INTRODUCTION
A. Background
Langugage is one of
the human primer need in alive , because
language is a tool to communicate among Human, Animal, and others things in the
world. We can not communicate or interact with others in our daily life and in
the media social networking without
language . Languages will be good when vocabulary is true.
Human language is unique and complex
because it has to produce, practice, and must be trained to get a good
communicate with others. So, the teacher must be creative to make the Students
skills means their English skill such as speaking, writing, reading , and
listening skill are good.
In
mastering those skills, they must be supported by some elements of
languages, they are pronunciation, grammar and vocabulary. It is impossible to
master those skills without their suporting .
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Teaching vocabulary is
one of the key to enhance students English skill and it is also as a based element
to build students language skill.
Schmitt in Richardo Harbert
(2013). noted, “learners carry
around
dictionaries and not grammar books. Teaching vocabulary helps
students understand
and commpunicate with others in English.
Students can not
listen, read, speak and write well without possessing sufficient vocabulary.
They can not establish their ability to communicate and convey their need as
good as possible without having enought vocabulary.
The mastery of
vocabulary is difficult task to do, because vocabulary is complex. This
complexity brings difficulties to the students who try to master vocabulary.
The difficulties may arise from the word itself and it is very hard to
overcome. This probably caused by the word forms, various meaning, and word choices
( Kustaryo and Salombe. 1995:4).
Grounded on my
obsrvation in the second grade of students SMA Darmayadi, they are very lack in
vocabulary mastery. Realizing such diffculties, it is not enough for the English
teacher to prepare students only word list and to memorize the words. They are expected to provide students with
rich and give exercise to help them to enhance their vocabulary. Therefore,
teachers should find solution by creating efficient and effective techniques in
teaching vocabulary.
With the growth of the
technology in the world, particulary in media social nerworking, there are many
application or softwere such as mozilla firewox, google chrome, google, google
translate, gmail, yahoo, and any others applications. And we can use all of
them via online to help our activities. we have most potential to use it in our
daily activities. For instance, to learn, to chat or to communicate with our
friends, to get informations, to sell the products, and any others activities
we can do.
From the growth of the technology above, the
researcher is going to use one of the applications as a methode to help the students in the learning process of
English, particulary in learning to master the English vocabulary. Actualy , There
are, of course, many methodes or techniques which can help the students to
enlarge and master the English vocabulary. One of them can be applied to help
the students in mastering vocabulaary by google translation. This idea come
from my experience to enhance my vocabulary.
Google translate is a free, multilingual statistical machine-translation service provided by Google
Inc. to translate written text from one
language into another (from wikipedia, the
free encyclopedia). And one of them is English to Indonesian and Indonesian to
English. Google translation is unique because in Google translation (GT) has
the sufficient to comprehend the meaning
of the words, to verbalize the word, and
the example of the using of the words. In Google translation we can explore the
result of the meaning of the word to Book Prase and we can convert it to
microsoft excel to make the list of the words.
The reseacher chooses
Google translation because Google translation help and encourage many learners
to sustain their interest and work. With Google translation student has a lot
of fun and get rid off their tiresome during the lesson.
Google translation
sufficient to comprehend or to know the meaning of the words and sentences.
When the students find the unfamiliar words. they should see words surrounding
the unfamiliar words.
The Google translation is usefull in guiding
the students to figure out the meaning of unfamiliar words or difficult words
they find.
Realizing the fact
above, the researcher conducted a research on “The Effect Of Google Translation
to Enhance The Students’ Vocabulary Mastery in second grade of SMA Darmayadi Makassar.
B. Problem statetment
Based on the description above, the researcher formulates
research question as follow :
“Can Google translation enhance
vocabulary mastering students in SMA Darmayadi Makassar?”
C.
The objective of the
research
This reseach is intended to find out whether the effect of Google
translation can enhance vocabulary mastering students in SMA Darmayadi Makassar
.
D.
The significance of
the research
This research is expected to be valuable information and
contribution for the teaching and learning process. Google Translation is one
of good technique in teaching and learning process. It is expected to be
worthwhile information to improve teaching English vocabulary. Then for the
English teacher, it is expected to give alternative contribution and
information about the new method in teaching especially in teaching vocabulary
for the Senior High School.
E.
Scope Of The Research
This research is under the discipline of applied linguistics.
This is restricted to teaching vocabulary by using Google Translation for the
second year students of Sma Darmayadi. The kinds of vocabulary in this research
are verbs, nouns, adjectives, In this research, the students would operate
Google Translation to find out the unfamiliar words and write the words in
their paper to create a short sentence.
F.
