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ENHANCING STUDENTS’ VOCABULARY MASTERY BY USING PPP APPROACH (PRESENTATION, PRACTICE, PRODUCTION) (A Classroom Action Research at Fifth Grade of SD Negeri Kratonan no.3 Surakarta in the Year of 2014/2015) A THESIS Muhammad Fahni K2209064 Submitted to the Teacher Training and Education Faculty of Sebelas Maret University as a Partial Fulfilment of the Requirements to Obtain the Undergraduate Degree of Education in English ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY 2016

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PRONOUNCEMENT This is certify that I myself write this thesis, entitled “ENHANCING STUDENTS’ VOCABULARY MASTERY BY USING PPP APPROACH (PRESENTATION, PRACTICE, PRODUCTION) (A Classroom Action Research in SD N Kratonan no.3 Surakarta in the Year of 2014/2015)”. It is not a product of plagiarism or made by others. Anything related to others’ works is written in quotations, the sources of which are listed on the bibliography. If then this pronouncement proves wrong, I am ready to accept any academic punishment including the withdrawal or cancellation of my academic degree. Surakarta, April 2016 Muhammad Fahni

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APPROVAL ENHANCING STUDENTS’ VOCABULARY MASTERY BY USING PPP APPROACH (PRESENTATION, PRACTICE, PRODUCTION) (A Classroom Action Research at Fifth Grade of SD Negeri Kratonan no.3 Surakarta in the Year of 2014/2015) THESIS By: Muhammad Fahni

• NIM. K2209064

This thesis has been approved by the consultants to be examined by the Board of Examiners of Teacher Training and Education Faculty of Sebelas Maret University. Approved by: Consultant I

• Dr. Abdul Asib, M.Pd
• NIP. 195203071980031005

Consultant II Teguh Sarosa, SS., M.Hum.

• NIP. 197302052006041001

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APPROVAL OF THE THESIS EXAMINERS This thesis has been examined by the Board of Thesis Examiners of the English Department of Teacher Training and Education Faculty of Sebelas Maret University and approved as fulfillment for the requirements for obtaining the Undergraduate Degree of Education in English Education. Day : Date : Board of Thesis Examiners: Signatures:

• 1. Chairman:

Teguh Sarosa, S.S., M.Hum

• NIP. 19730205 200604 1 001

(………………………)

• 2. Secretary:
• Drs. Martono, MA
• NIP. 19600301 198803 1 004

(………………………)

• 3. Examiners I:
• Drs. A. Dahlan Rais, M.Hum
• NIP. 19510326 198303 1 002

(………………………)

• 4. Examiners II:
• Dr. Abdul Asib, M.Pd
• NIP. 19520307 198003 1 005

(………………………) Teacher Training and Education Faculty Sebelas Maret University The Dean,

• Prof. Dr. Joko Nurkamto, M.Pd

NIP 19610124 198702 1 001

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ABSTRACT Muhammad Fahni. K2209064. 2016. Enhancing Students’ Vocabulary Mastery by using PPP Approach (Presentation, Practice, Production) (A Classroom Action Research in SDN Kratonan no.3 Surakarta in the Year of 2014/2015). Thesis Supervisor 1: Drs. A. Dahlan Rais, M.Hum, Supervisor 2: Drs. Abdul Asib, M.Pd. English Department, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta. The objectives of this research are: (1) To find out whether or not the use

• f PPP approach can improve the vocabulary mastery of the fifth grade students at

SD Negeri Kratonan No.3 Surakarta; and (2) To describe the class situation when PPP approach is implemented in teaching vocabulary to the fifth grade students at Elementary School. The study was carried out on July to August 2014 to the fifth grade of SDN Kratonan no.3 Surakarta by using qualitative method and quantitative

• method. The data collected using various techniques in qualitative method obtain

from questionnaire, interview, classroom observation, field note. While technique

• f collecting data using quantitative method was obtained from vocabulary test

that consist of pre-test and post-test. Then in analyzing the qualitative data, the researcher Burn method analyzing action research data, while quantitative data are analyzed by using descriptive statistic method. The research findings show that the use of PPP Approach improves the students’ vocabulary mastery in four aspects and English class situation. The improvement of students’ vocabulary mastery included: (1) students were able to pronounce words correctly; (2) students could spell the words correctly; (3) students could gave/understand the meaning of words; (4) students could make simple English sentences correctly. Related to the improvement in the classroom situation, the research finding showed: (1) students more enthusiastic and interested in the teaching process; (2) it gave students with new atmosphere in teaching learning process. Based on the fact above, PPP Approach can improve students’ vocabulary

• mastery. Therefore, it is recomended that (1) The researcher suggests English

teachers to implements PPP Approach in teaching vocabulary and enrich hisself with many media and techniques in teaching to give attractive teaching and learning process; (2) School re-manage the time allocation of English lesson and improve the facilities and media to support in teaching and learning process. Key Words: classroom action research, PPP Approach, Vocabulary Mastery

