TEACHING TECHNIQUES USED BY THE TEACHERS IN TEACHING ENGLISH VOCABULARY AT SANG BINTANG SCHOOL ENGLISH
COURSE – MALANG
THESIS
By:
GUNTUR PRASETYA 09360227
ENGLISH DEPARTMENT
FACULTY OF TEACHING TRAINING AND EDUDATION UNIVERSITY OF MUHAMMADIYAH MALANG
TEACHING TECHNIQUES USED BY THE TEACHERS IN TEACHING ENGLISH VOCABULARY AT SANG BINTANG SCHOOL ENGLISH
COURSE – MALANG
THESIS
By:
GUNTUR PRASETYA
ENGLISH DEPARTMENT
FACULTY OF TEACHING TRAINING AND EDUDATION UNIVERSITY OF MUHAMMADIYAH MALANG
TEACHING TECHNIQUES USED BY THE TEACHERS IN TEACHING ENGLISH VOCABULARY AT SANG BINTANG SCHOOL ENGLISH
COURSE – MALANG
THESIS
This Thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By:
GUNTUR PRASETYA 09360227
ENGLISH DEPARTMENT
FACULTY OF TEACHING TRAINING AND EDUDATION UNIVERSITY OF MUHAMMADIYAH MALANG
ACKNOWLEDGEMENTS
Praise be to Allah, the Merciful and Charitable. Because of the guidance, blessing, and effection, the researcher can finish this thesis.
The researcher would like to express his deepest gratitude to Dr. Hartono,
M.Pd and Riza Elfana, S.Pd., MA for their kindness in giving motivation, suggestions, and guidance during the consultation period.
His sincere gratitude and appreciation are also extended to Sang Bintang School English Course Malang; the teachers (Iqbal and Eric) and the students of 14th grade in of SBS who had given the opportunity to conduct the research.
Moreover, he would like to dedicate this research to his beloved and wonderful parents, Supangkat and Ngadifah, who always become his inspiring
people to do the best in every chance he gets. Also, he dedicates this to his brothers and sisters; Nanik, Titik Rimbawati, Sudarto, Heri Suyanto, and Danik Yulia.
Finally, his special thank goes to his lovely (Vanny Putri M.), the director of Sang Bintang School (Yunsirno), the manager of Sang Bintang School
(Fachruraji) and all of D class buddies and friends (Baim, Dadan, Ipunk, Efi, Lela, Adit, Andro, Candra, Hardi, Mas Dana, Bambang, Dana, Ganes, etc) for their encouragement, love, care, and pray so that he can finish this thesis.
Malang, October 2013
TABLE OF CONTENTS
1.2 Statement of Problem ... 4
1.3 Purpose of Study ... 5
1.4 Significance of Study ... 5
1.5 Scope and Limitation ... 5
1.6 Definition of Key Terms ... 6
CHAPTERIIREVIEWOFRELATEDLITERATURE 2.1 Teaching English ... 8
2.2 Teaching Vocabulary ... 8
2.2.1 Principles of learning and teaching vocabulary ... 9
2.2.2 How words are remembered ... 10
2.2.3 Other important factors in language learning process ... 13
2.3 Technique of Teaching Vocabulary ... 13
2.3.1 Using Flashcards or Pictures ... 14
2.3.2 Translation... 14
2.4 Students’ Response on the Teaching Technique ... 17
2.4.1 Types of Response ... 17
2.4.2 The Method to Measure Response ... 18
CHAPTERIIIRESEARCHMETHODOLOGY 3.1 Research Design ... 20
3.2 Subject of the Study ... 21
3.3 Research Instrument ... 21
3.3.1 Observation ... 21
3.3.2 Interview ... 22
3.3.2 Questionnaire ... 23
3.4 Data Collection Procedure ... 24
3.5 Data Analysis ... 25
CHAPTERIVRESEARCH FINDINGSANDDISCUSSION 4.1 Research Findings ... 27
3. Example of the Type Technique... 30
5. Games Technique………. 32
6. Singing a Song Technique……… 33
4.1.3 The Students’ Responses toward the Techniques of Technique of Teaching Vocabulary………. 33
4.1.3.1 Table Student Response to Each Technique………..… 36
4.1.3.2 Table Categories of Students’ Responses……….…. 37
4.2 Discussion……….…. 37
4.2.1 The Teachers’ Technique in Teaching Vocabulary…………... 37
4.2.2 The Way the Teachers Implemen the Technique in Teaching Vovabulary………. 40
4.2.3 The Students’ Responses toward the Techniques of Teaching Vocabulary………...42 Appendix I: The Observation Check List ... 50
Appendix II: Questionnaire ... 51
Appendix III: Interview... 55
Appendix VIII: Students’ Response... 61
Appendix IX: Student Response to Each Technique ... 62
Appendix X: Categories of Students’ Responses... 63
Appendix XI: The Result Based on the Interview ... 64
Appendix XII : Observation Pictures ... 70
REFERENCES
Ary, Donald. 2002. Introduction to Research in Education. Canada: Wadsworth.
