DAFTAR ISI
1.
Chapter I.
INTRODUCTION
A. The
Background of The Topic ………………………………………….......1
B. The Reason for Choosing The Topic………………………………….....2
C. The Problem
Statements………………………………………………...……2
D. The
Assumptions …………………………………………………………..…....2
E. The Purpose
of the Study ……………………………………………….…...3
F. The
Significance of The Study ………………………………………..….....3
G. Research
Design …………………………………………………………..……..5
H. Limitation
of Study ………………………………………………………..…….5
I.
The Defkritions of The Important Terms
……………………………...5
J.
Organization of The Paper
…………………………………………………...5
2. Chapter II. A REVIEW OF RELATED LITERATURE
2.1.
General Remarks ………………………………………………………….7
2.2.
Vocabulary and Writing “Finding The Right
Word” …...…...7
2.3.
Principles of Vocabulary Development
………………………….8
2.4.
Using Vocabulary to Improve Writing
………………………….10
3.
Chapter III
RESEARCH METHODOLOGY
3.1.
Researh Method …………………………………………………………13
3.2.
Population and Sample ……………………………………………….14
3.3.
Variables In The Study ………………………………………………..14
3.4.
The Research Intrument Development
………………………..15
3.5.
Prosedurs …………………………………………………………………..16
3.6.
Tehniques
of Data Analisys ………………………………………...17
4. Chapter
IV. DATA
ANALYSIS AND RESULTS
4.1.
Test Result Analysis
…………………………………………………....18
4.2.
Correlations Analysis ………………………………………………….20
5.
Chapter
IV. CONLUSIONS AND SUGGESTIONS
5.1.
Conclusions……………………………………………………………….22
5.2.
Suggestions ………………………………………………………………22
6. BIBLIOGRAPHY
………………………………………………………………………..23
CHAPTER I
INTRODUCTION
A. The Background of the Topic
Nowadays it is widely accepted that
vocabulary teaching should be an integrative part of teaching language skills. Some
authors, led by Lewis (1993) argue that vocabulary should be at the centre of
language teaching, because ‘language consists of grammaticalized lexis’.
In
the previous years, teachers of English as a foreign language have tended to
teach language skills and aspects separately from each other. However, some
specialists have argued that writing and vocabulary are closely connected and
should be taught together. In this paper, theories and research on writing and
vocabulary connection are briefly discussed, followed by a variety of
recommended pedagogical applications and teaching activities.
Students might even have a receptive
knowledge of a wider range of vocabulary, which means they can recognize the
item and recognize its meaning. Nevertheless, their productive use of a wide
range of vocabulary is normally limited, and this is one of the areas that need
greater attention. At this stage the writer is concerned not only with students
understanding the meaning of words, but also being able to use them
appropriately, taking into account factors such as oral / written use of the
language, degree of formality, style and others.
B. The Reasons for Choosing the Topic
There are, at least, three reasons of
conducting this research:
First,
wraiting is based on the notion that vocabulary supports and shapes EFL
learners' writing composition.
Second,
vocabulary is not merely helpful for enhancing EFL learners’ writing ability in
a general sense.
Third,
through vocabulary, students are given opportunities in writing composition.
C. The Problem Statements
To
focus the investigation on the basis of the reasons above, this study is mainly
based on the formulated question below:
“Is
there any correlation between students’ vocabulary mastery and their ability in
writing composition?”
D. The Assumptions and Hypothesis
In dealing with the core topic of this
paper, the writer assumes that:
1.
the students’ lacks of vocabulary
mastery leads to poorness of writing ability,
2.
developing ideas in writing should be
presented through adequate vocabulary mastery,
3.
vocabulary enlightens students’ writing
work.
The hypothesis of this
research that will be proven through the investigation is: “There is correlation
between students’ vocabulary mastery and their ability in writing composition.”
E. The Purposes of the Study
Based
on the problem statement above, this study is mainly focused on finding out the
correlation between students’ vocabulary mastery and their ability in writing
composition.
F. The Significance of the Study
The
possible finding of this research is expected to contribute some information,
theoretical and practical perspectives to those concerned with teaching
writing.
G. The Research Design
The
problem exposed in this study deals with the existing phenomena of students’
vocabulary mastery and their ability in writing composition. In this research,
the writer does not involve herself into the actual condition. In other words,
the research is designed in descriptive method although some quantitative data
are needed and statistical computation is employed. The method, population and
sample, and the site of the research is presented below.
