THESIS PROPOSAL NAME : NURMALATI NIM : TE.

090388 LOCAL : BI 6 C FAK / JUR : TARBIYAH/ ENGLISH DEPARTEMANT TITLE : " THE INFLUENCE OF USING COOPERATIVE LEARNING METHODE MAKE A MATCH TO WARD VOCABULARY ABILITY OF STUDENT IN MTs S AL-HIDAYAH KEBON IX KECAMATAN SUNGA I GELAM KABUPATEN MUARO JAMBI CHAPTER 1 INTRODUCTION Background Indonesia is a country that is being intensively incessant advance educ ation in various fields for the creation of qualified human resources. With the emergence of advanced technologies, allowing humans to berkopetensi improve educ ation. This is consistent with the national education goals listed in the 1945 o pening of the national education system, namely, "to develop the potential of le arners in order to become a man who is faithful and devoted to God Almighty, nob le, healthy, knowledgeable, skilled, creative, independent , and become citizens of a democratic and responsible. Education plays an important role for people's lives. Especially for teachers an d students who run the education process. According to the Law of the Republic o f Indonesia Number 20 of 2003 in Article 1, paragraph 1 states that "Education i s the conscious and deliberate effort to create an atmosphere of learning and th e learning process so that learners are actively developing the potential for hi m to have the spiritual power of religion, self-control, personality, intelligen ce, noble character and the skills needed themselves, society, nation and state . The core of the education process is basically lies in the process of te aching and learning activities conducted by the teacher. That is why, Soedijarto concluded that the quality of education is determined by the quality of teachin g and learning process; therefore, if a decline in the quality of education, whi ch first must be assessed is the quality of the teaching-learning process. While the quality of the quality of the learning process depends on thr ee elements: (1) the level of participation and types of learning activities are internalized by students, (2) the role of teachers in the teaching-learning pro cess, and (3) the atmosphere of the learning process. The more intensive student participation in learning activities the higher the quality of the learning pro cess (Soedijarto, 1993a). High levels of student participation in learning activ ities can be achieved if they have the opportunity to direct (1) perform a varie ty of forms of assessment to acquire knowledge and understanding, (2) practicing a variety of cognitive skills, personal-social, and psychomotor, both of which formed teaching as well as direct effects as a result of the implementation of t he companion has a variety of learning activities that target the formation of a nother major, and (3) appreciate the value-laden events either in the form of pa ssive observation and assessment as well as actively through direct involvement in various activities and events of value-laden (Raka Joni, 1993). Teaching and learning process is essentially a pattern of interaction b etween learners with educators. A student is said to learn if it can find out so mething previously understood, can do or use something that previously could not be used include certain attitudes they have. Instead of a teacher who is said t o have been taught when he was helping students to acquire the desired changes. Teachers as facilitators in the learning process that served to create conditions that allow the teaching-learning process more effective and efficien t. Prior to teaching, teachers should plan activities in a systematic teaching, so it can be skilled in teaching and learning. Teacher-centered learning is still found some weaknesses. The vulnerability can be viewed at the time of the process of learning in the classroom, active intera

ction between students and teachers or students by students is rare. Less skille d students to answer questions or to ask about the concepts being taught. Studen ts are less able to work in a group discussion and problem solving are given. Th ey tend to learn on their own. Knowledge gained was not built in stages by the s tudents themselves on the basis of the understanding itself. Because students of ten find the answer to the problem or concept being studied. Apparently a study has shown after the evaluation of learning outcomes siwa poo rer with such an approach perceived student learning outcomes is not maximized. This is evident in the achievement of the students final grade. The low student achievement is the final value, an indication that learn ing has not been effectively carried out. The final value of the evaluation stud y did not include performance and student participation in learning, so it is di fficult to measure students' skills. To fix this needs to formulate a learning approach in a more comprehensive theo ry of matter and can associate with the realities in the surrounding environment . For this reason try to develop a cooperative approach in teaching methods make a match. Cooperative learning model is based on the philosophy of homo homini socius, ph ilosophy emphasizes that humans are social creatures (Lie, 2003:27). Meanwhile, according to Ibrahim (2000:2) model of cooperative learning is a learning model that helps students learn the academic content and social relationships. The spe cial feature of cooperative learning includes five elements that must be applied , which include: positive interdependence, individual responsibility, face to fa ce, the communication between members and the evaluation process of the group(Li e,2003:30). Cooperative learning model is not entirely new for the teachers. Model of cooper ative learning is a learning model that prioritizes the groups. Each student in the group had levels of different abilities (high, medium and low) and if possib le a member of the group come from different races, cultures, different tribes a nd with regard to gender equality. Cooperative learning model prioritizes cooper ation in solving problems to apply the knowledge and skills in order to achieve learning objectives. In order to increase the participation and active student in the classroom, tea chers implement teaching methods make a match. Methods make a match or find a pa rtner is one alternative that can be applied to students. Application of this me thod starts from the engineering students are told to find pairs of cards that i s the answer / question before the deadline, students are able to match the card s were given points. Subjects of English is one subject that is very important language because lang uage is a social phenomenon that can not be separated from the existence of soci ety itself. Language is needed by the public as their fellow adhesive, as a comm unication tool in meeting the needs of life as well as cultural identity. Englis h as an international language, English is spoken with a very wide distribution range as the language of the world's information, science and technology, as wel l as the communication medium between nations. In the development of science and technology is full of communication in English, the empowerment of English. It is therefore no exaggeration to say that presumably in Indonesia's human resourc es is an ideal resource to equip themselves with skills in English From the data in the field, that in general English language skills are still no t satisfactory, where the students have learned at least six years of learning E nglish from junior high through high school and some even from elementary, but m ost of them are still less capable of speaking English well ( Nurdin Somantri, 2 003: 1). Besides the unpleasant atmosphere of learning is also facing problems i n learning English, so they do not have the motivation to learn the English lang uage. If viewed from the input of student achievement when it entered the school in general have not been able to speak good English, then in English language l earning should be understood that any concept of teaching concepts implicitly co ntained learning activities. In other words the teaching itself contains activit ies - activities that make children were motivated to learn and good teaching co

