A MODEL LESSON PLAN FOR TEACHING VOCABULARY
(A Case Study at the Second Year of MTs Negeri Tangerang II Pamulang)A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers’ Training in Partial Fulfillment of Requirement for The Degree of Strata 1 (S-1)
By
Ade Irma Safitri
NIM: 102014023777
ENGLISH DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH
A MODEL LESSON PLAN FOR TEACHING VOCABULARY
(A Case Study at the Second Year of MTs Negeri Tangerang II Pamulang)A “Skripsi”
Presented to the Faculty of Tarbiya and Teachers’ Training in Partial Fulfillment of Requirement For The Degree of Strata 1 (S-1)
By
Ade Irma Safitri NIM: 102014023777
Approved by:
Drs. Sunardi. K. M.Pd NIP: 150 022 779
ENGLISH DEPARTMENT
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
STATE ISLAMIC UNIVERSITY OF SYARIF HIDAYATULLAH
LEGALIZATION OF EXAMINATION COMMITTEE
A “skripsi” titled, “A Model Lesson Plan for Teaching Vocabulary (A Case Study at the Second Year of MTs Negeri Tangerang II Pamulang)” was examined at examination session of the Faculty of Tarbiyah Teachers’ Training Faculty of State Islamic Unuversity (UIN) Syarif Hidayatullah on Tuesday 17th, 2006. This “skripsi” has fulfilled the requirement for the degree of strata1 (S1) at the English Department.
Jakarta, October 17th, 2006
Examination Committee
The Head of Committee The Secretary of Committee
Prof. Dr. Rosyada MA Prof. Dr. H. Aziz Fahrurrozi MA
NIP.150 231 356 NIP. 150 202 342
Committee
Examiner I Examiner II
Mas’ud Mada, MA Drs. H. Zainuri, M.Pd
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. All Praises be to Allah Lord of the Worlds who has bestowed upon the writer in completing this skripsi. Peace and blessing be upon our
Prophet Muhammad SAW, his family and his companions and his followers.
In this occasion, the writer would like to express her sincere gratitude to Mr. Sunardi K.M.Pd as the writer’s advisor in giving his time, guidance, and patience in correcting and helping her in finishing this ‘skripsi’. Her beloved parents, H. M. Tohir Syanusi, S.Pd, and Hj. Helwiyah, her beloved sisters (Anti, Nana) and brother (Ari ahmad) who always give support, motivation and moral encouragement to finish her study.
Her gratitude also goes to those who helped her in finishing her work, among others:
1. Prof. Drs. Dede Rosyada, The Dean of Faculty of Tarbiyah and Teachers’ Training.
2. Drs. Nasrun Mahmud, M.Pd, and Dra. Nida Husna, The Head and The Secretary of English Department.
3. The Principal and English teacher of MTsN Tangerang II Pamulang, Drs. M. Askolani and Ms. Febriyani, S.Pd. who has given an opportunity to carry out the research.
5. All her friends in English Department “JOJOBA (Camel, Mice, Punk, Ijo and Ayam) thanks guys for the happiness and memories you share with me
6. Her beloved friends ( k’mutia and Enya) thanks for their kindness and for the joy you bring to my life
May Allah, the Almighty bless them all, Amin
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENT ... i
TABLE OF CONTENTS ... iii
LIST OF TABLES... iv
CHAPTER I : INTRODUCTION A. The Background of Study ... 1
B. The Limitation and Formulation of Problem ... 3
C. The Use of Study ... 3
D. The Organization of Writing... 4
CHAPTER II : THEORETICAL FRAMEWORK 7. Lesson Planning ... 6
8. The Meaning of Lesson Plan ... 6
9. The Kinds of Lesson Plan ... 8
10.Planning Principles ... 10
11.Pre-Planning ... 10
12.The-planning ... 13
13.The Advantages of Lesson Plan... 15
15.Making a Plan ... 16
16.The Reason to Make Lesson Plan in Teaching English ... 18
17.Vocabulary ... 19
18.The Meaning of Vocabulary ... 20
19.The Kinds of Vocabulary ... 22
20.The Way of Presenting New Vocabulary ... 23
CHAPTER III: RESEARCH METHODOLOGY AND FINDINGS A. Research Methodology ... 27
1. Purpose of Study ... 27
2. Place and Time of Study ... 27
3. Population and Sample Taking ... 28
4. Method of Study... 28
5. Technique of Data Collection ... 29
6. Technique of Data Analysis ... 29
7. Hypothesis ... 30
B. Research Finding ... 31
21.Description of Data ... 31
22.Analysis of Data ... 33
23.Test of Hypothesis ... 36
CHAPTER IV: CONCLUSION AND SUGGESTION
25.Conclusion ... 39 26.Suggestion ... 39
BIBLIOGRAPHY
CHAPTER I
INTRODUCTION
A. The Background of the Study
Teaching a foreign language, especially English is not an easy job. Because in teaching that language, there are many aspects to teach. Besides grammar and pronunciation vocabulary is one of the important aspects to teach.