1.
Method
Descriptive
method deals with describing the existing conditions of variables (Fraenkel and
Wallen, 1990). For this purpose, students’ vocabulary mastery is regarded as independent variable and students’ work
on writing compositions as dependent
variable. Statistical computations obtained are, at least, used to describe
how dependent variable (vocabulary mastery) correlates to independent variable
(writing composition). Pearson product moment
will be employed to find out the level significance of the correlation.
2.
Instruments
To
gain the data needed, the writer uses two types of tests, vocabulary and writing
composition tests. These tests are considered as important data sources. The procedures of tests, validity and reliability of test construct will be discussed further.
3.
Population
and Sample
The
population of this research is all of the second year students of STKIP Garut
of English Department. The total number of the students is 131 of four parallel
classes of academic year 2008/2009.
Of the total population, 40 students are purposively selected as the sample of
the research.
4.
Research
Site
As
it has been mentioned before, that research is conducted at STKIP Garut. This
research site is chosen due to the reasons that the writer has been familiar
with the sample members as her juniors at the same campus. This makes her
relatively easier to contact and communicate with the sample needed.
H. Limitation of Study
The
sampling procedure with its small number of the sample may decrease the
all-purpose of the findings. This study may not be generalized to all areas of
teaching wraiting in different setting and larger scope of the research.
I. The Definitions of Important Terms
There
are three terms that should be clarified for the purpose of understanding:
1.
Vocabulary
mastery, in this study,
is defined as a number of English words that have been achieved by the
sample during their study in English Department.
2.
Writing
Composition, in this study, is specified sample’s
writing work on certain topic given by the researcher.
J. Organization of the Paper
This
paper consists of four fine chapters. Chapter I includes, background, reasons
for choosing the topic, problem statements, assumptions, purpose of study,
significance, purposes of study, limitation of study, and definition of
important terms.
Chapter
II A Review of Related Literature
Chapter
III contains research methodology.
Chapter
IV consists of data collection, analysis and findings
Chapter
V covers conclusions and suggestions.
CHAPTER II
A REVIEW OF RELATED LITERATURE
2.1 General Remarks
There is extensive research indicating
that a rich vocabulary is a critical element of reading ability. Laflamme
(1997) states that recent research has identified vocabulary knowledge as the
single most important factor in reading comprehension. There is, likewise, no
shortage of studies documenting a strong link between reading and writing.
"Reading and writing are two analogous and complementary processes in that
both involve generating ideas, organizing ideas into a logical order, drafting
them a number of times to achieve cohesion, and revising the ideas as is
appropriate" (Laflamme, 1997, p. 373). The processes are so closely
aligned that some researchers even advocate teaching reading and writing
simultaneously, rather than as two separate subjects (Laflamme, 1997).
If
the writing process is inextricably linked to the reading process, and the
reading process is heavily dependent upon vocabulary, it naturally follows that
the writing process is likewise dependent. This digest will explore some of the
ways vocabulary influences writing ability, and how teachers can use vocabulary
development specifically to improve writing skills.
2.2 Vocabulary and Writing: Finding the Right
Words
In
some ways, the ability to write effectively hinges upon having an adequate
vocabulary even more than does the ability to read. Once students have learned
to decode words, they may be able to read and pronounce many words that are
unfamiliar to them. They may even be able to determine accurate meanings of
unfamiliar words simply by examining the context in which those words are used.
During the writing process, however, a student does not have the luxury of
examining the context in which a word is used; he or he is creating the
context. Therefore, the writer must be able to spontaneously recall words that
are known not only by sight, but that are understood well enough to use
correctly. "Mayher and Brause (1986) have stated that writing is dependent
upon the ability to draw upon words to describe an event" (Corona,
Spangenberger, & Venet, 1989, p. 18).
The
breadth and depth of a student's vocabulary will have a direct influence upon
the descriptiveness, accuracy, and quality of his or her writing. As Ediger
(1999) notes, "variety in selecting words to convey accurate meanings is
necessary in speaking and writing, the outgoes of the language arts" (p.
1). Corona, Spangenberger, and Venet (1998) concur: "At any level, written
communication is more effective when a depth of vocabulary and command of
language is evident" (p.26). This means that the chosen words or proper
dictions take important role in developing for the productive skills – speaking
and writing.
