for the requirem
for the requirement of the Degree in english education.
ish Department of Tarbiyah and Teaching Science Faculty
ii
menyatakan bahwa skripsi ini adalah hasil karya penyusun sendiri. Jika di kemudian
hari terbukti bahwa ia merupakan duplikat, tiruan, plagiat atau dibuat orang lain secara
keseluruhan atau sebahagian, maka skripsi dan gelar diperoleh karenanya , batal demi
hukum.
Makassar, Desember 2010
Penyusun
ADE IRMA BAHARUDDIN
Nim: 20401106113
Alhamdulillah, a deepest gratitude should go to Allah SWT. This research
would never be completed without His Blessing and Mercy. The researcher should
thank for the invaluable physical and spiritual health Allah has lent during the process
of this research. This thesis writing has been finished, under the assistance, direction,
and guidance of some people.
Therefore, the researcher would like to express her greatest gratitude and
appreciation, especially to:
1. The researcher’s father, Baharuddin Serang, her mother Maimunah, and her
Familly who always pray, encourage, educate and provide countless material
supports, so that, she could finish this thesis writing and her study in UIN
Alauddin Makassar.
2. Prof. Dr. Azhar Arsyad., M.A. the Rector of State Islamic University Alauddin
Makassar.
3. Prof. Dr. H. Moh. Natsir Mahmud., M.A. The Dean and all of the staffs Tarbiyah
and Teaching Science Faculty of Alauddin State Islamic University of Makassar.
4. Dra. Djuwairiah Ahmad, M.Pd, M. TESOL. The Head of English Education
and obstacle.
6. All of the lecturers of Tarbiyah and Teaching Science Faculty of Alauddin State
Islamic University of Makassar for their guidance during her study.
7. Head Master of MTs. Syekh Yusuf Sungguminasa, Gowa Dra. Hj. ST. Saharinah
and English teacher of the second grade (VIIIA) Rahmiati. S.S in Academic Year
of 2009/2010 who has kindly given her one class to do research and
enthusiastically participated in writer’s research. This thesis would have not been
possible completed without their cooperation.
8. The Second Grade Students of MTs. Syekh Yusuf Sungguminasa, Gowa
2009-2010, especially for the VIII A class who gave their time and willingly
participated in her research.
researcher to study, helped to solve the problems and gave affection during her
study.
11. Her friend all at once as elder brother and sisters during KKN; Syurhasriati,
Nurbiah, Rahmatia Razak, Masyitah, Irma Irfiana, Syamsul Bahri, irwansa and
hedar.
12. The entire of researcher’s senior in PBI, Ulfa Jihadah S.Pd and Rahmawati, S.Pd
who motivated and supported her.
i
CHAPTER II REVIEW OF RELATED LITERATURE ...
5
A. Previous Related Research Findings ... 5
B.
Some pertinent Ideas………... 6
C.
The Principle of Teaching and Learning Vocabulary………… 13
D. Definition of Direct Method……… 15
E.
Techniquesin Teaching and Learning Vocabulary……… 16
F.
Theoretical Framewor ………21
ii
D. Data collecting procedure…..……….25
E. Data analyzing technique………26
CHAPTER IV FINDING AND DISCUSSION
...28
A. Finding………28
B. Discussion……….. 32
CHAPTER V CONCLUSION AND SUGGESTION
...35
A. Conclusion………...35
B. Suggestion………...36
ix
Researcher
: Ade Irma Baharuddin
Consultant
: 1. Prof. Hamdan, M.A., Ph.D
2. Drs. M.Rusdi, M.Ag.
This research aimed to increase the students’ English vocabulary at the second
year students of MTs Syekh Yusuf Sungguminasa Gowa and expected to be useful
information to increase teaching of English vocabulary especially at junior and sonior
high school. This research is limited to the use of picture dictionary through direct
method is a kinesthetic activity that invoves all students in the class and that
facilitates short exchange between students.
