1

CHAPTER I
INTRODUCTION

A. Background of the Study
English is an international language which is the most commonly used to
communicate by the people among the different countries. According to Pattison
(1987: 5), there are four skills required in learning a language namely: listening,
speaking, reading, and writing. Moreover, there are several factors that should be
mastered too by the students to achieve the four skills namely grammar,
vocabulary, pronunciation, and spelling. Vocabulary is the knowledge of
meanings of words. It is impossible that someone can master one of the language
skills without mastering vocabulary.
Nunan (1999: 101) asserts Vocabulary is more than lists of target
language words. As part of the language system, vocabulary is intimately
interrelated with grammar. In fact, it is possible to divide the lexical system of
most languages into grammatical words such as prepositions, articles, adverbs
and content words. The grammaticality of vocabulary also manifests itself in word
morphology, that is the grammatical particles that we attach to the beginning and
ends of words in order to form new words.
Schmitt (2000: 157) states that the number of words a student needs
depends largely on the eventual goal: 2000 words for conversational speaking,
3000 word families to begin reading authentic texts, perhaps as many as 10.000
for challenging academic texts and 15.000 to 20.000 to equal an educated native
2

speaker. However, in many EFL (English as a foreign language) classes, even
where teachers have devoted much time to vocabulary teaching, the results have
been disappointing. In Indonesia, vocabulary has been taught by using a
vocabulary book in which students memorized words and their meanings. They
have highly developed memory strategies, but less developed comprehension
strategies for problem-solving.
The traditional techniques of vocabulary teaching often leave students
struggling with concepts and unable to make progress. It also happens in SMP
Muhammadiyah 07 Medan. When the researcher took PPL there, she found that
many students feel frustrated with their English vocabulary learning. Therefore, to
support students success in mastering speaking, English teachers must be able to
conduct an attractive learning activities and good environment to stimulate
students curiosity in studying vocabulary. One strategy that can be best choice to
enhance students vocabulary is outdoor classroom-learning (outdoor education).
Neill (2008: 5) asserts that outdoor classroom-learning is a range of
organized activities which take place in predominantly outdoor environments for a
variety of purposes. It provides opportunities for students to learn by doing. It
involves planning, acting, observing and reflecting on an experience in an effort to
apply this learning to new situations in the outdoors. Based on the explanation
above, the researcher wanted to research about the effect of the outdoor
classroom-learning to the students achievement in mastering vocabulary to know
whether outdoor classroom-learning can significantly affect the students
3

achievement in vocabulary, especially for students of SMP Muhammadiyah 07
Medan.
B. Identification of the Problem
The problems of this study were identified as the following aspects:
1. the effect of outdoor classroom-learning to the students achievement in
mastering vocabulary
2. the students achievement taught by using outdoor classroom-learning in
mastering vocabulary

C. Scope and Limitation
There are so many learning strategies that can be used to enhance students
achievement in vocabulary. One of them is outdoor classroom-learning. In this
study, the researcher focused on the effect of outdoor classroom-learning to the
students achievement in mastering vocabulary. The researcher took grade VIII
students of 2012-2013 academic years in SMP Muhammadiyah 07, as the
population of the study. The school is located at Jalan Pelita II no 3-5 Medan.

D. Formulation of the Problem
The problems of this research were formulated as the following.
1. is there any significant effect of outdoor classroom-learning to the
students achievement in mastering vocabulary?
2. how is the students achievement in learning vocabulary taught by using
outdoor classroom-learning?
4

E. Objective of the Study
The objectives of the research were:
1. to find out the effect of outdoor classroom-learning to the students
achievement in mastering vocabulary
2. to know the students achievement in learning vocabulary by using
outdoor classroom-learning

F. Significance of the Study
This study was expected to be useful for:
1. the headmaster to guide the English teachers about the teaching learning
strategy that is appropriate to the students situation and the materials of
the study, so that it can improve the students ability in English especially
in mastering vocabulary.
2. English teachers as a mediator in learning process so that they can plan
and conduct a suitable and attractive teaching learning strategies to
encourage students ability in vocabulary
3. the other researchers who want to conduct further research on the same
subject.





5

CHAPTER II
REVIEW OF LITERATURE

A. Theoretical Framework
1. Effect
. Effect can be stated as a phenomenon that follows and is caused by some
previous phenomenon. Effect is consequence or influence that is caused by some
previous action. According to Brown and Yule (1983: 15), effect is a result or
product of the course or agency. It is consequence resulting from observation or
external impressions. It means that the result existence is caused by multiple
factors conducting in a given situation. An effect can be observed, evaluated or
assessed by using an instrument or a tool relevant to the topic of the study.
In teaching English in the class, the term effect has several meanings
(Richards, 1985:35):
1. There is a change in the students ability to speak english as they have
learned about the language such as grammar and vocabulary needed for
conversation
2. There is a change in the behavior of the students to use the language. They
may be more active in using the language from time to time
3. There is a change in the students knowledge about the language which
they can use for futher studies.
The effect in teaching english therefore can be two types. The first type
can be seen or observed as in the behavior of the students. The behavioral change
5


