A COMPARATIVE STUDY ON VOCABULARY TEACHING TECHNIQUE AT SMP MUHAMMADIYAH 2 MALANG

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A COMPARATIVE STUDY ON VOCABULARY TEACHING TECHNIQUE AT SMP MUHAMMADIYAH 2 MALANG

THESIS

By:

MUHAMMAD MUNIR 201110100311165

ENGLISH LANGUAGE EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION

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A COMPARATIVE STUDY ON VOCABULARY TEACHING TECHNIQUE AT SMP MUHAMMADIYAH 2 MALANG

THESIS

By:

MUHAMMAD MUNIR 201110100311165

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A COMPARATIVE STUDY ON VOCABULARY TEACHING TECHNIQUE AT SMP MUHAMMADIYAH 2 MALANG

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Language Education

By:

MUHAMMAD MUNIR 201110100311165

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ACKNOWLEDGEMENTS

Alhamdulillahirrabbil‘alamin wassolatu wassalamu‘ala sayyidina muhammadin wa’ala alihi wa sohbihi ajma’in. After going through a long and challenging journey, the

researcher finally arrives at his most intended goal that is to finish this thesis successfully.

Accordingly, it is a precise time for the writer to express his gratitude to all people who are

engaged in this long and winding road. But most of all, firstly, the writer would like to deliver

his best gratitude to Allah SWT for giving him guidance and blessing in order that the

researcher able to finish this thesis in time. Moreover, praises are also offered to the beloved

Prophet, Muhammad SAW as the best role model ever to all people around the world especially

Muslims.

Secondly, the researcher warmly gives his uncountable thanks and appreciation to his

first advisor, Mr. Bayu Hendro Wicaksono, M.Ed., Ph.D who guides, cares and supports the

researcher to finish this thesis as soon as possible. Then, the researcher would like to convey

his great gratitude to his kind second advisor, Mr. Khairudin, S.Pd., M.Pdwho has given his

support, suggestion, advice, and helpful correction to construct an improvement during the

writing process. The researcher also extends gratitude to all lecturers of English department of

University of Muhammadiyah Malang who have taught and given their knowledge patiently

during his study.

Thirdly, great, special, and huge gratitude are addressed to the researcher’s adored

family and relatives. For my strong father Abdul Muis, my tender-hearted and patient mother

Masita, my three sisters, my clever nephews and nieces, many thanks are presented for all their

endless love, unlimited prayer, care, support, and everything. The researcher will always do his

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Finally, so much thanks are also delivered to all of the researcher’s friends; classmates,

boarding house mates, travelling friends, and many others for their unlimited supports and prayers. Those will be the researcher’s greatest and unforgettable experience for the rest of his

life.

Malang,April 18, 2016

The Researcher,

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APPENDIXES

APPENDIX I...49

APPENDIX II...71

APPENDIX III...73

APPENDIX IV...86

APPENDIX V...98

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LIST OF FIGURES

Picture 1: Flash Card...18

Picture 2:Large Wall Picture in Class………...18

Picture 3: Cue Card...……….18

Picture 4: Photograph……….18

Picture 5: Projected Slide………...19

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LIST OF TABLES

Table 1.The Result of the Pre-Test of Control and Experimental

Groups...36 Table 2.The Result of the Post-Test of Control and Experimental

[image:13.595.149.449.274.573.2]

Groups………...38 Table 3.The ResultofGained Scores of Control and Experimental

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REFERENCES

Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education

(8th ed.). CA: Wadsworth.

Brown, H.D. (2007). Principles of Language Learning and Teaching (5th edition). New

York: Addison Wesley Longman, Inc.

Brown, H.D. (2001). Principles of Language Learning and Teaching (4th edition). New

York: Addison Wesley Longman, Inc.

Brown, H. D. (2000). Teaching by Principles : An Interactive Approach to Language Pedagogy (2 ed.).

White Plains, NY: Pearson Education.

Creswell, J. W. (2012). Educational Research : Planning, Conducting and Evaluating Quantitative and

Qualitative Research (4th ed.). Boston, MA: Pearson.

Fajriyah, I. (2013). Peningkatan Penguasaan Kosakata Bahasa Inggris Melalui Penggunaan Media

Kartu Gambar Pada Siswa Kelas II SD Muhammadiyah Purwodiningratan 2 Yogyakarta State

University of Yogyakarta, Yogyakarta.

