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A DESCRIPTIVE STUDY ON TEACHING VOCABULARY USING MULTIMEDIA AT THE SEVENTH GRADE STUDENTS OF SMP N 1 TAWANGHARJO GROBOGAN
IN 2012/2013 ACADEMIC YEAR
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
SULISTYO PARMEI SAPUTRO A 320090106
SCHOOL OF TEACHER TRAINING OF EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA
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A DESCRIPTIVE STUDY ON TEACHING VOCABULARY USING MULTIMEDIA AT THE SEVENTH GRADE STUDENTS OF SMP N 1 TAWANGHARJO GROBOGAN
IN 2012/2013 ACADEMIC YEAR Tawangharjo Grobogan, (2) describing the problem faced of teaching vocabulary using multimedia at the seventh grade students of SMP N 1 Tawangharjo Grobogan, (3) knowing how the students respond the teaching vocabulary using multimedia at the seventh grade students of SMP N 1 Tawangharjo Grobogan.
This is a descriptive qualitative research. The object of research is the process of teaching vocabulary using multimedia at SMP N 1 Tawangharjo Grobogan at the seventh grade students in 2012/2013 academy year. The methods of collecting data are observation, interview and document. The data are taken from the result of observation and interview after using multimedia in the teaching vocabulary.
The result of this research shows that the implementation of teaching vocabulary using multimedia has a good result for the development in the students’ vocabulary. The problems faced by the teacher in teaching writing are class management, difficulties in searching pictures related to the material, different capability of the students, and unstable motivation of the students. Based on the interview to the students, teaching vocabulary using multimedia get positive comments from students. They are not bored, but more enthusiastic to follow the teaching-learning process. The students look braver and more confident.
Key words: descriptive study, teaching vocabulary, multimedia.
INTRODUCTION
In learning a foreign language, vocabulary plays an important role. It is
one element that links the four skills of speaking, listening, reading and writing all
together. In order to communicate well in a foreign language, students should
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acquire an adequate number of words and should know how to use them
accurately.
Azwani (2010) argues that even though students realize the importance of
vocabulary when learning language, most students learn vocabulary passively due
to several factors. First, they consider the teacher's explanation for meaning or
definition, pronunciation, spelling and grammatical functions boring. In this case
scenario, language learners have nothing to do in a vocabulary learning section
but to listen to their teacher. Second, students only think of vocabulary learning as
knowing the primary meaning of new words. Therefore, they ignore all other
functions of the words. Third, students usually only acquire new vocabulary
through new words in their textbooks or when given by teachers during classroom
lessons. For example, learners find many new words in a text and then ask the
teacher to explain the meanings and usages. Forth, many learners do not want to
take risks in applying what they have learnt. Students may recognize a word in a
written or spoken form and think that they already "know the word", but they may
not be able to use that word properly in different contexts or pronounce it
correctly.
To meet the goal, many teaching techniques can be implemented. One of
them is using multimedia. Multimedia can be used to teach vocabulary to the
student. In other words, by using multimedia as learning tool, the learner can
interact with learning tool because multimedia provide the audio visual stimuli.
RESEARCH METHOD
The type of this research paper is descriptive research. By using
descriptive research, the writer wants to describe the teaching vocabulary using
multimedia and the problems faced by the teacher in teaching vocabulary using
multimedia at SMP N 1 Tawangharjo.
Descriptive method is used to present a broad spectrum of research
activities having a common purpose of describing situation events or phenomena
(Mason and Bramble, 1997: 37). Ary (1985: 415) argues that a descriptive
research is directed toward determining the nature of situation, as it exists at the
time of the study. From those definitions, this research aims at describing the
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describing the classroom problems faced by the English teacher in teaching
vocabulary using multimedia at the seventh grade students of SMP N 1
Tawangharjo Grobogan in 2012/2013 academic year.
