UNDERGRADUATE THESIS
Submitted to State Islamic University of KH. Achmad Siddiq Jember In Partial fulfillment of the requirements to obtain
a Bachelor’s degree of Sarjana Pendidikan (S.Pd) Faculty of Tarbiyah and Teacher Training English Language Teacher Training Department
By:
IKA NUR FAIS SRN.T20176014
STATE ISLAMIC UNIVERSITY OF KH. ACHMAD SIDDIQ JEMBER FACULTY OF TARBIYAH AND TEACHER TRAINING
ENGLISH EDUCATION STUDY PROGRAM
DECEMBER 2022
UNDERGRADUATE THESIS
Submitted to State Islamic University of KH. Achmad Siddiq Jember In partial fulfillment of the requirements to obtain a bachelor’s degree
of Sarjana Pendidikan (S.Pd) Faculty of Tarbiyah and Teacher Training English Language Teacher Training Department
By:
Ika Nur Fais SRN.T20176014
Hasbeen approved by Advisor
“Surely there is ease after hardship. Aye, surely there is ease after hardship”(Al- Inshirah[94]:6-7
HadratMirzaTahir Ahmad, The holy Qur’an-Arabic text and English translation, trans.
MualawiSher ‘Ali (UK: Islam international publication Ltd, 2021), 924.
me true love, affection, prayer and everything for my life. Without you would have reached this point.
2. My beloved little sister Icha Davina Putri who always gives me more spirit in my life.
3. My lecturers, all my lectures of English Education Department who taught me patiently to be a good and smart English teacher.
4. All my friends especially my classmate of TBI-1 who always teach me the sense of friendship and togetherness in study.
5. All my relatives, friends, and everybody whom i cannot mentioned that always support my life. Thanks you so much. My God bless them all.
By all those, I have been built as who I am today. Thanks without any limit for all of them. May Allah give all of you more than what I have got to be.
Secondly, my sholawat and salam to prophet Muhammad Saw who has guided us from the darkness to the lightness and brought us from stupidity to the cleverness era.
The researcher really realized that his undergraduate thesis would not finish without help and motivation from other people who have given me an opportunity in this section. The researcher would like to express her gratitude and appreciation to the honorable people who gave their help, encouragement and contribution to the researcher in the process of the study:
1. Prof.Dr.H. Babun Soeharto, S.E.MM, as a Rector of University Islamic KH.Ahmad Shiddiq of Jember who has given opportunity for me to study in this University.
2. Prof.Dr.Hj. Mukni’ah, M.Pd.I as the Dean of the Faculty of Tarbiyah and Teacher Training University Islamic Kh.Ahmad Shidiq of Jember who has facilitated me to study in this faculty.
3. Dr. Rif’an Humaidi, M.Pd.I as the head of Islamic Studies and Language Education Program
4. Mr. As’ari, M.Pd.I as the Head of English Education Departement who has given motivated me to study English and to finish in this university.
5. H.Moch. Imam Machfudi, S.S.M.Pd.Ph.D as an academic advisor who has provided me guidance and direction in the learning process during college.
6. My advisor Nina Hayuningtyas, M.Pd who helped me, and supported me during the writing of the undergraduate this thesis.
7. My all beloved lectures who have been patient and generous to teach me anything about English and the general knowledge.
8. The Principal of MTSN 8 Banyuwangi Mr.Dr.H. Abdul Kholik, M.Pd.I and the staff for giving me permission and helping me during in my research in MTSN 8 Banyuwangi.
9. The English teacher, Mr. Ali Mahrus Effendi, M.Pd who has gave me support and help in conducting my research at MTSN 8 Banyuwangi 10. The students of Seventh Grade especially VII I who gave their time to
participate in this research.
I wish Allah SWT give blessing to all of you. The researcher realizes that this undergraduate thesis is still far from being perfect.
Therefore, criticisms and suggestion will be appreciated. The researcher hopes this undergraduate thesis could give contribution and useful with the
The writer
Ika Nur Fais
Vocabulary is one of the most important things in learning English. It has an important role in the success of foreign language learners. Adequate vocabulary will help students in mastering four skills in English which cover listening, speaking, reading, and writing. Students struggled to communicate effectively in a foreign language if they lack vocabulary. However, there were certain challenges that students experienced when acquiring vocabulary, including poor pronuncation, inappropriate word usage, and understanding word meanings.
As a result, the researcher was motivated to carry out a research on the issues that students face and strategy they employ to solve them.
There were two research questions in this research, those were: 1) What are the difficulties faced by students at the seventh grade of MTSN 8 Banyuwangi in learning vocabulary 2) What are the strategies used by English teacher to overcome the students vocabulary difficulties at seventh grade of MTSN 8 Banyuwangi?. The objectives of this research were to identify students’ difficulty in learning vocabulary and the strategies used by English teacher to overcome the students in vocabulary.
This research employed a descriptive qualitative as research method that focused on the difficulties vocabulary encountered in MtsN 8 Banyuwangi. The subject of this research was the seventh-grade students at MtsN 8 Banyuwangi.
For gathering the data, the researcher used interview, observation, and document review. All the data were analyzed descriptively.
The finding of the research revealed that students experienced some difficulties in learning vocabularyy namely pronunciation, spelling, meaning, and grammar. Morever, they employed some strategies in solving those problems such as developing students’ skills and strategies, give examples,presenting-practicing- revising vocabulary, and translation.
