THE USE OF NURSERY RHYMES MEDIA TO ENRICH

THE STUDENTS’ VOCABULARY

(An Experimental Research at the second year students of MAN 1 Makassar)

A Thesis

Submitted to the Faculty of Teachers Training and Education

Makassar Muhammadiyah University in partial fulfillment of the requirement
for the degree of education in English department

RISKA HANDAYANI
K.10535 4786 10

ENGLISH DEPARTMENT
TEACHER AND TRAINING EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2013
 APPROVAL SHEET

TITLE : THE USE OF NURSERY RHYMES MEDIA TO

ENRICH THE STUDENTS’ VOCABULARY.
(AN EXPERIMENTAL RESEARCH AT THE SECOND
YEAR STUDENTS’ OF MAN 1 MAKASSAR)
NAME : RISKA HANDAYANI
REG.NUM : K 10535 4786 10
JURUSAN : PENDIDIKAN BAHASA INGGRIS

After being checked and observed this thesis had been filled qualification to be
examined.

Makassar, October 2013

Approved by

Consultant I Consultant II

Dr. H. Kaimuddin. Dip,.Eng. M.Hum Maharida, S.Pd., M.Pd

Dean of FKIP Head of English

Unismuh Makassar Education Department

Dr. A. Sukri Syamsuri, M.Hum Erwin Akib, S.Pd., M.Pd.

 CONSELLING SHEET

TITLE : THE USE OF NURSERY RHYMES MEDIA TO

ENRICH THE STUDENTS’ VOCABULARY.
(AN EXPERIMENTAL RESEARCH AT THE SECOND
YEAR STUDENTS’ OF MAN 1 MAKASSAR)
NAME : RISKA HANDAYANI
REG.NUM : K 10535 4786 10
JURUSAN : PENDIDIKAN BAHASA INGGRIS
Consultant 1 : Dr. H. Kaimuddin,.Dip,.Eng. M.Hum.
No Day/Date Chapter Note Sign

Approved by :

Head Of english
Education Department

Erwin Akib, S.Pd., M.Pd.

NBM : 860 934
 CONSELLING SHEET

TITLE : THE USE OF NURSERY RHYMES MEDIA TO

ENRICH THE STUDENTS’ VOCABULARY.
(AN EXPERIMENTAL RESEARCH AT THE SECOND
YEAR STUDENTS’ OF MAN 1 MAKASSAR)
NAME : RISKA HANDAYANI
REG.NUM : K 10535 4786 10
JURUSAN : PENDIDIKAN BAHASA INGGRIS
Consultant 1I : Maharida S.Pd,.M.Pd
No Day/Date Chapter Note Sign

Approved by :

Head Of english
Education Department

Erwin Akib, S.Pd., M.Pd.

NBM : 860 934
 UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

SURAT PERJANJIAN

Name : RISKA HANDAYANI

Reg.No : K 10535 4786 10
Program : English Education Department

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesainya skripsi saya, saya yang
menyusunnya sendiri (tidak di buat oleh siapapun).
2. Dalam penyusunan skripsi saya, saya akan selalu melakukan konsultasi
dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan
skripsi saya.
4. Apabila saya melanggar perjanjian pada butir 1, 2, dan 3 maka saya
bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian surat perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Oktober 2013
Yang membuat perjanjian

RISKA HANDAYANI
Diketahui,
The Head of English Department

Erwin Akib, S.Pd, M. Pd.

NBM. 860 934
 UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

PERNYATAAN KEASLIAN SKRIPSI

Name : RISKA HANDAYANI

Reg.No : K 10535 4786 10
Program : English Education Department
Title : The Use Of Nursery Rhymes Media To Enrich The Student’s
Vocabulary at the second year student’s of MAN 1
MAKASSAR

Dengan ini menyatakan bahwa :

Skripsi yang saya ajukan di depan Tim Penguji adalah ASLI hasil karya sendiri,
bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikianlah pernyataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Oktober 2013

Yang Membuat Pernyataan

RISKA HANDAYANI

Consultant I Consultant II

Dr. H. Kaimuddin. Dip,.Eng. M.Hum Maharida, S.Pd., M.Pd

 vi

ABSTRACT

RISKA HANDAYANI, 2013. The Use Of Nursery Rhymes Media

To Enrich The Students’ Vocabulary (An Experimental Research at the
second year students’ of MAN 1 MAKASSAR). A thesis of English
Department Faculty of Teacher Training and Education, Makassar
Muhammdiyah University. Guided by of H. Kaimuddin And Maharida.
The research question of this thesis is how is the students’
achievement in learning English vocabulary by using Nursery Rhymes
Media.The objective of the research was intended to find out the student
achievement in learning English vocabulary by using Nursery Rhymes
Media.
This research employed an-experimental research with one group
pretest and posttest design. There two variables, namely dependent
variable was the stuednts’ vocabulary achievement and independent
variable was the application of Nursery Rhymes media in teaching
vocabulary. The population was the students’ at the second year students’
of MAN 1 MAKASSAR. The sample of the research consisted 125 students
which were taken by using random total sampling, 25 students’ were taken
as experimental class.
The instrument was vocabulary test in multiple choice test consists
of 25 items that consist of four choices.The findings of the research were
students’ vocabulary used pre-test and post test. The result of the data
indicated that there was a significant difference between in experimental
class. The mean score of posttest (61.6) was greater than pretest (47.2) in
experimental class.
 vii

