A Thesis
Submitted as a Partial Fulfillment of the Requirements for S1-Degree
BY:
RISA YUNI KARTIKA
NPM 1211040158
Study Program: English Education
TARBIYAH AND TEACHER TRAINING FACULTY
STATE ISLAMIC UNIVERSITY RADEN INTAN
A Thesis
Submitted as a Partial Fulfillment of the Requirements for S1-Degree
BY:
RISA YUNI KARTIKA
NPM 1211040158
Study Program: English Education Advisor : Bambang Irfani, M.Pd Co-Advisor : Rohmatillah, M.Pd
TARBIYAH AND TEACHER TRAINING FACULTY
STATE ISLAMIC UNIVERSITY RADEN INTAN
ii
By
Risa Yuni Kartika
Vocabulary is one of the important language components that is used to support learners to master language skill such as listening, reading, writing, speaking. This research is about an analysis of teaching vocabulary through Wall Dictation at the second semester of seventh grade of SMP Negeri 20 Bandar Lampung in the Academic year of 2016/2017. The objectives of this research were to describe teaching and learning process in teaching vocabulary through Wall Dictation, to know the students’ problems and to know the teachers’ problems in teaching learning process.
In this research, the researcher used qualitative descriptive research method. The researcher used purposive sampling technique to determine the sample. It means that the researcher chosen an English teacher and determined class a sample. The researcher took class VII D as sample which consisted of 32 students. In collecting data, the researcher used three kinds of instruments: they are observation, interview, and questionnaire.
From the data analysis, the researcher conducted the research in two meetings. After analyzing the data, there were three points of the results. The first, the process of teaching vocabulary through Wall Dictation at SMP N 20 Bandar Lampung has been conducted, in which the teaching and learning was not effective because the teacher could not control the class well. The second, the teacher’s problems in teaching vocabulary were that the teacher had difficulties to handle the students that seemed so noisy during vocabulary by using Wall Dictation technique and the teacher could not make student understand about words of vocabulary. The third, the problems faced by the students in learning vocabulary were that the students had difficulties in pronouncing, spelling, and memorizing new vocabulary.
“and He taught adam the names all of things, then He placed them before angels
and said, “Tells the name of these, if you are right.” (Q.S Al-Baqarah:31)
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Dictation at the Second Semester of the Seventh Grade at SMP N 20 Bandar Lampung in the Academic Year of 2016/2017” is completely my own work. I am fully aware that I have quoted some statements and theories from several sources and they are properly acknowledged in the text.
Bandar Lampung, June 2017 The Researcher
vii
1. My beloved parents, Mr. Yubsir and Mrs. Kartini who always love me and wish for my success. Thanks for all the motivation.
2. My beloved sisters and brother, Rini Sagita, Nanda Widia and Muhammad Fadly Arya Wiguna who always give motivation.
3. My beloved big families from father and mother in West Lampung, grandfather, grandmother, all of my uncle and my aunt, also my cousin who always support me and give motivation
viii
1993 in Sumberjaya, West Lampung. She is the first child of Yubsir and Kartini. She has one younger brother whose name is M. Fadly Arya Wiguna and two sisters whose their names are Rini Sagita and Nanda Widia.
ix
for His blessing and mercy given to the researcher during her study and completing this thesis. Then, the best wishes and salutations be upon the great messenger prophet Muhammad peace be upon him.
This thesis entitled “Teaching and learning vocabulary through wall dictation at
second semester of the seventh grade of SMP 20 Bandar Lampung in academic year of 2016/2017”. It is presented to the English Education Study Program of UIN Raden Intan Lampung. The primary aim of writing this thesis is to fulfill
students’ partial fulfillment of the requirement to obtain S1- degree.
The researcher would like to thank the following people for their ideas, time and guidance for this thesis:
1. Dr. H. Chairul Anwar, M.Pd, the Dean of Tarbiyah and Teacher Training Faculty, UIN Raden Intan Lampung with all staffs, who give the researcher opportunity to study until the end of this thesis composition.
2. Meisuri, M.Pd, the chairperson of English Education Study Program who has granted the permission to the researcher in doing the research
x
5. Dra. Hj. Lista Dora, M.Pd the principal of SMP N 20 Bandar Lampung and all the teachers and staffs who have helped the researcher in collecting data. 6. Aisyah Widia, M.Pd and all English teachers at SD SMP N 20 Bandar
Lampung who gave the guidance and spirit in conducting this research. 7. All lecturers of English Department of IAIN Raden Intan Lampung, who have
taught the researcher since the first year of her study.