nditions and the course will look at various aspects of the present in study par ticipants with the best. Here the teacher has an important role to achieve succe ss in learning activities, especially on the subjects of English. The purpose of learning English in MTs (junior equivalent) is to equip students can master Creativity communication include: listening, speaking, reading, and writing, and be able to communicate orally and in writing in accordance with the context smoothly and accurately in everyday life ( Curriculum 2004). Sunardi (1 997: 2) states the cause of the low quality of education is the use of inappropr iate teaching methods, evaluation tools that are less good or less material give n in accordance with the level of student thinking. Efforts to improve the quali ty of English education has been conducted by several parties, especially the go vernment through the Ministry of Education. It can be seen by the improvement of curriculum, improvement of learning systems, improvement of qualification of te achers, procurement of equipment and lessons. In teaching and learning English, the first thing to do is mastering vocabulary for the students. By mastering a lot of vocabularies, students will be able to c ommunicate each other, easier in doing exercises and help them to express their ideas. Beside that, students will also have mastery of language skills like read ing, listening, speaking, and writing. Even though vocabulary mastery is important in order to support the mastery in E nglish skill, in fact many of English learners are often faced with the problems of vocabulary mastery. Based on the direct observation conducted at the second grade of Mts S al-Hidayah kebon IX Muaro Jambi, it was found that; students probl em about mastering vocabulary is due to several factors. First, they had limited number of words as they found it was difficult memorize the vocabulary items l isted. Second, the teaching learning process was less interesting as teacher gav e monotonous method. Third, the teacher often used translation method in teachin g vocabulary that made students can not remember their vocabularies in long peri od of time. Based on the background of the above issues I am interested to do research under the title: THE INFLUENCE OF USING COOPERATIVE LEARNING METHODE MAKE A MATCH TO WARD VOCABULARY ABILITY OF STUDENT IN MTs S AL-HIDAYAH KEBON IX KECAMATAN S UNGAI GELAM KABUPATEN MUARO JAMBI B. formulation of the problem Based on the above background, the formulation of the problem in this study is. How high the score of students vocabulary ability by using cooperative l earning methode make a match in mts s al-hidayah kebon ix Kecamatan Sungai Ge lam Kabupaten Muaro Jambi ? How high the score of students of students vocabulary ability without usin g cooperative learning methode make a match in mts s al-hidayah kebon ix Kecamata n Sungai Gelam Kabupaten Muaro Jambi ? How high the significant score of the influence of using cooperative l earning methode make a match toward vocabulary ability of student in mts s al-hi dayah kebon ix Kecamatan Sungai Gelam Kabupaten Muaro Jambi C. Limitation of the problem given the limited ability of the fund that the author had and that discussions a re more focused and not stray from the scope of research, the writer needs to li mit the research study, while limitation in this study are as follows: 1. . authors focus only in the conduct of research on English language learning by applying the method of cooperative "make a match" 2. vocabularys ability in class VII MTs S Al Hidayah Kebon IX Kecamatan Sung ai Gelam Kabupaten Muaro Jambi 3. research is restricted to only two variables, namely: a. cooperative learning methods "make a match" as a variable X (dependent) b. vocabulary ability of student as the Y variable (independent) 4. I only want to know Is the implementation of cooperative methods "make a matc h" in English lessons to improve vocabularys student the class VII MTs S class V II MTs S Al Hidayah Kebon IX Kecamatan Sungai Gelam Kabupaten Muaro Jambi

D. The Study Design Based from the title that has been described above, then the form of the design are as follows: X Y Description: X: cooperative methods "make a match Y: vocabulary ability of student

E. Research Purposes Based on the problem statement, the purposes of the research are stated as the f ollowing: To count How high the score of students vocabulary ability by using coop erative learning methode make a match in mts s al-hidayah kebon ix Kecamatan Sungai Gelam Kabupaten Muaro Jambi ? To count How high the score of students vocabulary ability without using cooperative learning methode make a match in mts s al-hidayah kebon ix Kecamatan Sungai Gelam Kabupaten Muaro Jambi ? To count How high the significant score of the influence of using coop erative learning methode make a match toward vocabulary ability of student in mt s s al-hidayah kebon ix Kecamatan Sungai Gelam Kabupaten Muaro Jambi F. Benefits Of Research The study is expected to be useful and beneficial to both the theoretical and pr agmatic 1. theoretically gives information on how to solve the existing problems in teaching and learning English, especially how to improve vocabulary ability of student . Can then be seen whether learning through cooperative methods "make a match" could improve vocabulary ability of student in English. The results of this study can also in crease knowledge of basic education, particularly on the subjects English. 2. In practical terms. a. For students By applying the method make a match expected to provide a pleasant atmosphere so that it can improve learning outcomes b. For teachers The study is expected to give an idea, add insight and experience in implementin g cooperative learning using "make a match" c. For schools Expected to be used as an input for the school to improve student learning outco mes. The results of this study can also be used as a solution to the problem of the problems that arise in teaching and learning in class VII MTs S Al Hidayah Ke bon IX Kecamatan Sungai Gelam Kabupaten Muaro Jambi

