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The Effect of Using Cubing Strategy Toward Students
The Effect of Using Cubing Strategy Toward Students
CHAPTER I
INTRODUCTION
A. Background of the Research
English is a tool of communication either oral or written. The education
of english in Indonesia is preparing a standard of competence in the
curriculum KTSP, it stipulates that the ability to be owned by Indonesian
students is to understand and express information, thoughts, feelings, and
develop science, technology, and culture of the English language. Thus,
English serves as a tool to communicate in order to access other information
than as a means to foster interpersonal relationships, exchange information
and enjoy the aesthetics of language in British culture. Therefore, there were
three aims of studying of English. First, was to develop the ability to
communicate in English, in oral or written form, which included the ability to
listening, speaking, reading, and writing. Second, was to raise awareness
about the nature of language and the importance of English as a foreign
language to become a major tool of learning. Third, was to develop an
understanding of the interrelations between the languages and cultures as
well as expand cultural horizons so that students have a cross-cultural
insight and can involve themselves in cultural diversity.
One component of language learning was the understanding of the
vocabulary of the English language itself, in addition to other components.
Vocabulary (English vocabulary) was the set of words which meaning
was known and could be used by a someone in a language. The compilation
of vocabulary was defined as the set of all words that were understood by
everyone or all of the words that are likely to be used by someone to
construct new sentences. Someone's vocabulary choices is generally
considered by an overview of intelligence or educational level.
Understanding vocabulary was generally regarded as an important part
of the process of learning a language or development of a someone's ability
in a language that is already occupied. School students were often taught
new words as part of specific subjects and many adults who considered the
establishment of vocabulary as an exciting and educational activities.
Vocabulary mastery was the most basic things that must be mastered in
learning English for all students and the people of Indonesia. How could one
express a language if he did not understand the vocabulary of the language.
Especially if the student learned a foreign language, so the vocabulary of the
language was something that was absolutely owned by language learners. If
a student has the vocabulary of the English language, it would automatically
be adequate to support the achievement of English language four skills
competence. And vice versa without having an adequate vocabulary, a
student had a difficulty in achieving the above language competence.
Becker (1997) explained that the vocabulary was connecting how
many vocabulary controlled by the students with academic material and the
lack of understanding of language learning vocabulary was a major cause of
academic failure experienced by students.
Based on the preliminary observation toward the fifth grade students of SDN 002 Bala
Merah Pelalawan, the students were demanded to comprehend the simple descriptive picture text
based on the school context, the indicator of this competence was memorizing the words, phrase
and sentence correctly.
In this point, I observed that the techniques of teaching and learning
vocabulary used by teacher did not attract the attention of students to enrich
vocabulary, unavailability of media vocabulary learning effective and
engaging for the students and some students did not have a great interest to
learn English because they considered it difficult.
In this phenomena, the students needed a special techniques to achieve their english
vocabulary mastery in order to make the class more favourable. So, the students could
comprehend and absorb the materials that had been taught easily.
There were some vocabulary mastery strategies with regard to the students’ problems on
vocabulary, strategy of teaching vocabulary was one of the aspects that influenced the
achievement of teaching vocabulary. Using good strategy of teaching helped the students to be
mastered vocabulary, for example by using Cubing strategy.
Cubing strategy was a strategy used by the teacher to provide opportunities for the
students to use and share their thinking about new vocabularies. Bloom (2008) added that cubing
was an effective strategy that gave teachers a precise language for communicating the outcomes
of their learning instruction in teaching vocabulary. Therefore, the researcher could see whether
cubing strategy was one of strategy could be effective to help students in learning vocabularies.
Based on explanation above, the researcher was interested to conduct the research
entitled “The Effect of Using Cubing Strategy toward Students’ Vocabulary Mastery at the
Fifth Grade of SDN 002 Bala Merah Pelalawan”.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Theory
In this related theories, research of this study elaborated some related theories dealing with
using Cubing Strategy learning in achieving the students’ vocabulary mastery. Those were
described as follows;
3. Kinds of Vocabulary
According to Eckersley (1960:3) there are eight kinds of vocabulary. It is stated one the
part of speech. They are noun, pronoun, adjective, verb, adverb, preposition, conjunctions, and
interjection.
Noun : the word that is related to name of things, people, or place.
Example: house, hat, iron, Russia, London
Pronoun : the word that refers to people or things without really naming
them and being compelled to repeat the names frequently:
e.g : I, you, them.
Adjective : the word that qualifies a noun by making its meaning clearer,
fuller or more exact. e.g : sick, new shoes, a blue dress.
Verb : the word that expresses the idea of action or being that affirms that person or thing is, does
or suffers something.
e.g : boys played football, he is hungry.
Adverb : the word that can be added to a verb to make its meaning clearer,
fuller or more exact. e.g : he ran quickly.
