A STUDY ON TEACHING TECHNIQUES OF VOCABULARY
MASTERY AT SMAN 1
PURWOHARJO
–
BANYUWANGI
THESIS
By:
ATIQOTUL QUDSIYAH
201010100311141
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
A STUDY ON TEACHING TECHNIQUES OF VOCABULARY
MASTERY AT SMAN 1
PURWOHARJO
–
BANYUWANGI
THESIS
This thesis is submitted to meet one of the requirements to
achieve Sarjana Degree in English Education
By:
ATIQOTUL QUDSIYAH
201010100311141
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
MOTTO AND DEDICATION
MOTTO:
“…Sesungguhnya Allah tidak akan mengubah keadaan suatu
kaum sehingga mereka merubah keadaan yang ada pada diri
mereka sendiri”
(QS: Ar-Ra’d : 11)
DEDICATION:
I dedicated this thesis to:
My beloved Daddy and Mommy
My sisters
My beloved boyfriend
TABLE OF CONTENTS
APPROVAL ... i
LEGALIZATION ... ii
ORIGINALITY DECLARATION ... iii
MOTTO AND DEDICATION ... iv
ABSTRACT ... v
ACKNOWLEDGEMENTS ... vi
TABLE OF CONTENTS ...vii
CHAPTER I: INTRODUCTION 1.1 Background of the Study ... 1
1.2 Statement of the Problems ... 4
1.3 Purpose of the Study ... 5
1.4 Significance of the Study ... 5
1.5 Scope and Limitation ... 6
1.6 Definition of Key Terms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Definition of Teaching ... 8
2.2 Language Teaching ... 9
2.3 Vocabulary... 9
2.4 Approaches, Methods, Strategies, and Techniques ...11
2.4.2 Methods of Language Teaching ...14
2.4.2.1 Grammar-Translation Method ...15
2.4.2.2 Direct Method...15
2.4.2.3 Audio- Lingual Method ...15
2.4.2.4 Silent Way ...16
2.4.2.5 Desuggestopedia ...16
2.4.2.6 Community Language Learning ...17
2.4.2.7 Total Physical Response ...17
2.4.3 Strategies of Language Teaching ...18
2.4.4 Techniques of Language Teaching ...20
2.5 Teaching Vocabulary ...21
2.6 Technique of Teaching Vocabulary ...23
2.6.1 Techniques of Teacher-Centered Activity ...24
2.6.1.1 Visual Techniques ...24
2.6.1.1.1 Visuals ...24
2.6.1.1.2 Mime and Gestures ...25
2.6.1.2 Verbal Techniques ...25
2.6.1.2.1 Illustrative Situation (oral or written) ...25
2.6.1.2.2 Synonym and Definition ...26
2.6.1.2.3 Contrasts and Opposites ...26
2.6.1.2.4 Scales ...26
2.6.1.2.5 Example of the Type ...27
2.6.2 Techniques of Student-Centered Activity ...28
2.6.2.1 Asking Others ...28
2.6.2.2 Using a Dictionary ...28
2.6.2.3 Contextual Guesswork ...28
2.7 Reason of Choosing Technique ...28
2.8 Students’ Response ...30
2.9 Related Study ...31
CHAPTER III: RESEARCH METHOD 3.1 Research Design...33
3.2 Data Collection ...34
3.2.1 Research Subject ...34
3.2.2 Research Instrument ...35
3.2.2.1 Observation Filed Notes ...35
3.2.2.2 Interview List ...37
3.2.2.3 Questionnaire List ...38
3.2.3 Validity and Reliability ...38
3.2.4 Data Collection Procedure ...39
3.3 Data Analysis ...40
CHAPTERV IV: RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ...42
4.1.1 Kinds of Techniques Used by Teacher in Teaching Vocabulary ...43
4.1.1.2 Synonym and Definition ...43
4.1.1.3 Contrasts and Opposites ...44
4.1.1.4 Translation ...44
4.1.1.5 Asking Others ...46
4.1.1.6 Using Dictionary ...48
4.1.1.7 Contextual Guesswork ...50
4.1.1.8 Puzzle...50
4.1.2 The Teacher’s Reasons of Using Vocabulary Teaching Techniques ...51
4.1.2.1 Visuals ...51
4.1.2.2 Synonym and Definition ...52
4.1.2.3 Contrasts and Opposites ...52
4.1.2.4 Translation ...52
4.1.2.5 Asking Others ...53
4.1.2.6 Using Dictionary ...53
4.1.2.7 Contextual Guesswork ...53
4.1.2.8 Puzzle...54
4.1.3 The Students’ Response toward Teaching Vocabulary Techniques Used by Teacher...54
4.2 Discussion ...55
CHAPTER V: CONCLUSION AND SUGGESTIONS 5.1 Conclusion ...60
5.2.1 For the English Teachers ...62
5.2.2 For the Students...62
5.2.3 For Further Researcher ...62
REFERENCES ...63
APPENDIX I THE RESULT OF OBSERVATION FIELD NOTES ...66
APPENDIX II THE RESULT OF INTERVIEW ...74
APPENDIX III QUESTIONNAIRE LIST...78
APPENDIX IV THE RESULT OF QUESTIONNAIRE LIST ...82
APPENDIX V THE STUDENTS’ SCORE OF THE ASSIGNMENT ...86
APPENDIX VI LESSON PLAN...88
APPENDIX VII DOCUMENTATION ...112
REFERENCES
Allen, H. B., and Campbell, Russel N. (1972). Teaching English as a Second Language (2 ed.). New York: McGrawHill Inc.