6

includes the facial expressing that show their keen interest in performing a
discussion. They utter more sentences in the class when they have a conversation.
Their body language indicates their willingness to use english for fun and
information. This is an observable effect. Through the observation, it can be said
that the teaching has an effect of the students behavior in using english in
communication.
The second type is not directly observable. This is related to what
happened in the mind of the students. The indicator of effect is in the evidence
that the students can pass a test. If the test is more difficult in the sense that there
are more items, then it can be said that there is an effect of teaching. Such as, an
effect is evaluated through a conceptual framework. For instance, when the
students have learned the grammar and vocabulary, the teacher can give a test to
find out if the method of teaching is effective or not. Certainly the evaluation is
not always objective. By doing a research, the effect can be explained.

2. Vocabulary
Generally, vocabulary is a sum or stock of words employed by a language,
group, individual, or work or in a field of knowledge. According to Crawley and
Merritt (2000: 33), vocabulary is words whose meaning people know or do not
know; the number of meanings people know of a particular word. Vocabulary is
the total number of words in a language. Vocabulary is a component of a language
that maintains all of information about meaning and using word in a language.
7

Hiebert and Kamil (2005: 3) say that vocabulary is the knowledge of
meanings of words. It means that vocabulary is word meanings. What complicates
this definition is the fact that words come in at least two forms; oral and print.
Oral vocabulary is the set of words for which we know the meanings when we
speak or read orally. Print vocabulary consists of those words for which the
meaning is known when we write or read silently. These are important
distinctions because the set of words that beginning readers know are mainly oral
representations. As they learn to read, print vocabulary comes to play an
increasingly larger role in literacy than does the oral vocabulary.
Alexander (1988: 10) says that vocabulary is central to formation,
acculturation, articulation, and apparently all learning. It is very useful for
someone to be able to communication competently. Vocabulary is an important
part of the English teaching process. It is supposed to be a very effective
communicative device as it carries the highest level of importance within peoples
verbal interaction. However, language itself is not only individual lexemes put
together, but it is necessary to follow a set of grammar rules to assure correct
comprehension of speakers intention. Therefore, vocabulary together with
grammar rules acquisition plays significant role in foreign language teaching.
Wilkins as quoted by Thornburry (2002: 13) says that without grammar
very little can be conveyed, without vocabulary nothing can be conveyed. If you
spend most of your time studying grammar, your English will not improve very
much. You will see most improvement if you learn more words and expressions.
You can say very little with grammar, but you can say almost anything with
8

words. So we can express our ideas, thoughts, and feeling if we know many
words. However, vocabulary teaching has not always been very responsive to
such problems, and teachers have not fully recognized the tremendous
communicative advantage in developing an extensive vocabulary.
Flower, Berman and Powell (1994: 5) assert that Learning vocabulary is
very important part of learning English. If you make grammar mistake, it may be
wrong, but very often people will understand you anyway. But if you do not
know the exact word that you need it is very frustrating for you and the person
you are talking to. Good English means having a big vocabulary.
Schmitt (2000: 113) says that Vocabulary is more than just individual
words working separately in a discourse environment. Rather, once words are
placed in discourse, they establish numerous links beyond the single orthographic
word level, such as phrases, variable phrases, phrasal verb, and idiom. A relatively
local form of link is when several orthographic words from a single lexeme.
Thornbury (2002: 6) mentions the term lexeme as a word or group of words
that function as a single meaning unit. These multiword units come in a variety
of guises, and can be classified into several different categories. Sometimes the
multiword unit is an expression used to achieve a functional purpose in language.
Such lexical phrases are so useful that the mind often stores them as a single unit
of information (lexical chunk) in order to speed up the processing and use of
language.
From the explanation above, it can be said that vocabulary is not just a set
of words. It includes numerous multi-word items of a language such as phrases,
9

variable phrases, phrasal verbs, and idiom which has single meaning. If we can
master vocabulary, we can construct some words to make sentences, communicate
with other people well, and understand many readings.

2.1 Types of Vocabulary
Gairns and Redman (1986: 64) classify vocabulary into productive and
receptive vocabulary.
1) Productive vocabulary is the set of words that an individual can use when
writing or speaking. They are words that are well-known, familiar, and used
frequently. It involves how to pronounce the words, how to write, how to use
it in correct grammatical pattern along with the words and how to use it in
suitable situation.
2) Receptive vocabulary is vocabulary that can be understood and
comprehended in context. Receptive vocabulary is a set of words for which
an individual can assign meanings when listening or reading. These are
words that are often less well known by students and less frequent in use.
Individuals may be able assign some sort of meaning to them, even though
they may not know the full subtleties of the distinction. Typically, these are
also words that individuals do not use spontaneously. However, when
individuals encounter these words, they recognize them, even if imperfectly.
It is larger than productive vocabulary.


