THE USE OF
SEMANTIC FEATURE ANALYSIS TO INCREASE STUDENTS’ VOCABULARY MASTERY OF THE SEVENTH
GRADE AT SMPN 3 BUKIT BATU
A.
The Title of Research
The
researcher is interested to carry out a research entitle: “THE USE OF
SEMANTIC FEATURE ANALYSIS TO INCREASE STUDENTS’ VOCABULARY MASTERY OF THE SEVENTH
GRADE AT SMPN 3 BUKIT BATU”
B.
The Background
of the Problem
English as one of international
languages that an important role in communication both in spoken and written.
The fact that, the Indonesian has given an educational level from Junior High
School, Senior High School and than University. So, the students are expected
to have a good ability in using English for communication.
In studying English, there are four
languages skills that should be achieve by students. There are Listening,
Speaking, Reading, and Writing skill. That releted to each other. Therefore, in
mastering the four skills, the learned need to master the languages component
such as vocabulary, grammar, pronunciation and spelling that give contribution
to the student’s achivement.
A basic language which meaning is a
vocabulary which a convey some information, ideas or express feelings to the
other in both spoken and written forms. The mastery of vocabulary is essential
in order to construct sentence that contain some massages for social
interaction by memorizing vocabularies, we can express our intention freely
without thinking of word too long time.
Vocabulary is a part of the language
skill. It is the tool for communication, learning and thinking. In addition, it
is jot only for better reading but also for better speaking, listenning, and
writing. Considereble the research evidence suggest that students who are the
most successful in schooll are those with the largest vocabularies. It mean
that the students with sufficient vocabularies one has the more effective
his/her communication. It is better for researcher to begin with common words
and the teachers need to use learning strategy to help the students learn new
vocabulary easily, because the students have to active, and the teacher to be
creative.
Based on the researcher observation
on the seventh grade students’ at SMPN 3 Bukit-Batu, most of the students have
difficulty in masteing vocabulary. They can not memorize new words, they often
get bored in learning. In order words, the students find difficulties in master
vocabulary in communication because they do not know what to say and the
students often find difficulties in translate bacause they do not know what the
meaning of the words. This problem will afeect their learning og the English.
Based on the problem above, the
researcher is intersted in using Semantic Feature Analysis. The researcher use
this technique in order to help students increase they vocabulary. A semantic
feature analysis is a technique that guided students through analyzing
vocabulary by identifying key characteristics and comparing these
characteristic with other known concepts. Through the use of a matrix grid,
students are able to code a number of key vocabulary or concepts in term of
several important qualities. The researcher considers the semantic feature
analysis is easier to use. The semantic feature analysis can help the students’
mastery thier vocabulary. Consequently, can help the students in understanding
and meaning of the word. the strategy also will be simply to introduce a new
word and learn more understanding meaning of word.
Teaching and learning of the seventh
at SMPN 3 Bukit-Batu have problem in learning and memorize the word, based on
researcher observation, the students have problem in learning vocabulary. To
increase the vocabulary mastery there is by using semantic feature analysis.
This because the usual method make students lazy to learn and not interested
and some of students less understanding meaning of the word. Finally, the
students have limited vocabulary.
The researcher will use the semantic
feature analysis that is different from
the previous methods. Using semantic feature analysis makes the students
are interested in learning and help them understanding the meaning of a word
that they are learning. It is gives a way to take teaching vocabulary easy and
effective.
From explenation above, the researcher
found the phenomena occurred during the classroom activities. Some symptoms can
see as follow:
1.
Some of the
students get difficulteis increase tyheir vocabulary
2.
Some of
students had lack of vocabulary
3.
Some of
students did not understanding the meaning and pronounce English words.
4.
Some of
students did not focus and low attention in learning process.
5.
Some of
students got difficult to write English
Based on the background abiove the
researcher is very interested in carrying out the research entitled : “THE USE
OF SEMANTIC FEATURE ANALYSIS TO INCREASE STUDENTS’ VOCABULARY MASTERY OF THE
SEVENTH GRADE AT SMPN 3 BUKIT BATU”.
C.
The Reason of
Choosing the Title
The researcher
is interested in carrying out of this research bacause of some reasons as
follow:
1.