In any foreign language, learning vocabulary is necessary. Good mastery of vocabulary is an important aspect in communication. Without mastering vocabulary one is possibly good in theory but he can not actualize his ideas in oral or written. Vocabulary is one of the language elements to learn when students are learning a language, especially English.
In the language, vocabulary is of central and critical importance to the typical language learner.1 Unfortunately, there are so few course books which have provided guidance in learning vocabulary. Vocabulary is not easy to increase without a proper way to build it up. In this case, English teacher has important role to stimulate his students to enrich their vocabulary. By and large, this seems to work reasonably well, provided students are given some
1
Cody James and Huckin Thomas, Second Language Vocabulary Acquisition, (Cambridge:
opportunity to manipulate and play with new items, to help assimilate them to make their own. How this is best done depends on teachers lesson planning.
Planning is the aspect of central process in creative teaching. Although detailed plans are most essential to the inexperienced teacher, careful planning contributes to the effectiveness of all teachers. Careful planning is the primary factor in developing good discipline and a desirable classroom atmosphere as well as providing the feeling security that is valuable to a teacher.2
Good teachers should always plan carefully and thoroughly for every aspect of instruction from the first lesson of the first day to the last lesson of the last day. They know what they are going to do, how they intend to do it, what they hope to achieve, what has been done. Good teaching does not just happen. It is a product of meticulous organization combined with solid knowledge of subject, an awareness of various methods and a through understanding of and liking for the students with whom the teacher works. Lesson planning is the key, because a plan would reflect back to the teacher how effective the teaching for reaching goals and objectives such as “to have the student learn critical abilities for analyzing situation”.3 As stated Richard I. Arends, planning process initiated by teachers a sense of direction and help
2
Alvin W. Howard, Teaching in Middle School, (Pennsylvania: International Text Book Company, 1968), p. 56
3
students become aware of the goals that are implicit in the learning tasks they are asked to perform.4
Therefore, the lesson planning becomes so important before the teachers give the knowledge to all his students in teaching learning process. Teacher planning is a major determinant of what is taught is schools. And for those reasons, the writer is interested in writing about a Model Lesson Plan for Teaching Vocabulary at the Second Year of MTsN Tangerang II Pamulang.
B. The Limitation and The Formulation of the Problem
1. The Limitation
The limitation of the problem, which is discussed in this skripsi is the teaching vocabulary by using lesson plan.
2. The Formulation
The formulation of problem on this skripsi is:
• Is the effectiveness of teaching vocabulary dependent upon its lesson plan?
• Is there are any good prepared lesson plan in Teaching Vocabulary at the
MTsN Tangerang II Pamulang?
• Does teacher always use a lesson plan before TeachingVocabulary at MTsN
Tangerang II Pamulang?
4
C. The Use of the Study
This skripsi is intended to describe the result that is reached by the students of the students of the second year of Madrasah Tsanawiyah Negeri Tangerang II Pamulang in learning vocabulary, which is taught by using lesson plan.
This result is expected to be useful for the readers, school itself and the students interested in English education. And this result also hoped or expected to be useful for the teachers of English language, which is as a direct or indirect feedback in designing materials and teaching strategies.
D. The Method of Study
In collecting the data the writer uses field research and library research. Library research is taken from several libraries, such as: UIN Jakarta Library, American Corner Library, Tarbiyah Library, AMINEF and also by reading many books. In this research, the writer tried to observe some theories through reading some books, and browsing the up to date information relating to the object of study.