RESEARCH FINDING AND DISSCUSSION Research Finding
Research finding shows some dimensions found in the field that need to be
presented. They are the implementation teaching vocabulary using multimedia,
the problem faced of teaching vocabulary using multimedia, and the students
comment about the teaching vocabulary using multimedia at the seventh grade
students of SMP N 1 Tawangharjo Grobogan.
1. The Implementation of Teaching Vocabulary Using Multimedia
In this section the writer describes the implementation teaching
vocabulary using multimedia in SMP N 1 Tawangharjo Grobogan. In
teaching vocabulary using multimedia, the writer takes the results of
observation and interviews that are related with material of teaching
vocabulary and classroom activity.
a. Vocabulary Teaching Materials
Material has a very important role in the teaching-learning process.
The material should be appropriate with the syllabus. It must be able to
develop the students’ competence. The material should help the students
understand the lesson easily.
b. Classroom Activity
From the observation, the researcher finds that the teaching
vocabulary process in the classroom is delivered in English and
Indonesian. In English class, the teacher should use time appropriately to
meet the purpose of the lesson. The time duration is 80 minutes. The
seventh grade students of SMP N 1 Tawangharjo Grobogan has 2 x 40
minutes schedule in English lesson. The success of the process in
teaching English may depend on the condition in the classroom or
classroom management. This observation was done three times. The
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activities that had been done by the teacher and students during the
observation.
2. The Problem Faced in Teaching Vocabulary Using Multimedia
Based on the interview with the teacher on Wednesday, July 24th, 2013 at 01.00 pm, it can be seen the problems that he faced when teaching. As he
said:
Saya memang ada beberapa kesulitan untuk
mengajar bahasa inggris khususnya untuk kelas VII.
Karena jumlah siswa yang tidak sedikit serta setiap
siswa yang memiliki karaketristik yang berbeda dimana
ada siswa yang mudah menangkap pelajaran tapi ada
pula yang sulit dan ingatan siswa yang mudah lupa.
Selain itu kadang siswa mempunyai mood yang bagus
untuk belajar tetapi kadang mereka malas. Jadi dengan
pembelajaran bahasa Inggris menggunakan multimedia
diharapkan dapat memudahkan mereka.
(I did have some difficulties to teach English
especially for 7th grade. Because the number of students
is big enough and every student has different
characteristics where there are students who can get
lesson easily but some have difficulties and students’
forgets the lesson easily. Sometimes the students have a
good mood to learn but sometimes their lazy. So by
learning English using multimedia is expected to
facilitate students).
Based on the researcher’s observation in SMP Negeri 1 Tawangharjo
Grobogan and interview with the English teacher, he found that the problems
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a. In the teaching vocabulary using multimedia, the teacher found
difficulties in managing the students in the class. Every class consists
more than 30 students. The condition makes the class crowded. For
example, the teacher gave the students exercise. If the teacher
combines the exercise using pictures by showing in LCD projector,
the students feel fun. But sometimes, not all students pay attention if
the teacher shows the material with multimedia. The students are not
giving attention on their lesson because they speak with other friends.
Teaching vocabulary using multimedia is more effective if the
students are not more than 20 people. Some students participated
actively and the other did not participate actively.
b. The teacher gets difficulty to search pictures related to the material
and the teacher spends much money to get the material with browsing
in internet. The pictures can make the students interesting with the
material. The teacher uses picture to engage the students in the
material. The teacher also feels difficulty to search song or video to
ice breaking the students.
c. Each student has a different capability in receiving the material. Some
of them could learn the material, and the others learned them slowly.
This situation will make the teaching-learning process does not run
well.
d. The students sometimes have good mood to study, but sometimes they
are lazy to study the material given by the teacher. It was done by the
students because they were not attracted to the material. On the way
around, if the teacher gave the interesting material, they studied the
lesson enthusiastically. Most of the students are not confident with
their ability. The teacher should motivate them and make them feel
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3. The Student’s Response on the Teaching Vocabulary Using Multimedia
The students comment for the teaching vocabulary using multimedia can
be seen in the following table;
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24 − −
25 −
26 −
27 −
28 −
29 −
30 −
31 −
32
33 − − −
34
35 −
36
37
Total 33 31 30 26
Percentage 90% 85% 81% 70%
From the table above it can be seen that;
a. Most of the students said that they enjoyed and interested in English
lesson with multimedia.