CHAPTER II FRAME OF THEORY A. Definition of cooperative learning methods method is the means used to achieve goals effectively and efficiently . methods are ways in which teachers to present material to students with specific learnin g to achieve the goal of teaching. Method of learning is the way that teachers use to convey to students learning. Because the delivery took place in educational interactions, then the method can be interpreted as a way of learning that is used by teachers in rela tion mengadkan denagn students during the course of teaching. Denagn Thus, the l earning method is a tool for creating teaching and learning process. Cooperative learning (cooperative learning) is a teaching system that provides an opportunity for students to work with fellow students in a structured tasks. Cooperative learning is known as learning in groups. However, cooperative learni ng is more than just studying or working groups in cooperative learning groups b ecause there are structures that push or cooperative tasks that allows the inter action in an open and effective relationships are interdepedensi of the group me mbers . So the model of cooperative learning is a way of learning activities in groups to work together to help each other to construct concepts, problem solving, or inquiry. Brady (1985) defines learning model as a blueprint that can be used as petunujuk to make or arrange the preparation of learning and then implementing it. Accord ing Kiswoyo (1995) term learning model is defined as a pattern of activities of teachers and students to produce the changes that happen to students as a result of the act of teaching and learning . Learning the inside cover has an understanding of the teaching process as wel l as containing a series of actions the teacher to create a system environment, and learning processes that occur on students to produce a change in the student s as a result of teaching and learning. At present various models of learning ca n be applied in the study. Method of learning is the way that teachers use to convey a lesson to the st udents. Because the delivery took place in educational interactions, then the me thod can be interpreted as a way of learning that is used by teachers in relatio n mengadkan denagn students during the course of teaching. Denagn Thus, the lear ning method is a tool for creating teaching and learning process . Learning model function is as a guide for designers of teaching and teachers i n implementing the learning. Learning model selection is strongly influenced by the nature of the material to be taught, the objectives to be achieved in such l earning, as well as the ability of learners. Some kinds of learning models are o ften used in teaching the teachers: teaching (direct instruction), cooperative l earning, teaching based on the problem (problem base instruction), and discussio n. Cooperative learning model is based on the philosophy of homo homini s ocius, philosophy emphasizes that humans are social creatures (Lie, 2003:27). Me anwhile, according to Ibrahim (2000:2) model of cooperative learning is a learni ng model that helps students learn the academic content and social relationships . The special feature of cooperative learning includes five elements that must b

e applied, which include: positive interdependence, individual responsibility, f ace to face, the communication between members and the evaluation process of the group (Lie, 2003:30). Cooperative learning model is not entirely new for the teachers. Model of cooper ative learning is a learning model that prioritizes the groups. Each student in the group had levels of different abilities (high, medium and low) and if possib le a member of the group come from different races, cultures, different tribes a nd with regard to gender equality. Cooperative learning model prioritizes cooper ation in solving problems to apply the knowledge and skills in order to achieve learning objectives. Method of learning is the way that teachers use to convey a lesson to the studen ts. Because the delivery took place in edujatif interaction, learning methods ca n be interpreted as a means used by teachers to make contact with students at th e time of the lesson. Thus, the learning method is a tool for creating teaching and learning process. The research method is basically a scientific way to get data specific to the p urpose and usefulness. Based on this there are four key words to note that, scie ntific methods, data, purpose, and usefulness. Scientific way means that researc h activities are based on the characteristics of science, the rational, empirica l, and systematic . Gagne and Riggs in this view the importance of learning students actively in le arning. So, which is important in the efforts of teachers to teach instead of de livering learning materials, but how students can learn the material in accordan ce with the purpose of learning. Efforts of teachers is a series of events that can affect student learning. This means changing the role of teacher, initially as a provider of learning materials, the first source of influence and an enable r for the process of student learning. Slavin (1995) suggested, "in cooperative learning methods, students work togethe r in four-member teams to master material initially Presented by the teacher". F rom the description it can be pointed out that cooperative learning is a model i n which the system pembelajarana study and work in small groups numbering 4-6 pe ople in a collaborative manner so as to stimulate the students more enthusiastic in learning . Anita lie in isjoni called cooperative learning in terms of mutual aid learning, ie learning system that provides an opportunity for students to collaborate wit h other students in a structured task. Furthermore, cooperative learning is said to only run when it's formed a group or a team in which students work as direct ed to achieve the objectives that have been determined by the number of group me mbers generally consist of 4-6 people. The term cooperative learning within the meaning of the Indonesian language know n by the name of cooperative learning. According to Johnson & Johnson (1994) coo perative learning is to group students can work with a maximum capacity they hav e and learn from each other in the group. Cooperative learning can be formulated as a directed group learning activities, integrated, effective, efficient, to the search or examine something through the process of cooperation and mutual assistance (sharing) in order to reach the pr ocess and a productive learning outcomes (survive). B. Definition Of The Method Make A Match Make A Match learning model is a cooperative learning model that divides stude nts into groups of cooperative (cooperative group), then each group member to cr eate questions / questions and answers on different paper. In order for question s and answers between groups one with the other groups are not equal then the su bject matter of one group to another group should be different. Should not be th e same. Make a Learning Model Match Couple Seeking means learning model. Each student ge ts a card (or answers to questions), then immediately seek a suitable partner wi th the cards he held. Learning atmosphere in the learning model will Make a Matc h boisterous, but very cool and fun Make a match or find a partner is a model of cooperative learning by finding a partner about / the right answer, students wh o have found their partners before the deadline will receive points.

