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                          (ATM 5 PROGRAMME)

      (Study Case: SMUN 6 Tangerang of the 2009/2010 academic year)

A Paper presented in Partial Fulfillment of the Requirement for Undergraduate








Name                  :SULISTIYANI
Student’s number      :20065035026
Program               :S1
Title of the thesis   :Improving Students` Vocabulary through Computer Media
                      (ATM 5 Programme)
Is my own original work and has never been published in part or in whole under my
name or any other person’s name.

Sulistiyani                                                    Tangerang,………….,2010

                                    Approved by Mentor
                            I declare that this Final Paper is ready

Mentor                                                         Tangerang,………….,2010

                                (ATM 5 PROGRAMME)

     This study attempts to improve students` vocabulary trough computer media (ATM
5 Programme). This study was conducted by using software educational technology. This
study was conducted 2nd year students of SMU NEGERI 6 TANGERANG. One class
from four classes of science was selected as the subjects of this research. The number of
the subjects of this research was 37 students. The class was taught by using computer
media (ATM 5 Programme). The qualitative data were collected by using the observation
sheet (Diary note). The quantitative data were collected by giving 50 questions of fill in
the blank tests (ATM 5 Programme), making the table of distribution of frequency and
calculating the mean of the students. The result of research shows that the mean of the
second cycle (91) is higher than the mean of the first cycle (86) and pretest (77). Based
on the observation sheet, the students were more active and enthusiastic during the
teaching-learning process in the second than the first cycle.
                                        CHAPTER 1

1.1. Background of study
     In learning language, learners are expected to acquire the four skills. Listening,
speaking, reading and writing. Chris Gough (2002:3) says that vocabulary is not just
words. When we talk about our vocabulary, we mean the words we know and our ability
to use them. In Indonesia for instance, it is difficult for students to understand meaning of
English words. Based on the writer’s teaching experience as an assistant teacher in the
English Course of Rainbow Learning Center, she has found it was difficult for the student
to speak fluently; particularly the main idea is due to their lack of vocabulary ability/skill.
     There are some factors, which influence the student’s poor vocabulary skill. One of
the factors might be the application of teaching method, which are not suitable in
teaching method. Computer media, for instance, could be considered by the teacher to
help improve their student’s vocabulary.
     In this regard, the writer would like to conduct a field research (research action) to
obtain information whether computer media could improve the student’s reading skills at
SMU NEGERI 6 TANGERANG. Based on the result of the observation by the writer to
the students of the school, most of them still were difficult to know the meaning of words
in ATM 5 Programme. Hence, the writer is interested in conducting her research at the
school and writing her final project titled Improving student vocabulary through
computer media.

1.2. Statement of the problem
     The student will focus on improving student’s vocabulary skills through computer
media (ATM 5 Programme). Study case: Students of the 2nd year of SMU NEGERI 6
1.3. Research Question
     In line with the background of the study, a research question is formulated as
follows: Is computer media (ATM 5 Programme) to improve the vocabulary skill of the

1.4. Goal an function
     There are some significance of this study, which could hopefully benefit the
readers, they are:
1.   This study is aimed at helping the English teachers improve the students`
     Vocabulary skill.
2.   The study is aimed at providing the teachers of SMU NEGERI 6 TANGERANG
     with information how to teach Vocabulary through computer media (ATM 5
3.   This Study is aimed at fulfilling me of the writer’s requirement to obtain her
     bachelor (Sarjana Strata II-SI degree) at STBA Buddhi Tangerang.
4.   This study is expected to be a reference for readers, particularly for those who are
     interested in conducting further research on the same subject.