90% students said that learning English using multimedia is very
interesting.
Researcher : Do you like English lesson using multimedia?
Students : Yes, I like because multimedia make us not
bored in the teaching-learning process.
b. Most can be understand the new vocabulary
85% students said that they can understand new words showed the
pictures in LCD projector.
Researcher: Do you understand the words that showed the
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Students : Yes, I do. The picture can help us to
understand the new words.
c. Most can be easily memorize the material
81% students said that they can remember the new words. This is
the result of the interview.
Researcher: Can you remember the name of animals in
English? And mention the animals.
Students : Yes, I can. There are bird, tiger, monkey,
mouse, etc.
d. Most can be read, write and also speak English well
70% students said that by multimedia they can read, write, and
speak English well. This is the result of the interview.
Researcher: Can you write and give the meaning of this
word “library”?
Students : Yes, I can. This word is perpustakaan.
Discussion
In this section, the researcher discussed the findings of the research. The
discussion contains the implementation teaching vocabulary using multimedia, the
difficulties faced by the teacher in teaching vocabulary using multimedia, and the
students’ comment on the implementation of teaching vocabulary using
multimedia.
In the implementation of teaching vocabulary using multimedia at the
seventh grade students of SMP N 1 Tawangharjo Grobogan, the teacher uses
laptop, loud speaker and LCD projector as media for introducing new vocabulary.
The teacher also faced some problems during the teaching-learning process. The
problems faced by the teacher are difficulties in managing the students in the
class; in receiving material, each student has different capability, low motivation
of the students and teaching vocabulary using multimedia is more effective for
some people or group. They are fun when used multimedia for teaching
vocabulary. So, the teacher needs a good preparation in applying this technique to
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Most of the students enjoyed and were interested in English lesson with
multimedia, understand the new vocabulary better, can easily memorize the
material, can read, write and also speak English well. They students like picture,
they also satisfy when learning the English using multimedia. The interaction
between the teacher and the students is created well because the teacher explains
the lesson patiently. This condition makes the teacher understand more deeply
with the student’s competence in comprehending the material. Ernesnova (1988)
in Fauziati (2002: 172) states that children understand and retain the meaning
better when they have seen some objects associated with it. Media make
teaching-learning process interesting, so it can increase the students’ appreciation to the
knowledge.
The writer also found the fact that the students were very enthusiastic and
got positive response in the process of teaching vocabulary using multimedia. It
also makes the students pay attention with the material, and enjoy English lesson.
It is effective to help the students to understand the language and it makes the
language learning successful in a language classroom. When the students bored,
the teacher gave song or video so it has motivating effects within the classroom.
The students also have positive response to the implementation of teaching
vocabulary using multimedia. They can be motivated and learn English more
easily.
CONCLUSION
Based on the result of the writer’s observation, the writer concludes that the implementation of teaching vocabulary using multimedia is as follows:
1. The implementation of teaching vocabulary using multimedia at the
seventh grade students of SMP N 1 Tawangharjo Grobogan has a good
result for the development in the students’ vocabulary. The teacher
used three phase technique. The technique is appropriate with the
characteristics of seventh grade students of SMP N 1 Tawangharjo
Grobogan. So, it makes the success of the purpose of the lesson. The
teacher and the students have good interaction in the teaching-learning
process. The teacher also gave ice breaking when the students are not
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2. There are problems faced by the seventh grade students English
teacher of SMP N 1 Tawangharjo Grobogan in teaching vocabulary
using multimedia, namely:
a. It is difficult for the teacher to manage the students in the class.
b. The teacher gets difficulty to search pictures and something for ice
breaking for the students.
c. Each student has a different capability in receiving the material
d. The students have unstable motivation.
3. The students’ response is positive. The students like the
implementation of teaching vocabulary using multimedia. They are
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