THE TEACHING TECHNIQUES USED BY THE TEACHER IN
TEACHING VOCABULARIES AT MTs SURYA BUANA
MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education
By: AINUL YAQIN
05360076
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
ii
This Thesis written by Ainul Yaqin was approved on 24th of January, 2011.
By:
Advisor II, Advisor I,
iii
This Thesis was defended in front of the examiners of 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 24th of January, 2011
Approved by:
Faculty of Teacher Training and Education of University of Muhammadiyah Malang
Dean,
Drs. H. Fauzan, M.Pd
The Examiners: Signatures:
1. Riza Elfana, M.A 1. ………
2. Estu Widodo, M.Hum 2. ………
3. Dr. Masduki, M.Pd 3. ………
iv
MOTTO AND DEDICATION
“Bacalah dengan (m eny ebut) nam a Tuhanm u Yang m enciptakan.”
(Al 'Alaq: 1)
“m enuntut ilm u seharusny a bisa lebih m endekatkan kita pada Allah,
jangan karena alasan m encari ilm u kita sm akin jauh dari-N y a.”
(Ust. Yusuf M ansur)
” N iscay a Allah akan m eninggikan orang-orang y ang berim an di
an taram u dan oran g-oran g y ang diberi ilm u pen getahuan beberapa
derajat.”
( Al M ujaadilah 11)
“Lebih baik m erasa m enjadi daun y ang hijau dan tum buh daripada
m eraasa m enjadi buah y ang m atang karena lam a-lam a akan
m em busuk.”
(Kata M utiara)
I dedicated this thesis to:
M y belov ed father and m other,
Tw o elder brothers,
v
ACKOWLEDGEMENTS
Bismillahirrohmanirrohim
Praise be upon to Allah SWT: The Lord of the Universe, that under his blessing and great guidance, I eventually able to complete this Thesis as one of the requirements of achieving the degree of Sarjana Pendidikan at English Department Faculty Of Teacher Training And Education University Of Muhammadiyah Malang.
In accomplishing this thesis, I deservedly would like to acknowledge my deepest appreciation to the following persons who have helped and supported me to finish my thesis:
1. Dr. Masduki, M.Pd, as the first advisor who has given correction, advise and encouragement in the process of writing this thesis.
2. Dra. Dwi Poedjiastutie, M.A, as the second advisor who has given suggestion and beneficial opinion in the process of writing this thesis. 3. His beloved father (H.Mukhlas), mother (Hj. Munawwaroh), first elder
brother (Faisol Afnani) and second brother (Nasrul Hakim) where they always give affection, credence and pray to him until finishing this thesis. 4. All lecturers of English Department who had taught and educated him
during learning presses.
5. All members of English Department; Ido, Say, Zen, Aris, and Ari in which they often accompany him in some places and give him some advices in choosing decision. Besides, Riza, Icha, Irene, Heny, Inchan, Ra3, Sinta, Ika, Vevi, Filda, Mike, Liza, Setyo, Kur, Nurma, Mega, Juhe, Evita, and all his close Friends who can’t be written one by one. Thanks very much for your nice relation and cohesive friends in some cases. 6. All friends who give him great motivation and help to fasten in doing this
thesis: Yoe, Pekko’, Anwar, Micky, Sucy, Fesol, Adi, Jaya, Diksyam, Muis, Acil, Yud, Udin, Andi, ivan, Is, Ap, Jen and ya2n.
The writer,
vi
CHAPTER II REVIEW OF THE RELATED LITERATURE 2.1 Teaching ... 7
2.5 Techniques in Teaching Vocabularies ... 12
2.5.1 Visual Techniques ... 12
2.5.2 Verbal Techniques ... 13
vii
CHAPTER IV FINDINGS AND DISCUSSION 4.1 The Techniques Used by the Teacher in Teaching Vocabularies ... 27
4.2 The Students’ Perception about the Techniques Used by the Teacher in Teaching Vocabularies ... 31
4.3 Discussion ... 33
CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusions ... 36
5.2 Suggestion ... 37
REFERENCES ... 39
viii REFERENCES
Ary, Jacobs & Razavieh. 2002. Introduction to Research in Education, 6th Ed. United Stated of America: Wadsworth Thomson Learning, Inc.
Brown, H. Douglas. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. United States of America: Prentice-hall, Inc. Davidoff, Linda L. 1987. Introduction to Psychology. USA: McGraw-Hill, Inc. Folse, Keith S. 2008. English Teaching Forum: Six Vocabulary activities for the
English Language Classroom. United States of America: English Teaching Forum.
Gairns, Ruth & Redman, Stuart. 2003. Working with Words: A Guide to Teaching and Learning Vocabulary. United Kingdom: Cambrigde University Press. Gay, L. R. 1987. Educational Research: Competencies for Analysis and
Application, 3rd Ed. United Stated of America: Merrill Publishing Company.
Gerlach, Ely & Rob Melnick. 1980. Teaching and Media: A Systematic Approach, 2nd Ed. New Jersey: Prentice-Hall, Inc.
Hoyle, Harris & Judd. 2002. Research Methods in Social Relations, 7th Ed. United Stated of America: Wadsworth Thomson Learning, Inc.
Indah, Ferrys. 2008. The Techniques of Teaching Vocabulary to the Fourth Grade Students at SDN Parangargo 02 Wagir Malang. Unpublished Research Report. Malang: UMM.
McMillan, James H & Schumacher, Sally. 1993. Research in Education: A Conceptual Introduction, 3rd Ed. United States of America: Harper Collins College Publishers.