The researcher
is interested toward this problem.
2.
The researcher
will try to give motivation of semantic feature analysis in vocabilary to
students.
3.
The researcher
wantys to know how far the effectiveness using of semantic feature analysis to
increase students’ vocabulary mastery.
D.
The Problem of Research
1.
Identifications
of the Problem
Based on the background above, the researcher identifies the
problems as follow:
1.
Some of
students get difficulties increse thier vocabulary.
2.
Some of
students did not understanding the meaning and pronounce English words.
3.
Some of
students did not focus and low attention in learning process.
4.
Some of
students had no efforts to increase vocabulary.
2.
The Limition of
the Problem
Based on the identification of the problems above the researcher
limits the problem on:
To find out effectiveness using semantic feature analysis to
increase students’ vocabulary mastery of the seventh grade at SMPN 3
Bukit-Batu”.
3.
The Formulation
of Problem
1. How the students’ ability in mastering vocabularies of the seventh
grade at SMPN 3 Bukit-Batu ?
2. How the effectiveness using semantic feature analysis in creasing
vocabulary mastery ?
3. Is there any significan effec of using semantics featura analysis
to increase students’ vocabulary mastery ?
E.
The Objective
and the Need of the Research
1.
The Objectives
of the Research
a. To measure the student’s
ability in mastery vocabulary
b. To know the students’
ability in mastery vocabulary after
using semantic feature analysis to increase students’ vocabulary mastery of the
seventh grade at SMPN 3 Bukit-Batu
c. To Find outsignificant relation using semantic feature analysis to
increase students’ vocabulary mastery.
2.
The Needs of
the Rasearch
The
researcher conduct this researcher for some needs as follow:
a. To help the students overcome the problem in leraning vocabulary
b. As information to the students and as premise to another researcher
that may be related study with this research
c. To provide information of how to do research for beginner
d. To inform the English teacher about using of rivet as technique to
be apply in teaching learning process at SMPN 3 Bukit-Batu.
F.
The Definition
of the Terms
In other to avoid
misunderstanding in vocabulary this research, it is necessary to explain the
term as follow:
1.
Semantic
feature analysis is strategy engages students in reading assignments asking
them to relate selected vocabulary to key feature of the text uses a matrix to
help students discover how one set of thing is related to one another ( www.adlit.org/strategies/22731 ).
2.
Increase is to
(make something) become large in amount or size ( http: //dictionary.cambridge.org/dictionary/british/increase
).
3.
Vocabulary is
total numbers of word, which (with the rules of combining them) make up the
language, list of word uses in a book usually with definition and tranlation
(Hornby: 1995 quoted in Sumi, 2012).
G.
Theoritical
Framework
1.
The Nature of
Vocabulay
Vocabulary
is the focus of language. It is in word that sounds and meaning interlock to
allow to communicate, and it is word that arranges together to make sentences,
conversations, and discources of all kinds. Vocabulary plays an important role
because it appears in every language skills. Vocabulary building is really
important in any language learning.
Realizing
how important the mastery of vocabulary is, particular foe students who study
English as a foreign Language at school. Students has mastered the fundamental
grammatical patterns of a language, next task into master its vocabulary that
needed. Vocabulary is a component of langauge that maintains all of information
about meaning and using word in language.
David Nunan ( 2003, 134) states that vocabulary must not only be
known, it must be readly for use. The fluency develpment stand of a course aims
at helping learners make the best use of what they already know. It is
important to see fluency as being related to each of the four skills of
listening, speaking, reading, and writting with fluency needing to be developed
independently in each of these skills. Fluency development activities shuold
involve only known language items (there shuold be no unkown vocabulary or
grammatical features), should be message-focused, should involve subtantial
quatities of input and output, and should involve some pressure to problem
faster than usual.
Assessing student learning is a critical
component of effective teaching and achievement. Therefore, part of the teacher’s
literacy instructional plan needs to include the assessment of students’
vocabulary development. We aligned our progress monitoring of vocabulary with
the following instructional goals: (1) to enhance vocabulary development and
use, (2) to develop word-learning strategies, and (3) to build word consciousness.
