iii
A STUDY ON THE TECHNIQUE OF TEACHING ENGLISH
VOCABULARY TO SEVENTH GRADE STUDENTS AT SMPN
6 TANJUNG SELOR, BULUNGAN, NORTH KALIMANTAN
THESIS
By:
SELVIA ASINTIA LUFITASARI
201210100311123
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
ii
A STUDY ON THE TECHNIQUE OF TEACHING ENGLISH
VOCABULARY TO SEVENTH GRADE STUDENTS AT SMPN
6 TANJUNG SELOR, BULUNGAN, NORTH KALIMANTAN
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Language Education Department
By:
SELVIA ASINTIA LUFITASARI
201210100311123
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
v
MOTTOS
Sesungguhnya bersama kesukaran itu ada keringanan. Karena itu bila kau sudah selesai (mengerjakan yang lain). Dan berharaplah kepada Tuhanmu.
(Q.S Al Insyirah : 6-8)
“Man Jadda Wa Jadda”
Barang siapa yang bersungguh - sungguh akan mendapatkannya.
“Bersabar, Berusaha, dan Bersyukur”
Bersabar dalam berusaha,
Berusaha dengan tekun dan pantang menyerah, dan Bersyukur atas apa yang telah diperoleh.
DEDICATIONS
This thesis is totally dedicated to: My beloved parents My dear young brother
viii
ACKNOWLEDGEMENTS
Praise be to Allah SWT, the Almighty and the All Merciful, who has given the powerless creature and His guidance so that the writer can smoothly finish the thesis entitled “A Study on the Technique of Teaching English Vocabulary to
Seven Grade Students at SMPN 6 Tanjung Selor” as the requirement for the Bachelor Degree in English Language Education Department, Faculty of Teacher Training and Education, University of Muhammadiyah Malang. Sholawat and salam are always delivered to the Islamic prophet, Muhammad SAW, who has
guided his followers to the rightness and perfection.
Firstly, the writer would like to express her deepest gratitude to Dra. Thathit Manon Andini, M.Hum as her first advisor and Mrs. Nurakhfini Septiany, M.A., M.Ed as her second advisor who have given her their valuable guidance, suggestions, criticism, motivation, and patience during the writing process of the thesis.
Secondly, her sincere thanks go to the Headmaster, Drs. Muslikin, the English teacher, Susi Estiyati, S.Pd, and the seventh grade students in A, B, and C classes at SMPN 6 Tanjung Selor, who permit and help her to finish the thesis.
ix
Fourthly, her biggest thanks go to her friends, Wilda Nurhayatun, Anik Hidayati, Dwicky Fandi Setyabudi, S.Pd, Heni Siti Tasimah, Akhyar Anadiansyah. M. Rizky, S.P, and Putri Laili Indriani who always besides her no matter what.
Fifthly, her warm thanks go to her friends who she call her sisters who have been together with her around 4 years in their great boarding house “Kos Cantik”, Inas Suryani, Laila Choiro, S.Psi, Meylanti Ritex, S.E., Nur Azizah
SPW, S.E., Anisya Harisman, and Rizqi Itsna who always care, love, and help her in every situation.
Finally, the last thanks go to Mr. Bambang as her father in her boarding house at Malang who always gives her his knowledge, experience, advice, and support which will be useful to face her real life later. In addition, thanks to her second family, Mr. Darmoyo’s families who regards her as their family even they just meet around 5 months.
The Writer,
x
TABLE OF CONTENTS
APPROVAL ... iii
MOTTOS AND DEDICATIONS ... v
STATEMENTS OF WORK’S ORIGINALITY ... vi
ABSTRACT ... vii
ACKNOWLEDGEMENTS... viii
TABLE OF CONTENTS... x
LIST OF TABLES ... xiv
LIST OF PICTURES ... xv
LIST OF APPENDICES ... xvi
CHAPTER I INTRODUCTION... 1
1.1 Background of the Study... 1
1.2 Statements of the Problem ... 3
1.3 Purposes of the Study ... 4
1.4 Significances of the Study ... 4
1.5 Scope and Limitation ... 5
1.6 Definition of Key Terms ... 5
CHAPTER II REVIEW OF RELATED LITERATURE ... 6
2.1 Teaching English... 6
2.2 Teaching English at Junior High School... 7
2.3 Vocabulary ... 7
2.3.1 Definition of Vocabulary ... 7
2.3.2 Kinds of Vocabulary ... 9
xi
2.5 Techniques of Teaching ... 10
2.6 Techniques of Teaching English Vocabulary ... 11
2.6.1 Traditional Approaches and Techniques ... 11
2.6.1.1 Visual Techniques ... 11
1. Visuals ... 11
2. Mime and gesture ... 12
2.6.1.2 Verbal Techniques ... 12
1. Use of illustrative situations (oral or written) ... 12
2. Use of synonymy and definition ... 13
3. Contrasts and opposites ... 14
4. Scales ... 14
5. Example of the type ... 14
2.6.1.3 Translations Technique ... 15
2.6.2 Student-Centered Learning ... 15
2.6.2.1 Asking Others ... 16