Definition of Term
The
Researcher will clarify the terms used in
the title to make this thesis easy to understand :
1. Google Translate is a free
translation service that provides instant translations between dozens of
different languages. It can translate words, sentences and web pages between
any combination of our supported languages. With Google Translate, we hope to
make information universally accessible and useful, regardless of the language
in which it is written.
2. Mastery Learning refers to the idea that teaching
should organize learning through ordered steps. In order to move to the next
step, students have to master the prerequisite step. Mastery learning engages
the learner in multiple instructional
methods, learning levels and multiple cognitive thinking types.
( Davis & Sorrel ,1995).
REVIEW OF LITERATUREA.
Previous R
elated Finding
Ahmadi, (2004:34) argued in his thesis that English vocabulary dialogue
could improve the student’s vocabulary achievement. He found that, there
are 4 students (16 %) get good score, 5 students ( 20%) get fairly good score,
1 students (4%) get fairly score, 11 students (44%) get poor score and 4
student (16 %) get very fairly score . The
English noun means score in pretest is (5,2) . and for the english verb is categorized excellent. There is one
student (4%) get excellent score, 7 students (28 %) get good score, 2 students
(8%) get fairly good score, 12 students (48%) get fairly score and 3 students
(42%) get poor score, the English verb means score in post-test is (6%).
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McCarten in © Cambridge University
Press (2007) found that Despite such difficulties, researchers have tried to
estimate how many words native speakers
know in order
to assess the
number of words
learners need to learn. Estimates for native speakers vary between
12,000 and 20,000 depending on their
level of education.
One estimate is
that a native
speaker university graduate knows about 20,000 word families (Goulden,
Nation, and Read, 1990), not including phrases and expressions. Current
learners’ diction-Aries such as the
Cambridge Dictionary of American English include “more than 40,000 frequently
used words and
phrases. This huge number
of items presents a challenge
that would be impossible for most English language learn-ers, and even for many
native speakers.
1. Definition of vocabulary.
Vocabulary is one of the most important thing in languages. It is a
basis necessary for the students who
want to study English.
Where,
vocabulary is the important role in learning of language.
In
order to give a clear explanation about vocabulary there are some of definition
according to master of English :
Graves and Taylor in Murkolori (2011)
defined that vocabulary as the entire
stock of words belonging to a branch of knowledge or known by an individual. He
also states that the lexicon of a language is its vocabulary, which includes
words and expressions. While, Miller in Murkolori ( 2011) stated that vocabulary
is a set of words that are the basic building blocks used in the generation and
understanding of sentences.
Vocabulary is a component of language that maintains of all
information about meaning and using word in language. (Harimurti in Kasim ( 2006
:4 ). While, Nuraeni Kasim in her proposal state that vocabulary is a
fundamental requirement that influence
students’ achievement in studying English . without vocabulary there is no communicate, read, and write can
be conveyed.
Ko ( 2011 ) noted that vocabulary is
“A list or collection of words usually alphabetically arranged and explained or
lexicon, stock of words use in language or by class, individual, etc.” While ,
Roget 2010), Vocabulary is:
·
An
alphabetical list of words often defined or
translated, the vocabulary includes idioms and two words verb.
·
All
the word of Language.
·
Specialized
expression indigenous to a particular fields, subject, trade or subculture.
From
the definitions above the writer find a conclusion that vocabulary is a list or collection of
words alphabetically and phrases that very important role in language which have the meaning and complex and it is must continuously to study by people .
2.
Types
Of Vocabulary
Vocabulary
is a list of word that the students have to use for expressing ideas, thinking to communicate each other.
Each individuals’ vocabulary may be categorized as four components namely
listening, reading, speaking, and writing. These components indicate how
vocabulary is processed and how it is used.
Each of us has
a receptive and productive vocabulary.
As figure out bellow:
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Process
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Oral
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Writing
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Receptive
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Listening
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Reading
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Productive
|
Speaking
|
Writing
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The figure indicates that receive
vocabulary through auditory ( listening)
and visual ( reading ). We generate or produce language both orally ( speaking
) and through the medium or printed ( writing) . we usually either know the meaning
of a word or we do not know, regardless or weather we hear it, speak it, write
it, then we probably know and understand (listening and reading ) more words then we use in our writing and speaking
( simith and jonson in Syamsinah, 2000: 7).
Harmer in Syamsinah (2000 :7) pointed
out two types of vocabulary namely active vocabulary and passive vocabulary.
