1 CHAPTER I
INTRODUCTION
Chapter I of the research contains such as background of the study, statement of
the problems, purpose of the study, significance of study, scope and limitation, and
definition of key terms. Each section is presented as follows:
1.1 Background of the Study
Nowadays, English is very important to be learned, because English is an
international language. Meanwhile, as a social creature, human being cannot life alone.
They need another people to create interaction. The people can use many kinds of ways
to make an interaction; those are by behavior, sign, and language. Language is an
important media to communicate with another people. It is supported by Multazim
(2005) that language can also be used to explore person’s opinion, to give another
person direction to his or her destination, to give explanation and ask for suggestion.
Sometimes, it can be used to language to share our feelings, problems and stories etc.
English also can be provided for the students to develop their skill. So, in every
time the students have to learn by heart more than just the words. They have to know
every word to develop their understanding the meaning and they have to acquaint the
appropriate word of meaning and context correctly. In this case, the students have to
learn by heart about vocabulary.
The students have to learn four English language skills that are speaking,
reading, listening and writing. To comprehend the four English language skills, they
should learn by heart about vocabulary. As stated by Cahyono and Widiati (2011:107)
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receptive (listening and reading) and productive (speaking and writing). It means that
vocabulary is one of the language components which are able to be mastered by
practicing to use them while doing daily activity.
As stated by Yuliana (2003) that teaching English for young learners must be
carefully done because the children have their own way of learning. Almost all children
at young age like to play and games. It means that the teaching learning process should
be compared with the nature the children themselves. It is supported by Setiana (2009)
that teaching vocabulary is clearly more than just presenting new words. It also includes
a decision that words should teach the basic of how frequent they use by speaker of the
language. The techniques of teaching are able to help the students understand
vocabulary in teaching learning process. So, if the techniques of teaching vocabulary
run well both of the teacher and the students, it means that the processing of teaching
run effectively.
Nowadays, most of students often get difficulties in learning English because
they have low vocabulary and English grammar. They become lazy students and they
think that English is not important for them. It is supported by the previous research has
been done by Setiana (2009) entitled “Improving Second year Students’ Vocabulary by
Using Matching Games at MTS Nurul Ulum Gadungan Malang. She found that the
problems faced by the teacher, especially about vocabulary on spelling and
pronunciation which has a different form, low level of students’ ability in memorizing
the words and a small member of book, and the items of vocabulary that the teacher
taught did not appear in UAN. Because of some reasons above, the teacher must use an
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teacher also has to know the situation and condition in the classroom and what the
techniques are suitable in this situation. So, if the teacher does not know what the
techniques are suitable in the classroom, it can be problem matters in the process
vocabulary teaching and learning. Another research was conducted by Haryani (2010)
entitled “A Study on The Techniques of Teaching English Vocabulary for Second Year
Students in SMP Muhammadiyah 1 Malang.” She investigated the techniques of
teaching English vocabulary used by the English teacher for second year students in
SMP Muhammadiyah 1 Malang and the students’ response toward the teacher’s techniques. She found that the teacher’s techniques were communicative, role play,
games, question-answer display, brainstorming, and report. The students’ responses
toward those techniques were very good and very enthusiastic because those techniques
make the students interested in learning English vocabulary.
Based on the above explanation, the researcher is interested in conducting the
research on “The techniques of teaching vocabulary used by the teacher of theseventh grade students at SMP Muhammadiyah 4 Malang.” The researcher chooses SMP Muhammadiyah 4 Malang because most of all students have lack of vocabulary in this
school. The researcher has done teaching practice (PPL) and observation there, so the
researcher has been known the situation and the students well. The researcher thinks
that technique in teaching vocabulary is important to support the successful of learning
and teaching process, especially for junior high school that are learning English
vocabulary and it is important to conduct the research on techniques of teaching English
4
Malang, the way the English teacher implements the techniques in teaching and learning
process, and the teacher’s reasons of using the techniques in teaching vocabulary.
1.2 Statement of problems
Based on the background of the study, the problems are formulated as follows:
1. What are the techniques of teaching vocabulary used by the teacher of the seventh
grade students at SMP Muhammadiyah 4 Malang?
2. How does the English teacher implement the techniques in the teaching and learning
process?
