1 CHAPTER I INTRODUCTION
In this chapter, the writer presents background of the study, statement of the problems, the purposes of the study, the significance of the study, scope and limitation, and definition of key terms. Every part of the section is discussed as follows.
1.1 Background of the Study
Learning is one of the basic needs for human. This is because human will be able to increase their knowledge, ability, understanding, skill, and power of thought through learning. As a result, it can lead human to enhance their quality of life. Wilson and Peterson (2006, p. 1) state, “learning is process of active construction; that learning is a social phenomenon, as well as an individual experience; and that learner differences are resources, not obstacles.” Based on Wilson and Peterson description above, it can be concluded that through learning, human will improve their personal ability. Furthermore, learning is for all of the humans with no exception. Everybody has the same right to learn.
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that children who learn foreign language have better intellectual, academic, communication skill, and social ability. Thus, they will have readiness to enter a social context with various languages and cultures.
Realizing the importance of learning English, the government determines English as a compulsory subject in junior and senior high school. The students are demanded to learn English skills. There are four skills in English that students have to be qualified in, namely speaking, listening, reading, and writing. Yet, before mastering those four skills, the most important thing is mastering vocabulary.
The importance of vocabulary is stated by McCarthy (in Campillo, 1995) that although we cannot only focus on learning vocabulary, it is also true that even students are very good in learning grammar or how successful they master the L2, meaningful communication in L2 cannot happen without learning vocabulary. This means that in learning language, it is very important to master vocabulary first in order to master other language elements and skills. For that reason, learning vocabulary becomes an important element in language learning.
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vocabulary, you will not be able to comprehend the information which the writer conveyed in the text. Moreover, in writing, the vocabulary mastery will affect how the writer conveys the idea through the text. The idea that the writer would like to convey depends on the diction that the writer used. It will make the text either clear or bias. This is because vocabulary of written language is much larger and various than vocabulary of oral language (Hayes, Wolfer, & Wolfe, in Hiebert and Kamil, 2005). Accordingly, vocabulary has an important role in mastering English skills.
The twelve year students are the average age of first grade students in junior high school. This period is also called as teenager. As teenagers, it is important for them to learn English for their future. In this age, they could learn English a lot and it will be much easier for them due to their young age. They are hoped to be capable of learning the basic of English. Yet, even most of the students have already learnt English in elementary school, they still face some difficulties in learning English. This is because learning foreign language is not easy. The one that is difficult to learn is learning vocabulary. Campillo (1995, p. 36) says, “learning vocabulary is more complex than it might appear at the first sight.”
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importance of learning vocabulary, it tends to emphasize only in learning grammar. As a result, it creates students’ difficulty in learning vocabulary, which may also cause students difficulty in learning grammar due to lack of vocabulary. Based on previous research which was done by Rahmawati (2005), eight grade students of SMP Negeri I Borobudur in the Academic Year of 2011/2012 had experienced the difficulties in learning vocabulary. Those difficulties were found when the students were doing the test. The less serious difficulties of vocabulary learning faced by the students were the meaning, pronunciation, and the use of words. Furthermore, the other aspects of vocabulary learning difficulties were spelling of the words. Inspired by that research, the writer wants to conduct a study on vocabulary learning difficulties in order to find possible solutions for those difficulties.
Based on the observation during teaching training (PPL II) at MTs Muhammadiyah 1 Malang, the writer found that the twelve years students in grade VIIC experienced difficulties in learning vocabulary. They tended to be less motivated in learning English, especially when they faced some difficult words. It was hard for them to learn the words, memorize them, and search for the meaning. Consequently, it was impacted to their ability in learning English. As they are in grade VII where the basics of English are taught, it is very important for them to improve their English in order to step to the next level. Yet, the improvement of English cannot be established without mastering the vocabulary.
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study aims to find students’ difficulties and how the teacher helps students to cope with the difficulties in learning vocabulary.
1.2 Statement of the Problems
According to background of study above, the problems are formulated as follows:
1. What are difficulties in learning vocabulary faced by the twelve year students of MTs Muhammadiyah 1 Malang?
2. How does the teacher help students to cope with the difficulties in learning vocabulary?
1.3 The Purposes of the Study
Based on statement of the problems above, the purposes of the study are: 1. To investigate difficulties in learning vocabulary faced by the twelve year
students of MTs Muhammadiyah 1 Malang.
2. To describe how the teacher helps students to cope with the difficulties in learning vocabulary.
1.4 The Significance of the Study
The result of this study is expected to give a significant contribution for: 1. English department students; the result of this study can be used as a learning
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2. English teacher; the result of this study is hoped to motivate the teacher in order to improve the teaching learning activities especially in teaching vocabulary. In addition, it will help the teacher in determining the method to teach vocabulary that is suitable for the students.
