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TEACHING VOCABULARY BY USING PAVE STRATEGY
TO THE THIRD GRADE STUDENTS OF SDN 182 PALEMBANG
ENDANG SUSILO
UIN Raden Fatah Palembang
Abstract: The objective of this study is to find out whether there is a significant
difference on students’ achievement taught by using PAVE strategy and who were
not. The writer use one of the quasi experimental designs, that is pretest posttest
nonequivalent control group design to conduct this research. The population was all
the third grade students of SD Negeri 182 Palembang in academic year 2012/2013
with total number 100 students. The sample of the study was 60 students taken by
using convenience method. The writer used a test to collect the data. The writer used
independent sample t-test to analyze the data. The result of the study showed that
there was a significant difference on students’ vocabulary achievement taught PAVE
strategy and those who were not. The value of t-obtained was 3.714. At a significant
level 0.05 for the two tailed testing with degree of freedom (df) 58 the table was
2.021, t-test showed that t-obtained higher than t-table as a critical value, the null
hypothesis (Ho) in posttest was rejected and the research hypothesis (Ha) in pretest
group was accepted. It means that there was significant difference posttest on
students’ vocabulary achievement taught PAVE strategy of SD Negeri 182
Palembang. This research might be useful for teachers because it can help students,
remember new words and it is more stimulating in teaching and larning process.
Keywords : Teaching Vocabulary, PAVE Strategy
Introduction
Language is important in human life. It is used as a communication tool to
communicate one to another. It is in line with Petty and Jensen (1980:4) who say that
language is one of the most important things in communication and its used as a tool
of communication among notion in all over the world. Language is one of a tool
communication with each other that always used by human every day. Therefore
without language there will not be communication among human life.
173
One of languages that human use for communication is English. In Indonesia,
English is a foreign language. People do not used it as lingua franca or the means of
communication in that formal situations such as educational activity, govermental
activity and law (Supriyanti, et.al. 2008:3). In addition, Supriyanti, et,al. 2008:3
stated that, the people who learn English as foreign language (EFL) have different
purposes: passing the examination, carrer development, persuing their education, etc.
In most countries English as foreingn language is part of educational curriculum,
particulary in state school, especially in Indonesia.
In learning English there are four skills which must be mastered by the
students such as listening, speaking, reading, and writing. According Sanggam
(2008:3) there are various skills in mastering of language: productive skill, speaking
(it is the skill of speaker to communicate information to listener) and writing (it is
skill of writer to communicate the information to reader or group of readers), a
receptive skill, listening (it is the skill of listeners or group of istener interpret the
information tranfered by speaker), and reading (it is the skill of reader or a group to
interperet information transfered by a writer), productive skills means uderstand the
spoken language and respective skill means understand the written language. Besides,
there are four aspect of language that must be learned. They are vocabulary
intonation,spelling, and pronunciation.
Vocabulary is one of aspect of language which is important to learn. By
having a good vocabulary, it is possible for students to use the language for
communication. According to Richards (2002:255), vocabulary is a core component
of language profiency and provides much of the basis for how well learners speak,
listen, read, and write. On the other hand, without vocabulary, the students will have
touble to speak, write the correct spelling and answer some question in spoken and
written form.
Based on the writer experience (PPLK II) on teaching learning process and
observation in English teacher, the writer found a problem in vocabulary that pace by
174
students of SDN 182 Palembang. The problem was the students have difficulty in
remembering the words.
In teaching vocabulary to solve the problem, the writer used PAVE strategy.
According to paul et.al (2009:5) this strategy is a good way to help the students
remembering the meaning of a new word. PAVE stands of Predict, Associate, Verify
and Evaluate. Some English teachers have used this vocabulary strategy for helping
the students to be more motivated in learning.
Based on the explanations above, the writer is interested to conduct the
research in the title “Teaching vocabulary by Using PAVE Strategy to the Third
Grade Students of SD Negeri 182 Palembang” to find whether there is any significant
difference or not on the students’ vocabulary achievement taught by using PAVE
strategy and who are not taught by using PAVE strategy.
Concept of Teaching
Teaching are all the activities of providing education to other. The activities
can be in the forms interaction between teacher and students, process in giving
knowledge or skills to students, and behavior. Such as, teaching and learning process
in the class. According to Brown (2007:8), teaching is showing or helping someone to
learn how to do something, giving interaction, guiding in the study of something,
providing with knowledge, causing to know or understand. Moore (2005:4) adds that,
teaching is as someone actions to assist others to reach their fullest potential in all
aspect of development. Meanwhile, Saleh (1997:16) stated that teaching is a
profession conducted by using a combination of art, science, and skill. From the
previous explanation, it can be concluded that teaching is process where a teacher
gives knowledge and assists students to get knowledge. Teacher guides and facilitates
students in learning process.