Agreement Page ... iii
Motto ... iv
Dedication ... v
Acknowledgment ... vi
Abstract ... viii
Table of Contents ... ix
List of Tables ... xi
List of Appendices ... xii
CHAPTER I : INTRODUCTION A. Research Context ... 1
B. Research Focus... 8
C. Research Objective... 8
D. Research significance ... 8
E. Definition of Key terms ... 9
CHAPTER II : THEORITICAL FRAMEWORK A. Previous Research ... 11
B. Theoretical Framework ... 20
CHAPTER III : RESEARCH METHODOLOGY A. Research Design ... 43
B. Research Location ... 43
C. Research Subject ... 44
D. Data Collection... 44
CHAPTER IV : RESEARCH FINDING AND DISCUSSION
A. Research Finding ... 50 B. Research Discussion... 73 CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion ... 84 B. Suggestion ... 85 References ... 86 Appendices
Appendices 3: Lesson Plan
Appendices 4: Research License Letter Appendices 5: Research Finished Letter Appendices 6: Journal of the Research Appendices 7: Research Instruments Appendices 8: Documentation
Appendices 9: Bibliography of Researcher
A. Research Context
People in the world need language for communicating, to do so they have to learn various languages, one of them is English. Learning language to communicate has been taught for a long time even during the time of the prophet Adam and written in the al-Qur’an. This is in surah Al-Baqoroh verses 31:
Meaning :(31) and He taught Adam all the names,all of them; then He presented to the angels and said: ‘Tell Me the names of these, if you are sincere (QS. Al-Baqoroh [2]: 31).2
The verse is relevant to this research because this research and the verse are talking about vocabulary, for example names of objects. The Object can be learned from around us. Understanding the names of objects is very important for students to know the meaning in English or Indonesian.
2Talal Itani, The Quran English Translation (Clear to Read Modern English). (Buiret: Clear Quran, 2014 ), 2
In Indonesia, English was taught in elementary school, junior high school, senior high school, and also in college. English is the main subject education in Indonesian. Bimas et al said that English was an international language that was the most widespread medium of international communication.3 English was widely used by many countries in the world as a second language can be could international language after national language.
According to Brumfit in English learning there are divided in to four skills such as listening, speaking, reading and writing.4
To master the four skills, the learners had to have a lot of vocabularies in their memory. In listening, the teacher usually used a tape recorder in the class and the students had to understand what the speaker said. It means that they have to know about vocabulary. In writing, the students are expected to write properly. In reading, the students must practice reading so that they can read fluently. In speaking, the students must practice speaking so they can speak well. So, vocabulary is one of important aspects in language mastery.
Vocabulary is one of the most important things in learning English.
Richards and Renandya said that vocabulary was basic aspect of mastering language and to specify how students understand about vocabulary and how
3Bimas,Netty,Hajra.”A Study on Student’s Difficulities in Vocabulary Mastery at First Grade Students of SmpN 1 Baula”. (jurnal, State University Sembilanbelas November Of Kolaka, 2020), 34.
4Brumfit,Teaching English as a Foreign Language (London New York: Routledge Education Books, 2003), 16.
students speak language well.5 The language skills were speaking, reading, writing, and listening. Vocabulary was taught by remembering meaning new words in dictionary and to learn translating new words into their native language and memorize the vocabularies.
Andi Prayoga Said vocabulary was very important for everyone because vocabulary was basic of learning English language and necessary to increase students’ knowledge in learning language6. Vocabulary was very important in daily activities to communicate with each other. If the students answered the questions of the exercise, they needed to memorize the vocabulary as it ease them. Vocabulary was core components of language proficiency and it provided much of the basic for how well learn speak, listen, read, and write. Aspects of learning a language were such as grammar, pronunciation, vocabulary, and spelling. The language Aspects made it easier for us to learn four skills in language. As Imron Safari confirmed that vocabulary was basic in learning language to support learning four skills such as listening, reading, writing, and speaking.7
However, there are some difficulties faced by the students in learning vocabulary. According Thonbury there are some factors of students' difficulties in learning vocabularies such as pronunciation, spelling, length
5Richards, Renandya,Methodology in Language Teaching (United States of America:Cambridge University Press, 2002), 255.
6Andi Prayoga Paduttangi. ”A Study on 8 Grade Student’s Difficulities in Learning Vocabularyat SmpN 2 Ngeglok Blitar”. (Thesis, Universitas Muhammadiyah Of Malang, 2020), 2.
7Imron Safari. ”A Study On Students Difficulities In Learning Vocabulary”. (Skripsi,University Of Muhammadiyah Aceh, 2018), 2.
and complexity, and parts of speech. Thonbury also said that the difficulties come from the teacher who often did not understand students’ problems in vocabulary. The teacher did not realize that developing vocabulary was the most important thing in communicating and vocabulary is an advantage for communication in learning English.8
While Gower, Philips, and Walter argued that there are 7 factors students’ difficulties in learning vocabularies.9 The problems are similarity with L1 (First Language), similarity to English words already known, connotation, spelling and pronunciation, multi-word items, collocation, and appropriate use. The students usually have difficulty in meaning and form because in learning vocabulary there are many similarities with first language and they have many problems about similarity with English words like synonym and antonym. Secondly, the students have difficulties in connotation, spelling and pronunciation because they did not understand about the different in connotation, spelling, and pronunciation and the students’ lack of practiced to memorize in learning vocabulary. In line with that, Afzal in his research stated that there are many difficulties in learning vocabularies there are pronunciation, spelling, using new word, and identifying grammar.10
8Rohmatillah,”A Analysis On Students Diffulities In Learning Vocabulary”. (Skripsi, IAIN Raden Intan Lampung, 2016), 80.
9Gower,Philips,and Walters, Teaching Pratice Handbook ( Macmillan Books For Teachers,1995),143.
10Afzal Naem."A Study on Vocabulary Learning Problems Encountered by BA English Majors at the University Level of Education”. ( Journal, Price Sattam bin Abdulaziz University Al-Kharj Of Saudia Arabia ,2019), 82.
Firman Rahman Said that many students did not like to learn vocabulary because the students were not interested and they had boring situation in the class.11 In fact, some students at Seventh grade of MtsN 8 Banyuwangi did not like learning vocabularies because the students were not interested about situation in class that was unfavorable. This situation was caused by students’ low motivation in learning vocabulary and the classroom is very quiet because there was no significant interaction among students. The students said there was no supporting media in class such as some picture cards that contained words that was attached to the wall, a tape recorder containing the meaning of vocabulary. With the lack of media, it made students lack practice in memorizing vocabulary.
Based on students perception that in learning vocabulary was not interesting and they got less practice and time to memorize vocabulary. The reason why the students did not understand when the teacher explains about material in learning because of learning process was boring and the students could not give their feedback or any contribution in the class.