ACKNOWLEDGEMENTS

`Alhamdulillahi Rabbil Alamin, first of all the writer would like to

express his humble gratitude to almighty Allah SWT, the almighty god,

for his mercy, blessing, and opportunity given to me so that a was able to

finish writing this thesis. Salam and Salawat are addressed to the beloved

and chosen prophet Muhammad SAW who has brought us from the

darkness to the lightness.

During the writing of this thesis, the writer has been receiving

much advice, guidance, encouragement and comments from a number of

people. Therefore, she would like to express her deep gratitude to them.

The writer thanks for:

1. Dr. Irwan akib, M.Pd, the Rector of Unismuh Makassar.

2. Dr. A. Syukri Syamsuri, M.Hum, the Dean of FKIP Muhammadiyah

Makassar University.

3. Erwin Akib, S.Pd M.Pd, the Head of English education Department.

4. Her high appreciation and greater thankful are due to her first

consultant and the second consultant: Dr. H. Kaimuddin, Dip.Eng.

M.Hum and Maharida S.Pd. M.Pd who give their invaluable

 viii

guidance, suggestions, correction, and support since the preliminary

thesis of this research reports.

5. Special thanks to the examiners who have taken important role in

finishing my study.

6. I would like to express my deepest and effectionate thank to my

beloved parents, TUKKU (my father) and NATI (my mother), my

beloved sisters and brother ( RISNAWATI S.Pd, ITA PUSPITA SARI)

and REZAL FANDI), and also My Best Friends ( Besse Rahma,

Marwah, Emmy, Uyun) for their prayers, unfailing love, sacrifice and

continual understanding. Love them with all my heart

Billahi fisabilil haq, Fastabiqul khairat.

Makassar, 9th October 2013

RISKA HANDAYANI
 ix

TABLE OF CONTENTS

Page

PAGE TITTLE ................................................................................................ i

APPROVAL SHEET ....................................................................................... ii

CONSELLING SHEET ................................................................................... iii

SURAT PERJANJIAN .................................................................................... iv

PERNYATAAN KEASLIAN SKRIPSI .......................................................... v

ABSTRACT ..................................................................................................... vi

ACKNOWLEGMENTS .................................................................................. vii

TABLE OF CONTENTS ................................................................................. ix

LIST OF TABLE ............................................................................................. xii

LIST OF APPENDIXES .................................................................................. xiii

CHAPTER I INTRODUCTION ................................................................... 1

A. Background .................................................................................... 1

B. Problem Statement ......................................................................... 3

C. Objective of the study ................................................................. 3

D. Significiance of the Study .............................................................. 4

E. Scope of the Study ......................................................................... 4

 x

CHAPTER II REVIEW OF RELATED LITERATURE .............................. 5

A. Previous Related Research Findings .............................................. 5

B. Some Pertinent Ideas ...................................................................... 7

1. Foreign Language..................................................................... 7

2. The Concept of Vocabulary ..................................................... 9

3. Teaching of Vocabulary ........................................................... 10

4. Teaching Vocabulary to the Students ....................................... 12

5. General Concept of Nursery Rhymes ...................................... 15

C. Conceptual Framework .................................................................. 17

CHAPTER III RESEARCH METHOD ................ ....................................... 19

A. Method of the Research ................................................................. 19

B. Research Design ............................................................................. 19

C. Research Variabel ........................................................................... 20

D. Research hypothesis ....................................................................... 20

E. Population and Sample................................................................... 21

F. Instrument of the Research............................................................. 21

G. Procedur of Collecting Data ........................................................... 22

H. Data Analysis Procedur .................................................................. 25

 xi

CHAPTER IV FINDINDS AND DISCUSSIONS ......................................... 28

A. FINDINGS ............................................................................................. 28

B. DISCUSSION ......................................................................................... 30

CHAPTER V CONCLUSION AND SUGGESTION .................................... 34

A. CONCLUSION ...................................................................................... 34

B. SUGGESTION ....................................................................................... 34

BIBLIOGRAPHY

APPENDIXES

CURRICULUM VITAE
 xii

LIST OF TABLE

Page

Table 1 : The rate of percentage of score experimental class in pretest ......... 28

Table 2 : The rate of percentage of score experimental in posttest.................. 29

Table 3 : The mean score and standard deviation of experimental class ......... 30
 xiii