175
Concept of Vocabulary
Vacobulary is a basic lesson in teaching learning process and to communicate
with other people, as Nunan (2006:121) said that vocabulary is the collection of
words that an individual know which help easily to remember of the words in
communication with other people. According to Linse, (2005:121) vocabulary is as
defined as the collection of words that individuals knows. From the explanations, the
writer assumed that vacabulary is any kinds of words that is used for communication.
If someone has learn of vocabulary, people will have limited to communicate to
other people.
Importance of Vocabulary
The importance of learning vocabulary is stated by Ricards and Willy (2002:
255), vocabulary is a core component of language proficiency and provides much of
the basis for how well learner speak, listen, read and write. In addition, Arista (2010:
7) said that vocabulary also very important for students, because it is a vital part of
communication when someone want to talk something. Students have to know many
kinds of vocabulary and then form it to become a sentence or sentences. Or use
vocabulary to say the words. Based on the explanations it can be assumed that
vocabulary is very important for students, because vocabulary is central part of the
where language the student cannot communicate effectively or express his ideas or
both oral and written form without having enough vocabulary. Besides, vocabulary is
one of the language components which can make the students understand English
easier.
Concept of PAVE
There are many interesting strategy that can be used in teaching vocabulary.
One of them is PAVE strategy. According to Diamond (2006: 99) PAVE is a strategy
176
for taching vocabulary and PAVE helps the students remember the meaning of words
by associating the word with a visual image. PAVE stands for the four parts of the
procedure: Prediction, Association, Verification, and Evaluation. In prediction part,
students should predict the meaning of the word based on the context clues.
Association means to associate the words with a mental
language. Next, in
verificiation, verify the words meaning by consulting to dictionary. Finnaly, in
evaluation part, the students evaluate the prediction they made. While this procedure
seems time-consuming. According to Diamond students report that PAVE has helped
them remember the words better. In edition Bannon et.al (1990) as cited in
(Greenwood 2010: 224) add PAVE strategy is great way to use dictionaries properly,
that is actively and colaboratively.
Procedure of Teaching PAVE
According to (Miami, 2000: 31) procedures of PAVE strategies are:
1. The teacher Introduce the P.A.V.E. procedure with a fairly easy word and then
have students practice with more difficult words.
2. The students write the sentence or context in which a new word appears.
3. The students write the word again and predict a meaning from the context.
4. The students check the word’s definition in a dictionary and write the definition.
5. The students draw an image to help remember the meaning by creating an
associative link. For example, a student might draw a mouse eating cheese.
6. The students have each complete one word individually and share with the class.
7. The students complete a few more words individually or in small groups until the
procedure is internalized.
177
Research Design
The design of this experimental method is quasi experiment. According to
(Sugiono 2012:77), quasi-experimental design is conducted because of the
impossibility or difficulty of conducting true experimental design. This design has
control group, although it cannot compeletly control all outer variables that can
influence the experiment.
The method used in this research is pretest-posttest nonequivalent group
design. One of the most commonly used quasi-exprerimental design. One of the most
commonly used quasi-experimental design in educational research
can be
represented as Cohen (2007:283), the formula as follows:
O1
O3
X
O2
O4
Where:
O1,3
:
pretest of the experimental and control group
O2,4
: posttest experimental and control group
X
: treatment of experimental group
Population and Sample
According to Fraenkel & Wallen (1990: 67), a population is the group to
which the results of the study are intended to apply. The total number of students are
100 students consisting of three class. In this study, convenience sampling technique
is used. The writer takes two classes of third grade students of SDN 1821 Palembang
that has been chosen by teacher of English. The total numbers of the students as the
sample coming from three classes. The writer decided III.A and III.C as the sample
178
because the principal asked the writer to help the teacher of English compare both of
them.
Validity Test
According to Fraenkel and Wallen (1990: 127), validity is the most important idea
to consider when preparing or selecting an instrument for use. In addition Holandyah
(2013: 63) states that validity test is done to know whether the instruments which are
going to be used for pretest and posttest are valid or not.