Active vocabulary refers to vocabulary which has been learned by students. They
are expected to be able to use it. And passive vocabulary refers to words which
students will recognized when they meet them, but will not probably able to use or produce them. While Montgomery ( 2007 ) in his book showed that there are 4
types of vocabulary:
□ Listening
□ Speaking □
Reading Writing
Listening
Vocabulary refers to The words we hear and
understand. Starting in the womb, fetuses can detect sounds as early as
16 weeks. Furthermore, babies are
listening during all their waking hours –
and we continue to learn new words this way all of our lives. By the time we reach adulthood, most of us
will recognize and understand close to 50,000 words.
Speaking
Vocabulary refers to The words we understand when we read text. We can read and understand many words that we
do not use in our speaking vocabulary. The
words we use when we speak. Our speaking vocabulary is relatively limited: Most adults use a mere 5,000 to 10,000
words for all their conversations and
instructions.
This
number is much less than our listening vocabulary most likely due to ease of
use.
Reading
Vocabulary refers to The words we understand when we read text. We can read and understand many words that we
do not use in our speaking vocabulary.
Writing
Vocabulary refers to The words we can retrieve when we write to express
ourselves. We generally find it easier
to explain ourselves orally, using facial expression and intonation to help get
our ideas across, then to find just the right words to communicate the same
ideas in writing. Our writing vocabulary
is strongly influenced by the words we can spell.
3. Principle of teaching vocabulary
Concerning with the principles of
teaching and learning vocabulary, Ismail & Wallace in Syamsinah (2000: 8)
indicate as follows :
a. Aims
In teaching vocabulary we should make clear our aims. They should be clearly settled about how many words that learners are able to know or to master.
b. Quantity
Ensure
a number of vocabulary that have been
given to the students and should decide how many words will be taught and how
many words should be active vocabulary
and still as passive vocabulary should be familliar with them.
c. Need
In
this case, the teacher in choosing the vocabulary that are going to be taught
will be related to the aims of the students’ course and based on their knowledge discipline.
d. Frequent exposure and repetition
A
certain amount of repetition is necessary until there is a proof that the students have learned the large words. The simple way to checking that the learning has been done by seeing weather the students have to be a part of the
students productive vocabulary, they must be given an opportunity to use them as often as
necessary for them to recall the words at all with the correct spelling and pronunciation and identify their meaning.
e. Meaningful presentation
In
presenting the words, the student must be clear and specific understanding of
what words presented in such a way their presentation and reference are perfect
and unambiguous.
f. Presenting in a context
Words
are seldom occur in isolation. So it is important for the students to know the
usual collocation that words occur so from the beginning. The words appear in
its natural environment as it was among the words in normally collocates with.
g. Situation of presentation
The
words presentation is appropriate to the students presentation.
h. Guessing procedures in vocabulary learning.
Guessing
is one of way of learning vocabulary. Guessing leads students to think the
meaning of the new words by learning them in a certain situation, sometimes by
reading them in a certain context.
Paul Nation in (ASIAN EFL JOURNAL )
states six principle or way to quickly giving attention to words :
·
Keep
the teaching simple and clear. Don’t
give complicated explanations.
·
Relate the present teaching to past knowledge
by showing a pattern or analogies.
·
Use both oral and written presentation - write
it on the blackboard as well as
explaining.
·
Give most attention to words that are already
partly known.
·
Tell the learners if it is a high frequency
word that is worth noting for future attention.
·
Don’t
bring in other unknown or poorly known related words like near synonyms,
opposites, or members of the same lexical set.
4.
Vocabulary
selection ( words )
The
teaching of vocabulary is an important part of a language and it must be done
carefully. The English teacher should know words are important to learn because
many words will not be useful for students. Useful words are the words that are
occur frequently in everyday English.
To
select the important vocabulary means that we choose that actual words that can
be used by the students. In this case, before teaching vocabulary, the teacher
should select the students vocabulary need.
The
aims of vocabulary selection is to remedy or words or to make the learning
process a more efficient one (Wilkins in Syamsinah (2000:11) Before selection,
the teacher should determine the criteria of selection words. Bader in
Haerunnufudz (1998:13) states that the teacher can use the following criteria of
selection words for studying. They are:
Ø Those with high utility in daily
life
Ø Those of necessary for comprehension in specific area of
interest to the students or needed by the students.
From
the theory above, we can associate that the students’ vocabulary need means the personal need, social need, thinking need , and labeling need.
a.
Personal
need
It
means that the students need a language for communicating, understanding English
text, sharing information, sending a letter, etc.
b.
Social
need
It
means the students need a language for communicating with other people where the
students live such as work together in a group discussing and talking a speech, etc.
c.
