APPROVAL
SHEET
This is to certify that the
Sarjana’s thesis of Muh Zaedun has been approved by the thesis advisor for
further approval by the board of examiners.
Malang,
April 25th 2014
Advisor,
Drs. Mukarrom, M.Hum.
Acknowledged by Approved
by
Head, English Education
Department Dean,
Social Science and
Humanity
Education Faculty,
Adi,
M.Pd Dra.
Titik Purwati, MM
APPROVAL SHEET
This is to certify that the
Sarjana’s thesis of Muh Zaedun has been approved by the board of examiners as
the requirement for the Sarjana degree in English Language Education
Malang,
April 25th 2014
Examiner I,
Marzuki, S.Pd,.M.pd
Examiner II,
Drs. Mukarrom, M. Hum
Acknowledged by Approved
by
Head, English Education Department Dean, Social
Science and
Humanity
Education Faculty
Adi, M.Pd
Dra. Titik Purwati, MM
ACKNOWLEDGEMENT
Praise and great gratitude to Almighty God
submitted by the author to the Allah SWT My Savior for blessings and help to
complete this thesis on time.
This thesis is arranged to fulfill the
requirements for obtaining bachelor's degree, in English
Education Study Program, faculty of social science and humanity
education Budi Utomo Malang.
On this occasion with great humility, I would
like to thank you to all of those who have
given me help and guidance so that this thesis can be finished.
Completion of writing of this thesis, the author would like to thank to:
1.
Dr.
H. Nurcholis Sunuyeko, M.Si. as the Rector of Institute of teacher Training and
Education Budi Utomo Malang .
2.
Dra.
Titik Purwati, M.M as the Dean of faculty of social science and humanity
education.
3.
Adi,
S.Pd,..M.Pd as the Head of English Education Department.
4.
My
best gratitude to Drs. Mukarrom, M.Hum as my supervisor in
completing this thesis through the guidance and direction as well as the
encouragement that are very useful and helpful for the preparation and writing
of this thesis.
5.
All
lecturers in faculty of social science and humanity education, especially
in English Education Study Program, thanks for the teaching during this
time.
6.
Thanks
to the principal Najmah, M.Pd as the headmaster in MTs Nahdlatul Ulama’
Malang and also Mr. Abdl Rockhim, S.Pd as the English teacher in my
research, and all the teachers especially all English teachers as well as
the students in MTs Nahdlatul Ulama’ Malang, especially in 7rd Social
Science Grade 14th, the school where the author did the
research.
7.
The
biggest thanks especially to my lovely mom Sumaini, S.Pdi as the best mom
ever in this world and my lovely dad Anwar, S,Ag,.M.Ag who always pray,
encouraging, giving love and compassion, giving material I
need, working hard, always trying to do the best, to accompany me the
day by day, support me all the time and given a smile
and happiness in my life. I love them just the way they are so
that I can finish my lecture although with the teardrop but with advice
from the most important people in my life. I can survive and spirit
to face everything until today just because of them.
8.
My
sister Wirianik, S.PdI and Liwak Anah, S.Pd thanks to always support
and company me whenever I need her. My brothers Drs. Muh, Ainun, Sh,.M.Pd,
Abdul Ra’if, S.PdI, Ridwan, M.M and Rusdan, S.Pd, great thanks to them for
their support through giving me spirit and material also. Do not forget
also to my great and lovely my sister Lidya Qona’ah and grandmother who always
support me and always give me advices that I really need, also thanks to my
uncle Sukran, my aunty Mariatun, my
nephews, my neighbors for their support until I can finished my college as
well all my families from father and mother and all the
preceding families thank you for everything you have given me.
9.
Thanks
so my greatest as well as close friends M. Zaini,S.Kep, M. Rudi, St,
Dedi Lazwardi,S.Pd,. Baharudin, S.Pd,. Muhammad Abul Wali, S.Pd, and Bastiar, S.Pd
who always accompany and gather with me always together in any conditions
for four years since we are in the first semester. Also to my oldest, childhood
best friend ever Bawon Sutrisna,S.Pd thanks for the support and always be with
me, they are all really mean in my life.