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ABSTRAK Muhammad Fahni. K2209064. 2016. Enhancing Students’ Vocabulary Mastery by using PPP Approach (Presentation, Practice, Production) (A Classroom Action Research in SD N Kratonan no.3 Surakarta in the Year of 2014/2015). Skripsi. Pembimbing 1: Drs. A. Dahlan Rais, M.Hum, Pembimbing 2: Drs. Abdul Asib, M.Pd. Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas Maret, Surakarta. Penelitian ini bertujuan untuk: (1) Mengidentifikasi penggunaan PPP Approach apakah bisa meningkatkan penguasaan kosa kata siswa atau tidak; (2) mendeskripsikan situasi kelas ketika PPP Approach di implementasikan dalam pembelajaran kosa kata untuk siswa kelas lima di Sekolah Dasar. Penelitian dilaksanakan pada Juli hingga Agustus di kelas lima SDN Kratonan no.3 Surakarta dengan menggunakan metode kualitatif dan kuantitatif. Pengumpulan data menggunakan berbagai jenis teknik dalam metode kualitatif didapat dari kuesioner, interview, obsevasi kelas, catatan lapangan. Sedangkan teknik pengumpulan data menggunakan metode kuantitatif didapat dari test kosakata yang terdiri dari pre-test dan post-test. Kemudian dalam menganalisis data kualitatif, peneliti menggunakan metode Taylor dan Bodgan, Glaser dan Strauss analyzing action research data, sedangkan data kuantitatif dianalisis menggunakan descrptive statistic method. Penelitian ini menunjukkan bahwa penggunaan dari PPP Approach meningkatkan penguasaan kosa kata siswa dalam empat aspek dan situasi dalam

• kelas. Peningkatan kemampuan siswa dalam penguasaan kosa kata meliputi: (1)

siswa dapat melafalkan kata dengan benar; (2) siswa dapat mengeja kata dengan benar; (3) siswa dapat memahami arti kata; (4) siswa dapat membuat kalimat sederhana dengan benar. Sehubungan dalam peningkatan situasi kelas, hasil temuan penelitian menunjukkan: (1) siswa lebih antusias dan tertarik dalam kegiatan belajar mengajar; (2) ini (PPP approach) memberi siswa dengan atmosfir baru dalam kegiatan belajar mengajar. Berdasarkan fakta diatas, PPP Approach dapat meningkatkan kemampuan kosa kata siswa. Oleh karena , disarankan bahwa (1) Peneliti menyarankan guru Bahasa Inggris untuk menggunakan PPP Approach dalam mengajar kosa kata dan memperkaya dirinya dengan berbagai media dan teknik dalam pembelajaran untuk memberikan kegiatan belajar dan mengajar yang menarik; (2) Sekolah mengatur ulang alokasi waktu pelajaran Bahasa Inggris dan meningkatkan fasilitas dan media untuk mendukung kegiatan belajar dan mengajar. Kata Kunci:classroom action research, PPP Approach, vocabulary mastery

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MOTTO “Fighting has been enjoined upon you while it is hateful to you. But perhaps you hate a thing and it is good for you; and perhaps you love a thing and it is bad for

• you. And Allah knows, while you know not.”

(QS. Al Baqarah: 216)

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DEDICATION This paper is dedicated to historical peoples in my life: My beloved mother (Sukarni) and Father (Guwadi) My sisters (Umri N.A and Rima) My lovely wife (Nina Hastuti) and my child (Muh. Alvis)

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ACKNOWLEDGEMENT Thank God, Allah SWT for the blessing so this thesis can be

• accomplished. The accomplishment also was possible because of interfere from

various people thus the writer would like to express gratitude to:

• 1. The Dean of Teacher Training and Education Faculty, for his approval.
• 2. The Head of English Program of Teacher Training and Education Faculty, for

the approval and abridgment.

• 3. Drs. Martono, MA, the academic supervisor, for all the guidance.
• 4. Drs. A. Dahlan Rais, M.Hum., the first consultant, for the time, guidance,

advice and the patience during the consultation session.

• 5. Drs. Abdul Asib, M.Pd., the second consultant, for the advice, evaluation,

guidance and motivation in finishing the research paper for the best result.

• 6. Sujito, S.Pd., M.M., the Head of SD N Kratonan no.3 Surakarta, for the

permission in conducting the research.

• 7. Rina Natalia, S.Pd., the Head of the class, who so cooperative thus the data

needed is easily collected.

• 8. The fifth grade students of SD N Kratonan no.3 Surakarta, for the help as the

research sample.

• 9. All his friends in English Department ’09, espesially the members of SBI

class. Hopefully, this thesis is beneficial for the further educational development. Comments and suggestion are accepted for better further research. Surakarta, March 2016 Muhammad Fahni

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TABLE OF CONTENTS COVER PAGE............................................................................................ i PRONOUNCEMENT................................................................................. ii APPROVAL PAGE ................................................................................... iii LEGITIMATION PAGE ........................................................................... iv ABSTRACT ............................................................................................... v MOTTO ..................................................................................................... vii DEDICATION ........................................................................................... viii ACKNOWLEDGEMENT ......................................................................... ix TABLE OF CONTENTS ........................................................................... x LIST OF FIGURES ................................................................................... xiii LIST OF TABLES ..................................................................................... xiv LIST OF GRAPH ....................................................................................... xv LIST OF APPENDICES ............................................................................ xvi CHAPTER I: INTRODUCTION

• A. Background of the Research ...........................................................