1. Construct validity
According to Hughes (1989: 26), a test, part of a test or a testing techenique is
said to have construct validity if it can be demonstrated that it measures just
the ability which it is supposed to measure. After constructing the
instrruments related to some aspects measured, then it is consulted to achieve
some judgements from at least three validators to evaluate whether the
components of the instrument are valid or not to be applied for students’
pretest and posttest activities Sugiyono (2010: 177) as cited in Holandyah
(2013: 36)
There were three validators to validate her research instrument. The three
validators were Manalullaili, Ed as the first validator, Amalia Hasanah M. Pd
as the second validator, and M. Holandyah M. Pd as the third validator. The
components of the construct validity were format, illustration, language, and
content of the instrument. The result of that given to three validators showed
that the instrument of vocabulary test had construct validity. The result
showed that the instrument of vocabulary test can be used without revised. It
means that the insturment of vocabulary test was very good to be tested to the
students.
2. Content Validity
179
According to Hughes (1989: 22), a test is said to have content validity if its
content constitutes a representative sample of the language skills, structures,
etc. which it is meant to be concerned. A content validity is very important
since it is an accurate measure of what it is supposed to measure. In order to
judge whether or not a test has content validity, a specification of the skills
or structures should be made based on the curriculum and syllabus. Then, the
result analysis in constructing the content validity is presented in the
specification table including: Objectives of the test, text material, indicator,
number of items, total of the question, types of test, and answer key.
Reliability Test
Holandyah (2013:66) states that reliability measure whether research instruments
used for pretest and posttest activity is reliable or not. Reliability is the consistency
with which a measurement device gives the same results when the measurement is
repeated (Moore 2005: 172).
In this study, the writer did a try out test twice with the same questions at
different times to the third grade students of SD Negeri 183 Palembang. There were
40 question items as the instrument. The first, the try out was carried out on
Wednesday, 2nd of July 2013 at 13.00-13.30 a.m. The instruments of the test are given
to 30 students of the third grade students. The second, the try out was carried out on
Thursday, 25nd of July 2013 at 08.20-09.40 a.m. The instruments of the test were
given to 30 students of the third grade students.
Normality Test
The writer used one-sample kolmornov-smirnov test to analyze the normality.
The result shows that in the pretest control group was 1.211 and pretest experimental
group was 0.931. Then, in posttest control was 1.065 and posttest experimental was
180
1.081. It can be concluded that the data were considered normal since they are higher
than 0.05.
Homogeneity Test
For analyzing the homogeneity, the writer used Levene Statistic. The result
shows that the pretest score was 0.602 and posttest score was 0.988. Since the
score was higher than 0.05 it can be concluded that the data was homogeneous.
Hypothesis Testing
A significant difference is found from testing students’ pretest to posttest
scores in experimental group using independent sample t-test. A significant difference
is found whenever the p-output was lower than a significant difference at 0.05 level.
The result analysis measuring using independent sample t-test, it was found
that tvalue for the test was 3.714 with of 58 degrees of freedom. Meanwhile that t-table
was t58 (2.021). significant (2 tailed) it and those who were taught using teacher’s
strategy. It also can be seen from the sig.(2-tail) 0.000 which was lower than 0.05. So,
it is concluded that the null hypothesis (Ho) is rejected, and alternative hypothesis
(Ha) is accepted.
Conclusion
Based on the findings and interpretation in the previous chapter, the writer can
draw a conclusion. There was a significant difference on the students’ vocabulary
achievement by using the PAVE strategy than those who are taught by using strategy
that usually used by the teacher at SD Negeri 182 Palembang. When the students
learned the vocabulary by using the PAVE strategy they can understand and
remember the meaning of words to be easier. The students got higher score after they
are taught by using the PAVE strategy.
181
In analyzing by using independent sample t-test, there was
significant
difference found on the students vocabulary achievement taught by using PAVE
strategy and who were not taught by using teacher strategy. The result of posttest
experimental group was higher score than control, it could be stated that teaching
vocabulary by using Pave is more suitable to be applied at SDN 182 Palembang,
because it can help students’ remember new words, and it is more stimulating in
teaching and learning process.
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Teaching Vocabulary by Using Pave Strategy to the Third Grade Students of SDN 182 Palembang
2016
The objective of this study is to find out whether there is a significant difference on students’ achievement taught by using PAVE strategy and who were not. The writer use one of the quasi experimental designs, that is pretest posttest nonequivalent control group design to conduct this research. The population was all the third grade students of SD Negeri 182 Palembang in academic year 2012/2013 with total number 100 students. The sample of the study was 60 students taken by using convenience method. The writer used a test to collect the data. The writer used independent sample t-test to analyze the data. The result of the study showed that there was a significant difference on students’ vocabulary achievement taught PAVE strategy and those who were not. The value of t-obtained was 3.714. At a significant level 0.05 for the two tailed testing with degree of freedom (df) 58 the table was 2.021, t-test showed that t-obtained higher than t-table as a critical value, the null hypothe......Read more