One approach in assessing students’ vocabulary development is through the use
of the rubric. The rubric contains six criteria related to the goals of the
vocabulary instructional program. By monitoring students’ progress, teachers
may use the results to modify their instruction to meet the needs of individual
students, those of the class, and the instructional program.
Table. 1
Rubric for Assessing
Vocabulary Development
Criterion
|
Level #3
Advanced
(3
Points)
|
Level #2
Developing
(2
Points)
|
Level #1
Striving
(1 Point)
|
Word identification
|
The student is proficient in saying, reading, or writing the
word.
|
The student has some difficulty saying, reading, or writing the
word.
|
The student has a lot of difficulty saying, reading, or writing
the word.
|
Word meaning
|
The student knows the comprehensive meaning of the word and can
discuss multiple meanings of the word.
|
The student knows a partial meaning of the word but has
difficulty discussing a full meaning of the word.
|
The student does not know the meaning of the word and cannot
discuss it.
|
Reading the word
|
The student offers a rich explanation of the contextual meaning
of the word.
|
The student offers a partial explanation of the contextual
meaning of the word.
|
The student is not able to explain the contextual meaning of the
word
|
Writing the word
|
The student uses the word with a high degree of accuracy within
the context of writing.
|
The student uses the word with some degree of accuracy within
the context of writing.
|
The student does not attempt to use the word within the context
of writing.
|
Word-learning strategies
|
The student uses a range of word-learning strategies, along with
varied resources, to learn new words.
|
The student uses few word-learning strategies and resources to
learn new words.
|
The student does not use word-learning strategies and resources
to learn new words
|
Word consciousness
|
The student demonstrates an awareness and interest in learning
and using new words.
|
The student demonstrates a minimal awareness and interest in
learning and using new words.
|
The student does not demonstrate an awareness and interest in
learning and using new words.
|
Overall level of vocabulary development
|
Advanced level
18–13 points
|
Developing level
12–7 points
|
Striving level
6–0 points
|
2.
The Meaning of
Vocabulary
Words represent complex and, often, multiple meanings.
Furthermore, these complex, multiple meanings of words need to be understood in
the context of other words in the sentences and paragraphs of texts. Not only
are students expected to understand words in texts, but also texts can be
expected to introduce them to many new words. The vocabulary of written
language is much more extensive and diverse than the vocabulary of oral
language (Hayes, Wolfer, & Wolfe, 1996) in Michael L. Kamil and Elfrieda H.
Hiebert (2005: 1).
The National Reading Panel (NICHD, 2000) in Michael L. Kamil
and Elfrieda H. Hiebert (2005: 2) identified the components of reading as phonemic
awareness, phonics, fluency, vocabulary, and comprehension. As the content of
the chapters in this book illustrates, vocabulary holds a special place among
these components. Vocabulary is not a developmental skill or one that can ever
be seen as fully mastered. The expansion and elaboration of vocabularies is
something that extends across a lifetime. A first consideration in delineating
the construct of "vocabulary" in research and practice is that
individuals have various types of vocabulary that they use for different
purposes. Failure to distinguish among the different kinds of vocabulary can
lead to confusion and disagreement about both research findings and
instructional implications. Generically, vocabulary is the knowledge of
meanings of words. What complicates this definition is the fact that words come
in at least two forms: oral and print. Knowledge of words also comes in at
least two forms, receptive—that which we can understand or recognize—and
productive—the vocabulary we use when we write or speak.
Oral vocabulary is the set of words for which we know the
meanings when we speak or read orally. Print vocabulary consists of those words
for which the meaning is known when we write or read silently. These are
important distinctions because the set of words that beginning readers know are
mainly oral representations. As they learn to read, print vocabulary
comes to play an increasingly larger role in literacy than does the oral
vocabulary.
In general, recognition or receptive vocabulary is larger than
production vocabulary. And, as noted earlier, for beginning readers, oral
vocabulary far outstrips print vocabulary. However, if the print vocabulary is
more complex than the child's oral vocabulary, comprehension will not occur.
That is, the process of decoding a word to speech does nothing more than change
its representation from visual print to oral speech. If it is not in the
child's vocabulary, it is simply an unusual collection of speech sounds.
3.