E. The Organization of Writing
This skripsi is divided into four chapters. Chapter one consists of Introduction, which deals with the background of the study, the limitation and formulation of the problem, the use of the study, the method of the study, and the organization of “skripsi” writing.
Chapter Two consist of theory and concept of: A. the lesson planning, which deals with the meaning of lesson planning, the kinds of lesson plan, planning principles, pre-planning, the planning, the advantages of lesson plan. B. a model lesson plan, making a plan, lesson plan on vocabulary, the reason to make a model lesson plan in teaching English.
Chapter Three consists of Research methodology and findings, which deals with the purposes of study, place and time of the study, population and sample, the technique of collection, the description of data analysis, the procedure of teaching, the technique of data analysis, and hypothesis. Research findings, the description of data, the analysis of data, the test of hypothesis.
CHAPTER II
THEORETICAL FRAMEWORK
A. Lesson Planning
Planning for teaching, or commonly called A Lesson Plan like planning for building, for winning the championship, or for a vacation serving as one attempts to move from where he is to where he want to be- to his goals. As stated by David Jacobson (et al) that the lesson planning serves as a way of helping teachers think about their teaching as opposed to going through daily activities in rather mechanical way.5
The teachers’ skill at planning will greatly affect both their success as a teacher and their students’ learning. Edward David Allen and Rebecca M. Vallete said that careful planning is essential to successful teaching.6 The teachers are to determine the educational aims of the lesson and then select activities that will contribute to the realization of those aims.
1. The Meaning of Lesson Planning
According to Jeremy Harmer, lesson planning is the art of combining a number of different elements into a coherent whole so that a lesson has an identity, which students can recognize, work within, and react to whatever metaphor teachers
5
may use to visualize and create that identity. 7 While Blair says that lesson planning is envisioning a blue print for the achievement of instructional goals.8
According to Penny Ur Lesson plan is type organized social event that occurs in virtually all cultures. Lesson plan built in different places may vary in topic, time, place, atmosphere, methodology and materials, but they all, essentially, are concerned with learning as their main objective, involve the participation of learner(s) and teacher(s).9
From some definition above, it can be seen that lesson planning is the technique essential to successful teaching. Lesson planning is one step on the road to meet the course objectives, which contains standard information, starting with objective, detailed activities to be done, materials and technique to be used, and assessment to be assigned.
2. The Kinds of Lesson Plan
There are various kinds of planning that teachers do and some multiplicity of tables, but a basic classification would establish three categories: course planning; an
6
Edward David Allen and Rebecca M. Valette, Classroom Techniques; Foreign Languages and English as a Second Languages, (New York: Harcourt Brace Jovanovich Inc, 1972),p. 29
7
Jeremy Harmer, The Practice of English Languages Teaching, 3rd ed, (London: Longman, 2001),p. 308
8
Timothy R. Blair, Emerging Patterns of Teaching Methods to Field Experiences, (Colombus: Merril Publising Company, 1988), p. 65
9
overall plan for semester or year, unit planning, organized around some topic or part of the course and daily lesson plan. 10
1) Course Planning
Course of study, curriculum guides, and syllabus are frequently provided by state or local school district personal so that the individual teacher is not responsible for developing the entire course of study. The teacher is, however, responsible for the content of the course, the emphasis, variations in time allotments, varying teaching procedures, changes sequence, and supplementary materials used.
2) Unit Planning
Unit is a plan for developing and teaching the teachers’ educational objectives which have been organized around a central theme, purpose or problem. A resource unit is wider in scope, more comprehensive and serves as a warehouse of ideas, information, materials, media, and procedures from which the teacher select what is wanted for a specific teaching units are usually from two to six weeks in length, depending upon the topic, the class, the teacher and the materials and resources available.
10
Planning units also involves consideration initiating activities, developing activities and culminating activities. The major divisions of an unit should an outline similar to this:
• Overview. This provides the setting nature and extent of the unit should
follow an outline similar to this.