LIST OF APPENDIXES

Page

Appendix A: Lesson plan ................................................................................ 36

Appendix B: Pretest ........................................................................................ 52

Appendix C: Posttest ....................................................................................... 59

Appendix D: The students’ vocabulary Score in Pre Test of Experimental

class ......................................................................................... 67

Appendix E: The students’ vocabulary Score in post Test of Experimental

class ......................................................................................... 68

Appendix F: The Row Score of the students’ Pretest and Posttest In

Experimental class ................................................................... 69

Appendix G: The Mean score of Experimental class ...................................... 70

Appendix H: Standard deviation of Experimental class .................................. 71

Appendix I : The picture of the students’ in lerning process .......................... 72

 1

CHAPTER I

INTRODUCTION

A. Background

Language is a fundemental part of human life it is a mean

communication that is possessed by human being in the world. With

language a man can express his ideas and wishes. With language a close

relationship among members of society can be established. Thus, without a

language it is hard to,imagine how people can cooperate and get along

with each other.

People in this world speak various languages. Many languages in

this world so that mastering one language only is not enough. When we

speak to people of different languages, we need other means of

communication that can be understood by our listener and ourselves.

English is the common internasional language that is used in this world.

As the first foreign in Indonesia, English has a major position in Indonesia

educational system. It is one of the compulsory subjects to be studied at

Junior High School, Senior High School, and University. Moreover, now

English is taught at the first year as a local content subject.

Realizing how important the vocabulary and how difficult students

to build up the teachers of English have provided students with rich

exciting exercise which are expected to help vocabulary mush be very

helpful to improve the students’ ability in English communication. Allen

 2

(1997:149) says that vocabulary is very important in a language, when we

learn a language like English; we learn the words of language. Students

must continue to learn words as they learn structure as they practice the

target language. The vocabulary is needed very to master the four skills in

English.

Through vocabulary, we convey our ideas, emotion, and

efficiently. Without mastering it, people will not be able to use English

effectively. In all language teaching, students must continually learn

vocabulary as they learn structure (Allen 1997:149). Vocabulary not easy

thing to do, we must be optimistic that can. Teacher has to make an effort

to build their students’ vocabulary since students will have more

opportunity to identify the words during the teaching and learning process.

Vocabulary is one of the language components that have to be

mastered and acquired by the students in learning a new language. It

should be mastered as well as the language skills (listening, speaking,

reading, and writing). Teaching English vocabulary to students especially

at the second year of MAN 1 MAKASSAR is not easy and it is different

from teaching English vocabulary to adult, because they have different

characteristics and different motivation. In the teaching and learning

process, a teacher plays an important role. He or she must be able to know

the students’ interest and motivation. It can be concluded that teaching

vocabulary through Nursery Rhymes is one of the appropriate techniques

to interest at the second year of MAN 1 MAKASSAR in learning

 3

vocabulary by using Nursery Rhymes as an alternative technique in

teaching vocabulary, at the second year of students MAN 1 MAKASSAR

are given something new and different from what they usually get in class.

They are not only as the subject of teaching learning process but also the

participant.

Based on the statements above, the writer wants to introduce

Nursery Rhyme (a kind of folk song) as the media in teaching vocabulary.

Ramsey and Bayless (1982:2) say that folk songs, country music, and

commercials all appeal to the young child and they can develop and extend

vocabulary. Music activities also develop skills, increase attention span,

improve comprehension and memory, and encourage the use of compound

words, rhyme and images.

Related to the backround above , the research commits to formulate

this thesis entitle : The Use of Nursery Rhymes Media to Enrich the

Student’s Vocabulary.

B. Problem Statement

The research questions in this study is how is the students’

achievement in learning English vocabulary by using nursery rhymes.

C. Objectives of the Study

The objectives of the study in this thesis is to find out the students’

achievement in learning English vocabulary by using nursery rhymes.

 4

D. Significance of the Study

The result of this research is expected to be an alternative

contribution to improve the teachers’ vocabulary and helpful information

for them in teaching English and also to enrich their quality in teaching

English specially in teaching vocabulary.For the students, it is expected to

become learning media. For the next researcher, it is expected to be a

meaningful contribution.

E. Scope of the Study

This research focuses on the students’ enrich in learning

vocabulary by using Nursery Rhymes Media to the second year of MAN 1

MAKASSAR. The scope of this study is restricted to build up the

students’ vocabulary of noun and verb. The student will be given the

material about human body, the name of domestic animals, and kinds of

food. This topic will be given each meeting.

 5

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Findings

Some researcher had explored their findings on vocabulary as the

basic element of language and their use of various techniques in teaching

language. Some of the researchers are presented below :

Noordin (2004) in his thesis. Application of Audiovisual Media in

Learning English Vocabulary for the Second Year Student of SMK

Persada Makassar.He found that presenting vocabulary or other material

orally and visually by using real object, picture for suitable vocabulary is

effective media. It was good way to teach vocabulary subject to the

students.