The
Use of Vocabulary
Acording to Sumi Purwayi (2012), STAIN Bengkalis “ Using Power
Point in Increasing Students’ Vocabulary Mastery of The Seventh Grade Students
at SMP Al- Amin Bengkalis”, vocabulary is very important in studying in foreign
language becase without having vocabularies someone cannot speak well,
especially in English. Vocabulary is important in an effpprt in learning
language vocabulary profeciency. It effects noy only in students reading skill,
but also their speaking, listening, and writing skill. In speaking the word,
someone choose the word that effect how weel she/he understand. In liteningg
vocabulary to much someone in understand in class lecture, speeches, and class
discussion. In writing vocabulary can determine how clearly and accuratly can
express idea.
Based on explanation above, vocabulary is very important in
learning foreign language specially for beginner. Communiction wiil not take
place well or will no be done any longer if the person who involved a
communication does not apply appropriet word.
4.
Definition
of Semantic Feature Analysis
Semantic feature analysis is very similar to semantic mapping
in that it draws upon student’s perior knowledge, teacher the relationship
between words in a usal way, and incoperates dicussion as a key element.
Instead of a map, semantic feature analysis uses a grid to
organize connection between words. The grid is based on a subject or concept.
Down the left side, the teacher write several words related to the concept.
Across the top, the teacher writes several features or characteristic that each
word may or may not exhibit.
Semantic feature analysis is a strategy uses a grid to help
kids explore how sets of thing are related to one another. By completing and
analyzing the grid, students are able to see connections, make prediction and
master important concept. This strategy enhances comprehension and vocabulary
skill. (http://www.readingrockets.org/strategies/)
Semantic feature analysis (SFA) (Lori A. Davis and Suzanne Thompson Stanton, 2005) is a therapeutic technique
that is used for the treatment of naming deficits occurring with aphasia.
Aphasia commonly impairs a person’s ability to retrieve words easily, and
speechlanguage pathologists (SLPs) often struggle to determine an effective
means of facilitating this skill. SFA has been shown to improve naming of
targeted items with generalization to control stimuli. SFA also teaches the
individual with aphasia a process for accessing semantic networks and for
self-cueing. This project examined the use of SFA to address naming deficits
and measured the impact of SFA on connected speech output with an individual
with moderate aphasia with both expressive and receptive components. The study
was conducted in two phases: The first stage examined improvements in naming
skills, and the second stage assessed improvements in connected speech. This
individual demonstrated improvements in naming for trained and untrained
stimuli and also increased in measures of connected speech from baseline over a
17-month period. The usefulness of SFA for practicing SLPs in the current
health care service delivery system is discussed.
Semantic feature analysis (Johnson
and Pearson, 1984 in Pairah, 2013: 14) is a technique that guides students
through analyzing vocamulary by identifying key characteristics and comparing
these characteristic with other known concepts. Through the use of a matrix
grid, students are able to code a number of key vocabulary or concept in terms
of several important qualities.
Patrecia Anderes and Candace Bos (1986) in
Pairah, have devised an effective way to teach vocabulary called Semantic
Featura Analysis. This technique incorporates several of the principales we
have discussed : attention to context and elaboaration, use of a graphic
organizer, making use of spoken language and student interaction, to name a
few. Semantic Featura Analysis is designed to help the students to learn the
vocabulary.
According to me, Semantic Feature Analysis is a strategy that
uses a grid and matrix to help students in learning vocabulary and
understanding the meaning of word.
5.
Benefits
of Semantic Feature Analysis
A semantic Feature Analysis improves students comprehension,
vocabulary and content retention. This strategy helps students to examine
related feature or concept and make distinctions among them. By analyzing the
completed matrix, students are able to visualize connection, make prediction
and better understand important concepts.
Teacher can use this strategy with the whole class, small
groups, or individually. Monitoring each student’s matrix provides teacher with
information about the topic. This allows teacher to tailor instruction
accordingly.
6.
Strategy
Steps
The following steps
are:
1. Select
a category
SPAs can be constructed
for most categories of words. With students new to this procedure, it is best
to select categories that are concrete and familiar. The category word can be a
vocabulary word or it may bo one of the major topics of the story selection.
Wtite the category in to thye top left-hand box of the grid.
2. List
word in the category.
List three or four
words that name concept or objaect related to the category down the left side
of the grid.