1.5. Scope and Limitation of the study
     This study will cover improving students` vocabulary skill in level of literal and
interpretive and also computer media limited. However, due to the writer`s time and other
constraints the writer will not discuss all the techniques of computer media. In this
regard, she will only ask the students to do the ATM 5 Programme as one of the
techniques of the computer media to be used in improving the student vocabulary skill.
1.6. Research Methodology
      The writer will conduct a field research, via action research to obtain the
information on the effectiveness of computer media (ATM 5 Programme) in improving
the students` vocabulary skill. In this regard, she will conduct her field research at SMU
NEGERI 6 TANGERANG. She will teach vocabulary using computer media (ATM 5
Programme) to the 2nd year students of the school about 1 month on may 2010. The writer
will analyze the data collected from her research using qualitative method and descriptive

                                      CHAPTER II
                           THEORETICAL FRAMEWORK

2.1 Theoretical Description
      2.1.1 Language
        Learning a foreign language takes time and dedication. Some reasons are
practical, some aspirational, some intellectual and others sentimental. That reasons may
help to convince students to take the plunge, if such persuasion is needed. But whatever
the reasons, having a clear idea of learning a language can help to motivate students in
their studies.

        How to Learn a Foreign Language (http://
foreign-language) :
1) Spend the time!
By far the most important factor is how much time you are immersed in the language.
The more time you spend with the language, the faster you will learn. This means
listening, reading, writing, speaking, and studying words and phrases. This does not mean
sitting in class looking out the window, nor listening to other students who do not speak
well, nor getting explanations in your own language about how the language works. This
means spending time enjoyably connected to the language you are learning.
2) Listen and read every day!
Listen wherever you are on your MP3 player. Read what you are listening to. Listen to
and read things that you like, things that you can mostly understand, or even partly
understand. If you keep listening and reading you will get used to the language. One hour
of listening or reading is more effective than many hours of class time.
3) Focus on words and phrases!
Build up your vocabulary, you’ll need lots. Start to notice words and how they come
together as phrases. Learn these words and phrases through your listening and reading.
Read online, using online dictionaries, and make your own vocabulary lists for review.
Soon you will run into your new words and phrases elsewhere. Gradually you will be
able to use them. Do not worry about how accurately you speak until you have
accumulated a plenty of words through listening and reading.
4) Take responsibility for your own learning!
If you do not want to learn the language, you won’t. If you do want to learn the language,
take control. Choose content of interest that you want to listen to and read. Seek out the
words and phrases that you need to understand your listening and reading. Do not wait
for someone else to show you the language, nor to tell you what to do. Discover the
language by yourself, like a child growing up. Talk when you feel like it. Write when you
feel like it. A teacher cannot teach you to become fluent, but you can learn to become
fluent if you want to.
5) Relax and enjoy yourself!
Do not worry about what you cannot remember, or cannot yet understand, or cannot yet
say. It does not matter. You are learning and improving. The language will gradually
become clearer in your brain, but this will happen on a schedule that you cannot control.
So sit back and enjoy. Just make sure you spend enough time with the language. That is
the greatest guarantee of success.

     2.1.2 The Nature of Vocabulary
         Vocabulary is the meaning of words. According Chris Gough (2002) there are
four different ways to think about words:
1) Meaning
When we meet a new word, the first thing we want to know is what it means. For
example, you will find the word for a type of fish – salmon. Only one kind of fish is
called salmon, so that is easy.
2) Pronunciation
When you learn a new word, make sure you can say it. Make sure you know which
syllable is stressed. If you are unsure, ask a teacher or use a dictionary with a CD-ROM
which gives the pronunciation.
3) Collocation
Collocation is the way words combine with other words. There is little point in knowing
the words risk, unless you also know the verb that goes with it-take a risk. We say that
take collocates with risk. In the same way deep and shallow are adjectives that collocate
with water.
4) Expressions
Expressions are groups of two, three, four or more words, which always go together. For
example, if you are in a shop and an assistant approaches you, you can say, “I’m just
looking.” If you are interested in finding out more about someone, you can ask them,
“What do you do for a living?”