The problems of learning vocabulary was not only from students but also from another obstacles in teaching material. Teaching vocabulary was very important for students in language mastery. The teacher tried to give
11Firman Rahman.” A Analysis Of Students Difficulties in Vocabulary Mastery:A Survey Students At Second Grade Students Of SmpN In Academic Year 2015/2016”. (Skripsi,University of
Mataram,2016), 5.
interested teaching method and comfortable situation so that students did not feel bored and they felt interested in studying.
The teaching materials in learning vocabulary of MtsN 8 Banyuwangi still have many obstacles. Lack of media made it difficult for English teacher to teach vocabulary. The students had difficulties to memorize and practice it.
The students were still lack of learning vocabulary because some students did not have dictionaries. The English teacher at Seventh grade of MtsN 8 Banyuwangi used picture from teaching vocabulary because by using picture the students felt easier to memorize vocabulary than memorize vocabulary by using book or dictionary. The teacher used this method because the students were more interested in learning vocabulary by using pictures. The teachers give a picture then the students mention it.
In learning vocabularies, the students also had to understand pronunciation and spelling. The teacher used audio visual to teach pronunciation and spelling. The teacher used audio visual then asked the students to spell and pronounce the words and the students did teacher’s commands. In addition, Andi Prayoga Paduttingi stated that solving the difficulty in learning vocabulary can be done by teaching simple and clear, brainstorming before activity, use oral and written presentation, pay attention to words that students already know, learn some words every time, teach the student to open dictionaries, and the last deep understanding of vocabulary
items.12 In line with that , Gower, Phillips, and Walter also confirmed about the way how to solve the vocabulary difficulties such as type of lesson, give description about receptive and productive vocabulary, lexical syllabus, give a presenting then practicing after that revising vocabulary, presenting a vocabulary set a visual or oral, teach vocabulary in texts, doing test-teach-test, practice the vocabulary that has been taught, use to mime and gesture, give examples, give explanation or definition, translation, realia and visuals, conveying meaning and checking understanding, give concept questions, and developing students skill’s and strategies.13 Those suggestion of solving vocabulary problems are believed as solution to overcome students’ process in learning vocabulary.
Based on the explanation above, the researcher was interested in conducting the research entitled” A STUDY ON STUDENTS’
DIFFICULTIES IN LEARNING VOCABULARY AT SEVENTH GRADE OF MTSN 8 BANYUWANGI”.
12Andi Prayoga Paduttangi, ”A Study on 8 Grade Student’s Difficulities in Learning Vocabulary at SmpN 2 Ngeglok Blitar”, 12.
13Gower, Philips and Walters, Teaching Pratice Handbook , 145.
B. Research Focus
Based on the background above, the research question are as follows:
1. What are the difficulties faced by students at Seventh grade of MTSN 8 Banyuwangi in learning vocabulary?
2. What are the strategies used by English teacher to overcome the students’
vocabulary at Seventh grade of MTSN 8 Banyuwangi?
C. Research Objectives
The goal in the research question above, the objective of this research is formulated as follow:
1. To describe aspect difficulties in learning vocabularies at Seventh grade of MTSN 8 Banyuwangi.
2. To describe the strategies used by English Teacher to overcome the students’ vocabulary at Seventh grade of MTSN 8 Banyuwangi.
D. Research Significance
The theoritical framework of the research was expected to give a benefit for education, society, and public.
1. Theoretically
This research was expected to a new perspective on theoretical framework in the topics of difficulties in learning vocabulary.
2. Practically
a. For the English Teacher
This research was expected to give benefits for English teachers to teach vocabulary. Then, the teacher can analyzed the students have difficulties in learning vocabulary and to find the way how to overcome those kinds of problems. Finally, it can improve the students’ ability in mastering vocabulary.
b. For Other Researcher
It can be used as a source of information for other researchers who are interested in conducting advanced research or the relevant research especially about students’ difficulties in learning vocabularies. So the other researcher got new information about it from researcher.
E. Definition of Key Terms
The following definition was given to the readers in order to clarify the key terms used in this research. They are follows:
1. Vocabulary
Vocabulary was a basic aspect of mastering language and to specifying how students understand about vocabulary and how students speak language well. Vocabulary is one of the most important things in learning English. In the elements which needs to be mastered. In this
elements can improve students’ the language skills such as listening, speaking, reading and writing.
2. Vocabulary Difficulties
Vocabulary difficulty was general problem that happen in the learning. It can happen because the students uninteresting in learning and less practice. Class atmosphere also a problem students in learning. In this research, the students’ difficulties were situation or quality of being hard to do and to understand in learning vocabulary. These problems such as pronunciation, spelling, length and complexity, and parts of speech are problems that derived from usually faced by the students.
This chapter presented a review of related literature. It consisted of relevant previous researcher and theoretical framework.
A. Previous Research
There was some researcher who already conducted studies about students‟
difficulties in learning vocabularies. So, it can help the researcher as an additional reference in the arrangement of the study. The researcher can analyze and find out the differences and similarities of thesis and journal from other researchers.
1. A thesis written by Andi Prayoga Paduttungi (2020) from State University of Muhammadiyah Malang, entitled “A Study on 8 Grade Students‟ Difficulties in Learning Vocabulary at SMPN 2 Ngeglok Blitar”.
The researcher used descriptive qualitative research which focused on the students‟ difficulties in learning vocabulary at the Eight Grade of Junior High School 2 Ngeglok Blitar. For data collection, the researcher used document analysis and interview as the research instruments in this research.
The researcher took 3 students as participants. After conducting interview, the researcher used document analysis. From the research result, it indicated that students in SMPN 2 Ngeglok had many difficulties in learning vocabulary this are: part of pronunciation, spelling, length and complexity and part of speech.
The researcher said the reason why the students had difficulties in learning vocabulary at eight grades because the students did not understand pronunciation, spelling, and grammar.14
2. A thesis written by Imran Safari (2018) from Muhammadiyah Batoh Banda Aceh university, entitled ” A Study on Students‟ Difficulties In Learning Vocabulary”.