Preposition : the word that is used with noun or pronouns and show the
relationship between the noun or pronoun and other word, often
expressing abstract relationship of case or of time of place.
e.g : the desk was near the window.
Conjunction : the word that is used to join words, phrases or sentences.
e.g : he worked hard because he wanted to succeed.
Interjection : the word that expresses sudden feeling or emotion.
e.g : hello! Oh! Ah!
Here the students will learn about Adjective, Noun, and Verb, it was based on curriculum
used in SDN 002 Bala Merah Pelalawan, the vocabularies that learnt as follows:
a. Adjective is word that modifies a noun or a pronoun by describing, identifying, or quantifying
words. An adjective usually precedes the noun or the pronoun which it modifies.
e.g: happy, big, high, low, small, red, black
b. Noun is a word used to name a person, animal, place, thing, and abstract idea. Nouns are usually
the first words which small children learn. e.g: bag, chair, book, board.
c. Verb is the word that expresses the idea of action or being that affirms that person or thing is,
does or suffers something. e.g: eat, drink, get, give, take, run.
Garag
e:
Car
Bicycl
e
Bathroo
m:
soap
Tooth
brush
House
Kitche
n:
Stove
Plate
Bedroo
m:
Bed
Pillow
Living
Room:
Chair
TV
List of Vocabularies:
HOUSE
-House -Kitchen
-Living room -Stove
-Chair -Plate
-TV -Garage
-Bathroom -Car
-Soap -Bicycle
-tooth brush
-bedroom
-bed
-Pillow
B. Review of related findings
There were some previous researches that have done by some researcher related to cubing
strategy:
The first, Hasanah (2013) conducted the research entitled “Teaching English Vocabulary
Using Cubing Strategy at the Fourth Grade of SDN Cibeber Mandiri 1 Cimahi in Academic Year
2012-2013”. She found that mean score of pretest was 66.41, mean score of posttest was 86.67
and tobserved was 8.62. The ttable with df=n-1 (39-1=38) and significance level at 0.05 was
1.70. Based on the data analysis above, the alternative hypothesis of this research was accepted
because tobserved was higher than ttable (8.62>1.7). It also means that teaching English
vocabulary using cubing strategy was effective to increase the students’vocabulary mastery at the
fourth grade students of SDN Cibeber Mandiri 1 Cimai in academic year 2012-2013.
The second, Firdaus (2011) conducted the research entitled “The Use of Cubing Strategy to
Improve the Students’ Understanding on English Vocabulary (A Classroom Action Research
With The Fourth Graders of SDN 01 Mulyoharjo Jepara In The Academic Year 2010/2011)”. He
found that the average of the students achievement was 57,4. In the first cycle there are about
64% or many of students joined the class, and the average of the students achievement was 64,7.
In the second cycle there are about 74% or almost majority of the students joined in the class, the
average of the students achievement was 71,8. In the third cycle there are 80% or majority of
students joined the class, the average of the students achievement was 75,7. Based on the result
of the analysis, the researcher can conclude that the use of cubing strategy is recommended for
the English teacher, especially for elementary school teachers to attract the students interest and
to improve their knowledge in learning English.
The third, Abdul (2011) conducted the research entitled “The Use of Cubing Strategy in
Teaching Vocabulary (An Experimental Study with the Seventh Grade Students of Mts Darul
Ulum Srikandang Bangsri, Jepara In The Academic Year Of 2011-2012). He found that the pre-
test average of the experimental group was (62.1) and control group was (63.62). While, the
post-test average of the experimental group was (82.58) and control group was (64.88). The
obtained t-test was (24.34), whereas the t-table was (2.00) for a = 5%. The t-test score was higher
than the t-table (24.34 > 2.00). It was meant that Ha was accepted while Ho was rejected. Since
t-test score was higher than the t-table, the use of cubing strategy was effective strategy in
improving students’vocabulary achievement in MTs Darul Ulum Srikandang Bangsri, Jepara.
Based on the computation, the researcher concluded that the hypothesis is accepted.
The fourth, Nurbaeti (2013) conducted the research entitled “Teaching Vocabulary Using
Cubing Strategy at the Third Grade Students of SDN 1 Tegalmunjul – Purwakarta”. She found
that mean scores of pretest was 12.53, mean scores of posttest was 16.25. It means cubing
strategy can improve the students’ vocabulary mastery. Then, the tobserved was 4.45, and the
critical value was 2.42 with degree of freedom = N-1 (df = 40-1 = 39) and significance level at .
01. Based on the result of the data analysis above, the alternative hypothesis was accepted
because the tobserved was bigger than the tcritical value (4.45 > 2.42). It also means that cubing
strategy was effected to improve the students’ vocabulary mastery significantly.
C. Conceptual Framework
Dealing with the research, researcher conceptualized the research to ease conducting the
research. The direction begun with the observation, pre-test, treatments, and post-test. The
preliminary research was interview before giving pre-test to the students.