     The main way we increase our personal vocabularies is by reading many natural
English regularly. As students, we can also learn by studying and doing vocabulary
exercises. Vocabulary is important because it is words, which carry the content of what
we want to say. Grammar joins groups of words together, but most of the meaning is in
the words. The more words you know, the more you will be able to communicate. You
can say a lot with words. There are not much you can say with grammar alone.
2.2 Computers in Language Teaching

     2.2.1 Computer Media
     2.2.2 ATM 5 Programme
2.3 Conceptual Framework
       The success of teaching vocabulary influenced by the technique that is used in
that teaching process. That`s why teacher should select the appropriate technique in
teaching vocabulary. ATM 5 Programme is suitable to be applied in teaching vocabulary.
It can improve students` vocabulary skill because the procedures are done so that students
can cooperate, confidence in learning that programme without cheating each other. To
conclude, teaching vocabulary through computer media (ATM 5 Programme) will have a
significant effect in improving students` vocabulary skill. Students will find vocabulary is
more interesting and easier to do it.

                                  CHAPTER III
                            RESEARCH METHODOLOGY

3.1 Research Design
    The writer will conduct action reseach. Action research is simply a form of self-
reflective enquiry undertaken by participants in social situations in order to improve the
rationally and justice of their own practices, their understanding of these practices, and
the situations in which the practices are carried out (Carr and Kemmis 1986:162)
(http:/ These are the reasons for which the writer
would like to conduct action research:
    1. To obtain information on how effective computer media (ATM 5 Programme) in
        improving the students` vocabulary skill.
    2. To obtain information on the students` learning interest, motivations and
    The writer will use quantitative and qualitative methods in collecting, presenting and
analyzing data. Wallen (1993:157-158) says that quantitative data are obtained when the
variable being studied is measured along the scale that indicates”how much” of the
variable is present and also reported in terms of score. Qualitative research studies that
investigate the quality of relationships, activities, situations, or materials are frequently
(Wallen, 1993:380)

3.2 The Subject
      The subject of this research will be the 2nd year students of SMU NEGERI 6
TANGERANG students from XIA-3 class. The number of the student is 37, all of whom
will be the subject of the writer’s research.

3.3 Research Instrument
      Computer tests (quantitative data) will be used to collect the necessary data. The
type of the tests will be fill in the blank. The students will be asked to answer 50
questions, which are related to ATM 5 PROGRAME. The time, which will be given to
them to finish the tests, will be 50 minutes. Beside that, observation sheet will also be
used to collect the required the data (qualitative data) identify all the conditions that will
happen during the teaching and learning process.
3.4 The Procedure of Data Collection
      The writer will collect to required data using computer test and observation as her
research instrument. The computer test will be used as the instrument to collect
quantitative data where as observation will be used as the instrument to collect qualitative
data. In her action research, the writer will follow the procedure of data collection by
administrating 2 cycles. Each cycle comprise four steps, they were planning, action,
observation, and reflection.

