An Analysis Of Students’ Vocabulary Mastery At Smk Grafika Bina Media Analisis Penguasaan Kosakata Siswa Smk Grafika Bina Media

. In learning foreign language, one of the important aspects is vocabulary mastery. To converse perfectly in one foreign language, one should have the sufficient amount of vocabulary and able to use them correctly. Thus, this research is purposed to figure out students’ vocabulary skill at SMK Grafika Bina Media and to figure out the problems faced by students in learning vocabulary. The research was done on Class X Design Graphic students which consists of 19 students. The methodology used in this research was descriptive method. In this research, the authors used interview and vocabulary mastery test which consists of 40 questions, 15 in multiple choice and 25 in essays to obtain the data. Based on the findings of this research, it can be stated that only 3 students managed to get >85 and most students get <70. Thus, it indicates that students’ skill in vocabulary is still low. Students also faced some difficulties in answering the questions because they don’t know the meaning of the words and some words are new for them. menggunakannya dengan benar. Oleh karena itu, penelitian ini bertujuan untuk mengetahui keterampilan kosakata siswa di SMK Grafika Bina Media dan untuk mengetahui permasalahan yang dihadapi siswa dalam pembelajaran kosakata. Penelitian dilakukan pada siswa kelas X Desain Grafis yang terdiri dari 19 siswa. Metodologi yang digunakan dalam penelitian ini adalah metode deskriptif. Dalam penelitian ini penulis menggunakan wawancara dan tes penguasaan kosakata yang terdiri dari 40 soal, 15 soal pilihan ganda dan 25 soal uraian untuk memperoleh data. Berdasarkan temuan penelitian dapat dikatakan bahwa hanya 3 siswa yang berhasil mendapatkan> 85 dan sebagian besar siswa mendapatkan <70. Hal tersebut mengindikasikan bahwa kemampuan kosakata siswa masih rendah. Siswa juga kesulitan menjawab soal karena tidak mengetahui arti


INTRODUCTION Background Of Study
In order to learn foreign languages, one of the most important aspects is vocabulary mastery. To converse well in a foreign language, one should have the appropriate amount of vocabulary and able to use them correctly. The four language skills, which are speaking, reading, listening and writing. And vocabulary is one of the elements that can't be distinguished from learning language.
For both teachers and students, vocabulary is an important matter in learning foreign language. In both written and spoken text, one will highly depend on his/her vocabulary proficiency. To understand easily what the writer points out in a text or passage or even to know what messages are delivered in a story, he/she should have abundant numbers of vocabulary. Or else, he/she won't make anything out.
As stated by Allen (1999:1), we know what we want to convey but we often struggle to find just the correct words. Thus, the indicator to measure one's knowledge is the mastery of vocabulary. Harmer(1992:153) also stated the samething that "if language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh." From that statement, we can conclude that for the importance of conversing, vocabulary is way more important than grammar. Harmer (2001:6) Dictionary (1995:109), definition is a sentence that describes a word. Vocabulary is divided into two kinds by Finocchiaro in Hiebert and Kamil (2005: 167-169):

Activevocabulary
Words which are understood and pronounced well by students and used meaningfully in both writing and speaking.

Passive vocabulary
Words that are recognized by students and understood in a context and never be used in communication. It is understood by them when they read or hear them, but it is not used by them in speaking or writing. Normally, the way to teach vocabulary is to introduce new words which is found in a text to students by providing the meaning in their original or native language. Then students are given time to memorize the words. Next, they will be asked by the teachers to perform the vocabulary they have just learnt.
Yet, the teaching of vocabulary is not included in the curriculum. According to Thorn burrry (2002:13), vocabulary teaching has not always been very responsive and teachers have not fully known the great advantage derived in developing an extensive vocabulary. Vocabulary teaching is usually concluded in the teaching of reading, speaking, writing or listening. Students are usually introduced to new words found in text then the meaning of the words are given by the teachers. As a result, students consider studying vocabulary as studying tons of new words complete with their meaning in the native language. They don't know how to use the words in the realcontext.
The truth is, many students realized the essential of vocabulary to learn a foreign language. Lots of strategies are used to improve the number of vocabulary they have, for example by carrying bilingual dictionary so they can look up the words as soon as they don't get what the meaning of the word is. But, it is soon realized that bringing bilingual dictionary is not an effective way to improve vocabulary mastery because they often forget the words as soon as they write them.
For Indonesian students, it won't be the same to master English than for the students from another country because Bahasa Indonesia doesn't belong to any family with English. English is different from Bahasa Indonesia, thus, this will certainly affect the level of difficulty faced by Indonesian students in learning English. Therefore,accordingtoLado(1979:121-126) in Mardika (2008 :9-10),therearesomesteps to apply in learning vocabulary whichare: 1. Listen attentively to thewords 2. Converse thewords 3. Understand themeaning 4. Create illustration in the form ofsentences 5. Practice to express themeaning 6. Converse the wordsloudly 7. Write thewords Additionally, Langan (1002:422) stated 3 ways of developing vocabulary: 1. RegularReading By reading, the students will often find words and will automatically learn them in various sentences.

Sheets ofword 3. Vocabulary studybooks
Based on the explanation stated above, the researchers manage to figure out the answers of this question: "How good is the students' vocabulary mastery of the tenth grade students of SMK Grafika Bina Media."

Problems of Study
According to the background of study which was stated above, the purpose of this study is to answer the questions statedbelow: 1. How is the vocabulary skill of the students in SMK Grafika BinaMedia? 2. What are the difficulties faced by the students invocabulary?