Things that need to be prepared if the learning dikrmbangkan to make a match the card card. Card the card consists of cards containing questions - questions and valve - other card contains the answer to the question - the question. The next step is the teacher divides the class into three groups komonitas. The first group is a group of carriers of the cards contain questions - questions. T he second group is the group of carriers of the cards contain the answer - an an swer. The third group is the group of positions penilai.aturlah U-shaped group. try the first two rows facing each other. If each group is located at a predetermined position, the teacher's whistle soun ded as a mark of the first group and second group of them met each other move, l ooking for a partner - a partner that fits pertanynaan. Give them the opportunit y to discuss. When merelka discussion would be nice if there is a soft instrumen tal music to accompany their learning activities. Results dikusi characterized b y the pairs of group members carry a card carrying member of the group a questio n and answer cards. couples who have formed an answer to the question must menunjukkanj assessment g roup. The group then reads the question whether it is suitable partner. After th e assessment, set up in such a way the first group and second group and then pos ition itself as a united group of appraisers. Meanwhile, students at the first s ession of the above split into two, some members of some other questions pemenga ang card holds the answer card. Their position in the form of the letter U. teac her blew his whistle again mark the valve holder groups and answer questions to move to search, match, and discuss the question - is answer each - each pair sho ws the results of its response asks the assessor . Keep in mind that not all learners either acting as a card holder questions, ans wers cardholder, or appraiser to know and understand exactly what the card right questions - the answers they've matched pair. The case for the assessment group of learners. They also do not know for sure whether they are correct assessment of the partner answers the question. Under this condition the teacher facilitat es dikusi to give all students a chance to confirm it - things they have done fo r the pair questions - answers and assessments. Couples who have been formed must indicate the question-answer and read in class . Mechanical methods of teaching make a match or find a partner developed by Lorna Curran (1994). One of the advantages of this technique is that the students fin d a partner while learning about a concept or topic in a fun atmosphere. Step-by -step implementation of the method make a match as follows: 1. Teachers set up some cards that contain some of the concepts or topics that a re suitable for review sessions, one part about the card and other parts of the answer card. 2. Each student gets a card that read about / answers. 3. Each student think of an answer / question of the cards held. 4. Each student seeking a suitable partner with the card. For example: a card be aring the holder to defend the state will partner with a card that says about th e "attitudes and behavior of citizens is animated by his love for the country in ensuring the survival of the nation". 5. Any student who can match his card before the deadline given points. 6. If students can not match the card with his card (can not find the card or ca rds about the answers) will get a penalty, which has been agreed. 7. After one round of cards, shuffled again so that each student gets a differen t card than before, and so on. 8. Students also can join a 2 or 3 other students who hold the appropriate card. 9. Teachers together with students to make conclusions on the subject matter. On the application of the method make a match, obtained some of the findings tha t the methods make a match can foster cooperation in answering students' questio ns by matching cards in their hand, the learning process more interesting and mo st students seem more enthusiastic about taking the learning process, and the ac tivity students seemed to have students look at each card pair. This is a charac teristic of cooperative learning as it is raised by Lie (2002:30) that, "Coopera

tive learning is learning that focuses on mutual assistance and cooperation clog s Cooperative learning methods make a match to benefit students, such as the follo wing: 1. Being able to create an atmosphere of active learning and fun 2. Delivered learning materials more attractive for students 3. Able to improve student learning outcomes achieved completeness level of lear ning 4. The excitement will grow in the learning process (Let them move) 5. Cooperation among fellow students with a dynamic materialized. 6. The emergence of mutual cooperation dynamics are evenly distributed throughou t the students. No ivory that is not cracked, as well as on the method. In addition t o the benefits perceived by students, cooperative learning methods make a match based on the findings in the field has a few drawbacks, namely: 1. Needed guidance from the teacher to conduct 2. Limited time available to students do not get too much play in the learning p rocess. 3. Teachers need to prepare adequate materials and equipment. 4. On a class of fat (<30 students / class) if less wise then that arises is the atmosphere like a market with uncontrolled crowd. This condition will certainly disrupt the tranquility in the left-right class learning. Moreover, if the buil ding is not soundproof class. But it can be anticipated with some of the commitm ents agreed order with the students before the 'show' starts. Basically control the class it depends how we motivate the opening step. The definition of Vocabulary ability Many experts defined the term of vocabulary in many ways. In general, all of the definitions have similar idea that is number of words used for communication. Vocabulary is total number of words which (with rules for combining them ) make up a language . In other source, Longman said that vocabulary is a list of words, usually in alphabetically order and with explanations of their meaning s. Webster stated that vocabulary is a list or collecting of words or of wor ds and phrases usually aphabetically arranged and explained or defined . He also stated that vocabulary is a summary or stock of words employed by a language, g roup, individual, or work, or in relation to be a subject. Vocabulary is more complex than the definition suggest. First, words come in two forms: oral and print. Oral vocabulary includes those w ords that we recognize and use in listening and speaking. Print vocabulary inclu des those words that we recognize and use in reading and writing. Second, word k nowledge also comes in two forms, receptive and productive. Receptive vocabulary includes words that we recognize when we hear or see them. Productive vocabular y includes words that we use when we speak or write. Receptive vocabulary is typ ically larger than productive vocabulary, and may include many words to which we assign some meaning, even if we dont know their full definitions and connotation s or ever use them ourselves as we speak and write. Based on the definition above, it can conclude that vocabulary is the knowledge of words and word meanings in both oral and print language and in productive and receptive form. In other word, vocabulary is the total number of words that has meaning and it is also as the element of language which is use d in speaking, listening, reading and writing. So, if we want to master in langu age, we must mastery in vocabulary too. Mastery is a very great skill or knowledge . Mastery is great skill or k nowledge in a particular subject or activity. Webster also stated same meaning that mastery is the skill or knowledge in a subject that makes one a master in i t. It means practices not knowledge alone. In this case, mastery is a level of performance shows that a student has demonstrated the knowledge, skill and a bilities for a unity of instruction or subject area depend by a recognized stand ard.