Arikunto, S. (2010). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.
Ary, D., Jacobs, Lucy Cheser., Sorensen, Chris., and Razavieh, Asghar. (2010). Introduction to Research in Education. United State: Wadsworth.Retrieved November 16, 2013, from http://en.bookfi.org.
Brown, H. D. (2001). Teaching by Principles an Interactive Approach to Language Pedagogy. Retrieved November 16, 2013, from http://en.bookfi.org.
Brown, H. D. (2007). Principles of Language Learning and Teaching. New York: Pearson Education. Retrieved November 16, 2013, from http://en.bookfi.org.
Cahyono, B. Y., and Utami Widiati. (2011). The Teaching of English as a Foreign Language in Indonesia. Malang: State University of Malang Press.
Creswell, J. W. (2012). Educational Research: Planning, Conduction, and Evaluating Quantitative and Qualitative Research. Boston: Pearson. Retrieved November 16, 2013, from http://en.bookfi.org.
Fraenkel, J. R., Wallen, Norman E., and Hyun, Helen H. (2012). How to Design and Evaluate Research in Education. New York: McGrawHill Companies.
Gairns, R., and Stuart Redman. (2003). Working with Words: A guide to teaching and learning vocabulary. Retrieved November 16, 2013, from http://enbookfi.org.
Gerlach, V. S., Donald P. Ely, and Rob Melnick. (1980). Teaching and Media. New Jersey: Prentice-Hall.
Harmer, J. (1991). The Practice of English Language Teaching. United Kingdom: Longman Group UK Limited.
Heriyawati, D. F. (2010). Teaching English Vocabulary Through Songs In B. Y. Cahyono (Ed.), The Teaching of English Language Skills and English Language Components Malang: State University of Malang.
Jacobsen, D., Eggen, Paul., and Donald Kauchak. (1989). Methods for Teaching. Ohio: Merril Publishing Company.
Lado, R. (1994). Language Teaching- A Scientific Approach. New York: Mc. Graw Hill. Inc.
Larsen-Freeman, D. (Ed.). (2000). Techniques and Principes in Language Teaching. New York: Oxford University Press.
Lefrancois, G. R. (2000). Psychology for Teaching (10 ed.). The United States of America: Wadsworth Thomson Learning.
McMillan, J. H., and Schumacher, Sally (1993). Research in Education: A Conceptual Introduction (3 ed.). New York: Harper Collins College Publisher.
Nation, I. S. P. (1990). Teaching and Learning Vocabulary. United States of America: Heinle and Heinle. Retrieved February 02, 2014, from http://enbookfi.org.
Normalasari, Airani. (2013). The Vocabulary Teaching Techniques Used by The First Grade English Teacher in SMP Muhammadiyah 06 DAU Malang. Unpublished Thesis. Malang: English Department of University of Muhammadiyah Malang.
Patel, M. F., and Praveen M. Jain. (2008). English Language Teaching. Jaipur: Sunrise Publishers & Distributors. Retrieved February 02, 2014, from http://en.bookfi.org.
Patty F., K. W., Noor Syam, Wayan Ardhana, and Indung A. Saleh. (1982). Pengantar Psikologi Umum. Surabaya: Usaha Nasional.
