FINAL considered to be more difficult to

FINAL PROJECT PROPOSAL

 

1.      TOPIC

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THE USE OF SEMANTIC FEATURE ANALYSIS IN LEARNING VOCABULARY FOR MEDICAL STUDENTS

 

2.      BACKGROUND OF THE TOPIC

 

Vocabulary knowledge has an important side in language. According to Armbruster, Lehr, and Osborn (2003), vocabulary refers to the words we must know to communicate effectively. In general, vocabulary can be defined as oral vocabulary or reading vocabulary. Oral vocabulary refers to words that we use in speaking or recognize in listening. Reading vocabulary refers to words we recognize or use in print (p.34). In addition, Nguyen and Nga (2003) state that in learning a foreign language, vocabulary plays an important role. It is one element that connects the four important skills of language, which are speaking, listening, reading, and writing. In order to communicate effectively, students should acquire a number of words and know how to apply them in correct way.

Widaningsih (as cited in Njoroge, Ndung’u and Gathigia, 2013), points out that vocabulary mastery should be the first priority in English language teaching and learning. So, it is impossible for students to communicate in English fluently if their vocabulary mastery is very poor. Tarigan (as cited in Prasetyo, B., Fardhani, A. E., and Ariyanto, S. 2016), says that the quality of student’s language skills depends on their quality and quantity of vocabulary they have. Vocabulary is like bricks for constructing a building, because language is made up of words, so they are vital for building a language. If students want to communicate by English fluently, they must have a large stock of English vocabulary (Prasetyo, B., Fardhani, A. E., & Ariyanto, S. 2016).  Therefore, the students have to improve and enlarge their vocabulary, because it is one of important language component in English.

The language of Medicine is a kind of literary language serving professional fields and the subject of a special study of the medical students focused on the acquisition of language as a means of professional communication (Margaeva, Smirnova, and Grishina, 2013). Being somewhat different from General English vocabulary, Medical English vocabulary for Academic Purposes is usually considered to be more difficult to learn and use in practice and as a result students tend to have poor results in academic tests (Sinadinovi?, 2013). Since the students get difficulties in learning Medical English Vocabulary, teachers are supposed to implement any strategies to help the students in learning vocabulary.

 

3.      REASONS FOR CHOOSING THE TOPIC

There are two reasons for choosing this topic. First, I have some friends who are studying at medical field. They told me that  learning English was difficult for them. When I asked them which part of the English that they got the most difficulties, many of them said that the first is vocabulary and the second is grammar. It is because of there are many medical terminologies that are difficult to be memorized and the teachers taught them in conventional way. It is also emphasized with some reasearchers who state that medical vocabulary is difficult to be learned. Therefore, teachers need some strategies to help the students in learning vocabulary. One of those strategies is Semantic Feature Analysis (SFA). Second, the study about the use of Semantic Feature Analysis to improve students’ vocabulary is rare. It motivates me to conduct this kind of research.

 

4.      RESEARCH PROBLEM

In line with the background of the study, the research problems are as the following: “How effective is the use of Semantic Feature Analysis improve the medical students’ vocabulary mastery? ”

5.      PURPOSE OF THE STUDY

            Dealing with the research problems above, the objective of this study is to know how the use of Semantic Feature Analysis can improve the medical students’ vocabulary mastery effectively.

 

6.      REVIEW OF THE RELATED LITERATURE

a.       Review of the Previous Study

There are some previous study  of the related topic. One of the study that is similiar with this topic is a study that was conducted by Malinda in 2016. She conducted classroom action research to VII grade students of SMP N 7 Semarang. The study is  entitled “THE USE OF MY NEIGHBOUR’S CAT AS A MEDIUM TO IMPROVE STUDENTS’ VOCABULARY MASTERY”. The objectives of the study were to describe the lack of students’ vocabulary mastery and evaluate how My Neighbour’s Cat game can improve the students’ vocabulary mastery of the seventh grade of SMP N 7 Semarang. The researcher used quantitative method. She took three ways in collecting the data. They are observation, questionnaire, and test. According to the analysis, the pre test mean was 56.33; cycle 1 test mean was 70.67; cycle 2 test mean was 74.33; and post-test mean was 78.83. There was 39.94% improvement from pre-test to post-test. According to those result, the researcher concluded that the use of My Neighbour’s Cat Game could improve the students’ ability in vocabulary mastery. It makes students easier to memorize new vocabulary and makes students more active.

 

b.      Review of the Theoretical Study

Medical English Vocabulary

Medical terminology refers to medical jargon or specialized language that allows for quick and efficient communication between learners, specialists and experts of medicine and health sciences. It is regarded as one of the most difficult language among all the other specialized languages in different fields (Abdullah, as cited in Kabouha, 2015).

 

Semantic Feature Analysis

Semantic feature analysis helps students see the relationship between words within categories. It has been considered by researchers as an effective strategy because it mimics the neutral paths and ways the brain organizes information. It illustrates how words are both similar and different and emphasizes the uniqueness of each word. (Pittelman, Heimlich, Berglund, & French, as cited in Pennell, 2001)

1.      Select a category topic. Begin with a category familiar to students, such as animals.

2.      Prepare a list of concepts or objects related to the category, such as eagle, dog, shark, and mouse.

3.      Determine the list of features students will explore, such as number of legs, fur, eyes, and wings.

4.      Guide students through the process of completing a matrix of the information provided, using plus or minus signs to indicate whether each object possesses each feature.