Based on the definition in above, it can be concluded that vocabulary ma stery is great skill and knowledge of words and meaning in both oral and print l anguage and in productive and receptive form. 1. The importance of vocabulary Todays frontier is knowledge. Brain has taken precedence over brawn; our physical struggle for existence had been replaced by intellectual struggle, and knowledge of words has become a most valuable tool. The more vocabulary we posse ss, the more efficient are these tools of thought. With a good vocabulary, which indicates scope of knowledge, we can grasp the thoughts of others and be able t o communicate our own thoughts to them. Youth, with its idealism and enthusiasm, probably has always wanted to change the world. Perhaps there is only more evid ence of this desire today. But those with limited vocabulary never can alter the world. (Wordsmart.com: Online). The quality of someones language skill is clearly depend on her/his quantity and quality of vocabulary . Many vocabulary that we have, it will bigger possibility we skilled in language. According to Rivers in Nunans book , vocabulary is Ess ential for successful second language use because, without an extensive vocabula ry, we will be may unable to use the structure and functions we may have learned for comprehensible communication. English users could not understand the struct ure and the function effectively when they communication to each other. By havin g a rich vocabulary, they will be able to share and develop their idea. Young students who dont have large vocabularies or effective word-learning strate gies often struggle to achieve comprehension . Meanwhile, according Goswani, in Lehr said that young children who have a large number of words in their oral voc abularies may more easily analyze the representation of the individual sounds of those words. The importance of vocabulary is as follow : a. An extensive vocabulary aids expression and communication b. Vocabulary size has been directly linked to reading comprehension. c. A person may be judged by other based on their vocabulary d. Linguistic vocabulary is synonymous with thinking vocabulary. e. The greater a persons vocabulary, the greater their understanding of themselve s, society, economy, history, etc. Based on the explanation above, the writer can conclude that vocabulary is impor tant to be able to communicate with other people. Good vocabulary mastery also c an make many people or especially learners have good understanding of themselves and all aspects of their life such as their society, history, economy, and so o n. If people are lack of vocabulary or only have little vocabulary, they will f ace trouble in their communication and achievement because vocabulary will be ne eded not only in speaking but also in reading, listening and writing. 2.Teaching Vocabulary A number of classroom techniques for vocabulary development . They are a s follows: Context Clues Context clues are techniques for guessing vocabulary from context including act ivating background knowledge from the topic of the text, obtaining clues from gr ammaticcal structure, pronounciatio and punctuation and using the natural reduda ncy of surrounding words. For example, the reder should be able to guess the mea ning of workaholic in the following sentece : My father was a workaholic , he work ed so long and so hard that we rarely saw him. Word morphology Learners can be taught to extend their vocabulary by mixing and matching word st ems, suffixes and affixes. 3. Mnemomic devices These are tricks for committing words to memory. Nattinger points out th at there is resistance to the use of such devices by many teachers. 4. Loci These are form of mnemonic in which a list of words to be learned are as sociated with a familiar visual image such as a room or awell known tourist spot . Each wword is asssociated in some way with one of the items in the visual imag