The researcher would use two variable in this research as follows: improving
vocabulary through direct method (X) is the independent variable and the students’
English vocabulary (Y) is dependent variable of the research. This research use one
instrument that is test would administrate before that treatments to get data on the
student prior knowledge, while post-test we would gave to the students after the last
treatments to get data in the impact of through direct method. The total number of
populations were 50 students.
CHAPTER I INTRODUCTION A. Background
The acquisition of vocabulary may impact the comprehension of reading important as Vocabulary. However, English vocabulary command shares significant contribution to the effort of mastering English.
In fact, the students sometimes ask question about how to learn, develop, and retain vocabulary and its meaning. These questions are certainly universal that most language learners often encounter. For example of the case happened at the second grade students of Madrasah Tsyanawia. Syekh Yusuf,sungguminasa Gowa, where they just have little vocabulary because teaching traditionally of English vocabulary showed more complicated. Teachers just gave list of vocabulary to students and asked them to memorize vocabulary. That does not connect to their daily activity. That is why, students can not use the vocabulary for their activities.
In teaching vocabulary, the teacher has so many difficulties to improve the students’ vocabulary. That is why, many English teachers try to build up the students’ vocabulary by using various teaching strategies in teaching. Teacher should find the effective technique to teach English vocabulary. Instruction are needed to help the students’ understanding and increase the effectiveness in communication between teachers and students in teaching and learning process. It is also used to stimulate the students’ motivation and students’ interest to the lesson.
One of the instruction that can be used to teach English vocabulary effectively is using Direct Method. The direct method is not new. Its principles have been applied by language teachers for many years. Most recently, it was revived as a method when the goal of intruction became learning how to use a foreign language to communicate.
Based on the description above, the researched would like to choose direct method to overcome problems of learning vocabulary. Using direct method that hoped improves students’ English vocabulary especially to the second year students of MTs. Syekh Yusuf Sungguminasa, Gowa can learn vocabulary repeatedly without feeling bored. Using direct method also is effective to improve the listening, speaking, reading, and writing skill.
B. Problem Statement
By looking over the background above, the program statement can be formulated as follows:
Can direct method improve the students’ vocabulary at Madrasah Tsanawiyah Syekh Yusuf Sungguminasa Gowa?
C. Objective of the Research
The research aims to know the effectiveness of vocabulary through direct method at the Madrasah Tsanawiyah Syekh Yusuf Sungguminasah Gowa.
D. Significance of the Research
E. Scope of the Research
CHAPTER II
REVIEW OF RELATRED LITERATURE
This chapter presents the preview related research findings, some concept
of vocabulary, teaching method and direct method.
A. Previous Related Research Findings
There are some researchers who have conducted research on vocabulary
building. Suwarni (2003:5), in her research about increasing the vocabulary
mastery for the third year students of MAN. 1 makassar trough crossword puzzle
formulated problem statement, namely : (1) what is the vocabulary mastery of
the third year students of MAN. 1 Makassar? (2) is learning English vocabulary
through crossword puzzle effective increasing students’ vocabulary mastery? (3)
what is the students attitude toward learning English vocabulary through
crossword puzzle? The research result indicated that learning English vocabulary
through crossword puzzle is effective increasing students’ vocabulary mastery.
In addition, Nur azizah Amiliddin (2006:45) wanted to teach vocabulary
through classroom simulation games to the students. Her research objective was
to find out whether yes or not there is a significant different on vocabulary
mastery between the students who are treated by using conventional technique.
After finishing her research, she proved that there is a significant difference on
vocabulary mystery between the students who are treated by using classroom
simulation game and those who treated by using conventional technique.
From all the findings above that suwarni wanted to increase the vocabulary
mastery by using crossword puzzle, Rosniati wanted to increase the students’
vocabulary through quiz, and Nur azizah amiluddin wanted to prove that
classroom simulation games bring a significant difference to teach vocabulary.
The researcher itself wanted to improve the students’ English vocabulary
through diract method.
B. Some pertinent ideas
1. Definition of vocabulary
According Victoria N. and David B (1995:1494) Vocabulary is a list of
word and often, phrases, abbreviations, inflectional forms, and all the word
used by a particular person, socioeconomic group.