10

2.2 Teaching Vocabulary
Teaching vocabulary is a set of activity done by a teacher to enable the
students in mastering vocabulary Thus, there are several general principles for
successful teaching, which are valid for any method. According to Wallace (1988:
56) the principles are:
a) aim what is to be taught, which words, how many
b) need target vocabulary should respond students real needs and interests
c) frequent exposure and repetition
d) meaningful presentation clear and unambiguous denotation or reference
should be assured
Learning vocabulary is a complex process. The students aim to be
reached in learning vocabulary process is primarily their ability to recall the word
at will and to recognize it in its spoken and written form. One approach of
facilitating vocabulary learning that has attracted increasing attention is
vocabulary learning strategies (VLS). A vocabulary learning strategy is any
strategy that results in the learning of vocabulary. VLS are Learners study habits
of second language vocabulary. Interest in VLS has paralleled a movement away
from a predominantly teaching-oriented perspective to one that includes interest in
how the actions of learners might affect their acquisition of language. According
to Schmitt (2000: 135-136), there are five of vocabulary learning strategies,
namely; Determination, social, Memory, Cognitive and Metacognitive strategy.
1) (Determination strategies (DET]) contains strategies used by an individual
when faced with discovering a new word's meaning without recourse to
11

another person's expertise. This can be done through guessing from one's
structural knowledge of a language, guessing from an Ll cognate, guessing
from context, or using reference materials.
2) Social strategies (SOC) use interaction with other people to improve
language learning. One can ask teachers or classmates for information about
a new word and they can answer in a number of ways (synonyms,
translations, etc.). One can also study and consolidate vocabulary knowledge
with other people.
3) Memory strategies (MEM) involve relating the word to be retained with some
previously learned knowledge, using some form of imagery, or grouping. It is
traditionally known as mnemonics strategy. A new word can be integrated
into many kinds of existing knowledge (e.g., previous experiences or known
words) or images can be custom-made for retrieval (e.g., images of the word's
form or meaning attributes).
4) Cognitive strategies (COG) exhibit the common function of "manipulation or
transformation of the target language by the learner". They are similar to
memory strategies, but are not focused so specifically on manipulative mental
processing; they include repetition and using mechanical means to study
vocabulary, including the keeping of vocabulary notebooks.
5) Metacognitive strategies (MET) involve a conscious overview of the learning
process and making decisions about planning, monitoring, or evaluating the
best ways to study. This includes improving access to input, deciding on the
most efficient methods of study/review, and testing oneself to gauge
12

improvement. It also includes deciding which words are worth studying and
which are not, as well as persevering with the words one chooses to learn.

Generally, knowing a word involves knowing its form and its meaning at
the basic level. Harmer (2001: 16) describes that there are different kinds of
knowledge that a person must master in order to know vocabulary, namely:
a) Meaning, i.e. relate the word to an appropriate object or context
b) Usage, i.e. knowledge of its collocations, metaphors and idioms, as well as
style and register (the appropriate level of formality), to be aware of any
connotations and associations the word might have
c) Word formation, i.e. ability to spell and pronounce the word correctly, to
know any derivations (acceptable prefixes and suffixes)
d) Grammar, i.e. to use it in the appropriate grammatical form

2.3 Techniques for Teaching Vocabulary
According to Nation (1990: 18-19), when we teach a word we must teach
three things: (1) the shape or form of the word. (2) the meaning of the word. (3)
and the form and the meaning of the word go together. Here are the techniques
for teaching each of these three aspects of a word:
2.3.1 Teaching the form of a word
We can teach the shape, or form, of a word in many different ways. Here
are some ways in which we can help the learner perceive the word by means of
three separate senses:
13

a) Visually
It can be done by showing the written form of the word, showing the
mouth movements involved in saying the word, showing hand movements
that draw the letters of the word in the air, and showing wooden or plastic
letters that spell the word.
b) Tactilely
This way asks the learners use their sense of touch by using letters
made of wood, cardboard, sand paper, and so on, so the learners can feel the
shapes of the letters that make up the word, using a system of writing like
Braille (the writing for the blind), and writing the word, letter by letter, on the
learner's hand.
c) Aurally
It is done by saying the word and producing the word in Morse
code or some other aural code.
2.3.2 Teaching the meaning of a word
Here are ways in which we can help the learner understand the meaning of
a word by using different approaches:
a) Showing an object or a cutout figure, gestures and performing an action.
b) Using pictures or photographs, blackboard drawings, illustrations cut from
magazines or newspapers.
c) Explaining the meaning of a word by description, giving synonyms or
opposites, putting the word into a defining context and translating.