e, and taking image is the use of assist in the recall of the word. 5. Paired associates In this technique, which is similar to the use of Loci, words in the fir st and second language which have similarity of sound and meaning are associated . Nattinger cites Currens example of the German word schwarz which means black an d which could be associated with the English word swarthy. 6. Key words Here the target vocabulary item is paired with its native language equiv alent in an idiosyncratic way. For example, in learning thst the Spanish word per ro means dog. One might notice that the first syllable of the new word sounds like pear and would then visualize a large pear-shaped dog waddling down the street(. 7. Total physical Response In this technique, the target vocabulary items are paired with relevant physical actions. 8. Cognitive depth This technique was developed by Craik and Lockhart. Students are asked o ne of the following questions in relation each word. 1. Is there a word present? 2. Is the word printed in capitals or in lower case letters? 3. Does it ryhme with......? 4. Is it a member of.... category? 5. Does it fit into the following sentence? Each question forces successively deeper levels of processing, and Craik and Loc khart found that there was superior retention and recall when words were related to questions 4 or 5 than 1 or 2. 8. Formal Groupings Certain vocabulary items can be memorised by teaching students to recogn isebasic forms of words and how they combine with certain affixes. For example, students could be taught the meanings of words such as tele (far, distant), phon e (sound), photo (light), graph (write, mark) and then given lists of vocabulary items containing these words and asked to guess the meaings of these compound w ords. 9. Word families This is an extension of the formal grouping technique. Excercises can be develop to show word families are developed from a singel root. 10. Historical orthographical similarities This involves the development of associations based on historical, orthographica l similarities between cognate language. For example, there are many words in la nguages such as Spanish and Italian, or English and German, which share common o r cosely related meanings and which can be exploited to assist learners to expan d thier target vocabulary. 11. Collocation Collocations are words which are commonnly associated. Nattinger suggests that e xercises to develop and strengthen these associtions can greatly facilitate lear ning. Some strategies for teaching and learning vocabularies . They are: Get into a pair-define-explain routine Set up a word of the week program Make your students into word wizards Play vocabulary bingo. The tips and techniques that can used in teaching vocabulary. Some of them are a bout the oldies but goodies . They are: 1. Matching synonyms, 2. Matching opposi tes 3. Fill in the blank sentences. Several aspects of lexis that need to be tak en into account when teaching vocabulary , they are: Boundaries between conceptual meanings: knowing not only what lexis refe rs to, but also where the boundaries are that separate it from words of related meaning (e.g. cup, mug, and bowl). Polysemy: distinguishing between the various meaning of a single word form with several and closely related meanings (head: of a person, of a pin, of an organisation).

Homonymy: distinguishing between the various meaning of a single word fo rm which has several meanings which are NOT closely related ( e.g. a file: used to put papers in or a tool). Homophony: understanding words that have the same pronunciation but diff erent spellings and meanings (e.g. flour, flower). Synonymy: distinguishing between the different shades of meaning that sy nonymous words have (e.g. extends, increase, expand). Affective meaning: distinguishing between the attitudinal and emotional factors (denotation and connotation), which depend on the speakers attitude or the situation. Socio-cultural associations of lexical items is another important factor. Style, register, dialect: Being able to distinguish between different l evels of formality, the effect of different contexts and topics, as well as diff erences in geographical variation. Translation: awareness of certain differences and similarities between the native and the foreign language (e.g. false cognates). Chunks of language: multi-word verbs, idioms, strong and weak collocat ions, lexical phrases. Grammar of vocabulary: learning the rules that enable students to build up different forms of the word or even different words from that word (e.g. slee p, slept, sleeping; able, unable; disability). Pronunciation: ability to recognise and reproduce items in speech. The implication of the aspects just mentioned in teaching is that the goals of v ocabulary teaching must be more than simply covering a certain number of words o n a word list. We must use teaching techniques that can help realise this global concept of what it means to know a lexical item. And we must also go beyond tha t, giving learner opportunities to use the items learnt and also helping them to use effective written storage systems. There are some ways in presenting new vocabulary . They are: Exposure. This is the first procedure in a vocabulary lesson plan whe re students are tuned into those words you want to present. Inductive Ways of Presentation. In order to get to a word, teachers show a picture and talk about it. This works differently from deductive methods (mor e commonly used with grammar related teaching contexts) where teachers isolate t he rule and then follow-up with a number of practice activities. Issues of Fluency and Accuracy. In fluency, the emphasis is placed on me aning whereas accuracy emphasizes form and structure. Practicing new vocabulary can convey by teaching vocabulary in a context . The aim of a context is to establish some kind of frame within one of the foll owing text types such as a rap chant, a song or a picture, a story, etc. The rea der is encouraged to understand, interpret, make sense, decode (i.e. what does e ach phoneme sound like?) and decipher (i.e. putting the parts together in order to solve the information gap between decoding and deciphering) . Brown mentions five guidelines for the communicate treatment of vocabulary teach ing below : 1) Allocate specific class time to vocabulary learning During the teaching and learning process, the teacher needs to provide students opportunities to practice their vocabulary without some interruption for their g rammatical mistakes. 2) Help the students to learn vocabulary in context The best acquisition of vocabulary comes from comprehension or production of wor ds within the context of surroundings. Students may try to associate new words w ith a meaningful context to which they apply properly. 3) Play down the role of bilingual dictionaries The first and the second devices in teaching vocabulary above are aimed at resis ting the overuse of students bilingual dictionaries. But this way cannot be used a long the learning because it rarely helps the students to acquire some words f or later recall and use. 4) Encourage students to develop strategies for determining the meaning of words .