5.      Encourage students to add objects and features to the matrix.

 

c.       Theoretical Framework

In conducting this research, the writer will use nonequivalent control group design of quasi experimental study. Two classes are treated as the experimental and control group. Both of the group will learn about the same material, but they will receive different methods in learning medical english vocabulary.  The experimental group will be given a treatment after getting pretest and before doing posttest. The writer will implement Semantic Feature Analysis in teaching and learning process for the experimental group. After conducting posttest, the writer will collect the data and analyze the score from the students. Then, the writer will find out the result of the study.

7.      RESEARCH METHODOLOGIES

a.       Research Design

            The study is designed as a quantitative research because research data of this study depends on numeral form and the analysis uses descriptive statistics. The writer will use experimental research to find out the answer.

                           According to Fraenkel and Wallen (as cited in Rusyada 2016) experimental research is the only type of the research that directly attempts to influence a particular variable, and it is the only type that can really test hypothesis about cause and effect relationship. Sprinthall (as cited in Rusyada, 2016) state that experimental research comes in two forms, they are the true experiment and the quasi experiment The writer will use nonequivalent control group design of quasi experimental study in conducting this research. There will be one group as the experimental group and one group as the  control group which have the same level. The experimental group will be given a treatment to implemet Semantic Feature Analysis in learning vocabulary, while the control group will not got the treatment. There will be pretest and posttest to measure the students ability in mastering vocabulary.

 

b.      Object of the Study

                        The objective of this study is to know how  the use of Semantic Feature      Analysis can improve the medical students’ vocabulary mastery effectively. Therefore, the object of the study is the students’ ability in learning vocabulary mastery.

 

c.       Population and Sample

                        The population that will be used to conduct this study is eleventh grade students of SMK Bhakti Kencana Kendal. The writer will choose two classes as the sample of this study. The first class as a treatment group and the second class as a control group.

 

d.      Research Variables and Hypothesis

       There are two types of  variables in this study. They are independent variable and dependent variable. The independent variable in this study is the Semantic Feature Analysis as a method in teaching and learning vocabulary and the dependent variable is the medical students’ mastery in vocabulary mastery.

       The hypothesis of this study is that the use of Semantic Feature Analysis is effective in improving vocabulary mastery of medical students. 

 

e.       Type of Data

       The writer will use quantitative data in order to analyze the hypotheses of the study. Sugiyono as cited in Malinda (2016, p.28) states that “Quantitative method is consisted of data quantitative. In addition the result of the measuring is operationalized by using the instruments.

 

f.       Instrument for Collecting Data

       The instruments for collecting data that will be used in this study are questionnaire, test, and observation checklist.

 

g.      Method of Collecting Data

       In collecting data, the writer will use three sources. They are questionnaire, test, and observation checklist. The first is collecting the data using observation checklist to evaluate the students’ behaviour process. Then the writer will conduct pretest and posttest to measure the students’ ability in mastering vocabulary. The last stage is giving questionnaire to gain the information about the students’ response to using Semantic Feature Analysis in learning vocabulary.

 

h.      Method of Analysing Data

     The writer uses descriptive statistics to analyze the data. The writer will analyze the observation checklist. Then, the writer will find out the mean of  the scoring data  after conducting the pretest and posttest. According to Arikunto (2006, p.189), the formula of the mean score of the test can be calculated as follows:

 

M : ———–
     N

 

                                                Which

M         : mean score

? x       : the total score

N          : the number of sample

           

            After measuring the mean score of each group, the writer will use t-test for analysing data in order to know the differences before and after using Semantic Feature Analysis in learning vocabulary. The last, the writer will analyze the result of the questionnaire to know the students’ responses after the treatment.

 

8.      BIBLIOGRAPHY

Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT           Rikena Cipta.

Armbruster, B. B. (2010). Put reading first: The research building blocks for teaching             children to read: Kindergarten through grade 3. Diane Publishing.

Kabouha, R.H. (2015). Vocabulary Learning Strategies of Medical English Terminologies: The Case of Foundation Year Students at Ibn Sina Medical College. English for specific purposes.–World, 1(16),1-27. Retrieved from www.esp-world.info

Malinda, D. (2016). The Use of My Neighbour’s Cat as A Medium to Improve Students’          Vocabulary Mastery (An Action Research to VII Grade Students of SMP N 7       Semarang). Final Project. English Department. Faculty of Languages and Arts. Semarang State University.

Margaeva, M. P., Smirnova, A. V., & Grishina, E. E. (2013). Teaching the language of           medicine. JAHR-European Journal of Bioethics, 4(7), 647-649.

Njoroge, M.C., Ndung’u, R.W., & Gathigia. (2013). The Use of Crossword Puzzle as a Vocabulary Strategy: A Case of English as Second Language in Kenyan Secondary Schools. International Journal of Current Research. Retrieved from www.journalcra.com

Nguyen, N. T. T., & Nga, K. T. T. (2003). Learning Vocabulary Through Games, the Effectiveness of Learning Vocabulary Through Games. Asean EFL Journal. Retrieved from http://asian-efl-journal/com.

Prasetyo, B., Fardhani, A. E., & Ariyanto, S. (2016). Using Crossword Puzzle to Improve the Eight Grade Students Vocabulary Mastery. EFL Education Journal 3, 599 – 610.

Pennel, D. (2001). A “Word” About Vocabulary Considerations Packet. Retrieved from  http://education.wm.edu/centers/ttac/index.php

 

Rosyada, N.A. (2016). Improving Students’ Simple Present Tense in Writing Descriptive         Text Using Grammar Checker Application in the Tenth Grade Students of SMK IPT  Karangpanas in the Academic Year of 2015/2016. Final Project. English Department. Semarang State University.

Sinadinovi?, D. (2013). The importance of strategies in learning and acquiring medical English vocabulary. JAHR-European Journal of Bioethics, 4(7), 273-291.

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