Bobby, 2005. Teaching Technique in Speaking Class at Basic English Course (BEC) Pare, Kediri. Unpublished. Malang: Muhammadiyah University.
Brown, H.D. 2001. Teaching by Principles, an Interactive Approach to Language Pedagogy. San Francisco State University.
Ferrys, Indah. 2008. The Techniques of Teaching Vocabulary to the Fourth Grade Students at SDN Parangargo 02 Wagir, Malang. Unpublished. Malang: Muhammadiyah University.
Harmer, Jeremy. 1993: The Practise of English Language teaching. New York: Longman.
Jamilah, Siti. 2007. The Implementation of Teaching Speaking at SMP Muhammadiyah 1 Malang. Unpublished. Malang: Muhammadiyah University.
Jayusman, Apriani. 2009. Students’ Perceptions on Teaching Teachniques Used by English Department Native Speaker University of Muhammaduyah
Malang. Unpublished. Malang: Muhammadiyah University.
Lee. 1995. Learning Vocabulary through Games. Great Cambridge University
Pers.
Lewis, Benny. 2010: Imagination your key to enjoying memorizing hundreds of words quickly. (Online), (www.stumbleupon.com/su/8jKFED).
Purwoharto, Ali. 2002. Teaching Techniques of Vocabulary of the Fourth Years Students at MIN I Malang. Unpublished. Malang: Muhammadiyah University.
Rahmanda, Arsy. 2009. A Study on Vocabulary Teaching Techniques of the Fourth Grade Students at Bakalan Pasuruan in the Academic year
2008-2009. Unpublished. Malang: Muhammadiyah University.
Sabillah, Fardini. 2004. Teaching English to Young Learners: It’s Policy, Framework, and Activity – Based Teaching. University of Muhammadiyah Malang.
Shejbalova, Wilkins. 2006: Method and Approaches in Vocabulary Teaching and Their Influence on Students’ Acquisition. (Online), (www.muni.cz/)
Sofia, 2009. Introduction Into Non- Formal Education. USA: Open Education Centre.
Thornbury, Scott. 2002: How to teach Vocabulary. New York: Longman.
Unesco, 2006. Non-Formal Education. Paris: International Institute for
1 CHAPTER 1
INTRODUCTION
This chapter presents the background of the study, statement of the problems,
purposes of the study, significance of the study, scope and limitation, and definition
of the key terms.
1.1 Background of the Study
Mastering English needs a hard work because English is not easy to learn. It is
impossible to master English without mastering vocabulary. Wilkins (in Shejbalova,
2006) summed up the importance of vocabulary for language learning: “Without
grammar, very little can be conveyed; without vocabulary, nothing can be conveyed.”
This point of view is also echoed by Thornbury (2002), “If you spend most of your
time studying grammar, your English will not improve very much. You will see most
improvement if you learn more words and expressions. You can say very little with
grammar, but you can say almost anything with words!”
Based on a research conducted by Syamsudin (in Rahmanda, 2009), it has
been found that more than 75 % students are poor in vocabulary. While studying
vocabulary, the students feel bored and get a big burden because they must memorize,
memorize, and memorize. So, the students hate to study English, especially
vocabulary. As a result, they are poor in vocabulary that is necessary to read English.
In the past, teachers used to select and present vocabulary from concrete to
2
taught at beginning levels. However, words like ‘honesty’, ‘beauty’ etc., which are
abstract words, used to be taught at advanced levels because they are not “physically
represented” in the learning/teaching environment and are very difficult to explain.
Also, teachers used the classic repetation method. For example, if students
wanted to learn that the Indonesian word pintu means door, then they just say aloud
“pintu… door…pintu… door…pintu… door…” hundreds of times and eventually it
will sink in.
Nowadays methodologists and linguists suggest that teachers can decide and
select the words to be taught on the basis of how frequently they are used by speakers
of the language. That is the most commonly used words should be taught first
(Harmer, 1993; 104).
Lewis (2010) states that the obvious problem with the repetition method
mentioned above is that there is no association. Even if the students repeat the pair to
themselves a million times, they are still not actually linking the two words together,
just trying to force them to match in their mind. Therefore, the right way is have fun
and use imagination. All students need to do is to create a very amusing, animated,
unforgettable image in their mind that links both words to each other. For example:
the students want to learn that Indonesian word pelawak means joker, then they can
use their imagination by looking at a joker card in rummy, and imagining like a
person who always makes a joke. So when students face Indonesian word pelawak,
they directly imagining a rummy card means “joker”.