8. My best friend Darsono,S.Pd who always support me and My beloved friends especially PBI C Class Leni hartati, Novita Hidayanti , Zaitun Badra and also all of friends of the English Department of UIN Raden Intan Lampung who always give suggestion and spirit in framework of writing this research.
9. My beloved almamater UIN Raden Intan Lampung, which has made me grow up and has contributed much for myself development.
Finally, none or nothing is perfect and neither is this thesis. Any correction comments and criticism for the betterment of this thesis are always open heartedly welcome.
Bandar Lampung, June 2017 The Researcher,
xiii
Table 2. Specification of Observation ... 35
Table 3. Specification of interview ... 36
Table 4. Specification of Questionnaire ... 37
Table 5. Facilities of SMP N 20 Bandar Lampung ... 45
Table 6 Teachers in SMP N 20 Bandar Lampung. ... 45
Table 7 Students SMP N 20 Bandar Lampung ... 47
Table 8 Result of Observation first meeting ... 53
Table 9 Result of teacher problem in the first meeting ... 54
Table 10 Result of student problem in the first meeting ... 56
Table 11 Result of Observation second meeting... 58
Table 12 Result of teacher problem in the second meeting . ... 59
Table 13 Result of student problem in the second meeting ... 61
Table 14 Result of Questionnaire no 1 ... 62
Table 15 Result of Questionnaire no 2 ... 63
Table 16 Result of Questionnaire no 3 ... 63
Table 17 Result of Questionnaire no 4 ... 64
Table 18 Result of Questionnaire no 5 ... 64
Table 19 Result of Questionnaire no 6 ... 65
ii Appendix 2 Students’ score of Vocabulary
Appendix 3 Observation Sheet Appendix 4 Interview Question Appendix 5 Questionnaire
xv Appendix 2 Students’ score of Vocabulary
Appendix 3 Observation Sheet... 88
Appendix 4 Interview Question ... 97
Appendix 5 Questionnaire... 100
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TABLE OF CONTENTS
COVER ... ABSTRACT ... APPROVAL... ADMISSION ... MOTTO ... DECLARATION ... DEDICATON ... CURRICULUM VITAE ... ACKNOWLEDGEMENT ... TABLE OF CONTENT ... LIST OF TABLES ... LIST OF APPENDICES...
i ii iii iv v vi vii viii ix xi xiii xv
CHAPTER I INTRODUCTION
A. The Background of the Problem ... 1 B. Identification of the Problem ... C. Limitation of the Problem c ... D. Formulation of the Problem ... E. Objective of the Research ... F. Use of the Research ... G. Scope of the Research ...
8 8 8 9 10 10
CHAPTER II REVIEW OF THE LITELATURE
A. Teaching English as a Foreign Language ... 11 B. Concept of Vocabulary ... C. Concept of Vocabulary Mastery ... D. Concept of Teaching Vocabulary... E. Problem in Teaching and Learning Vocabulary ... F. Concept of Dictation ... G. Concept of Wall Dictation ... H. Procedure of Teaching Vocabulary through Wall
Dictation ... 12 16 17 20 24 27 28
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ... B. Research Subject ... C. Data Collecting Technique ...
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D. Research Instrument ... E. Research Procedure. ... F. Trustworthiness the Data... G. Data Analysis ...
35 30 40 41
CHAPTER IV RESULT AND DISCUSSION
A. Brief History of SMP N 20 Bandar Lampung ... B. Data Analysis ... 1. Data Reduction ... a. Observation Data ... b. Questionnaire Data ... c. Interview Data ... 2. Data Display ... a. Report of Observation ... b. Report of Questionnaire... c. Report of Questionnaire... 3. Drawing conclusion/Verification ... C. Discussion of Findings. ... a. The Process of Teaching and Learning
Vocabulary through Wall Dictation ... b. The Teacher Problem in Teaching Vocabulary
through Wall Dictation ... c. The Student Problem in Learning Vocabulary
through Wall Dictation ...