3) Daily Planning
There are many forms for daily lesson plans, any of which will generally prove satisfactory or the teacher may devise hi/her own. A daily plan should includes:
a) One or two objectives. The objectives must be capable of attainment by the class. Do not try to reach too many in one class period or none will be achieved.
b) Objectives must be quite specific in daily plan.
c) Subject matter. This should, obviously, be selected in terms of the objectives of the lesson. No one really “cover” the subject, so be choosy about what is selected.
d) Activities. e) Materials. f) The assignment.
3. Planning principles
The two overriding principles behind good lesson planning are variety and flexibility. 11 Variety is a principle that applies especially to a series of classes. Variety means involving students in a number of different types of activity and where possible introducing them to a wide selection of materials. Variety means planning so that learning is, for the students, always interesting and never monotonous.
The second principle is flexibility. Flexibility is also important when dealing with the plan in the classroom; for any number of reasons what the teacher has planned may not be appropriate for that class on that particular day. Flexibility means the ability to use any number of different techniques but not to be a slave to one methodology. Flexibility is the genuinely adoptable teacher.
The teacher who believes in variety will have to be flexible since the only way to provide variety is to use a number of different techniques.
4. Pre – Planning
Before the teacher actually writes down the detailed contents of such a planning, he will need to think generally about what he is going to do. This pre-planning is formed.
11
The idea of the pre-planning is for the teacher to get a general idea what he is going to do in the next class or classes. This pre-planning has four elements; they are activities, skills, language and content.
The four major elements of the pre-planning are:
1) Activities
Activity is a loose term used to give a general description of what will happen in class. The decisions about what activities to be included in a planning is a vital stage in the planning. The teacher is forced to consider, what would be most beneficial and motivating for the students.
Teacher has to make decisions about activities independently of what language or skills they have to teach and also in terms of the class period itself as “the allocation of time”, the sequencing and the timing (or pacing of flow) of content and materials during the lessons. 12
2) Skills
The teacher will have to decide what language skills to include in class. Sometimes, of course, this decisions will already have been taken when the activity has been selected. In the case of more general activities, the teacher will then decide whether he wishes to concentrate on one skill or a combination of skills. This choice is sometimes determined by the syllabus or the course book.
12
Timothy R. Blair, Emerging Patterns of Teaching; From Methods to Field Experiences,
However, the teachers still need to plan exactly how students are going to work with the skill and what sub-skills are going to be practiced.
3) Language
The teacher needs to decide what language to introduce and have the students learn, practice, or use. One of the dangers of planning decisions is that where language is the main focus it is the first and only planning decisions that the teacher make. Once the decisions has been taken to teach the present continuous, for example, it is sometimes tempting to slip back into a drill- dominated teaching sessions which is lack of variety and which may not be the best way to achieve teachers’ aims. But language is only one area that we need to consider when planning lessons.
4) Content
Lesson planners have to select the content that has a good chance of provoking interest and involvement since they know their students personally they are well placed to select appropriate content.
The teacher who knows his students and what they bring to class will be in a much better position to choose subject and content than a teacher who does not. And this knowledge is vital since one of the main functions of language is to communication interest and ideas.
four elements in the pre-planning, then he will consider the institution and the restrictions it imposes.
5. The Planning
When the teacher has a clear idea of what he is going to do in his class, he is ready to make a detailed planning. The detail in teachers’ planning is felt to be necessary, however, for two reasons. Firstly, the inexperienced teachers need clear framework of referenced for the task of planning, and secondly the form of the planning forces the teacher to consider aspects of planning that are considered desirable.
The planning itself has five major components; they include description of the class, recent work, objectives, contents and additional possibilities.13
1) The description of the class. Description of the class embraces a description of the students, a statement of time, frequency and duration of the class, and comments about physical condition and restrictions.
2) Recent work, this includes the activities they have been involved in, the subject and content of their lesson and the language skills and type that they have studied. 3) The objectives of the planning itself. Objectives are the aims that the teacher has
for the students and are written in terms of will be more or less specific depending on how specific the teacher’s aims are.
13
4) Content. By far the most detailed part of the planning is the section in which the contents are writes down. Here the teacher spells out exactly what he is going to do in the class. The ‘content’ section has four headings, they are: (1.context, 2. activity and class organization, 3. aids, 4. language and possible problems).