10. I say thanks to all of my faith
friends in BEM (Badan Eksekutif Mahasiswa IKIP Budi Utomo Malang), for always pray for me so I can finished this well. I
cannot mention them one by one here but I always remember and pray for them for
all those who support and pray for me. I do not forget also to say great thanks
to my faith family in my hometown or in Lombok Tengah for always support and
pray in other I can finish my thesis, my college well as well as get the good
value. Thanks for all. Allah SWT loves us.
11. Wonderful thank for all
my greatest friends in class B - Regular 2010 English Education that
I can not mention their names one by one as well as the junior
and senior in English Education and also A-Regular 2010.
Final
words, the author say thank you so much indeed for all for those who I
cannot mentions the names. Hopefully this thesis can be useful for us
and become the input for the parties in need.
Malang, April 25th 2014
Muh Zaedun
NPM
2101000320044
ABSTRACT
ABSTRACT
Muh Zaedun Using
Enriching Student’s Vocabulary Mastery by Implementing Peer Mediated
Instruction and Intervention Type Class Wide Peer Tutoring at the first grade
of MTs Nahdlatul Ulama’ Malang. Thesis, English Department Faculty Social
Science and Humanity Institute of Teacher and Education Budi Utomo Malang, Advisor
Drs. Mukarrom, M.Hum.
Key words: Implementation, Class Wide Peer Tutoring, Vocabulary Comprehension.
This
study attempts to investigate how the students get vocabulary
ability progress using Class Wide Peer Tutoring Strategy.
The
design of this research is Classroom Action Research. The subject of this study
is the first grade students of MTs Nahdlatul Ulama’ Malang. The instruments of the study are
observation and test.
Based
on the observation at the early time of the first grade students at MTs Nahdlatul
Ulama’ Malang, they tend to be passive in English learning. It is because the strategy
used did not attract students. In addition, it uses more on lecture and demonstration so the teacher
plays actively in learning. Therefore, renewal should be conducted in terms of
teaching model. The one which is appropriate is class wide peer tutoring
strategy emphasizing that students’ learning should be started
by knowledge, experience, and then related to real concept. This study aims at
the describing the using of class wide peer tutoring srategy for the first grade students of MTs Nahdlatul Ulama’ Malang.
This study is conducted on January
06th to February 06nd, in
four meetings; three meeting gave treatment and using through
class wide peer tutoring strategy and the last meeting is used for
testing students.
The using of the
actions is done in 1 cycle only. After the action in the first cycle finish,
the students is given a test and the teacher record the score in the first
cycle, then the teacher compares the result of in the preliminary study and the
first cycle after getting treatment, whether the next cycles are needed or not.
The result of
this study revealed that cycle II reached the criteria of success. It is shown by result reached by students. The amount result cycle I is
1.705 (25, 9%). While in the cycle II is
2.090 or (81, 5 %). It means that there is significant difference in
grade of vocabulary test achieved by the students after
they have been taught using class wide peer tutoring strategy for the first grade students of MTs Nahdlatul Ulama’ Malang.
In
line with the result, the writer suggests that the class wide peer tutoring strategy is one of the effective method
as to increase students’ comprehension in learning
English. This result hopefully would motivate teachers to use the class wide peer tutoring strategy in their classroom, especially when
teaching English vocabulary to the first grade
students of MTs Nahdlatul Ulama’ Malang.
TABLE OF CONTENTS
Title Page
COVER......................................................................................................... i
APPROVAL SHEET.................................................................................... ii
APPROVAL SHEET.................................................................................... ii
MOTTO......................................................................................................... iii
ACKNOWLEDGEMENT............................................................................ iv
ABSTRACT.................................................................................................. vi
TABLE OF CONTENTS.............................................................................. vii
LIST OF APENDIX..................................................................................... x
LIST OF TABLE.......................................................................................... xi
LIST OF FICTURE...................................................................................... xii
CHAPTER I : INTRODUCTION
1.1.
Background of the Study............................................... 1
1.2.
Research Problem........................................................... 6
1.3.
Objectives of the Study ................................................. 6
1.4.
Significance of the Study............................................... 6
1.5.
Scope of the Study......................................................... 7
1.6.