The method in the research was descriptive quantitative. The focus of this research was to find out the ability of the students mastering vocabulary and to find out students‟ difficulties in learning vocabulary at Muhammadiyah Aceh University. The researcher used some research instruments to help the writer in conducting data. The instruments were students‟ worksheets and interview questions. The researcher took 11 students from second semester of English Department of Muhammadiyah Aceh University as participants. The researcher used the sample purposively to find logical data. The result finding in this research showed that based on the average after giving worksheets from students that conclusion 63.9 including enough categories. In this enough category in range 55-64.15
3. A journal written by from Bimas Reskiawan, Netty Huzniati Andas, Hajra (2020) from University of Sembilan Belas November, entitled “A Study on
14 Andi Prayoga Paduttangi.”A Study On Students‟ Diffuclties In Learning Vocabulary At SMPN 2 Ngeglok Blitar”, vi
15 Imran Safari. “ A Study On Students‟ Difficulties In Learning Vocabulary”, 1.
Student‟s Difficulties in Vocabulary Mastery at First Grade Students‟ of SMPN 1 BAULA”.
This researcher used qualitative research design. The objective of the research was to know why the students have difficulty in learning vocabulary mastery and to find students‟ difficulties in learning vocabulary mastery. This researcher used questionnaire and interview as the data collection method.
The research was conducted by interviewing 3 students appointed by the teachers. The researchers had 20 participants from students at second grade of SmpN 1 Baula. The researchers gave a questionnaire for students to find out the students‟ difficulties in learning vocabulary mastery. The researchers gave 12 questions to the students. In the questionnaire included four aspect difficulty there are pronunciation, spelling, word meaning, students attitude/behavior, and teaching and learning in English class. From the result of data questionnaire that it can be concluded that the total all scales and percentages 84%, it was categorized in the level of high problem in learning vocabulary at second grade of SmpN 1 Baula.16
4. A journal written by from Urai Salam and Nurnisa (2021) from University of Tanjungpura, entitled “Students‟ Difficulties in Learning Vocabularies”.
This research used qualitative research. The purpose of the research was to find students‟ difficulties in learning vocabularies. This research used
16 Bimas,Netty,Hajra.” A study on Students’ Difficulties in Learning Vocabularies mastery at First grade of SMPN 1 Baula”.Volume 19 Issue 1(2020), 34
questionnaire and interview. The researchers used 33 students in boarding school in West Kalimantan. The researchers found four obstacles related to students‟ difficulties in learning vocabulary there were pronunciation, spelling, memorizing long syllable-words, and understanding meaning of unfamiliar words.17
5. A thesis written by Hersalina (2021) from State University of Islam Riau Pekanbaru, entitled “Analysis of Students‟ Difficulties in Vocabulary Mastery at First Year of English Language Education FKIP University Of Islamic Riau Pekanbaru”.
This research used quantitative research. The subject of the research was first semester class A as the sample of the research and class B was used to try out the test. The research had 33 students as participants that consisted of 13 males and 20 females. The location of the research was English Department University of Islam Riau. The test was used to obtain the primary data, and then it was analyzed by using SPSS 25. The result of this research indicated that the average value of students‟ is 69 (good), 3 students got score 86-100 (excellent), 16 students got score 66-85 (good), 11 students got score 46-65 (fair), and 3 students got score 26-45 (poor). So, in the final result shows the students‟ difficulties in vocabulary mastery in term of preposition,
17 Urai Salam and Nurnisa, “ Students‟ Difficulties In Learning Vocabularies”. (Thesis, University Of Tanjungpura, 2021), 1
verb, pronoun, adverb, and adjective. But the most difficult problem faced by the students was preposition.18
Table 2.1
The Similarities and Differences of Previous Research
No
Title of the Research
Similarities Differences
1. Thesis written by AndiPrayogaPadutt ungi (2020)
entitled”A Study on Students‟
Difficulties in Learning Vocabularies at SMPN 2 Ngeglok”.
1. Both researches focused on students‟
difficulties in
learning vocabulary.
2. Both researches used Descriptive
Qualitative as the research design
The previous research used document
analysis and interview as the data collection method while this research used document
analysis,interview and observation as the data collection method.
2. Thesis written by Both the researches 1. The previous
18 Hersalina,” A Analysis Of Students‟ Difficulties In Vocabulary Mastery At First Year Of English Language Education FKIP University Of Islamic Riau Pekanbaru”, ( Thesis, University Of Islamic Riau Pekanbaru, 2021), 1
No
Title of the Research
Similarities Differences
Imran Safari (2018) entitled”A Study on Difficulties in Learning Vocabulary.
focused on students‟
difficulties in learning vocabulary
research used quantitative as the research design while this research used descriptive qualitative
2. The subject of the previous research was students of University Muhammadiyah Aceh while subject of this research was the students of Junior High School.
3. A journal written by from
BimasReskiawan,
1. Both research focused on students‟
dificulties in learning
The previous research used questionnaire and
No
Title of the Research
Similarities Differences
NettyHuzniatiAnda s, Hajra (2020) entitled” A Study on Students
„Difficulties In Vocabulary Mastery at First Grade Students‟ of SMPN 1 BAULA”.
vocabulary.
2. Both the researches used qualitative as the research design
interview as the research design while this research used document analysis,interview and observation as the data collection method.
4. A journal written by from Urai Salam and Nurnisa (2021) entitled “ Students‟
Difficulties in Learning Vocabularies”.
1. Both research focused on students‟
dificulties in learning vocabulary.
2. Both the researches used qualitative as the research design.
The previous research used questionnaire and interview as the data collection method while this research used document
analysis,interview and observation as
No
Title of the Research
Similarities Differences
the collection method.
5. A thesis written by from Hersalina (2021) entitled “ A Analysis Of Students‟
Difficulties In Vocabulary Mastery At First Year Of English Language Education FKIP Universitas Islam Riau Pekanbaru”.
Both researches focused on students‟
dificulties in learning vocabulary.
1. The previous research used quantitative research as the research design while this research uses descriptive qualitative.