Merdawaty (1997) in her thesis. Teaching vocabulary integrated

skills approach. She suggest that in teaching English the students must be

given more activities in learning vocabulary, in order that have time to

receive and produce the words.

Mula (2000) in her thesis. The interest of the second year students

of Nahlah Makassar in Learning Vocabulary through English Games. She

concludes that using the kind of teaching media, such as scribble, can

interest the learners to learn vocabulary. They are challenged to kind the

words though the game and easy to find the new words.
 6

Fitriullah (2004) in his thesis. Enriching of the vocabulary of the

second year students at SMPN 8 Palopo Kab. Luwu by using jumble

letters. She pointed out that the students were motivated to Learn English

vocabulary Through playing the alphabetic games because most of them

enjoyed.

Based on the previous findings above the researcher explains that

her research was different but have a correlation from Noordin and Mula ,

findings their research finding with the effectiveness media in teaching

vocabulary, Merdawati and Mula also different they find focus and given

more activities to encourage the students motivations. While this research

focus with developing the students’ vocabulary especially in vocabulary

items verb and noun.

B. Some Pertinent Ideas

1. Foreign Language Learning

Nowadays, learning a foreign language becomes an important thing

since we need to communicate and cooperate with other people from other

countries such as in politics, business, tourism, science, technology, and

educational development. Furthermore, in this new millennium, the world

has no limits and the communication technology develops very fast. This

condition forces people around the world to have knowledge of a foreign

language that is used for international communication concerning many

aspects of life. English is taught as the first foreign language in Indonesia.

 7

It has been taught in school such as in elementary school, junior high

school, senior high school to university for some semesters.

Learning English as the first foreign language is something new,

especially for students of elementary school because it gives a new

experience and knowledge. Finocchairo (1974:12) states that learning a

foreign language is different from learning a native language because the

students live in a different place from the one from which the foreign

language is derived. The differences are as follows:

a. Students do not know how to read or write at the time they are

learningtheir mother tongue, but they learn the foreign language

through written expression and reading.

b. Students speak in their mother tongue language at home, at school, or

even in communication with other people in their society, where

foreign language is not used as a means of communication.

c. In learning the first language, students do not know yet another

language system, but in learning a foreign language they do. Therefore,

they may be interfered by their earlier language system, which has

been established in their mind.

d. Students have not reached a high level of maturity in learning their

first language; they just accept the language being used in their society

without any curiosity in wondering the things they learnt. In other

words, they have little awareness in getting the knowledge of a

language.
 8

Like any other learners of English as a foreign language,

Indonesian learners also meet difficulties in learning English since their

native language is quite different from English. Consequently, the learners

should have a great motivation. They should learn English seriously

because learning language needs a total physical, intellectual, and

emotional response. Learning a foreign language also involves many

factors. Teachers should know the crucial factors.Finocchairo (1974:14)

says that the crucial factors are age, ability, aspiration andneeds, native

language, and previous language experience.

2. The Concept of Vocabulary

Vocabulary is one of the components of a language besides sound

system, grammars, and culture. Students who want to learn a target

language, in this case English, of course, have to learn those elements.In

learning a language, vocabulary is essential in conducting communication.

Whenever we want to communicate with other people using a language,

we should have mastered vocabulary related to the topic spoken.

Therefore, vocabulary is one of the components of language,

which supports the speaker in communication. In other words, vocabulary

plays a very important rolein developing the four language skills.

Before giving more explanation, the writer presents the definition

of Vocabulary is explained as follow :

1. Vocabulary is “an alphabetical list of the words used in a book, often

including their translation or definition”, (Webster, 1986: 2560).

 9

2. Hornby (1990: 1462) said that vocabulary are total number of words,

which (with rule for combining them) make up a language, (Range of)

words known or used by a person in trade, profession, and book

containing list of words, list of words used in a book, etc, usually with

definition or translation.

From the definition above, the writer comes to a conclusion that

vocabulary is a stock of words, written or spoken that has meaning and

used by people for communication.

In every language, vocabulary is important to convey meaning, to

express intentions, desires, and feelings; and to communicate with others.

Vocabulary is one of the components that support the speaker in

communication, whenever we want to communicate with other people

using a language, we should have mastered a stock of words.

There are two kinds of vocabulary. Finoccahiro (1974:73) explains

that students’ vocabulary can be divided into two kinds, active vocabulary

and passive vocabulary, as follow :

1. Active vocabulary which consists of working words is daily used in

writing and speaking.