3. Add
features
Write three or four
features (traits, characteristic, properties) of the category across the top of
the grid. Start only with a few features and allow students to add more later.
4. Determine
featura possession
Guide students through
the matrix, asking them to decide if the word of the left of the grid has each
of the features listed across the top. If the students decide that it usually
has a feature put a plus (+) sign in the
box. If it does not usually possess that feature, put a minus (-) sign in the
box. If the students are unsure, put a question mark in the box. The question
mark serves as a place holder, allowing discussion to continue while marking an
area that will require investigation.
5. Add
more words and features
Students add mora words
that fit the category and features that apply to those words. Add these to the
grid.
6. Complete
the grid
Students complete the
grid either individually, with a learning partner, or in a small group. They
can use reference books and other source to find the answers for the boxes and
marked with question marks.
7. Discuss
the grid
Students examine the
complete grid carefully, nothing the similarities and differences among
the words. Ask with word in the
categories seem to be the most alike (share the most common features) and which
one seem to be the most different. Guide them in making generalizations as well
as in nothing the unique feature of words.
H.
Relevance of
the Research
The research
relevant with Kurniawan (2012), STAIN Bengkalis with title “ The
Effectiveness of Expreriental Learning Method Toward the Students’ Ability in
Mastery Vocabulary of the Eighth Grade at SMPN 3 Bantan”. He counducted the
research and concluded that the studends’ vocabulary in Experimental Group
after using experiental leraning method by using media picture of the eighth
grade at SMPN 3 Bantan got 58,33% got Poor category.
Meanwhile in this
reseacrch, the researcher investigates the use of semantic feature analysis to
increase students’ vocabulary mastery of the seventh grade at smpn 3 Bukit-Batu.
I.
The Operational
Concept
This concept is
main element to avoid misunderstanding and misinterpreting in a specific study
as a concpet is still operated into a particular a words in order easy to
measure. Therefore, the operational concept can be see in these indicator as
follows:
Table. 2
The Operational Concept
Title
|
Variable
|
Sub
Variable
|
Indicators
|
The Use of
Semantic Feature Analysis to Increase Students’ Vocabulary Mastery of the
Seventh Grade at SMPN 3 Bukit-Batu.
|
The effect
use of semantic feature analysis
|
a.
Using
semantic feature analysis
|
- The students are able to complete the matrix using a symbol (+),
(-) and able to clasification the material
- The students are able to choose category and feature
|
The students’
vocabulary mastery
|
b.
Vocabulary
mastery
|
- The students are able to add new vocabulary
- The students are able to understand a classification of word
|
J.
The Assumtion
and the Hyphothesis
1.
The Assumption
The students can not understanding meaning
of word since became a problem in vocabilaries. So. It is intended to use
semantic feature strategy in increasing students’ vocabulary mastery. For researcher
assumes that using semnatic feature make easier for students to increas their
vocabulary and semantic feature also will make the students able to see
connection, make prediction and master importent concept.
2.
The Hypothesis
Ha : There is
significanteffect of using semantic feature analysis in increasing students’s
vocabulary mastery.
Ho :There is no significanteffect of using semantic feature analysis in
increasing students’s vocabulary mastery.
K.
The Method of
Research
1.
Research Design
The
method of the research is experiment research. There are two kinds of groups;
the experimental and control group. The design of this research is pre
experiment design with pre-test and post-test prosedure in experimental group
and control group. Pre-test will be given in control group and post-test will
be given in experimental group.
The
students in control group will be given a pre-test without treatment whereas
the students in experimental group will be given post-test with treatment. It
aim to know how well the students’ achievements in mastery vocabulary before
and after treatment. The designed is used from Bambang Setiyadi (2006: 132) as
follows :
T1 X T2
Where:
T1 :
Pre-test
X : Treatment
T2 :
Post-test
2.
Location and Time of the Research
The location of
research is seventh grade atSMPN 3 Bukit-Batu. The time started from
October until January 2014.
3.
The Population and Sample of the Research
a.
Population
The population of this
research is the seventh grade of SMPN 3 Bukit-Batu. The number of population is
22 students.