14

2.3.3 Helping the learner connect form and meaning
We can help the learner connect the form of a word with its meaning by
presenting the form and meaning together, so that the learner knows they are
connected to each other-and this knowledge is firmly implanted in his automatic
responses

3. Outdoor Classroom-Learning
Generally, outdoor classroom-learning is learning activities that take place
outside the classroom, for example; at a camp, on the school grounds, or in the
community. Outdoor classroom-learning is also called as outdoor learning or
outdoor education. Hunt (1989: 53) states that outdoor education is a means of
approaching educational objectives through guided direct experience in the
outdoor environment, using its resources as learning materials. This experience
combines both a study of environmental aspects and topics and participation in
those activities associated with the natural environment.
According to Ford (1981: 2), "Outdoor classroom-learning is education
'in', 'about', and 'for' the out-of-doors." This definition tells the place, the topic,
and the purpose of outdoor education. 'In' tells us that outdoor education can occur
in any outdoor setting from a school yard in an industrial neighborhood to a
remote wilderness setting, in swamps, meadows, forests, shores, lakes, prairies,
deserts, estuaries, and all other biomes. Outdoor education often takes place on a
walk around the block, or on a visit to a cemetery, a gravel pit, or an urban
renewal project. It can happen on the concrete of a playground, in the weeds of a
15

vacant lot, on the fringe of a sewage treatment plant, at a city zoo, on a forest trail,
or in a national park. These kinds of locations are conducive to first-hand
experiences, to direct contact with the topic, and to participant interaction and
socialization.
'About' explains that the topic is the outdoors itself and the cultural aspects
related to the natural environment. You may teach about mathematics, biology,
geology, English, history, political science, art, physical skills, or endurance, but
learning occurs through the context of the outdoors. Soil, water, animals, and
plants make up the basic areas of study, but students may learn and practice the
outdoor activities people pursue during leisure time, or may investigate human
alterations of an ecosystem; nevertheless, the educational topic is related to the
natural environment. In the broadest terms, the topic is the interrelationship of the
human being and the natural resources upon which societies depend, with the goal
of stewardship in mind. 'For' tells us that the purpose of outdoor education is
related to implementing the cognitive, psycho-motor, and affective domains of
learning for the sake of the ecosystem itself. It means understanding, using, and
appreciating the natural resources for their perpetuation.
Broda (2007: 6) states outdoor classroom-learning is the idea of using the
outdoors as a tool for learning. Outdoor classroom-learning means a broad
spectrum of outdoor activities participated in during leisure time purely for
pleasure or some other intrinsic value including hiking, swimming, boating,
winter sports, cycling, and camping. Programs in learning about the outdoors
occur at all levels in the educational system, although they are most frequently
16

found in elementary schools. There may be short or long field trips, or fifth and
sixth graders may spend 5 days at a resident outdoor school. Some schools own
and operate gardens, mini-farms, or wood lots. High school curricula may include
natural resource-oriented programs, or programs involving use of the outdoors for
leisure pursuits administered through physical education departments.
According to Higgins and Nicol (2002: 3), The concept of outdoor
education acknowledges the importance of selecting an appropriate place for
education as well as a technique or means of learning. In this setting students
learn directly about the relationship of knowledge to the physical reality of that
place. This is achieved through environmental, social, and cultural dimensions
whereby that which is known have a past, present and future. Through these
means students learn about the key importance of relationships and respect for the
learning and teaching process. The relationship between the teacher and learner is
characterized by an open minded exchange of views between the two. This is a
constructivist pedagogy whereby the learners construct their own view of the
world based on personal experience. A second dimension, reconstruction,
recognizes that the learner may wish to modify their personal experiences with
reference to existing theoretical constructs. Lastly, throughout the process of
reflection, it is sometimes necessary to deconstruct personal and social constructs
in order to gain new understandings. This process begins with personal experience
and leads to deep questioning.


17

3.1 Teaching Vocabulary by Using Outdoor Classroom-Learning
The outdoors can serve as both venue and content as students use spoken,
written, and visual language. Because outdoor classroom-learning takes place in
natural environment, it can provide fantastic raw material for vocabulary learning.
Broda (2007: 60-71) describes some steps in teaching trough outdoor classroom-
learning. They are:
1) Get the support of administrators, colleagues, and parents because all three
groups need to understand why you are using this method.
2) Keep children safe during outdoor activities
3) Decide how much time they need to learn outside and when to go out
4) Survey the site to make sure if it is appropriate for your teaching activity or
not
5) Use outdoor time for doing, not telling
6) Use the data and observations you found outdoors to help you teach content
indoors.
To make this outdoor classroom- learning effective, before going outside,
the teacher should tell students what they will do. During outdoor learning,
teacher just moves around to all groups to monitor and refocus attention to the
task. There are some steps that teacher can do while they are still in the classroom.
a) Arrange work groups
Its easier to assign activity partners and tasks while still in the
classroom. Teacher divides students into some groups and give an
overview of the task they will do outside (e.g., exploring mini-habitats)
18