The teachers should try to autodidact learning. The students may apply word-atta ck strategies such as identifying the goals of introduction, applying word build ing, definition clues, and interference clues. 5) Engage in unplanned vocabulary Teaching The teacher may engage the students in unplanned teaching. The teacher can give several examples to the students and he/she encourages them to use the word in o ther sentences. The teacher must make a sure that such unplanned teaching; howev er, does not detract from the central focus of activity by going on and on. Kruse makes five suggestions for teaching written vocabulary in context. They ar e : Word elements such as prefixes, suffixes and roots. Pictures, diagrams and charts Clues of definition Inference clues from discourse. General aids H. Research Hypotheses Hypothesis is a temporary answer toward the problem statement where such problem statement has been stated in interrogative sentence. The hypothesis of this research is stated as follow: Ha: There is the influence of using cooperative learning methode make a match to ward vocabulary ability of student in mts s al-hidayah kebon ix Kecamatan S ungai Gelam Kabupaten Muaro Jambi Ho: There is no the influence of using cooperative learning methode make a matc h toward vocabulary ability of student in mts s al-hidayah kebon ix Kecamatan Sungai Gelam Kabupaten Muaro Jambi Ro > rt (roberservasi > ttabel) Ha acceptable

CHAPTER 3 RESEARCH PROCEDURE The Research Approach and Range The research approach The approach that is going to be used in this research is Quantitative Approach. This research is aimed to find the influence between the two variables, relativ ely, independent and dependent variable. The one which is as independent variabl e is the influence of using cooperative learning methode make a match and the ot her is vocabulary ability of student The research range This research is conducted at Mts S Al-Hidayah kebon ix Kecamatan Sungai Gel am Kabupaten Muaro Jambi . This range is a study about the influence using coop erative learning methode make a match toward vocabulary ability of student in mt s s al-hidayah kebon ix Kecamatan Sungai Gelam Kabupaten Muaro Jambi. Sources of Data Primary data

Primary data is the research data obtained directly from genuine sources (not th rough an intermediary). Primary data is data that is collected or obtained directly from respondents dur ing the fieldwork, data obtained in the form of information or particulars conce rning and directly related to the problems above. Secondary Data Secondary data is the source of research data obtained by investigators indirect ly through its medium (obtained and recorded by others). Such data are: History and geography Mts S al-hidayah kebon ix Kecamatan Sungai Gelam Kabupaten Muaro Jambi. The organizational structure The situation of teachers, students, and administrative staff Curriculum Facilities and infrastructure Population and Sample Population The population is composed of the generalization that the object or subject that has certain qualities and characteristics are determined by the researchers to learn and then drawn the conclusion. The population in this study were all students of class VII a/b numbered 50 peop le. Samples Sample is a portion of that population. The population in this study does not ta ke a whole, the sample in this study is the class VII Mts S Al-Hidayah kebon ix Kecamatan Sungai Gelam Kabupaten Muaro Jambi . To determine the sample is done by tests of normality and homogeneity test. Samples may be taken if a state subject in the population completely homogeneous . So that the samples taken are representative of means to represent the actual population. The sampling technique in this study using random cluster sampling t echnique. Where sampling in this study did not directly but in a class all stude nts group or cluster. The author will take two classes in the class VII randomi zed experiment of class as a class and one class of control again as a class. Research instrument Observation Observation is a complex process, a process which is composed of a variety of bi ological and psychological processes. Two of the most important are the processe s of observation and memory. In this study the authors make observations directly to students, school infrast ructure and state of Mts S Al-Hidayah kebon ix Kecamatan Sungai Gelam Kabup aten Muaro Jambi Documentation The documentation is intended to obtain data directly from the research, includi ng relevant books, regulations, reports on activities, photographs, documentary films, and data relevant to the study. Interview The interview is a way of collecting data used to obtain information directly fr om the source. Interviews in this study are used to complete the acquisition of data is a histo ry of the school, the state teachers, students and so state. This interview was conducted by asking the informant directly related to the problems that the auth ors raise. Test The test is a set of stimuli given to a person whose intention to get a response that can be used as the basis for settler score points. The Tests used in this study is in the form of multiple-choice test of 20 questi

ons. Before the tests were conducted to sample it first tested the validity and reliability of the matter and considering the level of difficulty and the differ ent questions, the test used is written in the form of objective tests. to see whether the test is good or not, so the test must meet the requirements a s follows: Validity Test Validity is a state that describes the level of the relevant instrument capable of measuring what will be measured. For that matter in assessing the validity of research using point biserial correlation formula as follows: rpbi = (Mp-Mt)/SDt (p/q) Description: rpbi = point biserial correlation index numbers Mp = mean (arithmetic mean value) scores achieved by the test participants (testee) the correct answer, which is being sought correlations with overall tes t. Mt = total mean score, which was achieved by all participants of the test (testee). SDt = total standard deviation (standard deviation of total score) p = proportion of test takers who answered the question very well against the grain that is being sought kolerasinya the overall test. q = proportion of test takers who answered one of the items being sought about t he correlation with the overall test. Reliability tests The formula that the writer uses is the Kuder Richardson formula (KR-20) as fol lows: r11 = (n/(n-1))((st^2- pq)/(st^2 )) Where: R11 = the reliability of the instrument n = Number of items question 1 = constant Numbers ST2 = total variance. P = proportion of test items answered correct item in question Q = proportion of jawabanny one testee Level of difficulty About the good is a matter that is not too easy or too difficult. Difficulty ind ex is a number that indicates a difficult and easy questions. Difficulty index formula P = B/JS Where: P = index of difficulty B = mostly students who answer questions correctly JS = The number of tests Classification: Problem with P = 0.00 to 0.30 is a difficult problem Problem with P = 0.30 to 0.70 is about average (not too hard) Problem with P = 0.70 to 1.00 is a matter of simple Distinguishing features. Distinguishing features is the ability of a matter to distinguish between studen ts who are good (high capacity) with the stupid students (low-capacity). By the formula: D = BA/JA - Bn/Jn = PA - PB Where: D = The number of tests JA = A lot of the group participants Jn = Many of the group participants