Objectives of Study
Generally, this study is intended: 1. To figure out students' vocabulary skill at SMK Grafika BinaMedia. 2. To figure out problems faced by students in order to learn vocabulary.

Scope of the Study
This study is done at SMK Grafika Bina Media in class X Graphic Design which consist of 19 students. And this study takes 1 class only. This research is limited (focused) only on vocabulary.

Significances of the Study
There are some important advantages gained from carrying out this experiment for the following individuals or institutions: 1. For students: it can help student to enhance their vocabularyskill 2. For teachers: methods in teaching vocabulary arefound 3. For further researchers: as reference material for researchers indulging in the same field of topic

RESEARCH METHOD 2.1. Research Design
To carry out research, research design is needed because the approach is to unite the different components of research projects in cohesive and coherence way. According to Creswell (2009 :3) research design is plans and procedures for research to detailed methods of data collection and analysis.
Descriptive method with data interpretation is used by the researchers for this study. The researchers' purpose is to analyse the students' problem in vocabulary. First, tests are given to students via virtual or online. Then, students' tests were collected and analysed by there searchers. Furthermore, there searchers also described about the scoregained by the students' in answering the vocabulary quizzes. Last but not least, the data was interpreted by the writer.

Location and Time of Research
The research was done at SMK Grafika Bina Media which located at Jalan Setia Budi No. 479 I, Tj. Sari, Medan.
The researches would like to analyse the vocabulary skill of the students in SMK Grafika Bina Media.

Subject and Object of theResearch
The subject of this research is class X Design Graphic of SMK Grafika Bina Media Medan. The class consists of 19 students.

Instrument of Research
The instrument of research which consist of data techniques that is used by the researchers are: a. Test Online quiz is given via online or pdf sent to the students and they are acquired to answer the questions based on the researcher's instruction. Then, their answers are checked and measured by the researchers. b. Interview After the questions are done by the students, the researchers asked whether the students understand or is there any difficulties in answering the vocabulary questions. Then the researchers will take note of what the difficulties are.

Technique of Collecting Data
The questions which consist of 40 questions, 15 inmultiple choice and 25 in essays are given to the students via online. Then the results are submitted by there searchers.

Technique of AnalysingData
According to Bakri (2003 :162), data analysis is the process of data review, sorting and grouping to formulate working hypotheses and lifted it into conclusion or theories in the research findings.
In order to analyse the data, there are three steps according to Karan which used by the researchers, namely data reduction, data display and drawing conclusion. Data reduction is the process of choosing, concentrateing and simplifying the data.The first data reduction is to distribute the vocabulary questions via online. Then the students answer the quizzes according to the instruction of theresearchers.
The second data reduction is from interview where students are asked if there are any difficulties faced by them while answering the vocabulary quizzes.
Next is data display. Data display is the process of presenting the data or the result. The data display is about the students' vocabulary skill in answering the vocabulary questions. the first data display was from the scoring. The researchers submit all the questions and checked the students' answers. The second data display is via interviewing the students and making a transcript which consists of the difficulties that the students faced.
After all of the data reorganized, then all those data are connected by the researchers. Last but not least, is the drawing conclusion. The purpose of this conclusion is to analyse the students' vocabulary mastery in answering vocabulary questions. The conclusion is drawn based on the analysis of the data. The researchers hoped that the explanation on how the students' vocabulary mastery in answering vocabulary questions is clear enough.

RESULT AND DISCUSSION
Before the data analysis, the authors had given the vocabulary questions via online and also interview to 19 students of Class X Design Graphic at SMK Grafika Bina Media Academic Year 2020-2021. The results of the interview show that: 1. Some students had difficulty in answering the essay section because there are no choices provided for them. 2. Some students think that the questions are quite tricky. Thus, they are not able to answer thequestions. 3. Some students found new words from thequestions. 4. Some students had no difficulty in answering the questions and thus stated that the questions were too easy forthem. 5. Most of the students' think that the best way to learn vocabulary is by remembering words given by theirteachers.
Besides the interview, the authors also collected the data from the score of the vocabulary questions that was given to the students. Hence, the table below shows the total of correct answers from the students. MAJS 2 Based on the data above collected from the test that was distributed to the students, the authors can conclude that there is a big gap or difference in students' ability to answer the vocabulary test. It is shown in the highest score that is obtained with 38 correct answers and the lowest score with only 2 correct answers.
After checking the students' answer, the score will be given to the students' by using this type of counting: S = 100 x CA TQ S = Score TQ = Total Question CA = Correct Answer After obtaining the score, the authors then provide the detail of the vocabulary score which is shown in the table below. Table 3.3 The Detail of the Vocabulary Score of Class X Design Graphic Score Range Frequency  <70  14  70-85  2  >85  3  Total 19 Therefore, based on the results shown above, the authors find that the students are still lacking in their vocabulary. Based from the scores and the interview, the authors also gather that the students are having difficulty in learning vocabulary because they rarely know some words in English. Hence, if the students intend to improve their skill in vocabulary, they are acquired to learn more vocabulary.They need to read more stories in English and discover new vocabulary to enhance their vocabulary ability. They also need to practice answering vocabulary questions more often. Because according to Harmer (1992:153) "if language structures make up the skelet on of language, the nitis vocabulary that provides the vitalorgans and the flesh." From that statement, we can conclude that for the importance of conversing something, vocabulary is veryimportant.