Mehta, Naveen Kumar. 2009. Vocabulary Teaching: Effective Methodologies.
The Internet TESL Journal: http://iteslj.org/
O’Sullivan, Rassel & Berner. 2003. Research Methods for Public Administrators, 4th Ed. United Stated of America: Addison Wesley Longman, Inc.
Parkay, Forrest W. 1992. Becoming a Teacher, 2nd Ed. United Stated of America: A Sivision of Simon & Schuster, Inc.
Rahmanda, Arsy. A Study on Vocabulary Teaching Techniques of the Fourth Students at SDN Bakalan Pasuruan in the Acadeic Year 2008-2009.
ix
Sugiyono. 2008. Metode Penelitian Bisnis. Bandung: Alfabeta.
1 CHAPTER I INTRODUCTION
This part discusses background of the study, statement of the problem, purposes of the study, significances of the study, scope and limitation, and definition of key terms.
1.1Background of Study
Until now, English language is as an international language because it is used in many countries as their second language or foreign language including in Indonesia. Indeed, this language is still a foreign language in our country. But no wonder if one day Indonesian citizen use bilingual language in their daily communication that is Indonesian and English. However, the use of English is very common in many companies, television programs, radio, newspaper, organizations and even institutions.
English language has also been taught to students who start to study in elementary school since a few years ago. Moreover, English language is one of courses that are examined in final test for junior and senior levels of schools. It means that English is the standard range to pass the school.
2
Learning English language is absolutely not overnight, it needs process to study and understand the language before we start to develop our knowledge by using this language.
Like other languages, English language also has its aspects of skills and its components. The aspects are listening; speaking, reading, and writing and the components are phonology, grammar, and vocabulary.
As the basic of study, vocabulary has very important role in mastering language. As Mehta said “Vocabulary is the first and foremost important step in language acquisition.” (Mehta-Vocabulary Teaching Effective Methodologies, 2009). As we know that when we want to say something, we need an appropriate words to express our idea in sentences. It is the same as when we start to say a word in our childhoods because we know that vocabulary is our basic component in communication with other people. The more we know the vocabulary of English language, the more our knowledge of English will be.
Besides vocabulary, teacher as a provider in teaching vocabulary has also important role in this situation. As “In most cases, the adults who have the greatest influence on children-beyond their parents and guardians- are their teachers. As one student teacher put it: ‘as a child, I used to think a teacher was next to God’” Parkay (1992; 5). How a teacher teaches and what techniques that he uses will determine whether the students like and enthusiastic or not in learning the language, especially the vocabulary subject because the professionalism of teacher will influence the students’ views in mastering vocabularies.
3
high school students are lack of vocabulary because of difficulty in memorizing and applying the vocabulary on the students’ daily life. This makes them difficult to understand the lesson because the system, culture, and atmosphere here are different from western country. Arsy (2009) wrote in her finding that every student showed different responses in every meeting. Although most of them were interested in the teacher’s techniques, sometimes they were still difficult to understand the lesson. They could understand the lesson easily when the teacher illustrated the situation and gave the materials that were familiar with them. So, how the teacher performs and handles the teaching learning process will appear at how the students’ responses in vocabulary subject.
Students of junior high school level have to memorize about 1000 vocabularies to balance their theory and practice. Absolutely both teacher and students need hard work to reach this target and the students need effort from their teacher by giving the appropriate techniques, good example, etc.
4
inside the school. Moreover, by entitling the techniques in teaching vocabularies, the writer will more understand how to teach vocabulary better. Then, he can apply the techniques at a school where he will become a teacher there. This fact is absolutely enough for the writer to search the information in this school to know more detail how is actually the techniques used by the teacher in teaching vocabulary and how the students’ perceptions about the techniques used here.
1.2Statement of Problem
After seeing the background of the study above, the writer conclude that how important to focus on the following problems. The problems are:
1. What are the techniques used by the teachers in teaching vocabularies at MTs Surya Buana Malang?
2. What are the students’ perceptions about the techniques used by their teacher?
1.3Purpose of Study
In line of the research above, the purposes of the study are:
1. To know what techniques are used by the teacher in teaching vocabularies at MTs Surya Buana Malang?
5
1.4Significance of Study
The result of this study can be useful for the English teachers and the principal of MTs Surya Buana Malang, and for the next researchers. For the teachers of English, the result of the study can give some important information in the form of description in implementation of teaching English at MTs Surya Buana. For the school principal, the result of the study can be used as the objective indicators in implementation of teaching English. Moreover, the principal may decide to improve the quality of the instructional activities at that school. For future researchers, the findings of the study are expected to be useful for them who are interested in conducting similar studies.
1.5Scope and Limitation
This study focuses on the teaching techniques used by the teacher of MTs Surya Buana in teaching vocabulary and how the students’ perceptions are by using the techniques. Because of limited sources, time, the number of teachers and the techniques that are used, the researcher limits his study on the teacher of second class and the second class students of MTs Surya Buana Malang.
1.6Definition of Key Terms
6
experiences something that he or she knows to someone who needs the information of the knowledge. The knowledge that the writer means in this research is in teaching vocabulary.
Technique: any of a wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives (Brown, 1994; 51). What are meant by techniques moment - by moment presentation done by teacher to make the teaching vocabulary activities in a classroom enjoyable, understandable, and appropriate with the students’ need.
Perception is a cognitive process, a way of knowing about the world (Davidoff, 1987; 127). This means that perception is the process of how to make sense of world and what happens in it.
Positive Perception is a perception that describes all of knowledge (known or unknown) and responds to the users positively; Ferrys (in Irwanto, 2007).