Hornby (1989:1425) state that Vocabulary is tha total number of words
that make up a language, list of words with their meaning especially one which
a companies a text book in foreign language.
According to Good (1958:642) Vocabulary is the content and the function
words of language which are learn to thorougly they become a part of child’s
understanding, speaking and later reading and writing vocabulary. He also
defines vocabulary as the words having mening when heard or seen even
though not produced by individuals him self to communication of with other.
Hocket (1959:5) states that a word consist a sound, or a combination of
sound, that has become conventionalized in culture or linguistic community,
that is commonly use in certain responses belonging to the some community.
Webster (1983), vocabulary is arrange or sombol or techniques,
constituting a means of communication or expression, Caster in Rosniati
(2003,26), vocabulary is the word having meaning when heard or see even
though not produce by individual himself to communication with other.
glossary, b) All the words language, c) All the words use or understood by
particular person, class, profession, etc, d) The range of expression at person’s
disposal espessially an art.
According to the writer vocabulary is the word of a language which have
meaning and function. From some definitions iven though are different suond
from each other, but the important point of the devinition is that vocabulary of
word influence people to make up a language.
2. Types of vocabulary
Vocabulary is the stock of lexical items in a language, for the purpose of
teaching and learning activities. Word in a language are small elements, which
could make up a language.
Language classify is vocabulary into two kind namely receptive
vocabulary and productive vocabulary. Receptive vocabulary refers to the
words or lexical items, which can be recognized and comprehend in context of
listening and reading. While productive vocabulary refers to words which we
use in speaking and writing.
Some clasifications of vocabulary are given in the following:
a. Schail (1967:57) steta that every persons has three types of vocabulary as
follow:
The word we costomarily use in speaking and probably runs from
5000 to 10000 words.
2. Reserve Vocabulary.
The word we know but we rarely use in speaking , we use them in
writing.
3. Passive Vocabulary.
The words we recognize vaguely, but are not sure of the meaning,
we never use them in neither speking or writing.
According to Nuttal in Nikmawati (1993: 6 ), active vocabulary consists of
words that we use and know well by ourselves and passive vocabulary consist
of words that we understand approximately when we meet them, but can not
use them.
Donoqhgue (1973) in Mardiah (2002: 7) divides vocabulary into four
types, they are;
1.
listening or hearing vocabulary, it refers to the words a person
understand when he hears them.
2.
speaking vocabulary includes the words a person uses in
expressing himself orally.
4.
writing vocabulary is chronologically acquired last and only
includes the words a person uses or can in writing composition.
Furthermore types of vocabulary (http://en.wikipedia.org/wiki/Vocabulary);
1. Reading vocabulary, a person’s reading vocabulary is all the words he or
she can recognize when reading. This is largest type of vocabulary simply
because it includes the other three
2.
listening vocabulary, a person’s listening vocabulary is all the words he or
she can recognize when listening to speech. This vocabulary is aided in
size by context and tone of voice.
3. writing vocabulary, a person’s writing vocabulary is all the words he or
she can employ in writing. Contrary to the previous two vocabulary types,
the writing vocabulary is stimulated by its user.
4. speaking vocabulary, a person’s speaking vocabulary is all the words he or
she can use in speech. Due to the spontaneous nature of the speaking
vocabulary, words are often misused. This misuse-though slight and
unintentional- may ne compensated by facial expressions, tone of voice, or
hand gestures.
b. Harmer (1991:159) divides vocabulary into two types, which are:
1. Active vocabolary revers to vocabulary that students have learned
2. Passive vocabulary revers to words that students will
recognizewhem they meet them, but which they will probably not
be able to produce.
c. Legget (1982: 148-149) point out that there are two types of vocabulary :
1. Passive of recognize vocabulary which is made up words, one
recognize in the context of reading material but he does not
actually use him self.
2. Active vocabulary which consist of working words used daily in
writing and speaking.
In eddition, Page and Thomas (1971:461-462) devides vocabulary
into four kind, namely:
1. Oral vocabulay, consist of words actively in speech. They are the words
that come readily to the tongue in conversation, the more often the person
utters a words, the more readily it will come to his tongue.