BA Bn PA PB The D = D = D = D =

= = = =

A lot of the group participants who answered the question correctly A lot of the groups of participants who answered the question with one proportion of the group participants who answered correctly the proportion of participants who answered the wrong group

different classifications: 0.00 to 0.20 is ugly 0.20 to 0.40 is sufficient 0.40 to 0.70 is good 0.70 to 1.00 is good Data Analysis Data processing is the main activity carried out by a researcher. Away, because the results do not exist without preceded by data processing. Data analysis is i ntended to perform the testing of hypotheses and answer the problem formulation has been proposed. But before further data analysis of the first test for normal ity and homogeneity test. Test for normality Purpose test for normality is to look at the sample is normally distributed or n ot. Testing the normality of the data is by using the formula Liliefirs, accordi ng Sudjana (2001:95) with the following steps: Score the results obtained and the study of data compiled from the small est to the largest. Calculate the average of each class of samples Calculate the standard deviation of each group of samples Looking for raw scores from raw scores using the formula: Zi = (Xi-X)/S By using the standard normal distribution lists, odds are calculated by the formula: F(Zi) = P (Z < Zi) By using the proportion of Z1, Z2, Z3, ........., Zn is less than or equ al to Zi is expressed by: S(Zi) = (Banyak Z1,Z2,,Zn yang Zi)/n S(Zi) = (F (Zi))/n Compute the difference F (Zi) - S (Zi), then determined the absolute pri ce. Take the largest of the absolute difference in price, the price is calle d L0's largest Comparing L0 (L count) at a price that is critical to the table L with 9 5% confidence level, the test criteria are: If LO <Ltabel then the data are normally distributed If LO> Ltabel then the data are not normally distributed. Test of homogeneity Homogeneity test is performed to see whether the two groups of samples have homo geneous variance or not. Test of homogeneity of the authors use the Bartlet test by using a table f. Step calculation: Enter the numbers statistic to test the homogeneity of the Bartlet test table Calculate the variance using the formula: S2 = ((n1 . S1)+ (n2 .s2)+ (n3.s3)+ )/(n1+n2=n3) Calculating log s2 Calculating the value of B = (log s2 (ni-1)) Calculating the value of x_hitung^2= (log 10 [B- (db) log s_1^2 ] Compare x_hitung^2 with the value of x_tabel^2 and degrees of freedom (d b) = k-1, with the testing criteria as follows: if x_hitung^2 x_tabel^2, is not homogeneous

if x_hitung^2 x_tabel^2, the homogeneous Testing the hypothesis In addition to learning the results of the test data obtained through the tests that have previously been tested reliability, validity and data analysis was the n performed using the t test for small samples of each other is irrelevant. The data used were the t test with the following conditions: The samples came from populations distributed Both classes have a homogeneous variance The formula to find t or t0 to modern day small sample (N less than 30) are as f ollows: T0 = (M1-M2)/ SE_(M1-M2) Description of the formula: T0 = The degree of difference in the two samples kelomok M1 = Mean group 1 in the variable X M2 = Mean group 2 on the variable Y SEM1-M2 = Standard Error Mean difference in two samples Measures to be implemented: Finding the Mean for Variables I M1 = M + i^((( FX^' ))/N) Looking Mean for variable II M2 = M + i^((( FY^' ))/N) Finding the Standard Deviation Variables I SD1 = (i&(F X^'2)/N- [(FX')/N]^2 ) Finding the Standard Deviation variable II SD2 = (i&(F YX^'2)/N- [(FY')/N]^2 ) Variable Mean Standard Error Finding I: SEM1 = (SD_2)/(N-1) Finding Standard Error Variable Mean Difference Variables I and II by th e formula: SEM2 = (SD_2)/(N-1) Finding Standard Error Variable Mean Difference Variables I and II by th e formula: SEM1-M2 = (SE_(M_(1^2 ) )+SE_(M_(2^2 ) ) ) Looking t0, with the formula: T0 = (M1-M2)/(SE_(M1-M2) ) Interpretation If t0 TTable rejected the null hypothesis means between the two variable s are significant pervedan. If t0 TTable accepted the hypothesis of zero means the two variables ar e not significant pervedaan. After data analysis using the t test, further analysis of the influence of Phi c orrelation for a large sample of one another are not interconnected, with the st eps: a. First formulate its Ha and Ho. b. Determine the range (R) R = H - L + 1 c. Determine many classes d. Determine the length of class interval i = R / K e. Create a frequency distribution table

f. Determine the average or mean (M) M = M + i (( FX^' )/N) g. Determine the median (MDN) Mdn = 1 + [(1/2 N-fk_b)/f_i ] . i h. Seek mode (Mo) Mo = 1 + [f_a/(f_a+ f_b )]+ . i i. Make a correlation table Phi (Phi correlation coeffisien) j. Finding the value of Phi correlation with the formula: = ((ad-bc))/((a+b)(a+c)(b+d)(c+d)) k. interpret If the null hypothesis is rejected means that there are significant effe cts implementation of the use of podcasts for student learning outcomes If the null hypothesis is accepted then it means there is no significant effect of application of the use of podcasts terhadapa student learning outcome s.

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