3.4.1 The first Cycle
     In this cycle, the students` vocabulary skill will be measured and their problems in
ATM 5 vocabulary will be analyzed. The students` attitude toward vocabulary will be
seen clearly. Planning
     Planning is an arrangement for doing something. In planning, it is considered
everything that is related to the action that will be done and it is also prepare everything
that will be need in teaching and learning process. Following are some activities which
will be done in the planning.
   a. Giving the pretest as the instrument to know student`s basic skill in vocabulary
       before getting the treatments.
   b.Preparing topics in ATM 5 that will be used during the cycles.
   c. Preparing note diary that will be used to know student` reaction and class condition
       as a whole, and also to see the development students` vocabulary skill after
       applying ATM 5 Programme.
   d.Planning and the application model of teaching and learning scenario of vocabulary
       in Computer Media (ATM 5 Programme). Action
     Action is the process of doing. It is the implementation of planning. Therefore in
this phase, everything that has planed will be done. Observation
     In this phase, all of the aspects such as students` learning, attitude, and their
motivation will be observed during the process of teaching and learning. Reflection
     Reflection is the feedback process from the action that has been done. It is very
necessary to help the writer to make decision for what to do or to revise. From the result
of observation, the problem that existed, the causes of the problem will be analyzed.
3.4.2 The Second Cycle
     In the second cycle, some aspects found during the first cycle should be improved
after reflection of the first cycle based on the analysis. In the second cycle, it will be
planning, action, observe its process and reflect its results as a consideration for the next
cycle. Planning
     After doing the first cycle, the writer will identify some weakness in the learning
process. Making the learning process more effective, the writer will revise the plans
appropriate to the students` needs. Action
     Action is the process of doing the plan. It is the implementation of planning that has
been revised in this phase; the revised plan will be conducted. Observation
     In this phase, all the aspects that will happened during the process of teaching and
learning, the attitudes of the students while the writer are explain ATM 5 programme and
their attitudes in doing the vocabulary test will be observed. Reflection
     Reflection is the feedback process from the action that has been done analyzed. The
research` note diary will be analyzed to know the surplus and the lack of the application
of the revised plan that has been complemented.

3.5 The Test
     The type of the test to be used will be fill in the blank. The test will be taken from
each topics in VIBE items (first 500-word level) at ATM 5 Programme. The pre test
question will be taken from topic 13 in VIBE items vocabulary that the students learned
from ATM 5. The first cycle test will be taken from topic 14 in VIBE items. The second
cycle test will be taken from topic 15 in VIBE items too.

3.6 The Scoring System
     To evaluate the students’ improvement in vocabulary, the writer will give 50 items
     of fill in the blank test. The test score will be based on the students’ correct answer
     and with the following formula:
                   S = Score of the test
                   R = Number of the correct answer
                   N = Number of the test item
3.7. The Technique of Data Analysis
     The writer will analyze the colleted data using quantitative and qualitative methods.
The data to be collected using quantitative method (from the test results) will be
numerical (Quantitative data). The collected quantitative data will be presented and
analyzed using descriptive statistics. The data to be collected using the qualitative method
(from the observation) will be non-numerical (qualitative data).

3.7.1 Analysis of Quantitative Data
     Wallen (1993:157-158) state that quantitative data are obtained when the variable
being studied is measured along the scale that indicates “how much” of the variable is
present and also reported in terms of score. To process and analyze the collected
quantitative data, the writer will use descriptive statistics to determine the distribution of
frequency and the mean. The quantitative data will be obtained from the students’ test
   Distribution of frequency
      In this study, the writer will present the collected quantitative data trough
    frequency distribution table.
    The steps to be followed in making the frequency distribution table
    1. Calculating the number of interval class with Sturges’ formula:
          K = 1 + 3.3 log. n
          K = Number of interval class
          N = Number of observed data
       Log = Logarithm
    2. Calculating the data range using the following formula:
       Data Range = The highest data (score) – the lowest data (score).
    3. Calculating the class with using the following formula:
       The class with = Data Range / Number of class.
    4. Making the interval class
       Making the interval class usually starts with the lowest data (score).
    5. Calculating the frequency of each interval class
       Tally will be used to obtain the frequency of each of interval class.
   The Means
       To know the development of the students’ score for each cycle, the mean of the
students’ test will be computed by applying the following formula (Wallen, 1993:163):

       X = ΣX / n
       Where :
                 X = the mean of the students’

                 ΣX = the total score
                 n   = the number of the students
3.7.2 Analysis of qualitative data
       Qualitative research studies that investigate the quality of relationship, activities,
situations, or materials are frequently (Wallen, 1993:380). The qualitative data analysis
will be made from the diary notes.
                              CHAPTER IV