Thinking
need
It
means that the students need a language for expressing their ideas, solving
problem , and speaking, etc.
d. Labeling need
It
means that the students need a language for referring to a person, place ,
thing, etc.
B. Definition Of Google Translate
Talking
about Google Translate is to tell about media social networking which almost
every people used it to translate or to understand about the meaning of the
words and sentences by online. Many people in the round of world knows it. This
is a social media which used by people who want to understand about the meaning
of words and sentences from a language to another languages and one of them is Indonesian to English or from English to Indonesian.
In order to clear concept of Google Translate, firstly we have better to know what is Google translate or translation is.
1.
What is Google Translate
Google
Translate is a free translation service
that provides instant translations between dozens of different languages. It
can translate words, sentences and web pages between any combination of our supported languages. With
Google Translate, we hope to make information universally accessible and
useful, regardless of the language in which it’s.(Robert Quigley, 2010) . And Google translate is a free multilingual statistical machine – translation service provided by Google.Inc. to translate written text
from one language into another language.
2.
How Google translate work
When
Google Translate generates a translation, it looks for patterns in hundreds of
millions of document to help decide on the best translation for you. Detecting
patterns in documents that have already been translated by translators, Google translate can make intelligent guesses as to what on appropriate translation
should be. This process of seeking patterns in large amount of text is called
“ statistical machine translation”. Since the translation are generated by
machines, not all translation will be perfect. The more human translated
documents that Google translate can analyse in specific language, the better
the translation quality will be.
Robert
Quigley (2010) states that Google Tranlation is by no means a perfect
translation service, you are still going to have to invest in those language classes
if you want to able to fluently communicate
with speakers of foreign tongues – but if you remember the online
wasteland that preceded it, you will know it’s pretty darn good at conveying
the gist of what you are traying to express.
3.
Using Google Translate To teach Engliah
Google
Translate is one of great technique and interest to use in learning in classroom, because it is a free online translation tools available to
use by teacher and students in teaching and learning process. Students can access this tool to find out what their
need. For instance : The students want to find the synonym of the words and to know the using of the words. etc.
Bear states
that there are several Google Translate
offer :
a.
Translation
b.
Translate
search
c.
Translator
toolkit
d.
Tools
and resources
But here, He just explain about
Google Translate as a translation tool and google translate as a translated
search.
1.
Google
Translate : translation
This
is the most traditional tool. Enter text or any URL and Google translate will provides translation in 52 languages, so you shall probably find what you need.
Google Translate translations are not perfect, but they are getting better all
the time ( more about this later).
v Ways to use Google Translate –
translation in class
o
Have
students write short texts in English, and translate them in to their original language. Using google translate for translation can help students catch grammatical errors by spotting these
errors in the translation.
o
Use
authentic resources, but provide the URL and have students translate the
original into their target language. This will help out when it comes to
difficult vocabulary.
o
Make
sure that students use Google Translate only after they have first read the
article in english.
o
For beginners, ask students to first write short texts in their mother tongue. Have them translate into english and ask them to tweak translation.
o
Provide
your own short text and let google translate into class’ target language(s).
Ask students to read the translation and then try to come up with the English original text.
o
If
all else fails, use google translate as a bilingual dictionary.
2.
Google
Translate : translated search
Google
Translate also provides a translated search function. This tool is extremely
powerful for finding accompanying content to help students take advantage of
authentic materials in English. Google Translate provides this translated
search as a way to find pages written in another language that focus on the
search term you provided in English. In other words, if we're working on
business presentation styles, using Google Translate translated search I can
provide some background materials in Spanish or any other language.
v Ways to use google translate –
translated search in class
o
When
stuck on a grammar point, search on the grammar term to provide explanations in
learners' mother tongue(s).
o
Use
as a means to provide context in learners' mother tongue(s). This is especially
useful if students aren't familiar with the topic area. They can become familiar
with some of the ideas in their own language as well as in English to help
strengthen the learning experience.
o
Use
translated search to find pages on a particular topic. Cut and paste a few
paragraphs out, have students then translate the text into English.
o
Google
Translate translated search is fantastic for group projects. Often you'll find
students don't have ideas, or are not sure where to begin. Sometimes, this is
due to the fact that they aren't too familiar with the subject in English. Let
them use translated search to get them started.
4.
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INPUT:
Prior knowledge
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PROCESS:
Teaching and learning vocabulary using
the Google Translation.
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OUTPUT:
Students’ vocabulary mastery.
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The figur above is noted as follow :
Input : It refers to the students prior knowledge
Process : It refers to the teaching and learning
vocabulary using google translation is
the main method in this research.
Output : It refers to the students’ vocabulary
mastery after giving treatment.