2.6.2.2 Using a Dictionary ... 17
2.6.2.3 Contextual Guesswork ... 18
2.7 Perception... 18
2.7.1 Definition of Perception ... 18
2.7.2 Kinds of Perception ... 19
1. Positive Perception ... 19
2. Negative Perception ... 19
CHAPTER III RESEARCH METHODOLOGY ... 20
3.1 Research Design ... 20
xii
3.3 Research Instruments ... 21
3.3.1 Interview ... 21
3.3.2 Observation ... 23
3.3.3 Likert Scale ... 23
3.4 Data Collection ... 24
3.5 Data Analysis ... 24
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 27
4.1 Research Findings ... 27
4.1.1 The Teacher’s Techniques in Teaching English Vocabulary ... 27
4.1.1.1 Visuals ... 28
4.1.1.2 Mime and gesture ... 28
4.1.1.3 Synonymy and definition ... 29
4.1.1.4 Contrasts and opposites ... 29
4.1.1.5 Scales ... 30
4.1.1.6 Example of the type ... 31
4.1.1.7 Translations ... 32
4.1.1.8 Asking others ... 32
4.1.1.9 Using a dictionary ... 33
4.1.2 The Teacher’s Reason of Using the Techniques in Teaching English Vocabulary ... 36
4.1.2.1 The reasons of using Visuals Technique ... 36
4.1.2.2 The Reasons of using Mime and Gesture Technique ... 36
4.1.2.3 The Reasons of using Synonymy and Definition Technique ... 37
xiii
4.1.2.5 The Reasons of using Sc3ales Technique ... 38
4.1.2.6 The Reasons of using Example of the Type Technique .. 38
4.1.2.7The Reasons of using Translations Technique ... 39
4.1.2.8 The Reasons of using Asking Others Technique ... 39
4.1.2.9 The Reasons of using Dictionary Technique ... 40
4.1.3 The Students’ Perception toward the Techniques that are used by the Teacher in Teaching English Vocabulary ... 40
4.2 Discussion ... 43
CHAPTER V CONCLUSION AND SUGGESTIONS ... 46
5.1 Conclusion ... 46
5.2 Suggestions ... 47
xiv
LIST OF TABLES
Table 3.1 The Categories of Students’ Perception ... 25
Table 4.1 The Result of Observation ... 33
Table 4.2 The Result of Each Student’s Perception ... 41
xv
LIST OF APPENDIXES
Appendix I Interview Guideline (Indonesian Version) Interview Guideline (English Version) Transcript of Interview (Indonesian Version) Transcript of Interview (English Version) Appendix II The Observation Checklist and Field Notes Appendix III Likert Scale (Indonesian Version)
Likert Scale (English Version) Appendix IVThe Perception of Each Student
Appendix V The Result of the Students’ Score and Frequency Appendix VI The Mean Score of all Students’ Score
xvi
REFERENCES
Ary, D. 1979. Introduction to Research in Education. Second Edition. New York: Holt, Rinehart and Winston.
Ary, D. et al. 2010. Introduction to Research in Education. Eight Edition. USA: Wadsworth, Cengage Learning.
Arikunto, S. 2002. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta. PT. Rineka Cipta.
Brown, H. D. 2000. Principles of Language Learning and Teaching. Fourth Edition. New York: Longman.
Brown, H. D. 2001. Teaching by Principles: an Interactive Approach to Language Pedagogy. Second Edition. New York: Pearson Education.
Campillo, R. M. L. 1995. Teaching and Learning Vocabulary: an Introduction for English Students (Chap. 01). Online), (https://dialnet.unirioja.es/) Accessed on 5th November, 2015.
Davidoff, L. L. 1987. Introduction to Psychology. USA: McGraw-Hill, Inc.
Freeman, D. L. 2000. Techniques and Principles in Language Teaching. Second Edition. New York: Oxford Uniersity Press.
Gairns, R. and Redman, S. 1992. Working with Words: a Guide to teaching and Learning Vocabulary. Cambridge: Cambridge University Press.
Harmer, J. 1991. The Practice of English Language Teaching. New York: Longman Group UK Limited.
Hatch, E. and Brown, C. 1995. Vocabulary, Semantics, and Language Education. USA: Cambridge University Press.
xvii
Prasetyowati, O. D. 2008. Techniques Used by the Teacher in Teaching Speaking Class at the Daffodils Course, Pare – Kediri. Unpublished Thesis. Muhammadiyah University of Malang.
Purwoko, E. D. 2008. The Problems in Teaching and Learning of Speaking at the Second Year Students of SMPN 2 Ponorogo. Unpublished Thesis. Muhammadiyah University of Malang.
Richards, J. C. 2001. Curriculum Development in Language Teaching. USA: Cambridge University Press.
Richards, J. C. and Rodgers, T. S. 2001. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.
Richards, J. C. and Schmidt R. 2002. Longman Dictionary of Language Teaching and Applied Linguistics. Third Edition. Great Britain: Pearson Education Limited.
