students also give their positive response to the strategy imp lemented. It is showed by their good involvement in the teaching and learning pr ocess and their good attitudes toward the strategy. This strategy also will usef ul for them when they enter academic course. Furthermore, the researcher suggests for the future researcher to conduct other kinds of research like experimental study in order to test or see the effectiven ess of using newspaper in the teaching of reading on different level of educatio n.