3. Students; this study will help them to overcome the difficulty in learning vocabulary so that they can learn English well and effectively. When they can learn English well and effectively, it will help them to improve the four language skills. Furthermore, it also gives contribution to the improvement of the students’ ability in learning English.
4. Next researcher; this study hopefully can be used as a reference in doing a further research about vocabulary. The writer also hopes that the next researcher can develop this study with study on different difficulties.
1.5 Scope and Limitation
The scope of this study is the difficulties and how to cope with those difficulties in learning vocabulary in term of pronunciation, spelling, grammar, and meaning. Meanwhile, this study is limited to the difficulties faced by the twelve year students of grade VIIC at MTs Muhammadiyah 1 Malang and their English teacher.
1.6 Definition of Key Terms
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Learning is defined functionally as changes in behavior that result from experience or mechanistically as changes in the organism that result from experience (Houwer, 2013: p. 1).
Vocabulary is a list of target language words (Nunan, 1999: p. 101).
MTs is a junior high school which has characteristic as an Islamic school. It serves three years education program (seventh, eight, and ninth grades) after Madrasah Ibtidaiyah or Elementary School. (Keputusan Menteri Agama Republik Indonesia Nomor 369 Tahun 1993 Pasal 1). Meanwhile, MTs Muhammadiyah 1 Malang is the name of Junior High School in East Java, Indonesia.
DIFFICULTIES IN LEARNING VOCABULARY FACED BY THE TWELVE YEAR STUDENTS OF MTS MUHAMMADIYAH 1 MALANG
THESIS
by: NURHIDAYAH 201110100311029
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
DIFFICULTIES IN LEARNING VOCABULARY FACED BY THE TWELVE YEAR STUDENTS OF MTS MUHAMMADIYAH 1 MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
by: NURHIDAYAH 201110100311029
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
i
This thesis written by Nurhidayah was approved on September 10, 2015
By:
Advisor II Advisor I
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This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve Sarjana Degree in English Education
on September 30, 2015.
Approved by:
Faculty of Teacher Training and Education University of Muhammadiyah Malang
Dean,
Dr. Poncojari Wahyono, M.Kes.
Examiners: Signatures:
1. Bayu H. Wicaksono, M. Ed., Ph.D 1.……….
2. Adityo, M.A 2………..
3. Rinjani Bonavidi, M.Ed.,Ph.D 3………..
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MOTTO AND DEDICATION
MOTTO
M a n sh a ba r a z h a f i r a
(Siapa yang ber sabar akan ber unt ung)
M a n j a d d a w a j a d d a
(Siapa ber sungguh-sungguh past i ber hasil)
W a st a ’i n u u bi s sa bbr i w a ssa l a a t i (Qs. A l
B a qa r a h 2:4 5)
(Dan mohonlah per t olongan (kepada Allah) dengan sabar dan shalat .)
DEDICATION
This thesis is especially dedicated to: My awesomemotherRospita Simanjuntak (Almh.)
My super fatherH. Muhammad Saini My belovedgrandmother and grandfather;
Hj. Sumnah and H. Daman (Alm.) My lovely brothers and sisters;
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ORIGINALITY DECLARATION
The undersigned:
Name : Nurhidayah
Student ID number : 201110100311029 Program of Study : English Department
Faculty : Faculty of Teacher Training and Education
I declare the work presented in this thesis was carried out by my self and does not incorporate without acknowledgement any material previously submitted for a degree or diploma in any university. To the best of my knowledge this thesis does not contain any materials previously published or written by another person where due reference is made in the text.
Malang, September 10,2015
Nurhidayah M at erai
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Abstract
This study has a purpose to analyze difficulties faced by twelve years students in learning vocabulary at MTs Muhammadiyah 1 Malang. The focuses of this study were the difficulties faced by twelve year students and how the teacher helps the students to cope with the difficulties.
The study used descriptive research combining quantitativeand qualitative research design to draw the data of the topic discussed. The subjects of this study were the twelve year students of VIIC and their English teacher of MTs Muhammadiyah 1 Malang. Particularly, the students consisted of 21 students. To collect data, the writer used test and interview as the instruments. The test was vocabulary test in the form of multiple choice. Meanwhile, interview method was semi-structured interview.
The result of the study showed that the most difficulty in learning vocabulary which faced by students was pronunciation which followed by meaning. Meanwhile, the less serious difficulties were grammar and spelling. Moreover, the teacher did several ways to help students cope with the difficulties. He used digital library to help students in pronunciation and spelling, gave exercises such as jumbled words to help students in grammar, and emphasized the importance of dictionary in meaning.
Eventually, the writer suggests the English teacher to be actively motivating the students to learn and improving the learning process. The students also should actively improve their learning, especially in vocabulary.