before going outside. The groups can even begin to develop a plan for
approaching the activity while still in the classroom.
b) Define vocabulary and provide background Information
Since you will usually be going outside to reinforce concepts that
have been itntroduced in the classroom, its helpful to review the pertinent
vocabulary and content objectives right before you move outside. A quick
review of the concept being taught is often more efficiently done indoors
where you have immediate access to visuals and a writing surface.
c) Provide an overview of what will be done outside
To maximize instructional time outside, students need to
understand very clearly what specific tasks are to be accomplished there.
Its time well spent to explain activities inside and again outside. The
indoor explanation sets the stage and also makes very clear that you have a
definite purpose in mind for going outdoors.
d) Review your rules for working outdoors
Especially early in the school year, the rules for outdoor behavior
need to be repeated frequently. While still inside the classroom, review
the behaviors and rules that you expect outside. Going over outdoor rules
while still inside helps to underscore their importance. Since there are
fewer distractions, classes tend to be more attentive indoors as you
initially.


19

e) Sort equipment or materials
Use indoor time to sort the equipment and materials needed and to
place items in easily accessible containers. While indoors, divide up the
responsibility for carrying, managing, and returning the various items.

4. Audio Lingual Method
Audio-lingual method was developed in the united states during world war
II. At the time, there was a need for people to learn foreign languages rapidly for
military purposes. In Audio-lingual method, teacher wants their students to be
able to use the target language communicatively. In order to do this , they believe
students need to overlearn the target language, to learn to use it automatically
without stopping to think. The students achieve this by forming new habits in the
target language and overcoming the old habits of their native language.
In this method, the teachers role is like an orchestra leader, directing and
controlling the language behavior of her students ( Larsen & freeman, 1986: 43 ).
She also is responsible for providing her students with a good model for imitation.
The habits of the students native language are thought to interfere with the
students attempts to master the target language. Therefore, the target language is
used in the classroom, not the students native native language.
New vocabulary and structures are presented through dialogs. The
dialoges are learned through imitation and repetition. Drills ( such as repetition,
backward build-up, chain, substitution, transformation, and question-and-answer)
are conducted based upon the patterns present in the dialog. Students successsful
20

responses are positively reinforced. Grammar is induced from the examples given;
explicit grammar rules are not provided. There is student to student interaction in
chain drills or when students take different roles in dialogs, but this interaction is
teacher-directed.

4.1 Teaching Vocabulary by Using Audio- Lingual Method
In teaching vocabulary by using audio- lingual method, there are some
techniques that we can adapt. Dialogs or short conversation between two people
are often used to begin the new lesson. Students memorize the dialogs through
mimicry. Students take the role of one person in the dialog, and the teacher the
other. In this method, students also need to memorize certain sentence pattern and
grammar points. When a long-line of the dialog is giving students trouble, we can
use the backward build up drill in which the students repeat a part of the sentence,
usually the last phrase of the line. Following the teacher cue, the students expand
what they are repeating part by part until they are able to repeat the entire line. On
repetition drill, students are asked to repeat the teachers model as accurately and
as quickly as possible.
Next technique is chain drill. A chain drill gets its name from the chain of
conversation that forms around the room as students, one-by-one, answer the
questions of each other. The teacher begins the chain by greeting particular
student, or asking him a question. The students responds, then turns to the
students sitting next to him. Not only chain drill, the teacher also can use single-
shot substitution drill, multiple-shot substitution drill, transformation drill,
21

question and answer drill, use of minimal pairs, ask the students to complete the
dialog and use grammar game in teaching learning process.

B. Conceptual Framework
Learning vocabulary is very important part of learning English.
Without mastering vocabulary, students cannot communicate with others
effectively and fluently in spoken and written language. Therefore, a teacher has
to apply an appropriate teaching learning stretegy to improve the students ability
in vocabulary. A teacher must be able to conduct an attractive learning activities
and good environment to stimulate students curiosity in studying vocabulary.
One strategy that can be best choice to enhance students vocabulary is
outdoor classroom-learning. Outdoor classroom-learning is a range of organized
activities which take place in predominantly outdoor environments for a variety of
purposes. Outdoor classroom-learning is learning activities that take place outside
the classroom, for example; at a camp, on the school grounds, or in the
community. There may be short or long field trips. Some schools own and operate
gardens, mini-farms, or wood lots. High school curricula may include natural
resource-oriented programs, or programs involving use of the outdoors for leisure
pursuits administered through physical education departments.
Outdoor classroom-learning provides interesting natural environment for
students in learning vocabulary. Therefore, she expected that it will make students
to be attracted or motivated to master vocabulary. By using outdoor classroom-
22

learning, students will be able to speak and interact with others by using wide
vocabulary.