2. Passive or recognition vocabulary that is making up of the words, one

recognizes in the context of reading material but he does not actually

use himself.
 10

3. Teaching of Vocabulary

In teaching vocabulary the teacher has the job of managing the

students learning to master the target vocabulary. According to Wallace

(1982:27-30) there are some principals on which teaching vocabulary is

based. Those principals are aim, quantity, need, meaningful presentation

and repetition. The explanation of each principal is as follows:

Aim means the goal that wants to be achieved by the teacher in the

teaching and learning process. In the teaching learning process the teacher

has to be clear about his aims. Wallace has to decide on what is involved

in vocabulary learning. He also has to decide the words that should be

mastered by the students.

How many vocabularies and what kind of words does the teacher

expect the learners to master.

Quantity means the number of new words that should be mastered

by students. The teacher has to decide on the quantity of the vocabulary to

be learned. The decision of the number of new words in lesson is very

important. The actual number still depends on a number of factors varying

from class and learners. If there are too many words, the learners may

become confused, discouraged, and frustrated.

Need means the words really needed by students based on the

situation. In teaching vocabulary the teacher has to choose the words really

needed by his / her students in communication. The students should be put

 11

in a situation where they have to communicate and got the words they

need.

Frequent exposure and repetition means the new words should be

introduced repeatedly. It is seldom for us to remember the new words by

only hearing them for one or two times. In learning vocabulary students

should do more and more until they have already mastered the vocabulary

of the target language.

Meaningful presentation means the clear and unambiguous

meaning of words. The learners must have a clear and specific

understanding of what a word denotes or refers to, i.e. its meaning. This

requires that the words be presented in such a way that is denotation or

reference is perfectly clear and unambiguous. Situation presentation means

the words chosen should be based on the situation. In teaching vocabulary,

the choice of words can vary according to the situation in which we are

speaking and how well we know the person to whom we are speaking

(from informal to formal). So that a learner should learn words in situation

in which they are appropriate. So, in teaching vocabulary, teachers have to

consider the factors above(aims, quantity, need, frequent exposure,

meaningful presentation, and situation presentation), which influence the

students in acquiring vocabulary given to them.

 12

4. Teaching Vocabulary to the Students

Teaching English vocabulary to students is not so easy as teaching

English vocabulary to adults. In teaching English vocabulary to students,

the teacher should know how to treat the students well so that they are not

feeling bored during the teaching and learning process. Besides knowing

how to treat the students well, the teacher should also notice the difference

of a language development of a student. Petty and Jensen (1980:67-68) say

that the individual differences of language development are very complex

processes because they are influenced by some factors such as intelligence,

physical conditions, economic conditions, ethnic setting and bilingualism.

If the teacher knows that each child is different in learning English

as a new language, he or she will facilitate the students so that the teaching

learning process runs well. Because by noticing that students are different

in language development, the teacher automatically knows what the

students’ needs, interests, and motivation in learning English are.

One of language development’s components is vocabulary

development. Vocabulary development of students can be seen when they

use new words and meaning. In addition, only by using new words and

their meaning the students will understand them. Petty and Jensen

(1980:289) support this statement by saying, “basic to vocabulary

development is using new words and new meanings, for only by using

words children will genuinely come to understand them.” The best way to

add a child’s vocabulary is by providing any kind of interesting and new

 13

experiences, especially direct activities that give opportunities for

vocabulary enrichment. By using direct activities to enrich the child’s

vocabulary, the students learn vocabulary more successfully. This

statement is strengthened by a summary report of vocabulary research by

Petty and Jensen(1980:268):

…studies on teaching vocabulary have shown that some teaching effort

causes students to learn vocabulary more successfully than does
noteaching effort, that any attention to vocabulary development is
better thatnone…it is possible to note accumulating evidence to dispel
the widelyheld notion that having students “read, read, read” is a
satisfactory methode for teaching vocabulary.
Basically, a child capacity to acquire new material especially

English vocabulary is greater, but sometimes he or she does not want to

say the English words that he or she has learned in his or her daily

activities.The statement above is according to Mackey (1965:121) by

saying:

Although child capacity to acquire new material is greater, his

nativevocabulary has expanded so much that he cannot hope to say
all he wantsto say in second language. To solve this problem it has
been suggested thatmmost of junior education,including in
kindergarten,be conducted by teacher whose mother tongue is the
children’s second language.

From the information above, it can be concluded that it is better for

the students to learn a second language, especially English from a native

teacher so that the children are not able to speak or communicate with their

mother tongue.There are some points suggested by Slattery and Willis that
 14

are very usefulfor teachers to help their students in learning vocabulary are

teacher should be able to make learning English enjoyable and fun because

they are influencing the students' attitude to language learning, if the

students make mistake, teachers shouldn't be angry. On the other hand,

they have to encourage their students to correct it with their guidance,

teachers may associated their explanation with actions to make the

understanding easier, it is also possible for teachers to tell simple stories in

English especially about things\ they can see, when students ask to their

teachers using their mother language, teachers can answer it in English.

Teachers may recast in English when students speak in their mother

language, teachers can create varied activities in teaching learning process,

some quiet, some sitting, some standing and moving(Slattery and Willis,

2001:46).