Key words: (Difficulties, learning vocabulary, twelve year students)
Advisor I, The writer,
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ACKNOWLEDGEMENTS
Alhamdulillahirobbil ‘alamin,highest praise and thanks are dedicated toAllah SWT who has given life, chance, and strength to the writer in finishing this thesis.Shalawat and Salam praise to our beloved prophet Rasulullah Muhammad SAWwho has guided us from the darkness to the enlightenment world as well as the next world and also becomes a good model for human beings. The writer would like to deliver deepest gratitude to her first advisor Rinjani Bonavidi, M.Ed., Ph.D and second advisor Nurakhfini Septiany, M.A., M.Ed. The advisors have given their time to support, motivate, correct, give feedback, and make sure that the writer’s thesis run properly. The writer also would like to addres her appreciation to Hersabella Monikasari, Indrayati Aisyah, and Myga Ratnaningtyas who have been very kind to accompany the writer in conducting the research in school, to Lindah Merita, Rina Agustini, and Lailatun Najakh who always give support, motivate, and help the writer in doing her thesis, to the big family of Wisma Pelangi (Rina, Fa, Yuni, Astuti, Nisa, and Kak Tiwi) who always give encouragement to the writer to immediately finish the thesis and sharing beautiful and cheerful moment together, and also friends in the same struggle (Novi, Bianca, Nova, Makcik, Meyla, mbak Yustin and mbak Wiwin), thanks for the support, pray, and help to finish the thesis and also big family of English Department 2011.
The writer also would like to convey special gratitude to the headmaster and also English teacher, Abdul Wahid, S.Pd who has given the writer permission to conduct the research. To 21 twelve years students of MTs Muhammadiyah 1 Malang for their good cooperation during the research, and also to all teachers at MTs Muhammadiyah 1 Malang who have been very kind to the writer during the research process and also as the memorable place during PPL.
The greatest honor and appreciation would be finally dedicated to the writer’s beloved parents, her motherRospita Simanjuntak (Almh.) and her father H. Muhammad Saini for their timeless prayer, love, care, support, and patience which are always givento the writer.The deep gratitude is also presented to the writer’s grandmother Hj. Sumnah and grandfather H. Daman (Alm.) for their life lesson, pray, support, care, and motivation. Sincere thanks and love are also dedicated to the writer beloved brothers and sisters, Donald Simarmata, Sahat Simarmata, Kharisma, and Cahya Kamilah, thank you so much from her deepest heart to you all.
Malang, September 10, 2015
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CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Vocabulary ... 8
2.2 Learning English Vocabulary ... 9
2.2.1 Meaning ... 10
2.2.2 Use ... 10
2.2.3 Word Combination ... 11
2.2.4 Grammar ... 11
2.3 Aspect in Knowing a Word ... 12
2.4 Difficulty in Learning Vocabulary ... 15
2.4.1 Pronunciation ... 15
2.4.2 Spelling ... 15
2.4.3 Length and Complexity ... 15
2.4.4 Grammar ... 16
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2.4.6 Range, Connotation, and Idiomaticity ... 16
2.5 Solving the Difficulty in Learning Vocabulary ... 17
2.5.1 Emphasize Direct and Indirect Teaching ... 17
2.5.2 Teach Vocabulary Words before a New Activity ... 18
2.5.3 Teach How to Use Context Clues Appropriately ... 18
2.5.4 Present Multiple Exposures to New Vocabulary Items ... 18
2.5.5 Give Opportunities for Deep Processing of Vocabulary Items ... 18
2.5.6 Teach Learners to Use Dictionaries... 19
2.5.7 Have Students Keep Vocabulary Notebooks ... 19
CHAPTER III RESEARCH METHOD 3.1 Research Design ... 21
3.2 Research Subject ... 22
3.3 Research Instrument ... 23
3.3.1 Test ... 23
3.3.2 Interview ... 24
3.4 Data Collection ... 25
3.5 Data Analysis ... 26
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ... 4.1.1 Difficulties in Learning Vocabulary Faced by Twelve Year Students ... 28
4.1.1.1 The Difficulties in Pronunciation ... 29
4.1.1.2 The Difficulties in Spelling ... 30
4.1.1.3 The Difficulties in Grammar ... 31
4.1.1.4 The Difficulties in Meaning ... 32
4.1.2 How the Teacher Helps Students to Cope With the Difficulties ... 34
4.2 Discussion ... 35
CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusion ... 40
5.2 Suggestions ... 41
5.2.1 Suggestion for teachers ... 41
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5.2.3 Sugestion for other researchers ... 42
REFERENCES ... 43
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LIST OF APPENDIXES
Appendix I : Vocabulary Test ... 45
Appendix II : Score of Vocabulary Test ... 57
Appendix III :Panduan Wawancara ... 60
Appendix IV :Transkrip Wawancara ... 62
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LIST OF TABLE
Table1.The students’ score in pronunciation test ... 29
Table 2. The students’ score in spelling test ... 30
Table 3. The students’ score in grammar test ... 31
Table 4. The students’ score in meaning test ... 32
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