4.1 Data
The writer conducted her action research at SMU NEGERI 6 TANGERANG, using
quantitative method and qualitative method. The subject of her research was the 2nd year
of the students of the school, the number of whom was 37. The writer used collected the
exercise in ATM 5 Programme and observation from the diary notes as the instruments to
collect the required data. And the writer used descriptive statistics in processing and
analyzing the collected data in order to answer the research question. She presented the
data in table, in which the distribution of frequency and the mean of the score were
calculated. The process of collecting data in the action research was conducted in two
cycles. Every cycle consisted of four steps of action research (planning, acting,
observing, and reflecting). The pretest was conducted in one meeting, the first cycle was
conducted in three meetings, and the second cycle was conducted in three meetings too.
Students were given 50 questions of fill in the blank test in ATM 5 Programme.
4.1.1 The Quantitative Data
       The improvement of students, vocabulary through computer media (ATM 5
Programme) can be seen from the mean of the students from the pre test, cycle 1 and
cycle 2 as follows:
The score of Students from Pre test until the post-test in the cycle II
            No          NAME
                                        PRE-TEST   CYCLE I      CYCLE II
             1   Ade hanipah                80         91            87
             2   Agyl dharmawan             73         67            83
             3   Ahmad hasyim               73         85            87
             4   Annisa rafika              70         81            88
             5   Arief purnomo              81         90            90
             6   Bima harnadi               77         91            95
             7   Dinar tiara asih           83         95            99
             8   Dini oktia .R.             82         79            91
             9   Indri S.R.                 70         63            83
            10   Intan nurcahya             82         85            98
            11   Jeta yashinta              83         91            91
            12   Lestari intaningtyas       79         89            92
            13   Linda lindiani             85         90            92
            14   Loora pusvita .S           82         83            96
            15   Maulana fadhil             74         78            90
            16   M. arip                    81         86            84
            17   M. fian octavian           77         83            89
            18   M. nuri rizani             79         95            95
            19   Fernanda                   65         85            92
            20   Reny wahyuni               80         93            95
            21   Rifka tania                77         85            95
            22   Siti suherni               80         91            93
            23   Stephany .Z.               85         89            91
            24   Syahidatul akbariah        77         97            94
            25   Teguh .P.                  76         93            86
            26   Tika .W.S.                 61         86            87
            27   Titi rostini               63         87            93
            28   Wina nurpikasari           77         91            94
            29   Yevia .R                   74         81            93
            30   Yudhitia .A                79         76            88
            31   Yulia anggriani            78         90            89
            32   Zaki .Z.F                  84         86            89
            33   Zulfikar .H.               75         83            96
            34   Ahmad jaya                 81         81            90
            35   Andita dwi. F              77         95            97
            36   Anita permata sari         80         86            94
            37   Risky hermawan             73         84            92
                 TOTAL                    2,854      3,183         3,376
                 MEAN                      77           86          91

The data shows that there is the improvement of students’ vocabulary which is taught by
using computer media (ATM 5 Programme).
4.2    Analysis of Quantitative Data
4.2.1 Distribution of Frequency Vocabulary Test
       The number interval
       K = 1 + 3.3 log.37
       K = 1 + 3.3 log 37
       K = 1 + 3.3 x 1,56
       K = 6,7
Table Pre-test distribution of frequency in the second grade of SMU NEGERI 6
                              Class     Frequency   Percentage
                             Interval   (Number)       (%)
                             20-29                      0%
                             30-39                      0%
                             40-49                      0%
                             50-59                      0%
                             60-69          3           8%
                             70-79         19          51%
                             80-89         15          41%
                             90-99                      0%
                              100                       0%