Definition of Key Terms................................................. 7
CHAPTER II : REVIEW OF RELATED
LETERATURE
2.1. Teaching
English in MTs Nahdlatul Ulama’ Malang........ 9
2.2. Vocabulary...................................................................... 9
2.2.1Definition
of Vocabulary....................................... 9
2.2.2
Why Study Vocabulary......................................... 12
2.3.
The Mastery of English Vocabulary................................ 13
2.3.1
Kinds of English vocabulary................................. 14
2.4. The Strategy of Cooperative
Learning............................. 17
2.4.1 Understanding Cooperative Learning................... 17
2.4.2 Characteristic of Cooperative Learning................ 18
2.4.3 Advantages of Cooperative learning Strategies ... 19
2.4.4 Limitation of Cooperative Learning Strategies..... 20
2.5. Peer mediate Instruction and
Intervention as a method of
Teaching English ........................................................... 21
2.6.
Definition of Peer mediate Instruction and
Intervention.. 22
2.7. Steps of PMII in Learning
Strategies CWPT..................... 22
2.8. Advantage of learning Strategy
PMII type CWPT............ 23
2.9. The Weakness of Instructional
Strategies PMII type CWPT 24
2.10.
Identifying Components/Features.................................. 24
2.11. Effectiveness of PMII.................................................... 24
2.12. Class Wide Peer Tutoring............................................. 26
2.13. Effects on Tutors and Tutees........................................ 26
CHAPTER III : RESEARCH
METHODOLOGY
3.1.
Design of study.............................................................. 28
3.2.
Setting of the Study....................................................... 29
3.3.
Subject of Study ............................................................ 29
3.4.
Schedule of Research..................................................... 29
3.5.
Procedure of Study......................................................... 30
3.6 Preliminary Study............................................................ 30
3.7 Planning of Action........................................................... 31
3.7.1 Designing Lesson Plan............................................ 32
3.7.2 Preparing Instructional Materials............................ 32
3.7.3 Preparing the Instruments....................................... 33
3.7.4 Observation............................................................. 35
3.7.5
Reflection............................................................... 36
3.8 Data Analysis................................................................... 37
3.9 The Criteria of Success.................................................... 38
3.10 Steps PMII type of Learning Strategies CWPT............ 39
3.11 Implementation of the Action....................................... 39
CHAPTER IV : FINDINGS
AND DISCUSSION
4.1.
Research Findings........................................................... 41
4.1.1.
Early Observation finding.................................... 41
4.1.2.
Cycle I.................................................................. 42
4.1.3 Cycle II................................................................. 50
CHAPTER V : CONCLUSION ND
SUGGESTIONS
5.1.
Conclusion...................................................................... 59
5.2.
Suggestions..................................................................... 60
REFERENCES
APPENDICES
LIST
OF APPENDIX
Title Page
Appendix 1a Lesson Plan Teaching-learning Activity I................................ 60
Appendix 1b Lesson Plan Teaching-learning Activity II.............................. 63
Appendix 1c Lesson Plan Teaching-learning Activity III............................. 66
Appendix 2a Questionnaire........................................................................... 69
Appendix 2b The Result of Questionnaire.................................................... 70
Appendix 3 Observation Sheet for the Teacher............................................ 72
Appendix 4 Observation Sheet for the Students .......................................... 77
Appendix 5a Teaching-Learning I................................................................. 79
Appendix 5b Teaching-Learning II............................................................... 80
Appendix 5c Teaching-Learning III.............................................................. 81
Appendix 5d Test.......................................................................................... 82
Appendix 6 Criteria of Success .................................................................... 87
Appendix 7 ................................................................................................... 89
Appendix 8 ...................................................................................................
LIST
OF TABLE
Title Page
Table 3.1 Schedule of the
research................................................................ 29
Table 3.2 The Classification
of Improvement Students’ Vocabulary Comprehension by Class Wide Peer Tutoring....................................................................................................... 38
Table 4.1 The Students
Vocabulary’s Scores in Cycle I................................ 47
Table 4.2 The Students
Vocabulary’s Scores in Cycle II.............................. 53
Table 4.3 The Students’ Vocabulary’s
Preliminary Score in Cycle I and
Cycle
II......................................................................................... 58
LIST
OF FICTURE
Title
Page
Ficture ...........................................................................................................
Ficture............................................................................................................
Ficture............................................................................................................
Ficture............................................................................................................