2.3 Principles of Vocabulary Development
Because
words are the writer's most important tools, vocabulary development must be an
important and ongoing part of classroom learning. Laflamme (1997) offers
several key principles that should guide the creation and implementation of a
comprehensive vocabulary development program.
1.
Teachers
must offer direct instruction of techniques or procedures for developing a
broad and varied vocabulary. This instruction can be provided both formally
through the language arts program, and informally through various classroom
interactions-such as story time-with students.
2.
New
vocabulary terms must be connected to students' previous knowledge and
experiences. If students are unable to contextualize new words by attaching
them to words and concepts they already understand, the words will likely have
little meaning to them. And as Ediger (1999) points out, "if meaning is
lacking, the chances are pupils will memorize terms and concepts for testing
purposes only or largely" (p. 2).
3.
Students
should be able to contextualize the vocabulary terms they have learned and use
them in society (Ediger, 1999, p. 7). In order for students to do this
successfully, they must first learn to become comfortable using these words in
the classroom. Students should be required or encouraged to incorporate new
vocabulary terms into their oral and written reports and presentations.
4.
Practice
and repetition are important methods by which students can become familiar with
new words and under- stand how they may be used correctly (Laflamme, 1997).
Students should be frequently exposed to the same words through practice
exercises, classroom use, and testing.
5.
Teachers
should model an enthusiasm for and curiosity about new words through their own
behaviors and attitudes. Teachers who are enthusiastic about vocabulary
development will automatically look for "teachable moments"
throughout the day, pointing out interesting words as they crop up in texts,
stories, or conversation; asking students to explore alternative ways of
expressing concepts; and helping identify colorful, descriptive ways of
speaking and writing.
6.
Schools,
teachers, and students must be committed to vocabulary development over the
long term. The teaching of vocabulary must be an interdisciplinary project,
integrated into the curriculum at every level.
Based on the quotations mentioned
above it can be concluded that certain efforts in dealing with developing are
supposed to be connected to direct instruction of techniques, students'
previous knowledge and experiences, contextual vocabulary terms, practice and
repetition. In addition, teachers should be the model of new word exposures
supported by the commitment by schools, and other teachers over the long term.
2.4 Using Vocabulary to Improve Writing Skills
While
improved vocabulary can enhance students' writing skills, there is no guarantee
that it will do so automatically. Improvement in vocabulary will result in
improved writing skills only if the teacher is able to create a classroom that
takes writing seriously. "In such a classroom, process and environment are
closely intertwined and interdependent. The process does not come alive unless
the environment is conducive to it" (Corona, Spangenberger, & Venet,
1998, p. 24). The following are
techniques that the writer could summarize and quote from some related sources
and that can be used to create a writing-centered classroom.
1.
Sharing
vocabulary-rich literature. Sloane (1996) explains that in her
quest to help her students become better writers, he "went to the best
source for teaching good writing: good books" (p. 268). By having students
read (or reading aloud to them) books, poems, and stories that contain
interesting vocabulary, teachers can both introduce new words and provide a
forum for discussing them.
2.
Helping
students become aware of and look for interesting words.
There are many different forms this can take. For example, students could pair
up and look through books for words that catch their attention, then write down
common words that the author could have used instead. Other methods include
having students: write words they encounter on an "Interesting Word Wall"
(Sloane, 1996. P. 268); create a word bank through words-of-the day that are
taken from classroom literature (Corona, Spangenberger, & Venet, 1998, p.
25); record or act out energetic verbs; or write unfamiliar words in
"literature-response journals" for later exploration (Manning, 1999,
p. 3).
3.
Offering
a variety of writing opportunities. "A
writer-centered classroom emphasizes using written expression to communicate
ideas. Writing is an important part of all areas of the curriculum"
(Corona, Spangenberger, & Venet, 1998, p. 29). The authors go on to note
that students have a greater investment in their writing when they are given
choices about their assignments. Such choices may include journal or diary
entries, weekly logs summarizing journal entries, book reports, outlines,
poetry, autobiographies, short stories, or any number of variations on the
above.
4.
Providing
ample time for students to fully experience the writing process
(Corona, Spangenberger, & Venet, 1998). The teaching of writing should be
approached as a process that must be studied in depth, and substantial blocks
of time should be devoted to writing.
5.
Allowing
students to conference with teachers and fellow students
(Corona, Spangenberger, & Venet, 1998). When writing topics are chosen,
students should meet with their teacher to discuss ideas and answer questions.