Figure 2.1
Conceptual Framework of the Research
Post-test
Pre-test
Observationn
Treatment
Result
D. Hypotheses
1. Null hypotheses (Ho)
There is no significant effect of using Cubing Strategy toward students’ vocabulary
mastery at the fifth grade of SDN 002 Bala Merah Pelalawan.
2. Alternative hypotheses (Hα)
There is significant effect of using Cubing Strategy toward students’ vocabulary mastery at
the fifth grade of SDN 002 Bala Merah Pelalawan.
CHAPTER III
RESEARCH METHODOLOGY
Table 3.2
The Population of Research
A sample was part of the population being examined at the time of research. Thus, the
sample of research should be less than the population. The sample must have the characteristics,
which represented all the population being observed in the research. In other words, the sample
was a subject of individuals or cases from a population. It enabled the researcher to collect and
organize the data more effectively and practically. In this research, researcher determined the
classes based on students based score to see students had equal ability. After calculating the
score, researcher got the result that students’ average score of class V.A was 70.49, while class
V.B was 70.14. It showed both of classes had equal ability. Then researcher took randomly as
sample of research. Researcher took two classes as the sample of this research by using lottery,
before doing that, researcher committed the first taken out was experiment class and the second
was control class. Those are V.A became the experimental group and V.B became the control
group.
Table 3.3
Sample of the Research
Table 3.4
The schedules of the Research
Table 3.6
The criteria of achievement N-Gain score
Limitation Category
G > 0.7 High
0.3 < g < 0.7 Middle
g ≤ 0.3 Low
Meltzer 2002
Next, it was to analyze the data of pre-test and post-test that used software Statistical
Package for Social Science (SPSS) for windows version 20.0. Before hypothesis test, first was
done normality test distribution data and homogeneity variance data both classes. Testing
normality distribution data in this research was done using test Kolmogorove Smirnov (KS-21)
in program SPSS version 16.0 while Levene Test for testing homogeneity of sample. The
continue after normality test and homogeneity test as follow:
1. T-test
T-test was a parametric statistic used to test the hypothesis, comparative average of two
samples, when the data are interval or ratio form. T-test was used when data was normal and
homogeneous. To determine the normal and homogenous data used normality and homogeneity
test.
a. Normality test
Normality test was needed to determine the distribution of data. Normality data is known
through the equitable distribution of regression of each value. One of methods was used to test
the normality of data is Kolmogorov Smirnov (KS-21) KS=I| Fn(yi-1) – F0 (yi)|
Note:
KS : Value of KS
Fn(yi-1) : Cumulative percentage frequency before i.
F0 (yi) : Distribution normal of frequency data at i.
To calculate KS value obtained subsequently compared with the KS value table. If the
Value calculated KS < KS table accept H0 then it means a simple regression model of data or
multiple regression followed a normal distribution and conversely if the value calculated KS >
KS table then reject H0 it means that a simple regression model of data or multiple regression
did not follow a normal distribution. (Sugiyono 2010:156)
b. Homogeneity test
Homogeneity test was performed to determine the equality of research data. In a regression
analysis of research data that either should have a homogeneous distribution of data and method
used to test the Levene test.
Vij = Xij-
Note:
L : Levene Value
X : Residual data Value
: Residual data mean
N : Amount of sample
K : Amount of group (Sugiyono 2010:147)
The value of Levene counting obtained is then compared with Levene table or can also use
a significant comparison with alpha value of 5%. If the value of Levene count < Levene table or
P value > 5% of the data a simple regression or multiple regression has a homogenous variety.
On contrary, if the value of the Levene > Levene table or P value < 5% then data regression
simple or multiple regression that does not have homogenous variety. And the hypothesis by T-
test formula as below:
Note :
t = t-test
= mean score of treatment class
= mean score of control class
2
S1 = Standard Deviation of treatment class
S22 = Standard Deviation of control class
n1 = number of the students of treatment class
n2 = number of the students of control class
(Zulkarnaen, 2010:187)
2. U Mann-Whitney test
U-test was used to test the comparative hypothesis of two independent samples when data
are ordinal form, If in an observation interval of the form data, then it needed to be changed first
into ordinal data. When the data is still shaped interval, we can use T-test to test, but if the
assumption of T-test is not match (must be normal), then this test can be used. There are two
formulas that are used for testing; both of formulas are used in calculation, it is used to determine
the price of U whichever is smaller. U price smaller that are used for testing and comparing with
the U table.
U1 = n1.n2 + - R1
U2 = n1.n2 + – R2
Noted:
n1 : Amount of simple 1
n2 : Amount of simple 2
U1 : Amount of level 1
U2 : Amount of level 2
R1 : Amount of rank sample 1
R2 : Amount of rank sample 2
(Sugiyono 2010:153)