CHAPTER V CONCLUSION AND SUGGESTION
CHAPTER I
INTRODUCTION
A. Background of the Problem
Language is one of vital thing of human life because language is not only used as communication but also as social interaction between person to another person. Human require language because the language is very important for them. Almost all of human activities use it, without the language someone can not communicate to each other. According to Siahaan, language is a set of rules used by human as a tool of their communication.1 Meanwhile, language is a system of arbitrary, vocal symbols which permit all people in a given culture, other people who learned system of the culture to communicate or interact.2 It means language is a system of communication to language which very important for human life such as transfer someone’s purpose for expressing ideas., communication, and social interact.
As Brown says, language is more than system of communication. It is involves whole person, culture, education, developmental communicative
1
Sanggam Siahaan, The English Paragraph, (Yogyakarta : Graha Ilmu, 2008), p. 1
2
process.3 So, language is very important for human life not only used as communication but also as social interaction for getting knowledge, technology, culture by using its language. It means the language is important for us to communicate and making good relationship to interact with other people. One of the language that are mostly used for communication is English has been a famous international language which is used to share information, transfer knowledge of science, and so on.
Furthermore, English become an essential language subject of education in Indonesia, English is taught as the first foreign language that generally has been learnt by students to master it. It is very important to Indonesia because English is an international language. Nowadays, English has been introduced in many level of education, it is started from play group, elementary school, junior high school, senior high school and up to university. When student learn English, they have to focus on mastering four language skills.
The four language skills are listening, speaking, reading, and writing. These skills have relationship. Listening is the skill of listener or a group or listener to interpret information transferred by the speaker.4 Siahaan also states that speaking is the spoken productive skill. It is the skill of speaker to
3
H Douglas Brown, Teaching by Principle an Interactive Approach L Language Pedagogy, (San Fransisco : Longman, 2001), p. 34
4
communicate information to a listener or a group of listeners.5Then, reading is a way to get knowledge of information from printed pages such as: textbook, newspaper, magazines, and another source like website internet. Raimes states writing is a medium for communication, it helps us connect to others, and the reader must understand the purpose of our writing, what we are going to inform or to say.6
The four skills are basic principle on learning English as a foreign language which English consists of components and skills that cannot be separated. If we talk about language, we have to master the component of language itself, one of the important components is vocabulary. Rivers says that vocabulary is an important factor in using language.7 If the students want to master this language, students also learn the vocabulary of its language.
Vocabulary is one of the element of language which will make the language meaningful. Vocabulary is basic element to learn a language and to make a communication with another people. Cameron states that vocabulary has been
5Ibid,
p.3.
6
Anna Raimes, Technique In Teaching Writing (London : Oxford University Press 000Press. 1983), p. 129.
7
seen as a major resource for a language use.8 So, vocabulary is the most important thing in English, we cannot do anything without vocabulary.
They will be difficult to study English if they are lack in vocabulary. This statement supported by Thornbury says that without grammarvery little can be conveyed, without vocabulary nothing can be conveyed.9 It means that without vocabulary we cannot speak and write. If we can mastery the vocabulary, we can communicate with other people easily. In other words, learning English cannot be separated from learning vocabulary. So, it is imposible to learn a language without vocabulary.
According to the theories above, it can be concluded that vocabulary is very important component in language learning. Without vocabulary we cannot communicate each other, because vocabulary is used to express our ideas. We cannot speak fluently if we have no vocabulary, we cannot make a good writing if we are lack of vocabulary.
In fact, In learning vocabulary, the students will know some words seem easier to learn than others. There are some factors that make some words more difficult than others, they are: pronunciation, spelling, length and
8
Lyne Cameron, Teaching Learning To Young Learners. (London : Cambridge 000of University Press, 2002), p 94.
complexity, grammar, meaning, range, connotation, and idiomatically.10 In teaching English there are so many ways for the teacher to develop the
students’ vocabulary. That is why the appropriate technique in delivering
lesson in the classroom should be considered.