Table Cycle I distribution of frequency in the second grade of SMU NEGERI 6
                              Class     Frequency   Percentage
                             Interval   (Number)       (%)
                             20-29                      0%
                             30-39                      0%
                             40-49                      0%
                             50-59                      0%
                             60-69           2          5%
                             70-79           3          8%
                             80-89          18         49%
                             90-99          14         38%
                              100                       0%
Table Cycle II distribution of frequency in the second grade of SMU NEGERI 6
                             Class     Frequency     Percentage
                            Interval   (Number)         (%)
                            20-29                        0%
                            30-39                        0%
                            40-49                        0%
                            50-59                        0%
                            60-69                        0%
                            70-79                        0%
                            80-89          12           32%
                            90-99          25           68%
                             100                         0%

4.3    The Mean
4.3.1 The Mean of Vocabulary Test
The writer will analyze wheter the students’ mean keep growing since the pre-test until
the therd Cycle given or not. The mean itself will counted by using this formula:
Mean = Sum of all scores in the distribution
       Total number of scores in the distribution

X      = 2854/37
       = 77

X      = 3183/37
       = 86

X      = 3376/37
       = 91

4.4    The Qualitative Data
4.4.1 Obsevation Observing the English Teacher
       The writer observe the English teacher at SMU NEGERI 6 TANGERANG the
way she or he present her or his lesson, materials which are used and the situation during
the lesson. Observing the Student’ Response
       The students of fifth grade of SMU NEGERI 6 TANGERANG will be observed
during their vocabulary test given by the teacher. It will be included of their behavior
during test, how they are response the test and their activities during the test given.

                                       CHAPTER V
                         CONCLUSION AND SUGGESTIONS
5.1    Conclution
       Based on the result of the study, the conclutions are drawn as follows:
       a. There is an improvement of students’ vocabulary if it is tought by using
           computer. It is showed by the mean of the student: pre-test, the first cycle, and
           the second cycle.
      b. The student will feel more enjoyable and interested in vocabulary by
         computer. It is showed by computer in the two cycle and their responds while
         they will ask about Computer Media.

5.2   Suggestion
      From the research, the writer would like to give her suggestion as follow:
      a. The English teacher should use computer as her teaching aid when they are
         teching English.
      b. The English teacher should broad the students’ vocabularies throught ATM 5
      c. The writer hopes that other research could further conduct research on
         improving students’ grammer or pronunciation skill throught ATM 5

        First, I would like to thanks to God, for blessing and helping her in composing
this thesis, so that she can finish this thesis.The writing of this thesis is aimed at fulfilling
one of the requirements for her of Bachelor degree (Sarjana Strata II- S1 Degree) at
STBA Buddhi Tangerang.
        Second, a special word of thanks goes to Dr.Hananto, Ph D, her mentor for his
comments, guidance and support without which it is impossible for her to complete this
thesis. And the writer also would like to thank all the lectures for sharing their knowledge
with her throughout the years at Sekolah Tinggi Bahasa Asing (STBA) Buddhi. Then,
special thanks are also given to PC. Sudarmadi,S.Pd.,Sp.l the current director of STBA
Buddhi, Irmala Sukendra,S.S, as the head of D3 program of STBA Buddhi who gave
some official letters from institution, Adralisman S.S, as the head of administrative affair
of STBA Buddhi who gave some official letters from institution, Iwan, S.Pd.,MM,…..,
Other lectures at STBA Buddhi, for their dedications, cares, valuable lesson, and
gratifiers years during studying process, and Staff STBA (Andi).
        Third, she would like to thank her parents, Icun Suryadi and Supriyanti, her sister,
Tika, her brother, Suhandi, her beloved friend, Widi Setiawan for their love and have
patiently given moral, spiritual and financial support.
Fourth, a special word of thanks also goes to Drs.Soetrisno, the head of SMU NEGERI 6
TANGERANG who give license doing the research in this school, to all the teacher for
their kindness and care, and especially of 2nd year students for their participation as the
subject in this study.

Last but not least, she would like to thank her friends in Buddhi, her friends in Rainbow
Learning Center, Asri, Rohani, for their support, kindness and their contribution during
the process of completing her thesis.

                                                                    Tangerang, ………2010
                                                                                  The Writer


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