The teacher's role is to encourage, build on existing strengths, and help the
student expand his or her abilities. Conferencing with fellow students gives
the budding writer the opportunity to share ideas, brainstorm, and rework his
or her project.
CHAPTER III
RESEARCH METHODOLOGY
3.1
Research
Method
The
research method used in this study was
Correlation Method with Quantitative Design.
“A quantitative
study is best typified by an experiment designed to test a hypothesis through
the use of objective instruments and appropriate statistical analysis.” (Yoyo
S, 2004: 1)
From
definition above, the
study was
intended to test the
research hypothesis that is” there is positive correlation between students’
vocabulary matery and their achievement in writing composition”. Therefore, he used a statistic tool which was developed to measure the degree of
relationship,
a coefficient correlation. According to Evelyn and Farhadi (1982:195) it can be
summarized that:
1.
If high scores
one variable are associated with high scores on the other variable, there is
positive relationship between the two variables.
2.
If high scores
on one variable are associated with low score on the other, there is a negative
relationship between the two variables.
3.
If there no
systematic pattern between high and low score, there will be no relationship
between the two sets of variable.
In this case a coefficient is to measure whether or not there was the degree of relationship between
the two variables, among positive relationship, negative relationship, or not
at all relationship.
The
formula used by the writer was
as follow:
3.2 The Population and Sample
“Populasi adalah totalitas dari semua objek
atau individu yang memiliki karakteristik tertentu, jelas dan lengkap yang akan
diteliti.” (Hasan, 2002: 58)
The
population of this research was all of the second year students of STKIP Garut
of English Department. The total number of the students was 131 of four
parallel classes of academic year 2008/2009.
Of the total population, 40 students were purposively selected as the sample of
the research.
The
sample of this research was taken from one class of the second year consist of
40 students.
“Sampel adalah bagian dari populasi yang
diambil melalui cara-cara tertentu yang juga memiliki karakteristik tertentu,
jelas dan lengkap yang dianggap bisa mewakili populasi.“ (Hasan, 2002:58)
The
writer determined
the
population and sample for collecting data. The population could be determined as the subject of
the research, while the sample was
a part of the whole population.
3.4 The Variables in the Study
This
research had two variables that the writer would like to find out, Vocabulary mastery, as independent variable
1.
Achievement
in writing composition, as dependent variable
In
this research, the writer tried
to find out the extent of the
correlation between the two variables above.
3.5 The Research
Instrument Development
Suharsimi
(1996) as quoted by Hasan (2002:76) states that:
“Instrumen penelitian adalah alat atau
fasilitas yang digunakan oleh peneliti dalam mengumpulkan data agar
pekerjaannya lebih mudah dan hasilnya lebih baik, dalam arti lebih cermat,
lengkap dan sistematis sehingga lebih mudah diolah.”
From
definition above the writer concluded
that instrument was
a tool to get the data in the research. In relation to the objectives of this study, the writer employed tests of
vocabulary and writing to get the data needed.
The
writer used and vocabulary and
writing tests in order to be able to collect data needed. The tests were designed to measure the effect of
specific teaching in an area of the curriculum (Page and Thomas, 1979: 181). The vocabulary test he used was the objective test in the form of multiple
choices. The scope of the test was
based
on the scope of the test materials covered in the subject of Vocabulary 2 of the current smester.
Meanwhile, the writing test was wraite an essay, in which the students were asked to select one of
the topics given and they wrote the paragraphs. In this test, they had to write
for at least 500 words.
There
are 40 items of the best formed in the multiple choice that the students had to answer by crossing the A, B, C, D
and E, the correct one in the answer sheet. Each item was scored 1. In other
words, the possible highest score 40 (40 times 1), and the lowest one was 0 (0 times 1).
According to Dr. Suharsimi Arikunto (1978:164), the categorization was supposed to be in accordance to
the following guideline:
S= raw score
R= the correct answer
W= the false an answer
O= the option amount
l=
the constant amount
To
give the meaning of the scores, the writer took these consideration, the
highest score from the results
was 29, is subtracted by the lowest,
then, the results were divided
into three classifications.
12 – 21 (classified as failed)
23 – 31 (classified as average)
32 – 40 (classified as successful)
On
the other hand, a questionnaire was
used when factual information was desired (John W. Best and James V. Kahn, 1989:181).
To measure the students’
writing composition the writer divided the range of the scores into
five categories which were labelled as very
good (4), Good (3), Average (2), Poor (1), and Failed (0)
3.6 Procedures
In orther to get the data, the following procedures were
conducted:
1.