1

• B. Statement of the Problem................................................................

7

• C. Objectives of the Study ..................................................................

8

• D. Benefits of the Research .................................................................

8 CHAPTER II: RIVIEW OF RELATED LITERATURE

• A. General Concept of Vocabulary Mastery
• 1. The Definition of Vocabulary ..................................................

11

• 2. The Definition of Mastery........................................................

13

• 3. The Type of Vocabulary ..........................................................

14

• 4. The Importance of Vocabulary ................................................

16

• 5. Aspects of Vocabulary .............................................................

17

• 6. Selecting Vocabulary ...............................................................

20

• 7. Teaching Vocabulary ...............................................................

21

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• B. Young Learners
• 1. The Nature of Young Learners.................................................

21

• 2. Characteristic of Young Leaners..............................................

22

• 3. How to Teach Young Learners ................................................

23

• 4. The Objectives of Teaching to Young Learners ......................

24

• C. The General concept of Presentation, Practice

and Production (PPP)

• 1. The Nature of PPP Approach...................................................

25

• 2. Teaching Vocabulary using PPP Approach .............................

29

• D. Rationale .........................................................................................

34 CHAPTER III: RESEARCH METHODOLOGY

• A. The Contentex of the Research .......................................................

36

• B. Method of the Research ..................................................................

36

• C. The Model of Action Research .......................................................

38

• D. The Research Procedures ................................................................

40

• E. Techniques of Collecting Data........................................................

42

• F. The Technique of Data Analysis.....................................................

45 CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

• A. Research Findings
• 1. Description of Early Condition before the Research ...............

48

• 2. Research Finding......................................................................

50

• 3. The main Phase of PPP Approach

Applying cycle of Vocabulary Mastery ................................... 51 a) Cycle 1 .............................................................................. 51 i. Planing the Action ................................................... 55 ii. Implementing the Action......................................... 57 iii. Observing or Monitoring the Action ....................... 61 iv. Reflecting the Action............................................... 64 v. Revising the Plan..................................................... 67

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b) Cycle 2 .............................................................................. 68 i. Planing the Action ................................................... 68 ii. Implementing the Action......................................... 71 iii. Observing the Action............................................... 76 iv. Reflecting and Evaluating the Result ...................... 78 c) Findings............................................................................. 81

• B. Discussion .......................................................................................

97 CHAPTER V: CONCLUSSION, IMPLICATION AND SUGGESTION

• A. Conclusion .....................................................................................

101

• B. Implication ......................................................................................

103

• C. Suggestion ......................................................................................

104 BIBLIOGRAPHY APPENDICES

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LIST OF FIGURE Figure 2.1 Harmer’s PPP Scheme ..................................................... 34 Figure 3.1 The Model of Action Research of Kemmis and Mc Taggart................................................... 39

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LIST OF TABLE Table 2.1 Carol Read (in Matthews, A Spratt, M and Dangerfield) ................... 31 Table 4.1 Situation before the Research ........................................... 48 Table 4.2. Procedures of the Research .............................................. 50 Table 4.3. Summary of Cycle 1 ......................................................... 52 Table 4.4. List of learning activities using PPP Approach ............... 56 Table 4.5. The list of problem indicators as being improved in learning activities by using PPP Approach .................. 57 Table 4.6. Improvement of the students’ vocabulary mastery .......... 64 Table 4.7 The students’ improvement of each indicator from the two test ............................................... 65 Table 4.8 Summary of Cycle 2 ......................................................... 69 Table 4.9 The students’ improvement of each indicator from two tests .................................................... 79 Table 4.10 The Class situation improvement ..................................... 80 Table 4.11 The Improvement of Students’ mean score ..................... 82 Table 4.12 The Improvement of Vocabulary Mastery cycle 1 and 2 ..................................................................... 82 Table 4.13 The Students’ achievement of their vocabulary mastery .......................................................... 83 Table 4.14 Class Situation .................................................................. 84 Table 4.15 The Improvement of Each Meeting ................................. 86 Table 4.16 Summary of Research Findings ....................................... 90 Table 4.17 The Improvement of Students’ Vocabulary Aspects ....... 94

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LIST OF GRAPH Graph 4.1 The Improvement of Students’ Mean Score .................... 94

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LIST OF APPENDICES Appendix 1 Pre-Research Interview Transcript ................................... 118 Appendix 2 Syllabus ............................................................................ 121 Appendix 3 Lesson Plans Cycle 1 ....................................................... 155 Appendix 4 Lesson Plans Cycle 2 ....................................................... 165 Appendix 5 Pre-Test ............................................................................ 173 Appendix 6 Post-Test 1 ........................................................................ 176 Appendix 7 Post-Test 2 ........................................................................ 179 Appendix 8 Field Notes ....................................................................... 186 Appendix 9 Interview Transcript after Research ................................. 201 Appendix 10 Photographs ...................................................................... 203 Appendix 11 Legalizations .................................................................... 204