5. General Concept of Nursery Rhymes

a. The Concept of Nursery Rhymes

Teaching media is needed in the teaching learning process to help

the students to become active. Gerlach and Ely (1980:241) propose that a

medium is any person,materials, or event that established condition that

enable learners or students to acquire knowledge, skill and attitude. There

are a lot of media that can be used to teach English vocabulary, one of

them is nursery rhyme.

There are some definitions of nursery rhyme:

 15

1. Nursery rhyme is a simple traditional poem or song for children.

(Oxforddictionary, 1994:794).

2. Nursery rhyme is a traditional song or poem taught to young

children,originally in the nursery.

3. Nursery rhyme is folk verse for young children.

From the statements above, it can be concluded that nursery rhyme

is a traditional song or poem for young children. Since it is intended for

young children, it follows a regular repeated verse for with rhyme and has

a series of other discourse features, which make them easy to follow. So

once a nursery rhyme has been learned, it stays in minds of the students

for the rest of their lives with all the rhyhms, grammatical features and

vocabulary.

b. Applying Nursery Rhymes in Teaching Vocabulary

Before applying nursery rhymes to students, the teacher should be

well prepared in choosing nursery rhymes. Slattery and Willis (2001:45)

state that the songs or rhymes chosen by the teacher should:

1. Suit the pupils’ age group and their interest, the vocabulary they learn,

and the teacher should be well creative in teaching learning prosess.

2. Match their level of English and make the students enjoy in studying

English.

3. To improve the students’ vocabulary, since the students’ can only sing

simple nursery rhymes, the teacher should choose short and simple

nursery rhymes, so that the students’ can remember words easily.

 16

From the statement above, it can be concluded that the teacher

should choose nursery rhymes that suit the students’ age, interest, and the

vocabulary they learn. Since students can only sing simple nursery

rhymes, the teacher should choose short and simple nursery rhymes. The

lyrics also should be clear and easy to follow. Furthermore, they should

use repetitive materials so that the students can remember words easily. In

order to make the nursery rhymes more meaningful and enjoyable,

motions can also be added to the nursery rhymes that are paralleled to the

words of the nursery rhymes.

Nursery rhymes are simple traditional songs for young children

that have been in uses since the 19th century. Teaching the students using

nursery rhymes is a great way to increase their vocabulary and explain the

concept of rhyming. Many children are already familiar with nursery

rhymes, which is helpful as the student are teaching a concept within the

students comfort zone. The students can expand the unit on nursery

rhymes by having students do craft projects related to their rhymes, and act

them out in class.

C. Conceptual Framework

Vocabulary is elements that support English Language component

skills. If the students have more vocabulary, it will make them easily in

express their ideas, feeling, emotion. Without vocabulary mastery, the

students will have problem in studying English. It means that vocabulary

mastery is very important process of teaching and learning.

 17

The conceptual framework underlying in this research is given in

the following diagram :

Input

Teaching Vocabulary

Teaching Process

Nusery Rhymes Media

Experimantal
Group

Output

The students’
Vocabulary
achievement
 18

The tree variables above; input, process, and output, are briefly

classified as follows :

1. INPUT : Teaching learning by using nursery rhymes media which

consist of vocabulary materials. A teaching media which is hoped to be

a good device in teaching learning English Vocabulary.

2. PROCESS : The implementation of the input variable in the classroom

activities both teaching and learning vocabulary by using Nursery

Rhymes Media.

3. OUTPUT : Enrich the students’ in learning vocabulary by using

Nursery Rhymes Media

 19

CHAPTER III

RESEARCH METHOD

A. Method the Research

The method employes in this research is experiment. It aims to find

out the effects of nursery rhymes in enriching the students’ vocabulary :

B. Pre Experimental Design

It refers to the activity of collecting data from the experimental

group of the research. To get empirical data for this study, the writer used

pre-test and post-post. The comparison between the pretest and post-test

score determines the success the treatment. The design below:

Class Pretest Treatment Postest

E O1 X1 O2

Notation : E = experimental class

O1 = pre-test

O2 = post-test

X1 = Treatment using nursery rhymes

( Gay, 1981 : 298 )

 20

C. Research Variabel

The design of experiment, two variables can be seen involved in

this research. They are independent and dependent variable ;

1. Independent variable :

Independent variable refers to the use of nursery rhyme in

teaching English vocabulary.

2. Dependent variable :

Dependent variable refers to the students’ achievement in

vocabulary after being taught using nursery rhymes.

D. Research Hypothesis

A hypothesis is a tentative answer the problem of the research, the

hypothesis, they are:

1. Null Hypothesis (Ho):

The use of Nursery Rhymes Media is not effective to enrich the

students’ vocabulary at MAN 1 MAKASSAR.