The
writer arranged vocabulary and writing tests.
2.
She
contacted the sample for the tests.
3.
She
gave the tests to the sample
4.
She
examined and scored the students’ test results
5.
She
analized the tests results.
6.
She
used Pearson Product Moments to find out the correlation between the two
varables.
7.
She
interpreted the final results.
8.
She
tested the hypothesis
3.7 Techniques of Data Analysis
The writer proceeded to compute and analyze the
data gained through questionnaire and test. For this reason, quantitative method was used to analyze the data gained.
Surjakusumah (2004:1) stated that “quantitative study is best typified by an
experiment designed to test a hypothesis, and qualitative methodology is a
research which is not intended to set out to test hypothesis.”
The definition above explained that quantitative methodology was intended to set out the hypothesis testing; while qualitative
methodology was
not applied to test hypotheses in this research.
CHAPTER IV
DATA ANALYSIS AND RESULTS
4.1 Test Result Analysis
The table below is
the final results of the two tests given:
THE
SCORE OF THE TEST RESULT
|
NO
|
Name
of students
|
Score
of Vocabulary Test
|
Score
Writing Test
|
|
1
|
S1
|
104
|
20
|
|
2
|
S2
|
112
|
28
|
|
3
|
S3
|
67
|
12
|
|
4
|
S4
|
88
|
19
|
|
5
|
S5
|
90
|
22
|
|
6
|
S6
|
104
|
29
|
|
7
|
S7
|
87
|
16
|
|
8
|
S8
|
83
|
20
|
|
9
|
S9
|
92
|
22
|
|
10
|
S10
|
100
|
21
|
|
11
|
S11
|
105
|
12
|
|
12
|
S12
|
95
|
18
|
|
13
|
S13
|
89
|
13
|
|
14
|
S14
|
106
|
24
|
|
15
|
S15
|
110
|
19
|
|
16
|
S16
|
97
|
25
|
|
17
|
S17
|
101
|
19
|
|
18
|
S18
|
106
|
20
|
|
19
|
S19
|
102
|
24
|
|
20
|
S20
|
109
|
22
|
|
21
|
S21
|
111
|
27
|
|
22
|
S22
|
107
|
19
|
|
23
|
S23
|
71
|
14
|
|
24
|
S24
|
80
|
12
|
|
25
|
S25
|
90
|
19
|
|
26
|
S26
|
93
|
17
|
|
27
|
S27
|
93
|
19
|
|
28
|
S28
|
102
|
18
|
|
29
|
S29
|
90
|
13
|
|
30
|
S30
|
94
|
22
|
|
31
|
S31
|
110
|
23
|
|
32
|
S32
|
131
|
29
|
|
33
|
S33
|
93
|
12
|
|
34
|
S34
|
109
|
16
|
|
35
|
S35
|
95
|
23
|
|
36
|
S36
|
103
|
21
|
|
37
|
S37
|
96
|
12
|
|
38
|
S38
|
104
|
19
|
|
39
|
S39
|
96
|
16
|
|
40
|
S40
|
89
|
12
|
|
Summary
|
3909
|
723
|
|
The
total score of both Vocabulary and
writing
tests
were collected by the writer. Then he applied the following
technique to analyze the available data, by computing the Person Product Moment Correlation:
X =
the score of interest
Y =
the score of achievement
X2 =
the score each score and to enter the number
Y2 =
the score each score and to enter the members
XY
= the multiple X and Y score together
To
know the criterion of coefficient correlation, the writer used the formula as describe by Nugraha (1993: 70). Furthermore, he explained that:
Р = -1 perfect negative
correlation
-1 < p ≤
-0.80 highest negative
correlation
-0.80 < p ≤
-0.60 high negative correlation
-0.60 < p ≤ -0.40 average negative correlation
-0.20 < p ≤ 0 lowest negative correlation
P=1 has no correlation
0 < p ≤ -0.20
lowest correlation
0.40 < p ≤
-0.60 average correlation
0.60 < p ≤
-0.80 high correlation
0.80 < p ≤ -1 highest correlation
4.2 Correlation Analysis
|
N
|
X
|
Y
|
X2
|
Y2
|
XY
|
|
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
|
131
112
111
110
110
109
109
108
107
106
106
105
104
104
104
103
102
102
101
97
96
96
95
95
94
93
93
93
92
90
90
90
89
88
87
85
83
80
71
67
|
29
28
27
19
23
22
16
21
19
24
20
12
20
29
19
21
24
18
17
25
16
12
18
23
22
17
19
12
22
22
19
13
13
19
16
12
25
12
14
12
|
17161
12544
12321
12100
12100
11881
11881
11664
11449
11236
11236
11025
10816
10816
10816
10609
10404
10404
10201
9409
9216
9216
9025
9025
8836
8649
8649
8649
8464
8100
8100
8100
7921
7744
7569
7396
6889
6400
5041
4489
|
841
784
729
361
529
484
256
441