3. What are the teacher’s reasons of using the techniques in teaching vocabulary?
1.3 Purpose of the Study
Concerning with the problems above, the purposes of this study are:
1. To know the techniques of teaching vocabulary used by the teacher of the seventh
Grade Students at SMP Muhammadiyah 4 Malang.
2. To know how the English teacher implements the techniques in the teaching and
learning process.
3. To knowthe teacher’s reasons of using the techniques in teaching vocabulary.
1.4 Significance of the Study
The result of this study is expected to be useful for English teacher, the English
department students, and the next researchers. For the teacher, it is expected that the
result of this study will give contribution that the English teachers will know better
techniques for teaching vocabulary to the students. For English department students, the
5
vocabulary are. For the next researcher, the result of this study is expected to be used as
one of references if they are interested in conduct similar studies.
1.5 Scope and Limitation
This study is focused on the techniques of teaching vocabulary used by the
English teacher, the way the English teacher implements the techniques in the teaching
and learning process and the teacher’s reasons of using the techniques in teaching
vocabulary. This study is limited to the only teacher of English.
1.6 Definition of the Key Terms
The purpose of definition of key term is to make it clear and avoid
misunderstanding on the concept that is used in this study. The researcher would like to
present the definition of key terms as follows:
Techniques is any of a wide variety of exercise, activities, or tasks used in the
language classroom for realizing lesson objective (Brown, 2001:16)
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:7)
Vocabulary is the basic of English mastery by appearing the knowledge words
and the learners must be knowing the spelling and the meaning of the words
(Suprioyo,agus:2005)
Teacher is someone or somebody as the central force who can shape the
behavior of the individual child as well as those of children in groups (Puguh in
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THE TECHNIQUES OF TEACHING VOCABULARY USED BY THE TEACHER OF THE SEVENTH GRADE STUDENTS AT SMP
MUHAMMADIYAH 4 MALANG
THESIS
This thesis is submitted to meet one of the requirements to Achieve Sarjana Degree in English Education
By:
TRI YULVIANA WATI 201110100311126
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
ii
This thesis was written by Tri Yulviana Wati and was approved on November 12, 2015
By:
Advisor II, Advisor I,
iii
This thesis was defended in front of the examiners of the 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 November 12, 2015
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Dean,
Dr. PoncojariWahyono, M.Kes.
Examiners: Signatures:
1.Dr. Sri Hartiningsih, M.M. 1. ………
2. Riski Lestiono, S.Pd., M.A. 2. ………
3.Dra. Erly Wahyuni, M.Si. 3. ………
iv
STATEMENT OF WORK’S ORIGINALITY
The undersigned:
Name : Tri YulvianaWati
Student ID Number : 201110100311126
Program of Study : English Department
Faculty : Faculty of Teacher Training and Education
I declare that the work presented in this thesis was carried out by myself and does not
incorporate without acknowledgement any material previously submitted for a degree or
diploma in any university. To be best of my knowledge, this thesis does not contain any
certain any materials previously published or written by another person except where
due reference is made in text.
Malang, November 12, 2015
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MOTTO AND DEDICATION
MOTTO
“Sesungguhnya bersama kesulitan ada kemudahan. Maka apabila engkau telah selesai (dari sesuatu urusan), tetaplah bekerja keras (untuk urusan yang lain). Dan hanya
kepada Tuhanmu engkau berharap.” QS: Al-Insyirah: 5-8
“SUCCESS is…
liking yourself, liking what you do, and liking how you do it.” -Maya Angelou-
“There are only two ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle.”
-Albert Einstein-
“Spending today, complaining about yesterday, won’t make tomorrow any better. Just wake up and let do the best to get your dreams.”
-Tri Yulviana Wati-
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ACKNOWLEDGEMENTS
In the name of Allah, the Almighty and Merciful. Praise is only to Allah, for all
His abundant blessing, mercies, and guidance, so that the researcher is able to complete
this thesis writing.
The researcher is fully aware that this thesis cannot be finished without other
people’s help. Therefore, in this opportunity she would like to express her deep
gratitude to the following people:
1. Dr. PoncojariWahyono, M. Kes, the dean of Faculty Teacher Training and
Education University of Muhammadiyah Malang.