5.
Hypothesis
The hypothesis of this research is
formulated as follows :
1.
Null
hypothesis (H0): There is no effect of google translation toward the
enhance of the students’ vocabulary mastery.
2.
Alternative
Hypothesis (H1) : There is effect of google translation toward the
enhance of students’ vocabulary mastery.
METHODOLOGY OF RESEARCH
A. Research methods and design
The
method will apply in this research is
quasi experimental method. where, the participants who take in this study are
two classes they are control class and experimental class.
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To clear about the explanation
of quasi experiment above the researcher
write in the Nonequivalent control – group design bellow ;
E =
01 X 02
- - - - - - - - - - - - - - - - -
C =
01 02
The most common quasi experimental design is the Nonequivalent Control-Group Design, illustrated above. The design
includes at least an experimental and control group. It mirrors the
Pretest-Post test control group experimental design, but instead of
randomization, naturally occurring comparison groups are selected to be as
alike as possible (Gribbons & Herman in
Bradley, 2009 ).
The design above will presents as
follow :
Where : E = Experimental group
C =
Control group
01 = pretest
02 =
post test
X =
treatment
B.
Variable Of The Research
In this research there were two
variable namely : Independent and Dependent variable. Where Independent
variable is using google translate to enhance of students vocabulary mastering.
While Dependent variable is enhance the students vocabulary mastering .
C.
Population and Sample
1. Population
The populations of this research was
the second year students of SMA Darmayadi Makassar the academic year 2014/2015.
The second year students consisted of two class. The total number of them are
46 students.
2. Sample
The sample of this research was the
second years students that consists of the Experiment Class was XI A there are
24 students and Control Class was Class XI B with 22 students of SMA Darmayadi
Makassar. The total numbers of students as a sample in this research are 46
students.
D.
Instrument of The Research
In this research the researcher had used test as the
instrument of collecting data. This test consist of 10 items. They comprise of
multiple choice , completion, matching. Their score is 10 for each item.
E.
Procedure of Collecting Data
The procedure of collecting data was chronologically be performed as follows :
a. Pretest
The pretest administrating before
doing the treatment. It is to find out the students English skill ( vocabulary
mastery) to both the experimental group and the control group.
b. Treatment
In this research the writer given
the treatment after pre test. But, the first time the writer decides which
class of experimental group and control group. The experimental group would be
treated by means of the technique of teaching vocabulary through Google Translation
and the control group is treated by giving the usual treatment. And the
procedure would apply in this research is like as follows :
1. The researcher prepared some media
which support relate the technique such as: laptop, projector (LCD), modem,and
speaker .
2. The researcher connected them.
3. The researcher prepared the text or sentences in a
piece of paper or find the article in Google search.
4. The researcher divided the students
in to five groups
5. The researcher distributed the paper
out of students.
6. The researcher asked the students to read the
text or sentences carefully for 15
minutes together mean with their friends in a team.
7. The researcher asked them to find out the unfamiliar words.
8. The researcher explain to the
students how to use or how to find out the meaning of the unfamiliar words, and
the example of using the words and the spelling of the words by google
translate.
9. The researcher asked the students to
find out the meaning of the unfamiliar words, the example of using the words
and the spelling the words by google
translate.
10. The researcher asked the students to
write the list and the meaning of the
words in their work sheet as a proof that they have done.
11. The researcher taken the students
work sheet as a material for evaluation in the post test.
c. Post test
After treating the students, both
groups are giving the post test. The result of their test would be compared by
using T- test to see which of the two ways of teaching is more effective by
seeing the students scores.
F.
Technique of Data Analysis
The data collected through the test
and questionnaire will be analysed by using the formula as follow :
1. Scoring the students’ test score
Score =
2. Classifying the score of the test
are classified in to seven levels as follows :
Ø 96 – 100 is classified as excellent
Ø 86 – 95 is classified as very good
Ø 76 – 85 is classified as good
Ø 66 – 75 is classified as fairly good
Ø 56 – 65 is classified as fair
Ø 36 – 55 is classified as poor
Ø 0 – 35 is classified as very poor.
( Depdikbud, 1985 :6 )
3. The mean score of the students
answer :
Where :
= Mean score
N
= Total number of sample
(
Gay , 1981 )
4. Calculating the means scores of
students’ test by SPSS system.
5. Gain test
This test aimed to know the effect
of google translate in enhanced of students vocabulary mastery. The data will
be analyzed using by the formula as follow.
Interpretation
G < 0,30 = Low
0,30≤ g < 0,70 = Medium
G ≥ 0,70 = Hight