Table. 3
The population of the research
No
|
Classroom
|
Sex
|
Population
|
|
Male
|
Female
|
|||
1
|
VII A
|
9
|
13
|
22
|
2
|
VII B
|
10
|
15
|
25
|
3
|
VII C
|
8
|
12
|
20
|
4
|
VII D
|
6
|
15
|
21
|
b.
Sample
In this research, the researcher takes two clasess as sample. Bacause there are two kinds of group in
reasearch, there are Experimental Group (EG) and Control Group (CG). The researcher
choose Class VII A with a total of students are 22 as Experimental Group and
Class VII B with a total of students are 25 as Control Group. It can be seen in
the table below:
Table. 4
The sample of research
No
|
Classroom
|
Sex
|
Sample
|
|
Male
|
Female
|
|||
1
|
VII A
|
9
|
13
|
22
|
2
|
VII B
|
10
|
15
|
25
|
L.
The Technique of Collecting Data
1.
Test
a. Pre-test
The researcher
used pre-test because wants to know the effectiveness of using semantic feature
analysis to increase students’ vocabulary mastery. In the biginning, the
pre-test wiil be carried out in Control Group (CG), the researcher gave each
students test in the form written test.
b. Post test
The post test was carried out at the last
meeting in Experimental Group (EG). The students here will be given post-test after treatment. One of the purposes of giving the post test is to
know the students’ vocabulary after using of semantic feature analysis
technique. And the data of collecting technique
is same with the process pre test take place.
In teaching learning process, have some steeps that be done, as
follow:
a.
First meeting, the researcher introduse thier self and try to know situation in the class
b.
The researcher
take the pre-test students’ vocabulary mastery
c.
The researcher
intoduce the new vocabulary by using semantic feature analysis
d.
The researcher
ask the students to choose feature of the words to be listed across the top of
the matrix or also chosee them prior to the lesson
e.
The students
complete the matrix by using a plus sign (+) and minus sign (-) for feature
that apply to each word.
f.
The researcher
gave the post-test
M.
The Data Analysis Technique
The data gathering was analyzed and compared with the expected
number of which the percentage by using kuatitatif score. To get percentage of
a study on the use semsntic feature analysis the following formula is:
P= 
x
100%
x
100%
Where:
P = The
percentage of students
F = Total
score of respondent
N = Number
of cases or total of frequency
(Anas sudijono, 2009 : 43)
Computing the mean score, the researcher used a formula determine Anas Sudijono (2009 : 81). The formula
as follow:
Mx =
Where:
Mx = Mean variable X
= Sume
of score variable X
= Number of students
To get standar deviation, the rsearcher used the formula as follow
:
SDX =
Where :
SD = Standar deviation
= The
square of the total individu
= Number
of students
In
order to know the significant effect the use of semantic feature analysis in
increasing vocabulary, the reseacher will compare the average score of pre-test
and post-test used formula, as follow :
to = 
(Hartono, 2004
: 191 quoted by Sumi : 26)
The
test be detrmined the table is used as company value to the test which is
calculated to find out the degree of freedom, the following formula will be
used :
Df = (N1+N2)-2
Where :
Df = Degree
of freedom
N1 = The number of individual in experimental
class
N2 = The number of individual in control class
(Hartono, 2004
: 192 quoted by Sumi)
Criteria
of hypothesis
Acceptable:
to
tt = Reject null Hypothesis
tt = Reject null Hypothesis
to
tt
= revalue null Hypothesis
tt
= revalue null Hypothesis
in measuring the students’
ability, the reseacher fixed the score follow:
RANK
|
ABILITY LEVEL
|
81 – 100
|
EXCELLENT
|
61 – 80
|
VERY GOOD
|
41- 60
|
GOOD
|
21 - 60
|
FAIR
|
0 -20
|
POOR
|
(Suharsimi Arikunto,
1992,107 quoted by Sumi, 2012)
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Graha Ilmu, 2006
Sudijono,
Anas, Pengantar Statistik Pendidikan,
Jakarta: PT. Rajagrafindo Persada, 2010
__________. Essential
Strategies for Teaching Vocabulary.__________. __________.
__________. Word Knowledge Sample Lesson
Semantic Featura Analysis.
__________.__________.
http://www.dictionary.cambridge.org/dictionary/british/increase