• In the context, the teacher writes down what context he will be using for the
activity. Context means what the situation is, what the subject of the learning is. While,
• In the activity and class organization, the teacher indicates what the activity
will be and says whether the class will be working in lockstep, pairs, groups or teams, etc.
• Aids, the third heading in the content also has the important function, that is
the teacher indicates whether he will be using the black board or wall picture, the tape recorder or the text book, etc.
• In the four heading, possible problems, many activities can be expected to be
5) The last component in the planning is additional possibilities. Here the teacher writes down other activities he could use if it becomes necessary, for example, if he gets through the planning quicker than he thought or if one his activities has to be stopped because it is not working well.
6. The Advantages and disadvantages of Lesson Plan
1) Advantages of lesson plan
As the writer explain in the first chapter that lesson plan is one of the procedure of teaching English in vocabulary. It is a technique where the teacher teaching in class. Some advantages can be gained when teaching English vocabulary of using lesson plan.
a) The teacher is more ready when they teach in the class.
b) Objectives identify the end procedure of the instructional and consequently help focus the teachers’ and the student’s attention on the goal of a particular lesson. c) Lesson plan helps the teacher and the students assess performance because the
objectives specify these performances in clear and exact terms.
d) By using this technique the learners were active all the time because the teacher always make the class interactive each section.
2) Disadvantages of lesson plan
any time to making a lesson plan. Many teachers still feel that lesson plan should be used only for a part time. There are some materials of study are not suitable by lesson plan.
B. A Model Lesson Plan
Before we start to make a lesson plan we need to consider a number of crucial factors such as the language level of our students, their educational and cultural background, their likely levels of motivation, and their different learning styles. Such knowledge is, of course, more easily when we have spent time with a group than it is at the beginning of learning.
1. Making a Plan
The following example exemplifies how teacher might proceed from pre-planning to a final plan.
a) Pre-planning background for this lesson, some of the facts that feed into pre-planning decisions are as follows:
1) Make a lesson plan suitable the class
2) Make a lesson plan suitable the topic in the class during the lesson. 3) Make a lesson plan more creative activities.
4) And the last must specific includes: goals objectives, students activities, and resources.
as parts which contain of the following element, such as class description and timetable fit. A class description tells us who the students are, and what can be expected of them. It can give information about how the students and how the individuals in it behave.
2. Lesson Plan on vocabulary
A MODEL LESSON PLAN FOR TEACHING VOCABULARY
Course Vocabulary
Topic Physical description (etc)
Media • Chalkboard
• Pictures
• Handouts
• Flash Cards
Lesson Objectives • To know the meaning of words
• To answer questions using the words given
• To describe people/picture orally using the words given
Activities • Warm up
• Presentation
• Assessment
Method • Active learning
• Total physical Responses
• Modeling
• Questioning
3. The Reason to Make Lesson Plan in Teaching English
There are various reasons why a teacher might make lesson plan in teaching English.
a. to provide a model for language or thinking in teaching
b. to find out something from the learners (facts, ideas, opinions) c. to check or test understanding, knowledge or skill
d. to get learners to be active in their learning a special on vocabulary items e. to stimulate thinking (logical, reflective or imaginative)
f. to provide weaker learners with an opportunity to participate
g. to get learners more imaginative, creative when they teach in the class because the teachers have prepare before teaching
C. Vocabulary
of the second can be built. 14 It means that vocabulary cannot be separated from the language.
The linguist David Wilkins summed up the importance of vocabulary learning such as: “without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. 15
Dellar H and Hucking D stated that: “if you spend most of your time studying grammar, your English will not improve very much. You will see must improvement if you learn more words and expressions. You can say very little grammar, but you can say almost anything with words”. 16
It is also suggested by Yang Zhihong who said: “words are the basic unit of language form. Without sufficient vocabulary, we cannot communication effectively or express ideas. Having limited vocabulary is also a barrier that prevents students from learning a foreign language”. 17
Michael J. Wallece says that: “the students has been exposed to a vocabulary item at the same stage, but cannot bring it to mind when he needs. In this situations,
14
Marianne Celce-Murcia, Teaching English as a Second or Foreign Language, 2rd ed, (Massachusetts: Heinle and Publishers), p. 296
15
David Wilkins in Scott Thorburry, Howto Teach Vocabulary, (England: Bluestone Press, 2002),p. 13
16
Dellar H and Hocking D in Scott Thorburry, How to Teach Vocabulary, (England: Bluestone Press, 2002), p. 13
17
either communications breakdown altogether or else the student has to use some “repair strategy” such as expressing his meaning in a different way”. 18
Such as what has Michael J. Wallace described in his book, the strategy can be the right answers. Some good teachers prepare a model lesson plan or different method in teaching vocabulary.