2. Writing vocabulary, consist the words that come readily to ones finger
vocabulary.
3. Listening vocabulary is the stock of words to whoch one responds with
meaning and which
4. Reading Vocabulary is the stock of words to one respond with and which
3. What the students need to know about vocabulary
Harmer (1991) explines four aspect of vocabulary that students
need to know about. The four aspect are word meaning. Word use, word
formation and word grammar.
a. Word meaning
One word may have than one meaning. The meaning of the word
depends on the context in whict that word occurs. Therefore, in the
teaching of vocabulary, word taught to the students shoud be presented in
a variety of context to show various meanings.
b. Word use
The meaning of the word can be changed. Stretcher or limited by
how it is used and this is something that students need to know about. In
relation to the word use, Harmer (1991) states that students need to
recognize such thing, such as word collocation that is which words go
with each other. For example, such a word as ‘wrist’, but it cannot
collocate with the word ‘head’. So we have such a collocation as ‘sprain
head’. On the contrary, the word ‘ache’ can collocation with ’head’ as in
c. Word formation
Word formatiom refers to word form and how they formed. Some
words are noun, some word are adjectives, some word are verb, etc. the
students need to know about how to form adjective from noun to
adjectives, how to form verb to nouns, or from adjective and etc. for
example, beauty (noun) changed to beautiful (adjective), or beautiful
(verb). (Chew and Kaur in sahabuddin, 2000: 159)
d. Word grammar
Word grammar refers to such things as the way words are used
grammatically. In English, for instance, some verbs are used with to
(want to, walk to), but some other verbs are used without to (can, way,
etc).
English verbs have tenses such as verb ‘want’ may changed to
‘wanted’, ‘speak’ may change to ‘spoke’ or ‘spoken’. The students
need to know when they are use properly.
C. The principle of teaching and learning vocabulary
Wallace (1989 )infoms that there are various main principles of teaching
a. Aims
The teaching vocabulary, we have to be clear about our aims, how
many of vocabulary listed we expect learners to do. If it is not clear on this
point, it is difficult to assess how successful the vocabulary learning has been
attained.
b. Quantity
Having decided on what involved in vocabulary learning, we may then
decide on the quantity of vocabulary to be taught, the number of new words
that our students can learn. If we expect the words that will be taught become
part of students’ active vocabulary, then put the number of words as low as
round ‘five until seven new words. Clearly, the actual number will depend on
a number of factors varying from class to class and learner to learner. When
there are too many words, the students may become confused, discourage, and
where they have to communicate the words they need, as they need then,
using the words as the information.
d. Frequent exposure and repetition
Teaching and learning vocabulary there have to be certain amount of
repetitions until there is evidence that students can recognize the target words.
The simplest way to chacking that the learning has been done is by seeing
whether the students can recognize the target words and identify their
memory. If the words to part of the students productive vocabulary, they must
be given an apportinity to use them, as often as neccesary for them to recall
the words, with the correct stress, pronunciation and identify their meaning.
e. Meaningful presentation
Presenting the vocabulary lesson, the students must have a clear and
specific understanding of what words denotes or refers to. The requires the
referance and denotation of the words that are presented in such a way afre
correcly and unambiguous.
f. Situational presentation
The words presented are appropriate to the students’ situation. With a
favorable condition, enough time consuming and convenient method, the
g. Presenting in context
Words very seldom occur in isolation, so is important for the students
to know the usual collocation that words occur in. so, from the very beginning
the must appear in its natural envirinment as it were among the words
naturally collocates with. Collocations are words which are commonly
assosiated.
D. The definitoin of direct method
The direct method is not new. Its principles have been applied by
language teachers for many years. Most recently, it was revived as a method
when the goal of intruction became learning how to use a foreign language to
communicate. Since the Grammar-Translation Method was not very effective in
preparing students to use the target language communicatively, the Direct
Method become popular.