2. The previous research used test as the data
collection method while research used document analysis,interview and observation as
No
Title of the Research
Similarities Differences
the collection method.
Based on the explanation above, the researcher concluded that related studies have some similarities and differences with this research. The previous research used quantitative and qualitative and the data collection method used test, questionnaire. This research focused on study of students‟ difficulties in learning vocabulary used to qualitative research. While interview, observation, and document analysis were used to obtain the data.. In interview, the researcher took 6 students and an English teacher. In observation, the researcher took 6 students at VII I. The participants were the students at VII I of MTSN 8 Banyuwangi.
B. Theoretical Framework
This theoretical framework helped the researcher to answer the research question. Those are the definition of vocabulary, types of vocabulary, part of vocabulary, difficulties in learning vocabulary, and solving in difficulties in learning vocabulary.
1. Definition of vocabulary
Vocabulary is the collection of words that people knows. In learning vocabulary was not only learning about the words and how to use the vocabulary in the correct usage. According to Hatch and Brown say, vocabulary is a set of words with meanings and definitions to someone express in language and used in communication.19 In learning vocabulary it is important in developing their English such as understanding words and meaning.
Vocabulary was central in language and the importance to typical language learner.20 Vocabulary was very important to students it is more important than grammar to communicating.21 Vocabulary was one of the most important things in language because in learning language we must
19Hatch and Brown. Vocabulary, Semantic and Language Education (Cambridge: Cambridge University Press, 1995), 1.
20Ninuk Indriyani.Vocabulary and Reading Comprehension (Lexically-Based Language Teaching Module), ( Jember: STAIN Jember Press, 2013), 19.
21 Gower,Philips,and Walters, Teaching Pratice Handbook , 142.
understand about vocabulary. In daily activities, vocabulary was very important to communicate with each other.
Vocabulary was one of elements in language which need to be mastered. If students master in vocabulary they can easily improving language skills such as a speaking, listening, reading, and writing. Learning these four skills must understand about vocabulary. According Richard and Renandya vocabulary said a basic aspect of mastering language and to specifying how students understand about vocabulary and how students speak language well.22
From the definition and statements above, it can be concluded that vocabulary is very important to people to communicating in learning English.
As it is the most important element in learning language.
2. The Types of Vocabulary
According Hiebert and Kamil, There were two types of vocabulary such as receptive vocabulary and productive vocabulary.23
a. Receptive Vocabulary
Receptive vocabulary was collected of words that a person can use when writing or listening. Receptive vocabulary was knew a word that
22 Richard and Renandya, Methodology in Language Teaching, 225.
23 Hiebert and Kamil, Teaching and Learning Vocabulary (London: Lawrence Erlbaum Associates publisher,2005), 3.
involves being able to recognize them when it is heard or when it seen or when choose grammatical patterns. There was word that well-known, familiar and often used. Receptive vocabulary usually words that are often heard and used in daily activities.
b. Productive Vocabulary
Productive vocabulary was collected of words that used rarely heard words or did not familiar to our ears. Usually, there are words that an individual did not use directly without plan. Productive vocabulary was knew a word involved being able pronounce the word, how to write and spell in word, and how to use it grammatical pattern which usually express an action or experience.
In addition, Roget explains that vocabulary also divided two terms, there were:24
a. Active vocabulary
Active Vocabulary was word that are already known, understood, and used in language. Active vocabulary was words that can be used appropriately by the learners in speaking or writing. In active vocabulary the students have difficulty in practice it. They must know how to pronounce it well, and must know about the understood about collocation
24Roget.S.The New Thesaurus. American. FW Media.P.1038
and connotation. This type was usually used in speaking and writing skill as a speech.
b. Passive Vocabulary
Passive vocabulary was word that we have already known and understood in context reading or listening. Passive vocabulary consisted of the words that are understood when they read and listen.
While, Collier explained that there are many types of vocabulary such as25:
a. General Vocabulary
General vocabulary was the word commonly used in daily conversation or the words the students read in magazines, newspaper, and books.
b. Technical Vocabularies
Technical vocabulary is the word the students find into special subjects. For the examples, the books were history and medicine.
For the explanation above it can be summarized that they are some types of vocabulary. There were such as productive vocabulary and receptive vocabulary. While, According was by other researchers, Roget and Collier said types of vocabulary such as active vocabulary and passive
25 Collier and Macmillan. The Key English Vocabulary (New York: A Division of the Macmillan Company, 1997), 64.
vocabulary and general vocabulary and technical vocabulary. The types of vocabulary are very important to know in learning vocabulary.
The researcher found out at the classroom that the teacher used active vocabulary and passive vocabulary in learning process. The teacher taught about how to speak and write in vocabulary and how to know read and listen at vocabulary with the students in learning vocabulary.
3. Part of Vocabulary
There were two parts of based on Brown. They were the major classes of vocabulary and the minor classes of vocabulary.26
The major classes of vocabulary are:
a. Noun
Nouns are word to explain about person, place, animal, and thing such as teacher, Jakarta, and book.
There are many types of nouns are:
1) Proper Noun
Proper noun was used to describe the names of specific people, places, or things. In using proper nouns must use capital letters.
2) Common Noun
Common noun it used to describe to a person, place, or thing in a general. In common noun was usually written in a capital letter only when it begins a sentence.
26 Hatch and Brown, Vocabulary, Semantic and Language Education, 218.
3) Concrete Noun
Concrete noun it used to names thing, animal, and person which can recognize by the senses of sight, taste, hearing, or smell. A concrete noun is real word opposite to abstract noun.
4) Abstract Noun
Abstract noun is a noun names anything which you cannot see it for real but you can feel it. Such were feeling happy or sad.
5) Countable Noun
Countable noun was a noun with both a singular and plural.
The singular can used the article a, an, or one. The plural can used the article s or es. For example: a book and two books.
6) Uncountable Noun
Uncountable noun it used for things that we cannot count using numbers. Such were liquids, powders, or gases.
7) Collective Noun
Collective noun it used to express the name a group consists of more than one such as peoples, animals, and things.