Based on the preliminary research on june 25th, 2016 at SMP N 20 Bandar Lampung of seventh grade, it was found that teaching vocabulary through wall dictation was applied there. From the interview, the researcher found that the students at seventh grade experienced difficulty in mastering vocabulary.11 The researcher got data of score of the second semester of
seventh grade students; the table below describes the students’ score. The
describe is in the following table:
Table 1
Preliminary Research Students’ Score of Vocabulary in Seventh Grade of SMP N 20 Bandar Lampung
No Score
The number of students VII
A
VII B VII C VII D VII E Total Percentage
1 ≥ 70 15 13 12 9 16 65 40.63%
2 < 70 17 19 20 23 16 95 59.37 %
32 32 32 32 32 160 100 %
Source : the document of the schoolat the seventh grade of SMP N 20 Bandar Lampung
10
Ibid, p.27.
11
Based on table 1, the researcher found out that the total number of students who got difficulty in vocabulary is 95 from 160 students. It means that students who felt difficult to understand vocabulary is 59.31%. That student who got score under the criteria of minimum mastery (KKM). From the table above, the
researcher assumes the students’ vocabulary of seventh grade of SMP 20 Bandar
Lampung is still low. Then, most of them only know a little bit of vocabulary.
From the interview, the researcher found that most of students find difficulties meaning of vocabulary, and the teacher also not make student understand about word knowledge although the teacher has been used wall dictation in teaching vocabulary. Furthermore, during the interview with the teacher, she gave an example such as when the teacher said to the student “They are my family members”. Then the teacher asking the student what is the meaning of family members, but student still confuse and did not answer what the teacher asked
before. It is one of students’ problem that difficulty in learning English because they did not know the meaning of new vocabulary. Thus, the students are still low in mastering vocabulary.
about the causes of the problem that were faced by the teacher in teaching of vocabulary.
According to Scrivener, wall dictation is traditional dictation where you read text aloud and the learner must write it down accurately.12 It means the wall dictation is training to ear as well as reproduces in writing what they listen. But, when the teaching and learning activity in class student still have some problems in learning English, such as the students find difficulty to remember vocabulary. Whereas, in teaching English that wall dictation is an effective technique in teaching vocabulary. This statement supported by Widiasmara in her research that has been revealed entitled, “Teaching Vocabulary through Wall Dictation to the Eight Grade of SMP Selemadeg Barat, Denpasar.” The result showed that technique has been proved as an effective ways and it can help the students to learn and remember the new vocabulary easily.
From the statement above, the researcher is interested in conducting a research. The researcher concerns to observe an analyzing the process of teaching learning vocabulary and find out more obstacles faced by the teacher and the students based on the previous problem, research entitled: “Teaching and learning vocabulary through Wall Dictation at the Second Semester of the
12
Seventh Grade at SMP N 20 Bandar Lampung in the Academic Year of 2016/2017” was conducted.
B. Identification of the Problem
Based on the background above the researcher identified the problems as follows:
1. The teacher got difficulty to make student understand about word knowledge of vocabulary
2. The students’ vocabulary mastery was low.
3. The students found difficulties in memorizing new vocabulary.
C. Limitation of the Problem
In this research, the researcher focused only on analysis of teaching vocabulary and the problems of teacher and student in process teaching learning vocabulary through wall dictation at second semester of the seventh grade at SMP N 20 Bandar Lampung in the academic year of 2016/2017.
D. Formulation of the problem
Based on the limitation above, researcher formulated the problem as follows:
2. What are teacher’s problem in the process of teaching vocabulary by using Wall Dictation at second semester of the seventh grade at SMP N 20 Bandar Lampung in the academic year of 2016/2017?
3. What are students’ problems in the process of vocabulary by using Wall Dictation at second semester of the seventh grade at SMP N 20Bandar Lampung in the academic year of 2016/2017?
E. Objective of the research
Based on the formulation above, the objectives of research are :
1. To know and describe the process of teaching vocabulary by using Wall Dictation at second semester of the seventh grade at SMP N 20 Bandar Lampung in the academic year of 2016/2017.
2. To know and describe teacher’s problems in the process of teaching vocabulary by using Wall Dictation at second semester of the seventh grade at SMP N 20 Bandar Lampung in the academic year of 2016/2017.
F.Use of the research
1. As source of information for further research in teaching vocabulary.
2. It is expected that this research can provide useful in improving the quality of learning in the school.
3. To give information to English Teacher related to the problems may arise in teaching vocabulary through wall dictation.
G. Scope of the research
1. Subject of the research
The subjects of this research are the English teacher and the student at second semester of the seventh grade at SMP N 20 Bandar Lampung in the academic year of 2016/2017.