Sekuler, R. and Blake, R. 1985. Perception. New York: Alfred A. Knopf, Inc. Sumarsono, P. 2006. A Study on the Technique of Teaching English Vocabulary at
Out of School Education Kejar Paket B Dau Malang. Unpublished Thesis. Muhammadiyah University of Malang.
Thornbury, S. 2002. How to Teach Vocabulary. Longman: Pearson Education Limited.
1
CHAPTER I INTRODUCTION
In this chapter, the researcher provides some topics such as background of the study, statements of the problem, purposes of the study, significances of the study, scope and limitation, and definition of key terms.
1.1Background of the Study
In this globalization era, English language is an important thing because it becomes an international communication tool. This means that all of people have to learn English to communicate with others around the world. In fact, English has been taught in all levels of educational institution which is considered as a compulsory subject. There are four skills which have to be learned by the students, namely listening, speaking, reading, and writing. Those skills are strongly affected by vocabulary knowledge. It is supported by Purwoko’s research (2008) about the problems in teaching and learning speaking which was conducted at the second year students of SMPN 2 Ponorogo. The result showed that one of the problems is caused by the students’ limited vocabulary. This means
that there is a strong relationship between the speaking skill and the vocabulary knowledge. The students may nots be able to speak because they do not have enough vocabulary. Furthermore, when the students have limited vocabulary, they are likely to get difficulties in the four skills.
2
the receptive or passive vocabulary which can only be recognized and comprehended in the context of reading and listening materials, and the productive or active vocabulary which the learner can use them appropriately in speaking and writing. This means that before giving some vocabularies to the students, the teacher should account the categories of vocabulary acquisition that the students need to comprehend.
Teaching English vocabulary is not easy because it is something more than just delivering lists of words to the students. The teacher also has to enlighten the meaning of the words based on the context of a certain sentence. In addition, to make the teaching English vocabulary is successful, the teacher should determine the approach, method, and choose some worthy techniques to present the subject materials. According to Brown (2000), techniques are the specific activities expressed in the classroom that are consistent with an approach and a method as well. Hence, selecting a suitable technique is one of the factors which affect the effectiveness of teaching English vocabulary.
3
and translation techniques, and learner-centered activity which involves asking others and contextual guesswork. Hence, the use of those proper techniques will make students enjoy in developing their word storage.
To make learning vocabulary successful, the teacher also needs to know how the perception of the students about the techniques used by the teacher. According to Sekuler and Blake (1985), perception is the final product of the process in certain events. In this situation, the students are free to offer their perception toward the techniques used by the teacher in teaching English vocabulary. In addition, according to Prasetyowati’s research (2008), it has been found that the students generally had very positive perception toward the techniques applied by the teacher in teaching speaking to the Step One Class at The Daffodils Course, Pare-Kediri. Hence, the success of using techniques in teaching English vocabulary depends on the students’ perception, either positive or negative
perceptions.
Based on the reasons above, the researcher is interested in observing the technique used by the teacher in teaching English Vocabulary, the reasons why the teacher chooses the technique, and the students’ perception about the
technique used by the teacher. This study was conducted at seventh grade students of SMPN 6 Tanjung Selor, Bulungan, North Kalimantan.
1.2Statements of the Problem
4
1. What are the techniques used by the teacher in teaching English vocabulary to seventh grade students at SMPN 6 Tanjung Selor, Bulungan, North
Kalimantan?
2. What are the teacher’s reasons to use the techniques in teaching English vocabulary to seventh grade students at SMPN 6 Tanjung Selor, Bulungan, North Kalimantan?
3. What is the students’ perception toward the techniques used by the teacher in teaching English vocabulary to seventh grade students at SMPN 6 Tanjung Selor, Bulungan, North Kalimantan?
1.3Purposes of the Study
Based on the statement of problems above, the researcher writes the purposes of the study as follows:
1. To know the techniques used by the teacher in teaching English vocabulary to seventh grade students at SMPN 6 Tanjung Selor, Bulungan, North
Kalimantan.
2. To know the teacher’s reason to use the techniques in teaching English vocabulary to seventh grade students at SMPN 6 Tanjung Selor, Bulungan, North Kalimantan.
5
1.4Significances of the Study
This study is expected to be useful for students, teachers, and the next researchers. They are stated as follows:
1. For students, they can improve their vocabulary after using those techniques. 2. For teachers, they can improve their quality of teaching English vocabulary by
applying the techniques.
vocabulary, teacher’s reason of using the techniques in teaching English
vocabulary, and students’ perception toward the techniques that are used by the
teacher in teaching English vocabulary. Meanwhile, the limitation of this study is the English teacher to seventh grade students and the seventh grade students at SMPN 6 Tanjung Selor, Bulungan, North Kalimantan.
1.6Definition of Key Terms
6
1. Technique is implementational – that which actually takes place in a classroom (Anthony in Richards and Rodgers, 2001).
2. Teaching is 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 understand (Brown, 2000).