We will now try to come to an understand of the direct method by
observing an English teacher using it in a scuole media (lower secondary school)
class in Italy. The class has thirty students who attend English class for one hour,
three time a week. The class observe is at the end of its first years of English
language intruction in a scuola media.
Sauveur and other belivers in the Natural Method argued that a foreign
language could be taught without translation or the use of the learner’s native
tongue if meaning was conveyed directly through demonstration and action.
E. Tecniques
in teaching and learning vocabulary
Allen (1983:21) classifies the tecnique in teaching vocabulary for
beginner classes as follows:
1. Let the students look at several words that are introducet in the first yaers
textbook, words representing nouns, verbs, adjectives and other kinds of
word. For the young learners are emphasized in simple words such as the
animals, fruit, etc, in noun. Simple verbs that they are usually used in
everyday, name of colors, characteristics of persons in adjectives and many
other that are easy to children comprehending.
2. Showing some pictures, expecially the pictures that students draw
3. Showing the real object
Wallace (1989:30) states five steps to learn or to achieve vocabulary in
the mother tongue and the target language as follows:
1. There is a felt need.
2. The learner is exposed to an enermous quantity of his own Slanguage
with tremendous scope for repetition of what he learns.
3. The learner control his own rate of learns.
4. The target language is nearly always encountered in appropriate situation
and appropriate context.
5. Since the words are the learned as they arise out of a felt need in a
particular situation they usually clear denotation.
Davies in Richards and Rodger (1986:42) give sample lesson plans for
use with situational language teaching. The structure being taught in the
following lesson are “This is a…” and “that ‘s a…”
Teacher. (holding up a watch) look. This is a watch. (2X) (pointing to aclock
on wall or table) That’s a clock. (2X) This a watch. (putting down watch and
moving aross to touch the clock or pick it up) This is a clock. (2X) (pointing
to watch) That’s a watch. (2X) (picking up a pen) This is a pen. (2X) (drawing
large pencil on blackboard and moving away) That’s a pencil. (2X) take your
Teacher
Listen. This is a book. (3X) This.(3X)
Student
This. (3X)
A student.
This (5X)
Teacher.
This is a pen
Student.
This is a pen. (3X)
A student
(moving pen) this is a pen. (6X)
Teacher.
(pointing to blackboard) That a pencil. (3x) That. (3x)
Student.
That (3x)
A student.
That (6x)
Teacher.
That’s a pencil
Student.
(all pointing at blackboard) That’s a pencil.(3x)
A student.
(pointing at blackboard) That’s a pencil.(6x)
Teacher.
Take your books. (talking a book himself) This is a book. (3x)
Student.
This is a book. (3x)
Teacher.
(Placing notebook in a visible place) Tell me…
You can now begin taking objects out of your box, making sure they are as far
as possible not new vocabulary items. Large objects may be placed in visible places
at the front of the classroom. Smaller ones distributed to students.
Davies et al (1986:43) likewise give detiled information about teaching
procedures to be through direct method. Teachging sequence of activities they
propose consist of :
1. Listening practice in which the teacher obtains his student”s attention and
repeats an example of the patterns or a word in isolation clearly, several times,
probably saying it slowly at least once (where is the pen?),separating the
words.
2. Choral imitation in which students all together or in large groups repeat what
the teacher has said. This works best if the teacher gives a clear instruction
like “repeat” , or “Everbody” and hand signal to mark time and stress.
3. Individual imitation in which the teacher asks several individual students to
repeat the model he has given in order to check their pronounciation.
4. Isolation, in which the teacher isolates sound, word or groups of words which
cause trouble and goes through techniques 1-3 with them before replacing
them in context.
5. Building up to a new model, in which the teacher gets students to asks and
answer questions using patterns they already know in order to bring about the
6. Elicition, in which the teacher, using mime, prorapt words, gestures, etc, gets
students to ask questions, make statements, or give new example of the
pattern.
7. Substitution drilling, in which to the teacher uses cue words (words, pictures,
numbers, names, etc) to get individual students to mix the example of the new
patterns.