Powell, R. A., Diane G. Symbaluk, P. Lynne Honey. (2002). Introduction to Learning and Behavior. Canada: Nelson Education Ltd.
Richards, J. C., and Charles Lockhart. (1996). Reflective Teaching In Second Language Classrooms. United Kingdom: Cambridge University Press.
Richards, J. C., and Theodore S. Rodgers (2001). Approaches and Methods in Language Teaching. New York: Cambridge University Press. Retrieved February 10, 2014, from http://en.bookfi.org.
Salkind, N. J. (Ed.) (2007) Encyclopedia of Measurement and Statistics (Vols. 1). California: SAGE Publications, Inc. Retrieved February 10, 2014, from http://libgen.org.
Tarigan, D., and Tarigan, Henry Guntur. (1986). Teknik Pengajaran Keterampilan Berbahasa. Bandung: Angkasa.
Thornburry, S. (2002). How To Teach Vocabulary. England: Pearson Education Limited.Retrieved February 02, 2014, from http://en.bookfi.org.
Usman, A. H. (2010). Integrating Four Language Skills in Teaching English At College. In B. Y. Cahyono (Ed.), The Teaching of English Language Skills and English Language Components. Malang: State University of Malang Press.
Walter, E. (2008). Cambridge Advanced Learners' Dictionary (Version 3rd). United Kingdom: Cambridge University Press.
Yaqin, A. (2011). The Teaching Techniques Used by The Teacher in Teaching Vocabulary at MTs Surya Buana. Unpublished Thesis. Malang: English Department of University of Muhammadiyah Malang.
CHAPTER 1 INTRODUCTION
In regard to discuss the content of this study, the writer is going to expose the
introduction section in this first chapter. It covers some points namely; background of
study, statement of the 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
Being a language teacher is not easy as scholars imagine. For years language
teacher have been trying to come up with new ways to deliver the materials to the
students. According to Brown (2007, p. 8), ‘Teaching is guiding and facilitating
learning, enabling the learner to learn, setting the condition for learning.’ Based on
the idea above, teaching means an activity that intent to do guiding, facilitating, and
setting the condition for the students in order to be ready to what the teachers are
going to transfer.
In teaching English as a foreign language, teachers need teaching techniques
as a “tool” to stimulate the students to be active using English. It means by using the
teaching techniques, teachers could develop students’ competence using English,
which is already defined as the learning objectives. The most important thing is
teachers should pay attention on the way how teachers implement the teaching
techniques itself. Teachers’ teaching techniques will succeed if teachers can adjust
the learning materials with the learning objectives in implementing those teaching
2
techniques. Thereby, the way how teachers implement the teaching techniques
influence the successful of the teaching process.
In addition, techniques have a major role and are required in teaching process.
Furthermore, Brown (2001, p. 16) stated in his book that, ‘Technique is any of a wide
variety of exercises, activities, or tasks used in the language classroom for realizing
lesson objectives.’ It means that teaching technique is several activities used by
teachers in language classroom to reach the learning objectives.
Practically, in teaching English as foreign language the teachers should have
language skills and language components to master. It is because the learning
objectives of teaching English is not only present the topics, but also develop
students’ competence using English. Language skills consist of reading, listening,
speaking, and writing. While, language components consist of pronunciation,
grammar, and vocabulary. All of these language skills and components have it own
goals. To reach those goals, automatically the teachers would find out some problems
in teaching and in applying the techniques in the classroom. For example, students
commonly afraid to ask a question to the teacher about their misunderstanding of the
material that they learn because they do not have enough vocabulary in the English
language to speak fluently. It means that vocabulary is consequently required in
communication.
Vocabulary is a basic element of communication (Heriyawati, 2010, p. 153).
In line with that idea, Cahyono and Widiati (2011, p. 107) emphasized that good
vocabulary mastery supports mastery of each of the language skills, both receptive
3
facts, the writer asserts that vocabulary is important to increase students’ achievement
in understanding those four English skills (listening, reading, speaking, and writing).
This can be explained by showing the discussion below.
First, in listening skill, having good vocabulary mastery can make the students
understand what the speaker says not only direct conversation, but also indirect
conversation such as at television or radio. Students can easily understand what the
speaker says because they have greater number of words. So, good vocabulary
mastery may help them to support their listening skill.