2. Alternative hypothesis (H1):

The use of nursery Rhymes Media is effective to enrich the

students’ vocabulary at MAN 1 MAKASSAR

 21

E. Population and Sample

1. Population

The population of this research will be the second year of

MAN 1 MAKASSAR who register in academic year 2013/2014. The

population consists of 125 students the second year class .

2. Sample

The research will take one class from the second year students of

MAN 1 MAKASSAR. The researcher use random total sampling is the

sample the class VIII A as experimental class, consist 25 students.

F. Instrument of the Research

To find out the students’ vocabulary achievement, the researcher

use vocabulary test in multiple choises test. The multiple choises test

consists of 25 items that consist of four choices, and the students must

choose one correct answer.

G. Procedur of Collecting Data

The research used some procedure in collecting the data, such in

the following:

1. Pre-test

The pre-test will be given to the students before treatments. The

pre-test will be given to know the students’ prior knowledge of

vocabulary mastery before given treatment. In this case, the students

will be given test and the students can spent question in multiple
 22

choises form, such as matching test. This test spent 80 (2 x 40 )

minutes.

2. Treatment

After given the pre-test, the treatment will be conducted on

students. The writer handles the class for 4 meetings.

a. Experimental Class

The procedures of doing treatments for experimental class as follows:

1. The first meeting :

a. The researcher will introduce of Nursery rhymes Media to the

students.

b. The researcher will divide the students into small a group.

c. The researcher will select a song, then will explain about the

lirik of the song.

d. The researcher will ask the students to present the meaning of

the song :

DING DONG BELL

Ding, dong bell

Pussy's in the well

Who put her in?

Little Tommy Thin

Who pulled her out?

Little Tommy Stout.

 23

What a naughty boy was that

To drown poor Pussy cat.

e. The researcher will monitor the students’ activities and helps

if necessary.

2. The second meeting

a. The researcher will select a song, then will explain about the

lirik of the song.

b. The researcher will ask the students to present the meaning of

the song:

BAA, BAA BLACK SHEEP

Baa, Baa, black sheep

Have you any wool

Yes, sir. Yes, sir.

Three bags full:

One for my master,One for is dame,

And one for the little boy that lives down the lane

c. The researcher will monitor the students’ activities and helps

if necessary.
 24

3. The third meeting

a. The researcher will select a song, then will explain about the

lirik of the song.

b. The researcher will ask the students to present the meaning of

the song:

A BABY

I am only a baby

As you can see;

I can laugh - Ha! Ha! Ha!

I can cry - Hoo! Hoo! Hoo!

I know so did you,

When you were a baby too

c. The researcher will monitor the students’ activities and helps

if necessary.

4. The fourt meeting:

a. The researcher will select a song, then will explain about the

lirik of the song.

b. The researcher will ask the students to present the meaning

of the song :
 25

HUMPTY DUMPTY

Humpty Dumpty

Sat on the wall

Humpty Dumpty

Had a great fall.

All the king's horses

And all the king's men

Couldn't put humpty dumpty

Together again

c. The researcher will monitor the students’ activities and helps

if necessary.

3. Post-test

After the treatment, the post-test will be conducted to find out

the students’ vocabulary mastery. It is used to check the result of

treatments. It is very useful to know whether or not the nursery rhymes

media is effective to improve the students’ vocabulary mastery and to

know whether or not are any significant change to the students’

vocabulary mastery improvement.

 26

H. Data Analysis Procedur

The data that collect analyzed through the following steps:

1. Tabulating the score of the students formula into the following

classification :

NO Rate of Score Categories

1 9.6-10 Excellent

2 8.6-9.5 Very good

3 7.6-8.5 Good

4 6.6-7.5 Fairly good

5 5.6-6.5 Fair

6 3.5-5.5 Poor

7 0.0-3.5 Very poor

(Depdiknas, 1985:6)

2. To Calculate the mean score of the students’ vocabulary test by using

the following formula:

Md=
d
N

Where: Md = Mean score

∑d = the total number of the students score

N = the number of students

( Arikunto,S. 2006:24-26)
 27

3. Finding out the significant different between the pre test and post - test by

calculating the value of the T-test

𝐷
𝑡 − 𝑡𝑒𝑠𝑡 =
ΣD − ΣD2
N
N (N − 1)

Notation:

t- test : test of significance

D : the different between the methods pairs (X1-X2)

D : the mean of difference score

∑D : The sum of D square

(∑D) : the Square of ∑D

N : the number of subject

(Gay, 1981:331)

4. Calculating percentage of students score

F
P= x 100 %
N

Where: P = the percentage

F = the frequently of items

N = the total responses

(Hatch and Larazation in Harlina 2004: 24)

 28

CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter particularly presents the findings of the research

which are presented as data description, and the discussion of the findings

reveals argument and furher interpretation of the findings. In this chapter,

the researcher analyzed the data consisting of the result and posttest either

in experimental class or control class.