C. Hypothesis
Based on the previous discussion, the hypothesis was formulated as the
following.
Ha: There is a significant effect of outdoor classroom-learning to the students
achievement in mastering vocabulary















23

CHAPTER III
METHOD OF RESEARCH

A. Location
This research was conducted in SMP Muhammadiyah 07, located at Jalan
Pelita II no 3-5 Medan. The reason of choosing this school as the location of the
research was because the researcher had ever done field experience practice (PPL)
in this school and the similar research had never been conducted there.

B. Population and Sample
Sugiyono (2008: 117) points out a population is generalisation area that
consists of object/ subject that have certain quality and characteristic that is
choosen by researcher to be learned. The population of this research was the
students of grade VIII in SMP Muhammadiyah 07. They consisted of two classes
(VIII
1
, VIII
2
) and each class had 30 students. Class VIII
1
was experimental group
and class VIII
2
was control group.
According to Sugiyono (2008: 118), a sample is any group of individual,
which is selected to represent population due to the large number of the students
and for the purpose of efficiency. According to Arikunto ( 2006: 134) if the
population is more than 100, the researcher may take 10%-15% or 20-25% as the
sample, if the students are less than 100, the researcher may take all the students
or 100% as the sample. So, in this research, the researcher took all of the
population as the sample.
24

A random technique was carried out by lottery system to divide the
students into experimental and control group. Then, there were 60 students as the
sample which were divided into two groups; experimental and control group, each
having 30 students.


Table 3.2
The Number of Population and Sample

No Class Population Sample
1 Experimental 30 30
2 Control 30 30
Total 60 Students 60 students

C. Research Design
This study was conducted by using an experimental research with two-
groups, pre- and post- test design. One of the classes was assigned to be
experimental group (X) and the other to be control group (Y). Experimental group
was taught by using outdoor classroom-learning, while the control group was
taught by using audio-lingual method. The design was applied in order to
investigate the effect of the outdoor classroom-learning to the students
achievement in mastering vocabulary.
Table 3.3
The Pretest and Posttest Design

25

Group Pre-test Treatment Post-test
X X
1
Outdoor classroom-
learning
X
2
Y Y
1
Audio-lingual method Y
2
(Sugiyono, 2008: 223)


Where:
X, Y : Experimental and control group of students are choosen
randomly
X
1
: the students achievement in pretest of experimental group
Y
1
: the students achievement in pretest of control group
X
2
: the students achievement in post-test of experimental group
Y
2 :
students achievement in post-test of control group

D. Instrument of the Research
Instument of the research will be multiple-choice test. The test given to
students aims to collect the data supporting the students mastery in studying
vocabulary. The test will consist of 20 items and will be taken from the subject
matters. The time given is 60 minutes.
In scoring the test, the researcher will use score ranging from 0-100 by
counting the correct answer and applying this formula:
S =
n
R
x 100
26

Where:
S : the score
R : the number of the correct answer
n : the number of the test items



E. Validity and Reliability
1. Validity Test
Validity refers to the extent to which a test actually measures what it is
supposed to measure. Based on Arikunto (2006: 170), to examine the validity
test, the researcher uses correlation product moment as pattern as:

=
} ) ( }{ ) ( {
)) )( ((
2 2 2 2
y y N x x N
y x xy N
rxy

Where:
X : the item score of questions numbers
Y : total score
N : sample
r
xy
: coefficient of validity test
2. Reliability test
Reliability is one of the characteristics of good test. It provides
information wheter the data collection procedure is consistent and accurate.
27

r
r
r
xy
xy
+
=
1
. 2

The value of the reliability are as following:
0.20 = the reliability is very low
0.40 = the reliability is low
0.60 = the reliability is fair
0.80 = the reliability is good
1.00 = the reliability is verygood
F. Techniques of Data Analysis
After collecting the data from the test, the data will be calculated by using
t-test. The following procedures are implemented to analyze the data:
1. scoring the students answer for correct answer and wrong answer
2. listing their scores into two tables, first for the experimental group scores
as X
1
variable and second for control group scores as X
2
variable
3. finding the average of variable X
1
and X
2
by using following formula:
X
X
N
X
M

=

Y
Y
N
Y
M

=
Where:
M
X
: mean of experimental group
M
Y
: mean of control group

X : the score number of experimental group

28

Y : the score number of control group

X
N : the sample number of experimental group
Y
N : the sample number of control group
4. measuring the standard deviation of variable X and Y by using following
formula:
X = X M
X

Y = Y- M
Y
testing the hypothesis by applying the following t-test formula as is stated
by Arikunto (1990: 507):

(

+
(
(

+
+

=

Y X Y X
Y X
N N N N
Y X
M M
t
1 1
2
2 2

Where:
t : t-observed
M
X
: the mean score of experimental group
M
Y
: the mean score of control group

: the number of deviation score of experimental group

: the number of deviation score of control group

N
X
: the sample number of experimental group
N
Y
: the sample number of control group



29

CHAPTER IV
DATA AND DATA ANALYSIS

A. Data Collection
The following tables were the samples scores of testing pre-test
and post-test for experimental and control group in making conditional
sentences.