Gairns, R., & Redman, S. (2003). Working with Words : A Guide to Teaching and Learning Vocabulary.

UK: Cambridge University Press.

Gomez, M. A. B. (2010). How to Use Tales for The Teaching of Vocabulary and Grammar in a Primary

Education English Class. RESLA, 23.

Grenfell, M. (1999). Modern Languages and Learning Strategies: In Theory and

Practice. London: RoutledgeFalmer.

Guilloteau, N. (2010). Introduction to the Vocabulary Module. The Importance of Vocabulary, 1.

Retrieved from https://coerll.utexas.edu/methods/modules/vocabulary/01

Hamruni. (2012). Strategi Pembelajaran. Jakarta: Insan Madani.

Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). England: Pearson Education

Limited.

Neuman, W. Lawrence. (2000). Social Research Methods(4th_{ed). Needham Heights, MA: Pearson}

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Nida, E. A., & Taber, C. R. (1982). The Theory and Practice of Translation (Vol. 8). Leiden,

Netherland: E.J. Brill.

Normalasari. (2013). The Vocabulary Teaching Techniques Used by the First Grade English teacher in

SMP Muhammadiyah 06 Dau Malang. University of Muhammadiyah Malang, Malang.

Oshima, A., & Hogue, A. (2007). Introduction to Academic English. (3rd_{ed.). White Plains, NY:}

Pearson Education.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods In Language Teaching (2nd ed.).

UK: Cambridge University Press.

Riyanto, S. (2010). Developing Vocabulary Skill.Yogyakarta: Pustaka Pelajar.

Thornburry, S. (2002). How to Teach Vocabulary. England: Pearson Education Limited.

Walter, E. (2008). Cambridge Advanced Learner’s Dictionary Cambridge Advanced Learner’s

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CHAPTER I INTRODUCTION

In regards to discuss the content of this study, the researcher is going to give

the introduction section in this first chapter. It covers some points. They are

background of study, statement of problem, purpose of the study, significance of

the study, scope and limitation, and definition of key terms. Each section is

presented as below:

1.1 Background of the Study

As a student of teacher training and education faculty who has experienced

PPL 2, the researcher thinks that being a teacher is not easy, especially in teaching

English as a foreign language to young learners. Good technique is needed to

make the students understand or even interested on learning English. Teaching is

not only about explaining the lesson and giving some tasks to the students. In his

book, Brown promotes that, “Teaching is guiding and facilitating learning,

enabling the learner to learn, setting the conditions for learning” (2007: 8). In line

with the Brown’s statement, Grenfell (1999: 50) argues that in adopting such

responsibilities, teachers can help students fulfill their potential by teaching

students how to become more successful language learners. From those

statements above, the researcher may conclude that being a teacher has to have the

ability to guide, facilitate, make the learners enable to learn, and set the learning

condition for the students. The researcher asserts that teaching English as a

foreign language is more difficult to do than teaching the students who have

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due to the facts that students who have English as a foreign language will have

more confusion to understand the meaning. As a result, English teachers need a

technique to make the students understand and solve the confusion in their mind

about the materials.

Technique is a tool for a teacher in teaching to make the students more

interested, understand or active in the class. As Brown states, “Technique is any

of a wide variety of exercises, activities, or tasks used in the language classroom

for realizing lesson objectives” (2001: 16). In other words, teaching technique is

several activities used by teacher in language classroom to attain the successful of

learning process.

Teacher who teaches English as a foreign language is important to have a

good language skill in reading, speaking, listening and writing because if there is

one mistake made by the teacher, the students can do so in years until they realize

that it is a mistake. To teach English as a foreign language is not easy for a teacher

especially for non-native teacher, because the teacher should have an ability to

pronounce the word correctly. If the pronunciation is wrong, so the information or

the material cannot be delivered successfully. Not only a good pronunciation, but

also good grammar and vocabulary are the language components that important to

be owned by an English teacher. In other words, the teacher should have language

skill and language components to master. All of these language skills and

language components have its own goals. Reaching the goals sometimes the

teacher will have some problems, the major problems are the students will not

understand teacher’s explanation or the students are afraid or hesitant to speak

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Vocabulary is an important thing in communication. Riyanto explains that,