A. FINDING

1. The Classification of the Students’ Pretest and PostScores in

Experimental Class Table 1: The rate percentage of score

experimental class in pretest

NO Score Classfying Frequency Percentage

1 9.6-10 Excellent - -

2 8.6-9 Very Good - -

3 7.6-8.5 Good -

4 6.6-7.5 Fairly good -

5 5.6-6.5 Fairly 9 36%

6 3.6-5.5 Poor 16 64%

7 0-3.5 Very poor - -

Total 25 100%
 29

Table 1 above shows the rate percentage of scoreclass in of

experimental pretest from 25 students, there were 9 (36%) students got

fair score, 16 (64%) students got poor score, no one of the students

excellent, very good, good, fairly good and very poor.

Table 2 : The rate percentage of score experimental class in posttest

NO Score Classfying frequency Percentage

1 9.6-10 Excellent - -

2 8.6-9.5 Very good - -

3 7.6-8.5 Good 1 4%

4 6.6-7.5 Fairly good 5 20%

5 5.6-6.5 Fairly 12 48%

6 3.6-5.5 Poor 7 28%

7 0-3.5 Very poor - -

Total 25 100%

While, the rate percentage of score of experimental class in posttest

from 25 students as table 2 above shows, there were 1 students (4%) got

score, 5 students (20%) got score, 12 students (48%) got fairly score, 7

students (28%) got poor score and none of the students got for the other

classification.

Based on the result above, it can be conclude that the rate

percentage in post test was greater than the rate percentage in pretest.
 30

2. The Mean Score and Standart Deviation of Experimantal Class

Experimental Class

Variable Pre test Post test

Noun 42.8 61.2

Verb 51.6 62

∑x 47.2 61.6

The table above shows that, the mean score of experimental class

in post test was (61.6) and the standard deviation of experimental class

was (8.94), It means that, the mean score of experimental class is got a

good score

B. Discussion

Teaching the students using Nursery Rhymes media to enrich the

vocabulary and the significance score ofexperimental class.

The mean score of the students in table 1 shows that the students’

vocabulary skill based on on post test of the experimental class is 8.94. It

can be concluded that the students’ vocabulary skill of the experimental

class were classified as fair, too.

Experimental class from 25 students’ there were 1 (4%) students

got good score, there were 12 (48%) students got fairly score, there were 5
 31

(20%) students got fairly good score and there were 7 (28%) students got

poor..

From all of the data in this research, it is shown that all data found

and discussed in this chapter refer to the acceptance of the alternative

hypothesis. It means that the use of Nursery Rhymes media was effective

to enrich the students’ vocabulary mastery of MAN 1 MAKASSAR. In

other words, to encode their ideals also it would tell them which word is

right in which object go with particular verbs and what are the phrases or

collocation that words are normally used in students wanted to expand

their vocabulary, and to improve their ability to express their concept.

 32

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Relating to the research findings and discussion in the previous

chapter, the conclusions are presented in the following :

1. The data shows that the students’ vocabulary mastery before and after

the treatments are significantly difference. It was found the students’

post test 79.7 was higher than the students’ pre-test 52. It is proved that

the use of Nursery Rhymes Media in teaching vocabulary to contribute

the effectiveness of encoding the students’ idea.

2. Using Nursery Rhymes Media can improve the students’ vocabulary

ability and it is can be seen through their increasing score from pre-test

to post-test.

B. Suggestion

Based on the findings, the writer stated suggestions to increasing

the students’ vocabulary mastery by using Nursery Rhymes Media. as

follows:

1. The English teacher recommended to apply Nursery Rhymes Media as

one of the method or media ways in vocabulary mastery and to give

attention at the interesting method in teaching to make students

interested in learning English, especially to teach vocabulary.

 33

2. The English teacher should maximize in giving guidance to the

students in learning and teaching vocabulary process.

3. The writer must be capable of creating something to increase

vocabulary mastery.

4. The students were expected to increase their intensity in learning

vocabulary by using Nursery Rhymes Media.

5. The library should prepare many books or dictionary related to

vocabulary mastery to facilities the students to increase their mastery

in learning vocabulary.
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 CURRICULUM VITAE

RISKA HANDAYANI , was born on November 28th, 1990 in

Soppeng regency. She is the second child from one brother and

two sisters from the marriage of her parents Tukku and Nati.

In 1997 the writer registered as student elementary school SDN

27 Bulu Dua in Soppeng regency and she graduated in 2003.

The next, in the same year the writer registered as a student in SMPN 2 Watan

Soppeng in Soppeng regency and she graduated in 2006. Then the writer

registered in senior high school, SMAN 3 Watan Soppeng and graduated in 2009.

In 2009, the writer registered to study of Curriculum And Technology Education

Department in Makassar Muhammadiyah University and continue in 2010, the

writer registered to study of English department in Makassar Muhammadiyah

University.