8) Compound Noun
Compound noun is word consisted of combination of two words.
9) Gerund
Gerund was a verb that was added with verb-ing and function in noun.
b. Adjective
Adjective was a word that is used to describe a noun. Adjective is usually placed after noun such as diligent, beautiful, and handsome. There are many kinds of adjectives, such as:
1) Adjective of quality
Adjective of quality is an adjective to explain about cheap, heavy, god, etc.
2) Adjective of quantity
Adjective of quantity is an adjective to explain about number of object.
3) Adjective of numbers
Adjective of numbers were divided into three kinds of numeral adjective there are definite adjectives of number, indefinite adjectives, and distributive adjectives of number.
4) Demonstrative adjective
Demonstrative adjective is an adjective to indicate an object.
5) Distributive adjective
Distributive adjective is an adjective that used to denote an object.
6) Interrogative adjective
Interrogative adjective was asked for something.
7) Possessive adjective
Possessive adjective was an adjective that showed possession.
For the examples: my, his, your, etc.
8) Exclamatory adjectives
Exclamatory adjectives are a word that gave opinion using adjectives.
9) Emphatic adjectives: own and very.
c. Verb
Verb was a word to explain about action, activity, and condition such as study, read, and sad. There were many kinds of verb such as27:
1) Auxiliary verb
Auxiliary verb was word that used to help clarify the main verb. In auxiliary verb such as be, having, do and the modal shall, will, etc.
27Ninuk Indriyani. Vocabulary and Reading Comprehension (Lexically-Based Language Teaching Module, 19.
2) Verb phrase
Verb phrase was a group of words that consisted of two or more words.
3) Transitive verb
Transitive verb is a verb that requires an object as a complement.
4) Intransitive verb
Intransitive verb is a verb that does not requires as a complement.
5) Linking verb
Linking verb was a type of connecting verb and word to connect the subject with the complement.
6) Ordinary verb
They were two kinds of ordinary verb there are regular verbs and irregular verbs.
d. Adverb
Adverb was a word that describes about place, time, manner, cause or degree to adverb. There were many kinds adverb such as28 :
1) Adverbs of time
An adverb of time was explained about time (when).
28 Raymond Murphy,English Grammar in Use (New York:Cambridge University Press,1985), 192
2) Adverbs of place
Adverb of place is explained about place (Where).
3) Adverbs of manner
Adverbs of manner was showed how to activity or event (how).
The Minor Classes of vocabulary were:
a. Preposition
Preposition was words that used before noun, and pronoun such as at, on, in, etc. Preposition was gave additional information about the position, direction, and time.
For example: I go to school in the morning b. Interjection
Interjection was words that spoken spontaneously to express feelings or emotion. Interjection is usually followed by a comma or exclamation mark or question mark.
c. Pronoun
Pronoun was word that is used instead of noun or noun phrases.
In this pronouns consisted such as he, her, me, mine, your, etc.
d. Conjunction
Conjunction was used to connected words, phrases, and sentences such as and, but, or, so, etc.
e. Article
Article is word that functioned to complete a phrase and clause in a sentence. In the articles there were many 3 such as the, a, and an.
4. Students Difficulties in Learning Vocabulary
As foreign language, vocabulary was very important language in world especially for students. The students had difficulties in learning vocabulary. In the process of learning vocabulary mastery did not spontaneous. It needs many time and long process in learning vocabulary to achieve the goal in learning language.
Thonbury Said there were some factors why students have difficulties in learning vocabulary, there are such as29 :
a. Pronunciation
Pronunciation was the way in which language or particular word or sound is spoken. In learning English pronunciation was more difficult to learn. Usually, the students have difficulty in pronouncing in vocabulary because they are confusing to pronounce word and they forget how to spell the words. For the examples, how to pronounce the word easy not easi but.
eze. The students usually have difficulty pronouncing.
b. Spelling
Spelling was the ability to spell a word that consisted of several letters correctly. In spell the sound not some. Many students have some
29Scott Thonbury, How to Teach Vocabulary, 27.
mistakes how to spell or pronounce the words. They did not like read a dictionary how to spell the words. For example, the students usually have difficulty in spelling words and they did not understand how to read the alphabet correctly.
c. Length and complexity
Long word was very difficult to learn the language. A sentence that has long words with complexity makes students confused because they unfamiliarity in these words. The main reason was that students did not memorize vocabulary. For example, the students did not understand the length and complexity of word because they still have difficulty memorizing vocabulary.
d. Grammar
Problem in grammar was very much. In learning grammar, the students should know and understand about 16 tenses. This caused students difficulty in vocabulary because they did not understand about grammar.
For example, differentiating drink (V1) and drank (V2). The students did not understand the usage simple present tense and past tense.
e. Meaning
When two words overlap in meaning, the students will be confused because it has two meanings. For example, you make breakfast and make an appointment, but you did the housework and did a questionnaire. This example made students difficulty in learning vocabulary.
f. Range, connotation and idiomatic
Range, connotation, and idiomatic were difficult for students to understand about learn vocabulary. In range usually very wide range for example thin. Many synonyms thin as a skinny, and slim. In connotation, they have difficulty in understand about connotation. In idiomatic, the students have difficulty to understand because idiomatic was series of words that have one meaning.
While Gower, Philips, and Walter said there were many kind factor students‟ difficulties in learning vocabularies as follow30:
a. Similarity to L1 ( First Language)
The vocabulary was part difficulty item in learning language. This problem vocabulary item was often depends on how similar item in the form and meaning to the students first language. So, they have difficulty to distinguish similarity of meaning.
b. Similarity to English words already known
Some students have understood and know the recognized word. But, many similarities of words in English makes students have difficulty in understand the same words. For examples: friendly and unfriendly
30Gower,Philips,and Walters, Teaching Pratice Handbook , 143.
c. Connotation
Connotation was very important in learning vocabulary because in learning vocabulary the students must understand the additional meaning.