361
576
400
144
400
841
361
441
576
324
289
625
256
144
324
529
484
289
361
144
484
484
361
169
169
361
256
144
625
144
196
144
|
3799
3136
2997
2090
2530
2398
1744
2268
2033
2544
2120
1260
2080
3016
1976
2163
2448
1836
1717
2425
1536
1152
1710
2185
2068
1581
1767
1116
2024
1980
1710
1170
1157
1672
1392
1032
2075
960
994
804
|
|
∑
|
3909
|
723
|
387551
|
14523
|
72255
|
∑X=3909
∑Y=
723
∑
X2 = 387551
∑
Y2 = 14523
∑XY
= 72255
After the writer had made the table above, he computed of the
coefficient correlation as follows:
Based
on the correlation scores, the coefficient correlation 0.56 existed between the range 0.40 ≤ P <
0.60. Based on the computation, it
was found that the correlation (0.56) was between the two variables. Then, it could be concluded that the correlation of the two variables was in average
level.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
In
order to have a clear and brief picture of what the writer has written in her
paper, he feels it is necessary to conclude the discussion of the previous
chapter. Therefore, he puts forwards some conclusions as follows:
·
Students' writing achievement varyies from one to the other, although they
are taught by the same teachers or they are in the same classroom.
·
According to this study the result of
computation the writer can say that vocabulary
mastery
is very important in
achieving good result writing
composition. In other word, there is a positive relation between students' vocabulary and their writing achievement.
·
Although the result of computation has
shown that the relationship between the two exists, the relationship is not as
good as it looks.
5.2 Suggestions
Considering
that vocabulary
mastery is influential on writing achievement, so, teachers should develop certain strategies that lead the students to have
sufficient vocabulary in relation to their level of study.
Finally,
the writer hopes that this observation will be benefecial for readers and he suggests
that a deeper
investigation is really expected
to enrich this current result of the research.
BIBLIOGRAPHY
Corona, Cathy,
Spangenberger, Sandra, & Venet, Iris (1998). Improving Student Writing
through a Language Rich Environment. M.A. Action Research Project, St. Xavier
University and IRI/Skylight, 61 pages
Ediger,
Marlow. (1999). "Reading and Vocabulary Development." Journal of
Instructional Psychology, 26(1), 7-15
Fraenkel,
J. R. and Wallen, N.E. 1990. How to
Design and Evaluate Research in Education. New York: McGraw-Hill Publishing.
Krashen,S.D. and Terrell, T. 1982. The Natural Approach: Language Acquisition
In the Classroom. Hayward.
CA: Alemany Press
Laflamme,
John G. (1997). "The Effect of Multiple Exposure Vocabulary Method and the
Target Reading/Writing Strategy on Test Scores." Journal of Adolescent
& Adult Literacy, 40(5), 372-384.
Mayher, J.S., & Brause, R.S. (1986). "Learning
through Teaching: Is Testing Crippling
Integrated Language Education?" Language Arts, 63(4), 390-96.
Manning,
Maryann. (1999). "Helping Words Grow." Teaching PreK-8, 29(4),
103-105.
Petrosky,
A. R. (1982). From story to essay: Reading and writing.
College composition and Communication, TESOL Quarterly 33, 19-36.
Sloane,
Megan. (1996). "Encouraging Young Students to Use Interesting Words in
Their Writing." The Reading
Teacher, 50(3), 268-69.
The Integration
Of Teaching Vocabulary Writing Composition
(A
Descriptive Study at STKIP Garut)
Submitted to the English Education Department of STKIP
Garut
in Partial Fulfillment of the Requirements for the Sarjana
Degree
By:
Hendri Aji Pangestu
ENGLISH EDUCATION DEPARTMENT
SEKOLAH TINGGI KEGURUAN DAN
ILMU PENDIDIKAN
STKIP GARUT
2012
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