8. Question - answer drilling, in which the teacher gets one students to ask a
question and another to answer until most students in the class have practiced
asking and answering the new question from.
9. Correction, in which the teacher indicates by shaking his head, repeating the
error, etc, that there is a mistake and invites the students or a different student
to correct it. Where possible the teacher does not simply correct the mistake
himself. He gets students to correct themselves so they will be encourage to
listen to each other carefully.
F. Theoretical framework
The main focus in this research is to application of direct method in
teaching vocabulary to what extents the direct method to improve the students’
vocabulary command. Language teacing invokers may kinds of activities are
expected to engage students’ attention in learning. It also helps to ensure that
there is input before output.
Therefore students can be profited with a suitable input before they
produce the word trough four skills for instance : listening, writing, reading,
speaking, and output will be the students’ mastery on vocabulary by using some
command teachniques.
The theoretical framework underling this research is given in the
following diagram :
Input Process Output
Vocabulary material Through Direct Method Vocabulary
(some new students’ material
Vocabulary)
There are three variable: imput, process and autput are rely classified as
follow:
-
Imput to the some new vocabulary
-
Process refers to teaching activity through direct method
G. Hypothesis
1.
ܪ
. : There is no significant difference between increasing students
vocabulary before and after being taught through direct method.
CHAPTER III
METHOD OF THE RESEARCH
The chapter deals with research design and variable, population and
sample, instrument of the research, procedure of collecting data and technique of
data analysis.
A. Design of the research
The research, used pre-experimental method with one group pre-test and
post-test. In this research to see the teaching through Direct Method whether can
increasing vocabulary of the student, at MTs Syekh Yusuf Sungguminasa Gowa.
The design is formulated as follow:
O1 X O2
Pre-test Treatment Post-test
B. Population and Sample
a. Population
To know about the condition of population in composong this thesis,
the writer axplains condition of population. Arikunto
(2006) has viewed that population is the total of the research subject. the
population of this research is the second years students of Madrasah
Tsanawiyah Syekh Yusuf Sungguminsa Gowa. The total of the research
b. Sample
in taking sample, the researcher is going to use random sampling
techique. The researcher randomly chose 10 student from each two class so
that the total number of sample is 20 from two class.
C. Variable and Instrument
a. Variables
There are two variables involved in this research namely dependent
variable and independent variable.
1. The dependent variable : The students’ vocabulary mastery, and the student
attitide toward the use of vocabulary masrery in teaching Einglish
vocabulary.
2. The independent variable : the use of vocabulary mastery in teaching
vocabulary.
b. Instument of the research
This research use just one instrument that is test. The test would
consist of pre-test and post-test. The pre-test would administrate before the
streatments to get data on the students’ priore knowledge, while post-test we
would give to the student after the last streatments to get data in the impact of
D. Data Collecting Procedure
In collecting data the researcher will using the following procedure:
1. Giving a Pre-Test
The pre-test would be given to the students before streatments by testing;
the purpose is to know ability students’ mastery vocabulary trough direct
method.
2. Giving Streatment
The streatment would be given to the student by teaching trough direct
method for four meeting. For detail informarion, the researcher would
explain the streatments in every meeting in the following:
a. The first meeting: the researcher introduces and explain about element
of language. One of them is vocabulary.
b. The second and third meeting: the student are given some English
material. Each material has some new vocabulary taugh by oral and
written processes.
c. The four meeting: the researcher ask them one by one about vocabulary
given at the previous meeting.
3. Giving a Post-Test
The Post-Test will be given to the students after streatment to know
the students’ achievement in memorizing English vocabulary after
E. Data Analyzing Tecnique
The analyzin data collected is through the pre-test and post-test. The
researcher analyzing the data by using the following procedures:
1. Scoreing the students’ correct of pre-test
2. Clasifying the score of the students’ pre-test and post-test
a. Score 90-100 : Very good
b. Score 70-89
: Good
c. Score 50-69
: Fair
d. Score 30-49
: Poor
e. Score 10-29
: Very poor
4. Standard deviation
5. Fending out significant differences between pre-test and post-test by using