1. The Meaning of Vocabulary
In some literature, the writer found the meaning of vocabulary. There are some definitions of vocabulary. A.S. Hornoby in: Oxford Advanced Learner’s Dictionary of Current English” states that is:
a) Total number of words, which (with rules for combining them make up a language.
b) (Range of) words known to, or used by, a person, in trade, professions, etc. 19 Another dictionary, Webster’s New World College Dictionary, define vocabulary as a list of words and, often, phrases, abbreviations, inflectional forms, etc, usually arranged in alphabetical order and defined or otherwise identified, as in a dictionary or glossary. 20
18
Michael J. Wallace, Teaching Vocabulary, (London: Heinemann Education Books Ltd, 1982), p. 9
19
A.S. Hornoby, Oxford Advanced Learner’s Dictionary of Current English, Revised and Update ed, (Oxford University Press, 1987), p. 959
20
And also S.H. Burton state that: “vocabulary is the range of language of particular person, class, or profession”. 21
Meanwhile, B. Othanel Smith defined vocabulary as “the stock of words used by person, class, or profession”. 22
And C. Ralph Taylor states that: “vocabulary is a collection of words arranged alphabetically for reference and defined the special stock of employed by individual or by an author”. 23
According to Penny Ur, vocabulary can be defined, roughly, as the word we teach in foreign language. 24
Based on the definition above, the writer can conclude that vocabulary is a total number of words, which can be defined and identified. It cannot be separated from people in all social level.
2. The Kinds of Vocabulary
Ruth Gairns and Stuart Redman call those vocabularies as receptive vocabulary and productive vocabulary. ‘Receptive’ vocabulary to mean language
21
S.H. Burton, Mastering English Language, (Washington DC: Macmillan Press Ltd, 1982), p. 99
22
B. Othanel Smith, The Language Art in Childhood Education (New York: Rand Mc Nally and Company, 1971),p. 248
23
C. Ralph Taylor, Webster’s Home University Teaching, (Washington DC Inc, 1965), p.1115)
24
items which can only be recognized and comprehend in the context on reading and listening materials, and ‘productive’ vocabulary to be language items which the learner can recall and use appropriately in speech and writing.25
Besides, Jo Ann Aeborsold and Marry Lee Field also classified vocabulary into topic- specific or content- specific vocabulary. Topic- specific or content- specific vocabulary is the words that appear frequently in a particular text because they are related to the topic of the text. 26 for example, in a text on the topic of ice cream, the words flavor, texture, cone, toppings and carton might appear frequently. So, those words can we call as topic- specific or content- specific vocabulary.
Meanwhile, according to Fries, vocabulary is divided into two, namely; function and content words. The function words are a closed class, we cannot add to the prepositions or auxiliaries or modals or any structure word of the language. The contents words, on the other hand, can be added to at any times as new inventions necessary. 27
Caleb Gattegno also classified vocabulary into two kinds they are luxury vocabulary and semi- luxury vocabulary. Semi luxury is the words we would need to get along with natives in the business of day- to- day life, which include food, clothing, travel, family life, outings and the like. While luxury vocabulary is the
25
Ruth Gairns and Stuart Redman, Working with Words ; A Guide to Teaching and Learning Vocabulary, (Cambridge: Cambridge University Press, 1986), p. 64-65
26
words we would need in philosophical discussions, political arguments and sources of languages of professions and trades. 28
3. The Way of Presenting New Vocabulary
According to Ruth Gairns and Stuart Redman, there are three ways of presenting vocabulary. 29
a) Visual Techniques.
1) Visuals.