They have difficulty in distinguish a word. For example: skinny and slim.
d. Spelling and pronunciation
Spelling and pronunciation was problem that many students experienced. The students have difficulty pronounced in vocabulary because they were confused to pronounce word and they forget how to spell the words. In spelling, the sound did not some. They did not like read dictionary and practice it. For examples: beg, bag, back, and bug.
e. Multi-words items
In lexical item may consist of more than one word, as a compound noun or a phrasal verb. In phrasal verb was very difficult for learner of English because they were consisted of simple words (prepositions or adverb). For the example, tennis shoes and put someone. The students have difficulty learning multi-word items.
f. Collocation
Collocation is two or more words in English that are located side by side. The students have difficult in learning collocation. They must understand about some word in side by side.
g. Appropriate use
Appropriate use was a problem in learning vocabulary. Some words and expressions limited used in particular context. The students have difficult in appropriate use. They must know about the word and phrase.
Lynne Cameron added there were many kinds to overcome student difficulties in learning vocabulary.31 As follow:
a. Pronunciation
Pronunciation is the way in which a particular person pronounces the word of a language. The students were difficult to pronounce vocabulary. They were not able to identify the pronunciation of the sounds like vowel, consonant, or diphthong of the words. In learning pronunciation, there is a sound difference between Indonesian and English.
So, they have problem in vocabulary especially pronunciation.
b. Spelling
Spelling is the ability to spell a word that consisted of several letters correctly. Spelling is the act of forming words correctly from individual letter or the way that a word is spelt. The students have difficult in spelling.
The students did not know how to spell the words in vocabulary. They felt difficulty to spell it. The students did not memorize alphabet especially in spelling a words. The students still have wrong in spelling words.
31Lynne Cameron, Teaching Languages to Young Learners. (UK: Cambridge University Press, 2001), 78
c. Grammar
Grammar is an important in learning language. Grammar was a pattern or structure of the sentence. Grammar will help learners to understand the meaning of sentence. The students had difficult in learning grammar. The students confused to different verb 1 and verb 2. They have difficulty make a sentence. They didn‟t understand it. So, they have difficulties in grammar of vocabulary.
d. Meaning
Meaning is a form of knowledge that has the meaning of language in communication activities. The students had problem difficulty to meaning words. It could be caused by the students who did not know the meaning of word. If the students know more about meaning, they would be easy to understand the meaning in vocabulary.
The Problem was not from the students but also from the teacher.
There was Problem in teaching material. Teaching material was very important to help the students to understand about material. The teacher must give interesting teaching method and make the learning situation enjoy and comfortable so they did not feel bored and make them interesting in learning. Secondly, teaching media. Teaching media was very important to motivate the students to study and to help teacher in transferring about
material in students.32 The teacher must have teaching media if the teacher do not have teaching media the students find it difficult to understand the material.
5. Solving the Difficulty in Learning Vocabulary
The students still have difficulty learning the vocabulary. The teacher must overcome in teaching. So, the students can understand vocabulary. Paul Nation Said there was some strategies to overcome the difficulties in learning vocabulary as follows:33
a. Keep the teaching simple and clear
The teacher must provide an explanation that is easy for students to understand about material. Not only that, the teacher made some methods so that the students can understand easily. The method used must be easy and creative so that it can inspire students‟ enthusiasm and give a students‟
motivation.
b. Brainstorming before new activity
Brainstorming was recollecting the material that has been explained in the previous material. Brainstorming was aimed for students to help remembering material and to overcome the difficulties in learning vocabulary. The teacher must give brainstorming before the teacher
32Imron Safari,”A Study On Students‟ Difficulities In Learning Vocabulary”, 25.
33Paul Nation, Teaching Vocabulary.(Victoria university of Welllington: Cambridge University Press, 2001), 150.
continued in next level. If the students understand the material in learning vocabulary so the teacher can continue to the next material.
c. Use both oral and written presentation
The teacher must give understand to students by using oral and written presentation. Oral and written presentation was very important to students because it can improve students‟ knowledge through oral and written presentation. The teacher was asked students to come forward and explain the material orally and written at class. This method can help the students to increase knowledge in learning vocabulary.
d. Give most attention to words that are already partly known
The teacher has given more knowledge to students about words that are already known. For example, the teacher taught about the different between present and past tense. The teacher explained how to change the verb present to past tense.
e. Every single word is worth to learn
The teacher must give motivation to students memorize in vocabulary. Vocabulary was very important because the students always remember in learning vocabulary they have learned. If the students were understood and memorize in vocabulary, the teacher can learn for easier.
f. Teach student to open dictionaries
Dictionary was collection in several meaning words and to provide information in vocabulary as the bank of words. The teacher must ask to
students to open a dictionary in learning activities actually in learning vocabulary. If the students often open and read dictionaries so it will increase students in learning vocabulary.
g. Deep processing of vocabulary items
Deep processing was information that functions to saw how far the cognitive level or personal level. The teacher must give strengthening knowledge the students to involved use of words in a meaningful context, grouping words with characteristic, linking verbs in daily activity.
While Gower, Philips, and Walter Said there were many kinds the solve students‟ difficulties in learning vocabularies as follow:34
a. Type of lesson
The teacher provided an understanding for students to distinguish development and remembering vocabulary. The students learn and use some of vocabulary item.
b. Receptive and productive use
The teacher must give pay attention to use of receptive and productive vocabulary. Whether it is by the context that has been presented or the students can use it.
c. Lexical Syllabus
The teacher must consider in vocabulary item from the easiest to the most difficult level. For example, the teacher taught the easy word
34Gower, Philips, and Walters,Teaching Pratice Handbook , 145.
before the difficult word. So, the students can easily understand vocabulary.
d. Presenting, practicing, and revising vocabulary
First, the teacher must give a presentation on material related to vocabulary. Secondly, the teacher practiced with students so that students understand vocabulary. Third, the teacher was revised if something is wrong and lacking when learning vocabulary.
e. Vocabulary in Texts
The teacher can introduce the vocabulary by reading a book or videos and record. For example, the teacher gives examples of short reading with the topic holiday, and then the students make their own stories about the topic and concluded them.