Second, in reading skill, when the students read a book, novel or newspaper,
they can comprehend the intent of the texts. In other words, good vocabulary mastery
is necessary to make students understand the intent of those texts.
Third, in speaking skill, good vocabulary mastery is necessary to avoid
misunderstanding between the speakers. If the speakers have greater number of
words, the speakers can select or even use the appropriate words with their
conversation topic when they speak. So, good vocabulary mastery helps the speakers
in communicate with other people. Finally, in writing skill, student can convey their
feeling or idea through indirect conversation such as writing a letter, SMS, and email
because they understand the words that they want to use. It means that they do not
have any difficulty in selecting the appropriate words with their feeling because they
have the greater number of words. Thus, good vocabulary mastery can support
students’ mastery of the four English skills.
Based on the writer’s experience when she joined Teaching Practice 2 (PPL 2)
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vocabulary because too many words given in the class they should memorize. This
was a situation that caused the students could not master the vocabulary and could not
convey their idea for communicative purposes with other people.
Based on the phenomena above, the writer tries to study and explore the
problem in relation to teacher’s techniques on the teaching vocabulary class. The
writer focuses the study on the title of “A Study on Teaching Techniques of
Vocabulary Mastery at SMAN 1 Purwoharjo - Banyuwangi”.
Thereby, this study is expected to give further information and understanding of
vocabulary learning. Besides, the result of this study may give some important
knowledge as references for the other potential researchers.
1.2 Statement of the Problems
Following the information exposed in the background of the study, the writer
formulates three research questions as the focus to investigate. They are:
1. What are the techniques used by teacher in teaching vocabulary in X MIA 5
(Matematika Ilmu Alam) class at SMAN 1Purwoharjo?
2. What are the teacher's reasons of implementing techniques in X MIA 5
(Matematika Ilmu Alam) class at SMAN 1Purwoharjo?
3. How is the students’ response towards the techniques implemented in X MIA 5
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1.3 Purpose of the Study
In line with the formulated research questions, the purposes of the study are
becoming the target of this study. These purposes of the study are:
1. To understand the techniques used by teacher in teaching vocabulary in X MIA 5
(Matematika Ilmu Alam) class at SMAN 1Purwoharjo
2. To understand the teacher's reasons of implementing technique of teaching
vocabulary in X MIA 5 (Matematika Ilmu Alam) class at SMAN 1 Purwoharjo
3. To identify the students’ response towards the techniques implemented by teacher
in X MIA 5 (Matematika Ilmu Alam) class at SMAN 1Purwoharjo
1.4 Significance of the Study
Theoretically, this study is expected to give contribution on the academic
knowledge to enhance scholar understanding.
Practically, this study is also aimed to give following benefits. First, it is
expected to be useful for English teachers in terms of creating various techniques to
teach vocabulary. In short, teachers might implement various techniques to make
them easier in presenting the new words to the students. Second, it is expected to be
useful for the students in learning English vocabulary, because by given those
technique students may accept the vocabulary given by teacher easily. It means the
students interest in English vocabulary that has already given by the teacher towards
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1.5 Scope and Limitation
The scope of this study is techniques implemented by teacher in teaching
vocabulary in X MIA 5 (Matematika Ilmu Alam) class at SMAN 1 Purwoharjo. The
writer also limits this study on ten grade English teacher and students of X MIA 5
(Matematika Ilmu Alam) class years 2014/2015.
1.6 Definition of Key Terms
To avoid misunderstanding in this study, certain key terms related with this
study are defined as follows:
Learning : acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction. (Brown, 2007, p. 8)
Teaching : showing or helping someone to learn how to do something, giving instructions, guiding in the study of something,
providing with knowledge, causing to know or understanding.
(Brown, 2007, p. 8)
Technique : the procedure and practices used to accomplish teaching objectives, regardless, of approach. (Gerlach et. al, 1980, p. 16)
Vocabulary : all the words which exist in a particular language or subject. (Walter, 2008)
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To sum up, this chapter has discussed background of the study, statement of
the problems, purpose of the study, significance of the study, scope and limitation,
and definition of key terms. To expand the writer's knowledge and support the
theoretical views in this topic, it is important to examine some theoretical views in
chapter 2. Then, some definitions and theoretical views about definition of teaching,
language teaching, vocabulary, teaching vocabulary, approaches, methods, strategies,
and techniques of language teaching, technique of teaching vocabulary, and related