2. Dr. Sudiran, M.Hum., the head of English Department.
3. Dra. Erly Wahyuni, M.Si, as the first advisor who has given her support,
suggestions, criticism, guidance, and motivation for writing this thesis. She has
done so much to help the researcher finish this thesis.
4. Dian Arsitades W, M.Pd, as the second advisor for his guidance, advice, and
feedback in writing the thesis. Thanks a lot for the spending time and energy to
revise the researcher’s thesis.
5. Mulyati, S.Pd, the headmaster of SMP Muhammadiyah 4 Malang who has given
permission to conduct the research at the school.
6. Hilda Nurhalida S.IP, the English teacher of SMP Muhammadiyah 4 Malang
who helped the researcher during the research in the process of collecting the
data by observing and interview.
7. The students of seventh grade at SMP Muhammadiyah 4 Malang for their
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8. Her beloved parents and hersisters who are never tired giving material, support,
and pray so that the researcher is able to finish this thesis.
9. Nur Chomarudin, as the mood booster and become a good listener when the
researcher complained. Thanks u so much for your support and motivation to
finish this thesis well.
10.For all of her friends in English Department students 2011 class C, especially
Wulan, Novi, Denok, Ismi, Nena, Eka, Silvi, and Fia who always support and
motivate the researcher. To her best friends, if there ever comes a day when we
can’t be together, keep me in your heart, I’ll stay there forever.
viii
TABLE OF CONTENTS
COVER……….. i
APPROVAL PAGE……… ii
LEGALIZATION………... iii
STATEMENT OF WORK’S ORIGINALITY………... …… iv
MOTTO AND DEDICATION……….. v
ACKNOWLEDGEMENTS……….……….. vi
ABSTRACT………...……. viii
TABLE OF CONTENTS..………. ix
CHAPTER I INTRODUCTION 1.1Background of the Study……… 1
1.2 Statement of the Problems………..……… 4
1.3 Purposes of the Study………...……….. 4
1.4 Significance of the Study………...………. 4
1.5 Scope and Limitation………..………… 5
1.6 Definition of the Key Terms………..……. 5
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teaching English……… 6
2.2 Language Teaching………... 7
2.3 Teaching Vocabulary……….. 8
2.3.1 The Importance of Vocabulary………. 9
2.4 The Techniques of Teaching and Learning Vocabulary………. 10
2.4.1 Traditional Approaches and Techniques used in the Presentation of New Vocabulary Items………. 15
2.4.1.1 Visual Technique……….. 15
2.4.1.2 Verbal Technique……….. 16
2.4.1.3 Translation……… 18
2.4.2 Techniques of Student-centered Activity... 18
2.5 The Procedures of Teaching and Learning Vocabularies………... 20
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design………..21
3.2 Research Subject………. 22
3.3 Research Instrument………22
3.3.1 Observation Checklist……… 22
3.3.2 Semi-structured Interview………..……… 23
3.4 Data Collection………... 24
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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings………... 26
4.1.1 The Teacher’s Technique in Teaching Vocabulary………... 26
4.1.1.1 Visual……… 26
4.1.1.2 Translation……… 27
4.1.1.3 Asking Others………... 27
4.1.1.4 Using a Dictionary……… 27
4.1.1.5 Using a Game……… 27
4.1.2 The Ways of the English Teacher Implemented the Techniques in the Teaching and Learning Process……… 28
4.1.2.1 Visual……… 28
4.1.2.2 Translation……… 29
4.1.2.3 Asking Others………... 31
4.1.2.4 Using a Dictionary……… 32
4.1.2.5 Using Game Technique……….33
4.1.3 The Teacher’s Reasons of Using the Techniques in Teaching Vocabulary………... 34
4.1.3.1 Visual……… 34
4.1.3.2 Using Translation Technique……… 34
4.1.3.3 Asking Others………... 35
4.1.3.4 Using a Dictionary……… 35
4.1.3.5 Using Games………. 36
4.2 Discussion………... 36
CHAPTER V CONCLUSION AND SUGGESTIONS 5.1 Conclusion……….. 38
5.2 Suggestions………... 39
REFERENCES References………. 41
APPENDIXES Appendix I……… 43
Appendix II………... 60
Appendix III……….. 66
Appendix IV………. 68
Appendix V………... 76
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