This includes flashcard, photographs, blackboard drawing, wall charts and realia (I,e., object them selves)
2) Mimes and Gesture
These are often used to supplement other ways of conveying meaning. When teaching an item such as (‘to swerve’, a teacher might build a situation to illustrate it, making use the blackboard and gesture to reinforce the concept. The teachers also use gesture to express or demonstrate meaning such as (fingers can be used to show how verbs are contracted, and arms can be used to ‘conduct’ choral repetition. Stress can be shown through clapping or clicking fingers).
27
Charles C. Fries, Teaching and Learning English as a Foreign Language (USA: The University of Michigan, 1945), p. 47
28
Caleb Gattegno, Teaching Foreign Language is School, (New York: Educatioanl Solutions, 1963), p. 53
29
One gesture which is widely used, but which teachers should employ with care, is the act of pointing to students to ask them to participate in a drill or give some other form of responses. 30
b) Verbal Techniques
1) Use of illustrative situation, this is most helpful when items becomes more abstract. To ensure that students understand, teachers often make use of more than one situation or context to check that learners have grasped the concept. 2) Use of synonyms and definitions. Teachers often use synonyms with
low-level students, where inevitably they have to compromise and restrict the length and complexity or their explanation. For example: ‘miserable’ meant very sad. Definition alone is often inadequate as a means of conveying meaning, and clearly contextual examples are generally required to clarify the limits of the item. For example: ‘to break out’ in ‘a fire broke out’ has the sense of ‘to start’.
3) Contrast and Opposites.
This is a technique which students themselves use, often asking, “what’s the opposite of fat?” a new item like ‘fat’ is easily illustrated by contrasting it with ‘slim’ that would already be known by intermediate level students. 4) Scales.
Once students have learnt two contrasting or related grab able items, this can be a useful way of revising and feeding in new items. For example: if students
30
know ‘hot’ and ‘cold’, a blackboard thermometer can be a framework for feeding in ‘warm’ and ‘cold’ and later ‘freezing’ and ‘boiling’.
5) Example of the types.
To illustrate the meaning of super ordinates such as ‘furniture’, it is a common procedure to exemplify them, e.g. table, chair, bed and sofa are all ‘furniture’.
c) Translation
CHAPTER III
RESEARCH METHODOLOGY AND FINDINGS
A. Research Methodology
1. The Purpose of Study
In this research, the writer wants to know the effectiveness of lesson plan in teaching vocabulary to the second year of Junior High School, especially at State Islamic Juinior High School (MTsN) Tangerang II Pamulang.
2. Place and Time of Study
To carry out this study, the writer chooses Islamic Juinior High School (MTsN) Tangerang II Pamulang as the location of the research. Islamic Juinior High School (MTsN) Tangerang II Pamulang is located on Jl. Padjajaran No.31 Pamulang- Tangerang
The research was done from 19th up to 29th July 2006, including permission, survey, and doing research.
3. Population and Sample Taking
and 2.2 amount of 25 students. The test was given to the experiment class and control class.
4. Method of Study
In this skripsi the writer uses field research. In this research the writer did experiment and evaluation, took interviews with the English teacher and given the test to second year students of MTsN Tangerang II Pamulang as well.
In field research the writer collected data by teaching and observed two, classes, experiment class by using lesson plan for teaching vocabulary and control class without using lesson plan.
5. Technique of Data Collecting
One important thing in this research: is collecting data that can determine the result of research. The techniques of collecting data used in this research are:
a. Interview
The writer considered that she needs to interview the English teacher to know how far the prepared lesson planning for teaching in the class.
b. Observation
c. Test
The writer gave the test to the experiment class and control class, to know the result of taught English vocabulary using lesson plan.
