A.

Background
English
language

Vocabulary

READIN WRITTIN SPEAKIN

LISTENING
G G G
B. Problem statement
Based on the background on the stady
above, the researcher can be formulated as
follow:
Can the using collocation improve students
vocabulary mastery?
C. Objective of the research
The objective of the research is to develop
vocabulary mastery get by collocation.
D. Significance of the research
The collocation result is expected to be able
to give some benefits for the students. For the
students, with the students high vocabulary it
is expected that they will be able to grasp the
meaning of words easily and also improve
their reading, listening, speaking and writting
skills. Furthermore, the students will be
motivated to learn english.
 This research is conducted on the basis
on the need of improving classroom
condition that is caused by the way of teaching.
Based on that reason, the researchers only
focuse on the use of lexical collocation. the
kinds of collocation are adjective + noun, noun
+ verb and verb + noun.
A. Some Partinen Idea
1. definition of collocation
A collocation is a grouping of words which
naturally go together through common usage.
Their meaning can usually be undestood from the
individual words . in order to speak natural
english , you need to be familiar with collocation.
You need to know , for example, that you say a
heavy smoker because heavy ( not big )
collocates with smoker. And that you say free of
charge because free of collocate with charge ( not
cost, payment).
Teaching collocations is difficult; therefore
adopting effective strategies is important.
General practice involves two aspects:
awareness-raising, and grids and scales.
Awareness-raising

to draw attention to this phenomenon and

help learners develop an understanding of the
kinds of chunk found in texts, and Teachers
can help students divide up texts containing
familiar items into chunks and seek patterns in
them.
Another possible solution for teachers to help
learners better understand collocation is the
use of grids and scales.
In an abridged sample from Rudska et
al., (1982) semantic grid of typical collocational
patterns of words meaning attractive, can be
seen:
 Landscape
Weather
Woman

Flower
Child

View
Man

Bird
Dog
Handsome +

Pretty + + + + + + +

Charming + +

Lovely + + + + + + + +
 PROCESS
OUTPUT
INPUT Teaching and
Learning Vocabulary Students Vocabulary
English words through words Improvement
collocation
 Based on some previous related findings and
pertinent ideas above, collocation can make brain
work and increase the word power. So that, the
researcher formulates the hypothesis as follows:
H0 : The use of collocation is not effective to
improve the students vocabulary of the first grade
level of SMKN 1 Makassar.
H1 : The use of collocation is effective to improve
the students vocabulary of the first grade level of
SMKN 1 Makassar.
A. Research Method And Design
1. Research Method
This research uses the pre-experimental
method through test.
2. Research design
This research, the researcher uses pre-test and
post test design can be described as follows:
O1 X O2
There are two variables in this research namely:
independent and dependent variables.
Independent variable is the use of words
collocation in teaching vocabulary and
dependent variable is the vocabulary mastery
of the students
1. Population
The population of this research are the
first grade students of SMKN 1Makassar in
academic year 2014/2015.
2. Sample
The researcher uses purposive sampling technique
on this research. The researcher chooses first grade
(akuntansi perkantoran program) students as the
sample, because the students are heterogeneous. The
reason why the researcher will adopt this technique is
because of difficulties of students in mastering the
vocabulary is different one to another, also the
researcher will identify the methods used by the
teachers in helping the students master the vocabulary.
The total number of students in the class of akuntansi
perkantoran program are 30 students.
 The instrument of the research, the researcher
employs a test of English vocabulary as a pre-test
and post-test that consists of; adjective + noun,
verb+noun, and noun+verb. The pre-test is
intended to find out the students prior knowledge
of English vocabulary, while the post-test is
intended to find out the students vocabulary
improvement after the treatment is given. The
content of pretest is the same as the content of the
posttest.
The procedure of collecting data in this research
is:
Pre-test

Treatment

Post test
1. Scoring the students correct answer of pre-test
and post-test.
Students correct answer
Score = x 10
Total Number of Items
2. Classification the score of the students into the
following criteria:

9.6 to 10 classified as excellent

8.6 to 9.5 classified as very good
7.6 to 8.5 classified as good
6.6 to 7.5 classified as fairly good
5,6 to 6.5 classified as fair
3,6 to 5.5 classified as poor
0.0 to 3.5 classified as very poor
3. Computing the frequency of the rate
percentages of the students score.

%=n X 100
N
Where:
n= Frequency
N= the total number of students
4. Calculating the mean score of the students answer
by using the formula:

X
= X
N
Where:
= Mean score
X = Total score
NX = Total number of students
5. Finding out the significant difference between
the pre-test and post-test by calculating the
value of the t-test. The following formula is
employed:

t= D
D - D
N
N(N1)
Where :
t = Test of significance
D = The mean score
D = The sum of total score of difference
D = The square of the sum score of difference
N = The number of the students
THANK
YOU!!!