Beranda > Skripsi Bahasa Inggris > The effect of lexical simplification to the second year students of SMK Negeri 3 Palembang.

The effect of lexical simplification to the second year students of SMK Negeri 3 Palembang.

Januari 10, 2010

The study was conducted to find out whether or not there was any significant difference in reading comprehension achievement between the students who were taught by using lexical simplification and those who were taught by using the original text. The Population of the study covered all of the second year students at SMK Negeri 3 Palembang. Eighty students were randomly chosen as the sample. The students were divided into two groups, each group had 40 students. During the study, the writer used one of the quasi-experimental types, non-equivalent control group design. The writer used the test twice as pretest and posttest. The pretest was given before the treatment to know the students achievement before the treatment. The posttest was given to know the students’ achievement after the treatment. Before the test was used, its validity and reliability was checked. The result of the study was analyzed by using paired sample t-test and independent sample t-test through the statistical Package for Social Science (SPSS/PC) program for windows. Based on the independent sample t-test, it was found that the value of t-obtained was 4.018. The significant level of 0.05 two tailed test and the degree of freedom 78, the t-table value was 1.980. Since the value of t-obtained was higher than the value of t-table (4.018 > 1.980), the writer assumed that the null hypothesis (H0) was rejected and the research hypothesis (H0) was accepted. It meant that there was a significant difference between the experimental and control group after the treatment was given

English as an international language is used for communication in most activities and field in the world. English has become a global language, used in communication, education, technical and scientific information and technology. In Indonesia, English is taught to the students of elementary, junior, and senior high school, and even to university students as one of their subject. English instruction at the university level is usually the intensive procedure, which implies close study of short passages, including syntactic, semantic, and lexical analyses and translation into the Ll to study meaning. Chaudron (2004).
It is realized that studying English is not easy for Indonesian students because the fact that English and Indonesian language are very different in term of spelling, sound and pronunciation, vocabulary or lexical meaning and grammar. English like many other languages consists of four skills, listening, speaking, reading, and writing. Among the four skills, reading is one of the most important.
Reading is the skill which may often used and retained the longest. It is an essential foundation of learning and seeking information and knowledge. Someone can increase his or her knowledge by reading many books, newspapers, encyclopedias and so on. The information one gets from reading helps him or her in his or her study and enables them to gain good grades, which are useful to continue their future studies or career position (Cheek, Flippo, and Lindsey, 1989:360).
In reading, comprehension is a very essential thing as stated by Weaver, (1980:133), “…without reading comprehension, there would be no reading.” How ever, when comprehending reading materials, there are many difficulties in comprehending reading material. Among the reason for the students’ failure in tertiary education is the inability to reach the required reading performance on the allocated time. The failure is because reading is a complex task requiring different abilities in a single performance. It is requires a complete command of written symbols, and understanding of words, phrases, and structural or grammatical points. In addition, the previous experiences and the knowledge in the language affect the success and failure in reading. Success in reading greatly depends on one’s vocabulary knowledge in the target language. (Rosenshine, 1980: 535).
The knowledge of vocabulary plays an important role in mastering the four language skills. Students cannot read and understand the text on the books, newspapers, or magazines, without having enough vocabulary. In other words, their comprehensions about reading are hampered by their limited vocabulary. Davies (1984:2) confirms that success (learning) in English requires knowledge of words. One who wants to do well in English must learn the words to pay attention to new words, by providing guidance in multiplying students’ vocabulary that they have already known by aiding students learning the new words they read or study before. Furthermore, Cooper (1988:151) states that the students should recognize and know the meaning of words or lexical as soon as they see them and it is needed to allocate the time to teach how to build their vocabulary.
The students tend to read word by word, stop, thinking, and look up the dictionary and than move on to the next sentences, by the time he or she reaches the end of the sentences, he or she might lose sight of its meaning. He or she is not aware that certain words may have different meaning depend on the context. He or she is unable to recognize that certain words come from other words, through lexical simplification processes.
Lexical simplification involves modify activities that are grammatically focused and meaningfully contextual. Moreover, input needs to be comprehended by second language learners for subsequent acquisition processes to take place. This modification makes the students read a lot and be able to use their understanding of the content to sharpen their comprehension. Therefore, it is theoretical and empirical interest to inquire how input is made comprehensible to learners with limited second language learners’ proficiency.
Urano (2004) states that modification in the extensive reading procedure is to encourage and help the students with their reading, furthermore, it can stimulate and motivate the students to read, so reading can be interesting and enjoyable.
In accordance to above explanation, and having dealt with lexical complexity which as causes the students’ failure in reading, the writer is curious to conduct in investigating further the effect of lexical meaning on students’ achievement in reading comprehension, emphasis on reducing the level of difficulty by means of lexical simplification to the second year students of SMK Negeri 3 Palembang.

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