6. Technique of Data Analysis
After getting the data she needs in research, the writer processed and analyzes through the following steps: 31
a. Investigating the worksheet of the students, giving score and described score in table.
b. Determining mean of variable X1 with the formula:
1
c. Determining mean of variable X2 with the formula:
2
d. Determining deviation score variable x1 with the formula:
1 1
1 X M
X = −
e. Determining deviation score variable x2 with the formula:
2
Drs. Sudijono, Pengantar Statistik Pendidikan, (Jakarta : Pt. Raja Grafindo Persada, 1995),
f. Analyzing the result by using calculation of the t-test as formula:
M1 : The average score of experiment class M2 : The average score of control class
X1 : Sum of the squared deviation score of experiment class X2 : Sum of the squared deviation score of control class N1 : The number of students of experiment class
N2 : The number of students of control class 2 : Constant number
g. Giving interpretation
7. Hypothesis
1) The experiment hypothesis (Ha) is: there a significanct differences in teaching vocabulary using lesson plan for the second year students of MTsN Tangerang II Pamulang.
B. Research Findings
1. Description of Data
The writer enters experiment class amount 2 days, at the second days. She uses lesson plan for teaching vocabulary. After that the writer givens the experiment and control class the test, and the test has the similar questions, and gave in the final meeting.
After she has finished the field research, the writer got the score as follows:
Table I
The scores of experiment class
STUDENTS SCORES
16 85
The scores of control class
13 60 14 60 15 65 16 70 17 70 18 70 19 75 20 75 21 80 22 80 23 85 24 90 25 95 N1 = 25 ∑ X2 = 1615
M1 = 64,5
2. Analysis of Data
Table III
The comparison of scores of each student in the experiment class and control
d. df = N1 + N2- 2
= 25 + 25 – 2 = 48
There is no degree of freedom for 48, so the writer uses the closer df and it is 50.
e. In degree of significance 5 % from 50 in t – table = 2. 009 In degree of significance 1% from 50 in t – table = 2. 678
f. The writer compared to to tt that if to > tt ; Ho is rejected and Ha is accepted, but when to < tt it means that Ho is accepted and Ha is rejected.
to : tt = 3. 25 > 2.00 in degree of significance 5% to : tt = 3. 25 > 2.67 in degree of significance 1%
3. Test of Hypothesis
This result is to answer the question about significant different between teaching vocabulary using lesson plan as the way procedure to develop students vocabulary.
To prove the hypothesis, the data obtained from the experiment class and control class which are calculated by using t- test formula with the assumption as follows:
If to < tt : The alternative hypothesis is rejected . It means “There is no significant difference teaching by using lesson plan to develop student vocabulary”. From the calculation on the page before, it was clear that to is 3.25. The degree of freedom (df) was 48. In this “skripsi” the writer uses the degree of significance of 5% and 1%. She used df, 50 for there is no degree of significance for 48; meanwhile, the degree of significance of 5% is 2.00 and for 1% is 2. 67.
After obtaining to, she compares it with tt both in degree of significance 5% and 1%; therefore to: tt = 3.25 > 2.67 in degree of significance 1%.
It means that Ha (alternative hypothesis) of research is accepted and Ho (null hypothesis) is rejected. In other words, it means “There is no significant difference teaching with using lesson to develop student vocabulary “.
4. The Interpretation and Discussion of Data
The data in the previous pages showed that the mean score of the experiment class is 77.6 and control class is 64.6. It means that the scores of the experiment class is bigger than the control class.
The highest score in the two classes is different. The experiment class got 100 and control class gets 95.
The lowest score is different too. If the experiment class gets 50, the control class gets 45.
CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
From the figures above, the writer has temporary conclusion that the average mark learning vocabulary by using lesson plan for the second year of MTsN Tangerang II Pamulang is important and the students result is good because the teacher knows what she has to do in teaching English especially teaching vocabulary namely to knew the goals it teaching-learning process.
Although based on the data described. Both the test by using lesson plan and without in teaching vocabulary do not have much significant on the students’ test. The data show that the test of experiment class was better than the control class however the difference.
Finally, the writer resumes that teaching vocabulary by using lesson plan for second year students at MTsN Tangerang II Pamulang is didn’t influenced based on test both of the class.
B. Suggestions
After the end of this study the writer like to put forward some suggestions in relation to the conclusion. The suggestions are follows:
2. The Lesson plan made by the teacher should be presented in a creative, imaginative, and on going process.
3. Lesson planning that is made by teacher should be dynamic as the principle of lesson planning itself.
4. The English teacher should be creative in making the class alive and interesting. 5. The English teacher should always improve her/his skills and knowledge in
exploring the class.
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