“the ability to express our idea or thought in English orally or in written form is

very much influenced by the number of vocabulary that we have known and

understood. (2010: VI). Whatever language skills that exist, they all need

vocabulary mastery. For example in writing skill, the students cannot understand

or get an idea of a text if they have a view of vocabulary, otherwise they can

understand those things if they have good vocabulary mastery, besides they do not

have to open or reopen their dictionary to check the vocabulary because they

already have it in their mind. Second, in speaking skill, a student with very limited

vocabulary will have misunderstanding when they speak in English, not only

because they do not understand their partner’s words but also because they cannot

express their idea or thought. Third, in reading skill, when a student with good

vocabulary mastery reads a book, novel, or any text in English, they will

comprehend the content, otherwise a student with very limited vocabulary will not

comprehend the book, novel or English text they want to read. Last, in listening

skill, having good vocabulary mastery can make the students understand any

things such as when a student watching a western movie, watching English news,

or any instructions in some international public places.

Based on the explanation above, the researcher would like to do a study

about vocabulary, it is focused on the comparative study on vocabulary teaching

technique at SMP Muhammadiyah 2 Malang. SMP Muhammadiyah 2 Malang

which is located in Letjen Sutoyo Street no 68 Malang and is also called an

Innovation School since school year 2010-2011. This school has seven classes,

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three classes for the third grade. Three of nine excellent programs in SMP

Muhammadiyah 2 Malang are IT based learning (LCD, Internet, and Wi-Fi),

Inclusive education (Children with special needs), and praying guidance and

reading holy Qur’an correctly. The researcher does this study to know which

teaching technique that can improve students’ vocabulary mastery by using

translating story and pictures in the learning process, and the result of this study

may give some important knowledge as references for the other researchers.

1.2 Statement of Problem

In line with the background of the study and the need to construct the

inquiry of knowledge in this topic, the writer formulates a research question. It is:

1. Does using picture excel the translating story teaching technique on students’

vocabulary mastery?

1.3 Purpose of the Study

In line with the research question formulated above, the researcher also

designs the purpose of the present study as:

1. To know the more effective teaching technique on students’ vocabulary

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1.4 Significance of Study

To make the readers understand the terms used in this study easily, the

researcher would like to present several definitions of the key terms as follows:

1. For the teacher: This study is expected to be a reference mainly for English

teacher who wants to use a technique in teaching English to improve

students’ vocabulary mastery.

2. For the students: Hopefully, the result of this study will help the student

how to improve their vocabulary mastery whether using picture or

translating story in teaching technique.

3. For the researchers: The result of this study is expected to encourage and

give input to the readers to know which is the best teaching technique

between using picture and translating story to improve students’ vocabulary

mastery.

1.5 Scope and Limitation

Based on preceeding statement in the statement of problem, the researcher

considers to make the scope and limitation of this study. The scope of this study

focuses on the using of picture and translating story, a technique to improve

students’ vocabulary mastery. Meanwhile, the limitation of this study is on the

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1.6 Definition of Key Terms

To avoid the misinterpretations, defining the key terms as follows is needed:

1. Comparative:

a. Comparative means to do a comparison between different things. According

to Oshima and Hogue, “Comparison is a technique that we use every day.

For example, we compare courses and teachers when we decide which

class to take. We compare products and prices when we shop. An employer

compares applicants for job, and a job applicant compares job offers.”

(2007: 109)

b. In term of research, comparative helps the researcher to identify the

similarities or the differences in the result of two or more cases. As Neuman

states that comparison examine pattern of the similarities or the differences

across cases and try to come to terms with diversity (2000:401).

2. Vocabulary:

Vocabulary is a necessary ingredient for all communication. Language learners

encounter vocabulary on a daily basis, and must be able to acquire and retain it.

( Guilloteau, 2010).

3. Teaching technique:

a. Teaching: “Teaching is guiding and facilitating learning, enabling the

learner to learn, setting the conditions for learning” (Brown, 2007).

b. Technique: Technique is any of a wide variety of exercises, activities, or

tasks used in the language classroom for realizing lesson objectives.

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So, teaching technique means a wide variety of exercise, activities, or tasks used

by a teacher in guiding the students to attain the successful learning process.

So, in this chapter the writer has introduced the basic information about the

study. They are background of study, statement of problem, purpose of the study,

significance of the study, scope and limitation, and definition of key terms. The

A COMPARATIVE STUDY ON VOCABULARY TEACHING TECHNIQUE AT SMP MUHAMMADIYAH 2 MALANG