Table 4.1. The Score of Pre-test and Post-test in Experimental
Group
No Students Initial

Pre-test Post-test
1 AFH 30 60
2 AHDA 70 95
3 AF 40 70
4 AN 30 70
5 DRS 40 75
6 DA 20 60
7 F 50 75
8 FA 75 90
9 FSA 40 80
10 FP 15 70
11 H 25 70
12 HT 30 70
13 IPS 45 70
14 J 20 60
15 MA 40 60
16 MS 50 70
17 MNG 35 60
18 MSR 35 60
19 MA 45 65
20 MH 30 65
21 NA 80 90
22 NFP 35 75
23 PDA 20 60
30

24 PS 45 70
25 RWW 20 70
26 RWY 35 70
27 S 20 65
28 VAH 5 55
29 YA 25 65
30 YK 45 70
Total 1095 2085


Table 4.2. The Score of Pre-test and Post-test in Control Group
No Students Initial

Pre-test Post-test
1 AL 20 30
2 BR 25 40
3 E 35 55
4 GMR 10 30
5 II 15 45
6 KL 35 55
7 LA 30 40
8 MA 15 30
9 MFS 15 25
10 MTH 35 55
11 MRH 50 55
12 MA 35 40
13 NSS 35 60
14 NC 30 40
15 NH 20 30
16 PM 25 30
17 PAW 35 40
18 PRD 45 55
19 RAI 40 45
20 RRP 35 55
21 RR 10 20
22 SK 20 35
23 SAA 35 50
24 SA 50 65
25 SJ 15 25
26 SAW 5 25
27 TH 40 55
28 TI 40 50
29 UFH 20 25
31

30 VYF 50 55
Total 870 1260

B. Data Analysis
Based on the table 4.1 and 4.2 above, the following tables 4.3 and 4.4 are
the scores differences of pre-test and post-test in both experimental and control
group.
Table 4.3. The Scores Differences of Pre-test and Post-test in
Experimental Group
No Students Initial

Nilai X
2
X
1

(X) Pre-test
(X
1
)
Post-test
(X
2
)
1 AFH 30 60 30
2 AHDA 70 95 25
3 AF 40 70 30
4 AN 30 70 40
5 DRS 40 75 35
6 DA 20 60 40
7 F 50 75 25
8 FA 75 90 15
9 FSA 40 80 40
10 FP 15 70 55
11 H 25 70 45
12 HT 30 70 40
13 IPS 45 70 25
14 J 20 60 40
15 MA 40 60 20
16 MS 50 70 20
17 MNG 35 60 25
18 MSR 35 60 25
19 MA 45 65 20
20 MH 30 65 35
21 NA 80 90 10
22 NFP 35 75 40
23 PDA 20 60 40
24 PS 45 70 25
25 RWW 20 70 50
26 RWY 35 70 35
32

27 S 20 65 45
28 VAH 5 55 50
29 YA 25 65 40
30 YK 45 70 25
Total 1095 2085

X = 990

Based on the table 4.3 above, the mean scores of experimental group are
calculated as the follows:

X
X
N
X
M

=
=

= 2.85

Table 4.4. The Scores Differences of Pre-test and Post-test in Control
Group
No Students Initial

Nilai Y
2
Y
1

(Y) Pre-test
(Y
1
)
Post-test
(Y
2
)
1 AL 20 30 10
2 BR 25 40 15
3 E 35 55 20
4 GMR 10 30 20
5 II 15 45 30
6 KL 35 55 20
7 LA 30 40 10
8 MA 15 30 15
9 MFS 15 25 10
10 MTH 35 55 20
11 MRH 50 55 5
12 MA 35 40 5
13 NSS 35 60 25
14 NC 30 40 10
15 NH 20 30 10
16 PM 25 30 5
33

17 PAW 35 40 5
18 PRD 45 55 10
19 RAI 40 45 5
20 RRP 35 55 20
21 RR 10 20 10
22 SK 20 35 15
23 SAA 35 50 15
24 SA 50 65 15
25 SJ 15 25 10
26 SAW 5 25 20
27 TH 40 55 15
28 TI 40 50 10
29 UFH 20 25 5
30 VYF 50 55 5
Total 870 1260

Y = 390

Based on the table 4.4 above, the mean scores of control group are
calculated as the follows:
Y
Y
N
Y
M

=
=

= 1.80

Based on the mean scores of the both sample groups, the following tables
are the tables for calculating the correlation between scores in both groups.