f. Presenting a vocabulary set via a visual / oral context
The teacher must provide an introduction to vocabulary through visual or oral. Visually, the teacher can provide pictures of vocabulary learning. In oral, the teacher can give vocabulary orally. Thus, the students understood learning vocabulary.
g. Test-teach-test
First, the teacher give brainstormed to students on the material that has been studied yesterday. Secondly, the teacher explained the vocabulary material that will be discussed today with the students. Third, the teacher
gave a test about vocabulary to students to know the students understand about vocabulary.
h. Recycling Vocabulary
The teacher must recycled vocabulary that has been learned, so that the students can easily remember it and learn a new word again.
i. Conveying meaning and checking understanding
Conveying meaning and checking understanding was very important because to find out how well students understand in learning vocabulary. The teacher must check the vocabulary that has been taught and convey the meaning of the vocabulary.
j. Realia and visual
Realia and visual was aimed at the students in the learning process of vocabulary. The teacher used the media in the form of pictures or tables.
By using this media, the students were interested in learning vocabulary and they understand it.
k. Mime and gesture
Mime and gesture was very important to understand students by making a move. The teacher can be used pantomime for vocabulary learning media. The teacher gives picture and then the students practice with other students by making movements and answering it. By using mime and gesture, the students will be more interested in learning vocabulary and understood vocabulary.
l. Give examples
The teacher gives examples of a keyword to answer vocabulary, for example by mentioning some keywords so that the students can answer it. The students will not be bored if using method and understand about vocabulary.
m. Explanation or definition
Explanation or definition was the most difficult things for students to learn because some students did not understand vocabulary.
Thus, the teacher was provided a whole picture so that students can understand.
n. Translation
Translation was very important to learning language, actually in learning English. Translation makes it easier for students to learn the meaning of vocabulary. The teacher must oblige to bring a dictionary during the English lesson. The students were opened a dictionaries. So those, the students can understand the meaning in the dictionary.
o. Concept question
Concept question was the most important part of learning vocabulary. Concept question aimed to check understand vocabulary. The teacher made the concept questions sequentially about vocabulary and the students answered the vocabulary that has been conceptualized.
p. Developing student‟s skills and strategies
Developing students‟ skills and strategies was very important to learning. The teacher must developed students‟ skills and strategies for students. So, the students were interested in learning vocabulary and understanding vocabulary.
43
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In this research, the researcher used a qualitative approach. Qualitative research used to obtain more information and understand about a social phenomenon. Qualitative research collected by data empirical in research. The researcher found descriptive data as a text or picture in the research.
The researcher used descriptive research design as type of research. In this research focused on to explain the object analysis about students’ difficulties in learning vocabularies at Seventh grade of MtsN 8 Banyuwangi.
B. Research Location
This research was conducted at MTSN 8 Banyuwangi. The research chose this school as the research location because this school was the only school that conducted teaching-learning process in the school, which was very important for the researcher in conducting the research because the researcher needed to observe teacher’s strategy in teaching vocabulary and students’ activity in the classroom. In other hand, students’ of this school had difficulties in learning vocabulary. So, the researcher focused on observing students’ difficulties in learning vocabularies and teacher strategy in teaching vocabulary.
C. Research Subject
The subject of the research was English teacher and students of the seventh grade. The researcher took one class in the Seventh grade of MTSN 8 Banyuwangi. There were nine classes of Seventh grade in this school, those were VIIA, VIIB, VIIC, VIID, VIIE, VIIF, VIIG, VIIH, and VII I. The researcher took VII I students as the research subject based on English teacher’s recommendation.
This class VII I has a total of 30 students. It consists of 12 females and 18 males.
The researcher chose at VII I because the English teacher was taught at VII I. So, the researcher chose class VII I for the research. The English teacher was interviewed by the researcher. The researcher conducted interviews with students to find out the difficulties in learning vocabulary. The researcher took 6 students based on their achievement in vocabulary. Two students were active and have highest achievement in vocabulary, two students who have medium achievement in vocabulary, and two students were passive and have low achievement in vocabulary. From English teacher was recommendation.
This research used purposive sampling as the research. It is used to select individuals that can purposefully inform and understand the researcher’s problem and central phenomenon in the study.
D. Data Collection Techniques
In the research, the researcher uses several methods of data collection technique during in the process of the research, as follow:
1) Observation
In this research, the researcher used non participant observation, because the researcher did not participate in the activity. The researcher only observed the activities of the English teacher and the students in the learning process to find students’ difficulties in learning vocabularies and strategies by the English teacher to overcome students’ difficulties in learning vocabularies.
2) Interview
In this research, interview conducted in structured interview at Seventh grade of MTSN 8 Banyuwangi. This Interview aimed to obtain the validity of data sources. The researcher was interviewed the English teacher and students. The research only took 6 students as participants. From this interview, the researcher found students’ difficulties in learning vocabularies process and the strategies by English teacher used to overcome students’
difficulties in learning vocabulary at the classroom.
3) Document Review
Document analysis was one of method for collecting data in qualitative research. The collecting data in document analysis such as:
students’ presence list, the profile data in school which included the background of the school, the vision and mission of the school, RPP, The material and exercise about vocabulary, and documentation of teaching and learning process in learning vocabulary. This research used document analysis
to find out students difficulties in learning vocabularies and how to overcome the strategies by English teacher to overcome students in learning vocabularies.
E. Data Analysis
In the research, the researcher used descriptive qualitative method in analyzing data.
1) Data Condensation
In data condensation, the researcher focused on students’ difficulties in learning vocabularies at Seventh grade of MTSN 8 Banyuwangi. Moreover, the researcher also focused on the teaching and learning process which was conducted by the students’ difficulties in learning vocabularies in the classroom.
2) Data Display
Data can be displayed in the form of a table, graphic, charts, or other equivalents. So, the researcher can easily understand and analyze what happened with the data presented by displaying it.
In this research, the data collected arrange regularly. The researcher made easier in analyzing the data. The researcher selected the data about students’ difficulties in learning vocabularies at sseventh grade of MTSN 8 Banyuwangi and the strategies by English teacher to overcome students in learning vocabularies.