The theoretical consideration above is also supported by the empirical works
3
techniques of vocabulary of the fourth years students at MIN I Malang. The study
was conducted to know the teaching techniques employed by the teacher. The result
of the study showed that the teacher used two techniques in teaching vocabulary. The
techniques were guessing pictures and singing a song. Of the two techniques, students
were interested in singing a song. They were very enthusiastic because they were free
to express their styles and they felt happy.
Furthermore, Multazim (2005) found out four techniques in teaching
vocabulary used by the teacher to make the students easier to define new words or
difficult words in a certain text. He found that the effective teaching techniques of
vocabulary included hearing the word, pronouncing the word, games, and grasping
the meaning. Among those four techniques, the games technique was the most
interesting because students could enjoy the material presented. It is based on his
research about a study on vocabulary teaching techniques of the third year students at
MTS Persis Camplong Madura in academic year 2004-2005.
Based on the researchers above, we know that technique in teaching
vocabulary is important to help students to increase their achievement in English. The
reason of choosing this research is that the researcher believes that techniques in
teaching vocabulary are important to support the success of learning and teaching
process.
The researcher is interested in choosing Sang Bintang School (SBS) English
course because it has gained some achievements. First, SBS has new and great
techniques in teaching English especially vocabulary; that is studying vocabulary
4
memory and make students enjoy studying. Second, it takes six weeks to help the
students master English by using “Kampoeng Jenius” method, studying without
memorizing, making note, and having homework. Next, SBS has gained the
following achievement: (1) it has been selected as one of Pemuda Emas Kalbar by
KNPI; (2) it has been awarded the Best Young Enterpreneur in Kalimantan area by
Mandiri Bank; (3) it has released an inspirational book entitle ‘Keajaiban Belajar’;
and (4) it has many branches in Indonesia with thousands of alumnus. With those
achievements, it is assumed that the teaching technique of English in this school is
good.
1.2 Statement of the Problems
Based on the background of the study, the research problems are formulated
as follows:
1. What techniques do the teachers use in teaching English vocabulary at Sang
Bintang School English course - Malang?
2. How do the teachers implement the techniques of teaching English vocabulary at
Sang Bintang School English course - Malang?
3. How is the students’ response toward the techniques used by teachers in teaching
5
1.3 Purpose of the Study
Related to statement of the problems stated previously, the purposes of this
study are:
1. To describe the techniques of teaching English vocabulary used by teachers at
Sang Bintang School English Course – Malang.
2. To describe how the teachers implement the techniques of teaching English
vocabulary at Sang Bintang School English Course – Malang.
3. To know the students’ response toward the techniques used by teachers in
teaching English vocabulary at Sang Bintang School English course – Malang.
1.4 Significance of the Study
The researcher hopes that the result of this study will give contribution for
English teachers in teaching and learning vocabulary. It means that the result of the
study can be used as a feedback by the teachers to improve their teaching. Practically,
it is hoped that the result of this study will give some information about the way to
teach and learn English better, especially vocabulary subject. Then, it is also hoped
that the result of students’ perception will help teacher to determine the appropriate
technique used in their class. Theoretically, this study is also expected to increase and
enlarge the researcher’s understanding in using teaching vocabulary techniques.
1.5 Scope and Limitation
This study focuses on the vocabulary teaching techniques used by the teachers
6
the techniques. The researcher limits to the two teachers who teach in class of 14th in
Sang Bintang School English Course – Malang. They are the Grand Instructor, who is
the leader of teaching in the class, and Instructor, who is the team of the Grand
instructor. They are selected because they have been teaching in SBS for five years,
and have a lot of experiences there, so that the researcher will get rich data. Then, the
class of 14th in of SBS is selected because it consists of adult learners who are
university students. This class consists of 20 students, and they almost have the same
grade in their study and, of course, it makes easier to research.
1.6 Definition of the Key Terms
1. Teaching isshowing or helping someone to learn how to do something, giving
instruction, guiding in the study of something, providing with knowledge,
causing to know or understand (Brown in Ferry, 2008). In this study, teaching
means showing or helping students to learn how to study about vocabulary.
2. Technique is any of a wide variety of exercises, activities, or tasks used in the
language classroom for realizing lesson objective (Brown, 2001:16).
3. Teaching Technique is implementation of method which actually takes places in
a classroom. It is particular trick, stratagem, or contrivance used to accomplish an
immediate objective (Anthony in Siti, 2007). In this study, teaching technique
means trick or strategy used by the teacher when they conduct the teaching of
vocabulary.
4. Vocabulary is a list or set of words for a particular language or a list or a set of
7
5. Response is the student’s conception of the teacher about learning and teaching
technique (Decarico in Bobby, 2005). In this study, students’ response means
