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Car Tri Rizkiputra Jati
Car Tri Rizkiputra Jati
A RESEARCH PROPOSAL
By
TRI RIZKI PUTRA JATI
E1D020214
A. BACKGROUND OF STUDY
One of the important aspects in learning language is mastering the vocabulary of the
target language. If foreigners learn a new language without mastering the vocabulary of
the language, they will find it difficult to understand that language. Vocabulary is one of
English components or sub skills that must be taught to the learners because vocabulary
has the primary role for all languages. Moreover, there are some researchers regarding that
vocabulary is more important than grammar. Carter (2014) stated that vocabulary is
knowledge about words and word meanings.
Vocabulary is the basic competence that must be reached by students in order to gain
other competences such as reading, writing, listening, and speaking. In order to
communicate well, the students need to have adequate vocabulary. It is difficult to master
the other competencies without mastering and understanding the vocabulary well. In
learning English students should know about vocabularies, because by knowing the words,
they will try how to use it to express their ideas and communicate. In fact, the vocabulary
cannot be separated from other aspects of language.
According to Amri (2013, p.28) the concept of curriculum 2013 is a scientific
approach which means students learn more independently in the learning process. So, if
students have a lack of vocabulary, they will have difficulty in learning understand the
material which is provided by curriculum. It is important to consider because vocabulary
learning will help students to understand the material.
Teachers as facilitators in the learning process will have an important role. Besides,
they should fulfill students' achievement in their lesson plans. They must think how to
improve students' vocabulary. Nowadays, teachers just focus on the material in the
syllabus. In the syllabus, there is no teaching vocabulary, it just focuses on 4 aspects, such
as listening, speaking, reading, and writing. So, the students who have a lack of
vocabulary will have difficulty doing the exercise and some of them also have a problem
where there are many words that have multiple meanings.
Usually, students are ordered by teachers to rewrite the vocabulary on the white
board, pay attention to what the teacher's explanation, and memorize the vocabulary that
they have written at home. Hammer (1991) stated the problem on improving vocabulary
that researchers can find. Many students are difficult to improve vocabulary because the
technique of teaching from the teacher is not interesting and makes students feel bored.
Teachers should think and implement the creative method and media which will increase
students' motivation in learning vocabulary. They are indeed using media in teaching, but
ignore to support vocabulary learning with those. In this case the teaching of the 4 skills
should be taught together with vocabulary for language learners to avoid many problems
in learning English language.
Nation (1994, p.20 as cited in Muttahidah, 2011) has given several strong reasons
for which the vocabulary components of language courses should be planned carefully.
First, the different vocabulary gives a very different feedback for study. Second, most
language teaching courses make vocabulary learning more difficult than it should be. And
third, vocabulary learning opportunities and the quality of vocabulary learning can be
greatly improved through the careful design of both vocabulary and other skill activities.
Therefore, the writer wants to see how the influence of Duolingo would be if
teachers implemented it in classroom teaching to the students of SMPN 1 KAYANGAN.
It will be aimed to see whether it will help them to improve their vocabulary or not. It is
expected to be a positive atmosphere in the classroom.
Based on the background above this study is about classroom action research
entitled “Improving Students Vocabulary Mastery Through Duolingo Applications at
SMPN 1 KAYANGAN.
B. RESEARCH QUESTIONS
In line with the background of the research, the writer formulates the research question as
follows:
1. What is the effect of Duolingo on students' vocabulary mastery?
2. What is the students' perception toward the use of Duolingo to improve their at
C. THE AIM OF STUDY
The aim of this research conducted is in order to improve students' vocabulary
through Duolingo at third years Students of SMPN 1 KAYANGAN and to make them
exciting and interesting in learning and practicing their English, especially vocabulary by
using Duolingo and also want to see whether it will be helpful and enjoyable or not for
them in practicing their English.
D. SIGNIFICANT OF STUDY
The findings (results) of this research are expected for 3 (three) groups, they are:
1. The teacher
Based on the results of this study, the researcher expected that duolingo would be
one of the tools used by educators to help students learn English vocabulary and address
their inability to retain vocabulary. This would help students find the learning process in
the classroom more engaging and dynamic, particularly for second-year SMPN 1
KAYANGAN students.
2. The students
For students, this research is expected to provide mastering the English lesson by
using Duolingo will make them feel exciting and enjoy when they learn English in the
classroom or at their home. Then, it can solve their problem in understanding the meaning
of words in the sentence, because the teachers use the suitable media in teaching them as if
it is like something new for them. Therefore, the students can use the duolingo everywhere
and every time because it will help them to memorize vocabulary and they can use those in
everyday communication.