Table 4.5. The Calculation of Mean and Standard Deviation in
Experimental Group
No Students Initial

X X M
X
(X M
X
)
2

1 AFH 30 -3 9
34

2 AHDA 25 -8 64
3 AF 30 -3 9
4 AN 40 7 49
5 DRS 35 2 4
6 DA 40 7 49
7 F 25 -8 64
8 FA 15 -18 324
9 FSA 40 7 49
10 FP 55 22 484
11 H 45 12 144
12 HT 40 7 49
13 IPS 25 -8 64
14 J 40 7 49
15 MA 20 -13 169
16 MS 20 -13 169
17 MNG 25 -8 64
18 MSR 25 -8 64
19 MA 20 -13 169
20 MH 35 2 4
21 NA 10 -23 529
22 NFP 40 7 49
23 PDA 40 7 49
24 PS 25 -8 64
25 RWW 50 17 289
26 RWY 35 2 4
27 S 45 12 144
28 VAH 50 17 289
29 YA 40 7 49
30 YK 25 -8 64
Total = 990 0

= 3580



Table 4.6. The Calculation of Mean and Standard Deviation in
Control Group
No Students Initial

Y
Y M
Y

(Y M
Y
)
2

1 AL 10 -3 9
2 BR 15 2 4
3 E 20 7 49
35

4 GMR 20 7 49
5 II 30 17 289
6 KL 20 7 49
7 LA 10 3 9
8 MA 15 2 4
9 MFS 10 -3 9
10 MTH 20 7 49
11 MRH 5 -8 64
12 MA 5 -8 64
13 NSS 25 12 144
14 NC 10 -3 9
15 NH 10 -3 9
16 PM 5 -8 64
17 PAW 5 -8 64
18 PRD 10 -3 9
19 RAI 5 -8 64
20 RRP 20 7 49
21 RR 10 -3 9
22 SK 15 2 4
23 SAA 15 2 4
24 SA 15 2 4
25 SJ 10 -3 9
26 SAW 20 7 49
27 TH 15 2 4
28 TI 10 -3 9
29 UFH 5 -8 64
30 VYF 5 -8 64
Total = 390 6

= 1280

Based on the callculations of the tables 4.5 and 4.6, the following
formula of t-test was implemented to find out the t-observed value of both
groups as the basis to test hypothesis of this research:
(

+
(
(

+
+

=

Y X Y X
Y X
N N N N
Y X
M M
t
1 1
2
2 2

(

+
(

+
+

=
42
1
42
1
2 42 42
48 . 18 145 . 13
80 . 1 85 . 2
t

36

| | 02 . 0 02 . 0
82
625 . 31
05 . 1
+
(

= t

| | | | 04 . 0 39 . 0
05 . 1
= t

0156 . 0
05 . 1
= t

12 . 0
05 . 1
= t

75 . 8 = t


After acccounting the data above by using t-test formula, it shows that t-
observed is 14,91 , then after seeking the table of distribution at t-critical as basis
of counting t-critical in certain degree of freedom (df), the calculation shows that
df is 58 (
1
n +
2
n -2 = 30 +30 2 = 58). In the line of 58 showed that t-table is
4,02 for 0,05.

C. Testing Hypothesis
To test the hypothesis, the formula of t-test and the distribution table of t-
critical value were applied. If t- observed is greater than t-table, it means that the
null hypothesis is rejected and the alternative hypothesis is accepted. The fact of
this research showed that t- observed is more greater than t-table (8,93 > 4,02).
Therefore, the students who were taught conditional sentences by using
contextual teaching and learning got higher scores than those who were taught
37

without using contextual teaching and learning. In short, there was significant
effect of using contextual teaching and learning to students achievement in
learning conditional sentences.

D. Finding
The findings of the research were described as the following.
1. the t-observed value was greater the t-table in which t-observed was 8,93
and t-table was 4,02 (8,93 > 4,02)
2. the null hypothesis was rejected and the alternative hypothesis was
accepted. It meant that there was significant effect of using contextual
teaching and learning to students achievement in learning conditional
sentences. The students who were taught conditional sentences by using
contextual teaching and learning got higher scores than those who were
taught without using contextual teaching and learning.









38

CHAPTER V
CONCLUSIONS AND SUGGESTIONS


A. Conclusions
After analyzing the data, conclusion were drawn as the following.
1. the t-observed value was greater than the t- table value (8,93 > 4,02). It
meant that the null hypothesis was rejected and the alternative hypothesis
was accepted. So, there was significant effect of using contextual teaching
and learning to students achievement in learning conditional sentences.
2. the students who were taught conditional sentences by using contextual
teaching and learning got higher scores than those who were taught
without using contextual teaching and learning.

B. Suggestions
In relation to conclusions previously stated, suggestions are stated as the
following:
1. it is suggested for English teacher to teach their students by using
contextual teaching and learning especially in teaching conditional
sentences.
2. the students should practice to use conditional sentences in their
daily conversation so that it will make them more competent in
English especially in conditional sentences.
39


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