3. The further researchers
This research is expected to give a new knowledge of the further researcher to do the
better research of teaching and learning cases, and to solve the students' vocabulary
problems by something new, and also the teachers who have the similar problem with this
researcher.
E. DEFINITION OF TERMS
There are some terms that will be clarified to avoid misunderstanding. The terms are as
follows :
Vocabulary : as a competence to master basic daily vocabulary such as fruit, animal,
school, house, market, etc. Than can be assessed by test. The mastery only focuses on
the students’ ability in pronounce, write, know the meaning or the word and know to
use the word in sentence.
Duolingo : The term "duallingo" in English refers to multilingualism. According to
the Oxford Dictionary (2008, p. 288), multilingualism is the ability to know or use
more than one language. With the aid of the program Duolingo, foreign learners can
acquire multiple languages and study new ones at the same time. Because of its
simple and comfortable design, users don't feel like they are learning; instead, they are
just having fun playing games. It based on Munday (2015, p.96), Duolingo can serve
well as an addition to a formal language course offered through a school or university,
whether in the classroom or online.
CHAPTER II
LITERATURE
REVIEW
A. RESEARCH DESIGN
In line with the research problem, the writer uses pre-experimental research with one
group pre-test and post-test in this research. There is only one class to be researched to
know the students’ vocabulary before and after the implemented the media. (Syamsuddin
& Damaianti, 2009, p.157). If the score of post-test is higher than pre-test, it shows the
improvement of students’ vocabulary and the treatment is effective as the media in
teaching vocabulary.
B. POPULATION AND SAMPLE
1. POPULATION
Population According to Bryman (2001), the population is the whole in which a
sample is chosen by a researcher, while the sample is the part chosen by him to
represent the whole unit or group. The population of the research is the third-year
students of SMPN 1 KAYANGAN in the academic year 2023/2024. The school was
chosen because it has good facilities in implementing the media.
2. SAMPLE
Semiawan (2007) states that "the sample is a segment of the population chosen to
represent it”. In this case, the samples are the third-grade students of SMPN 1
KAYANGAN. The class which be the subject of the research is VIII. The class was
chosen by same reason, such as; their score in English subject still below expectations
and most of them are misbehavior students in the classroom.
C. Technique of Data Collections
In this research used two instruments, test and questionnaire. It takes based on the
research question. The test is to see the effectiveness Duolingo after implementing to
students and questionnaire is to know students’ perception after learning by Duolingo.
1. Test
The first instrument is test. The test used in this research is pre-test and post-test. The
pre-test was done before implementing Duolingo. Before treatment, the writer gives
the students 20 questions consist of basic vocabulary, its about animals life’s and their
characteristics. The objective of the test is to know the basic score of students’
vocabulary. After treatment, the writer once again conduct a test. The purpose of this
test is to know the scores of students’ vocabulary after using Duolingo. the writer also
gives the students 20 questions in post-test. Together with the result of pre-test, this
score will be analyzed in order to know the effectiveness of Duolingo in improving
students’ vocabulary. Overall, this research uses quantitative approach, which means
the data used is in the form of number (Suharsimi, 1993, P6 cited in Hisan, 2012,
p.20). Then, he analyzed the data by formulas that appropriate with the aim of the
research and explain the results descriptively. In this research, the test was conducted
in form of matching pictures with words, translate the sentences from the learner’s
native language to target language and vice versa and gap filling.
2. Questionnaire
The second instrument is questionnaires. The questionnaires were in closed-ended
item questions form. Specifically, the questionnaires are to find out the students’
perception after learning English through Duolingo. In this research, the respondents
were distributed the likert-scale questionnaire. There are 12 questions, 1-4 are about
students’ interest after learning by Duolingo, 5- 8 is about the disadvantages of
Duolingo and 9-12 is about the advantages of Duolingo. The questionnaires are
administered to student at the last meeting. All questionnaires distributed are returned
after they have filled in.
D. Technique of Data Analyses
This research used quantitative approach. The writer gave a test to students before and
after implementing the Duolingo to get the data of quantitative. In this case, he collected
the entire data which was gained. In analyzing the numerical data, first he tried to get the
average of students' vocabulary score among pre-test and post-test. It is used to know how
well student’s score as a whole on vocabulary which it has taught and given by reseacher.
It used the formulas which suggested in Sudjana (2002, p.67).
X= ∑ x
n
X : Mean
x : Individual Score
n : Number of Students
After getting the result of pre-test, the writer identified whether or not there might
have students' improvement score on vocabulary comprehension from pre-test up to
posttest score. In analyzing that, he used the formula :
P= 𝑓 X 100%
𝑛
P = Percentage
𝑓 = frequency of respondents
𝑛 = number of sample
100 = constants value
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