2. Object of the research
The object of this research was the use of Wall Dictation in teaching English vocabulary.
3. Place of the research
The research was conducted at SMP N 20 Bandar Lampung.
4. Time of the research
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Teaching English as a Foreign Language
Teaching English as a foreign language means that English is taught by the people because English is not their mother tongue or their native language. In teaching English or other languages actually people have to teach the four skills, they are listening, speaking, reading and writing. In other word, in teaching English as a foreign language and teaching English as a second language is not different.
Setiyadi states that the way to teach English as a second language is not necessarily different from the way to teach English as a foreign language.1 In fact, teaching English in the countries such as Indonesia, where English is only a foreign language may to teach English in the countries such as Malaysia, where English is a second language and it also differs to teach English in the countries where English is a native language. People learn English depend on the conditions of the language is used in their daily communication. Most of United Kingdom, English is the native language. Ad they speak English for daily communication. While in Malaysia, English is their second language. Therefore, they not only speak their native language,
1
but also English. Indonesian people only learn English in the class or their school. Therefore, there are only some people who speak English. In Indonesia, English is taught as the first foreign language. As a foreign language, English is not used for daily communication.
Based on theories above, It means teaching English as foreign language is to facilitate students for communicate in spoken or written English. Students who learn English as a foreign language have to practice or use their English in real life situation. They will use their English for communication, for example when they study in an English department of university or situation, when they visite local tourist spots in their country where it is expected to see some foreigners, when they work in foreign firms in their countries and when they go abroad for practising their English.
B. Concept of Vocabulary.
a language use.2 It means that vocabulary is the most important element of language use.
According to Brown, vocabulary is seen in its central role, conceptualized meaningful language.3 It means that vocabulary is important element in learning a language and to develop language, people need to learn. Thornbury states that without grammar very little can be conveyed, without vocabulary nothing can be conveyed.4 It means that if the students` vocabulary is limited, they will find some problems in using English for communication in English. Without vocabulary they can not develop their language skills namely, listening, speaking, reading, writing and translating. According to Thornbury, all language has words. It means that by using of words people can say what they felling, share they idea, and can communication fluently. He also says that the coming of new words is never stop. 5 In other word that vocabulary is the vital part of language. Adequacy of vocabulary is important to communicate with other people and express the idea clearly and easily.Harmer says that if language structures make up the skeleton of language then vocabulary that provides that vital organs and
2
Lynne Cameron, Teaching Language to Young Learners. (New York: Cambridge University Press, 2001), p. 22.
3
H. Douglas Brown, teaching by principle an interactive approach to language pedagogy (San Francisco : Longman, 2001) p. 70
4
Scott Thornbury, How to Teach Vocabulary. (London: Pearson Education Limited, 2002 ), p. 13
5
flesh.6 It means distinctly that one of the important parts of elements language is vocabulary.
According to theories above the researcher can conclude that vocabulary is the important element in learning of the language, beside four skill: listening, speaking, reading, and writing. Because vocabulary used to speak in communication and share the ideas and without vocabulary nothing can be conveyed. It is impossible for the students to learn and use the language without knowing vocabulary. It means that if the students` vocabulary is limited, they will find some problems in using English for communication in English. Because of vocabulary someone can express a language for communication fluently.
In activity of learning language, a learner is trying to use the language by using vocabulary into certain sentence in order to be able communicate and transfer their ideas. Learning a language means learning the word of language. It is clear that one important parts of elements language is vocabulary. In addition Harmer states that they are four basic aspects student need know to learn a new vocabulary item such as:7
1. Word meaning : The first thing to realize vocabulary items is that they
frequently have more that one meaning. The word “head”, for example,
6
Jeremy Harmer, The Practice of English Language Teaching, (London : Longman, 1988), p. 53.
7
sometimes means the top part of human body, but it can also means the leader of the team/ office,e.q headmaster
2. Word Use : It is frequently stretched through the set of metaphor and idiom. We know that the word hiss for example, describe the noise that snakes make. But we stretch its meaning to describe the way people talk to each other (“do not move or you are dead, she hissed).
3. Word Formation : Students have to know about things about word formation and how to change words to be compatible with different grammatical context. Word formation is also connected with suffixes and prefixes (im-, or in ) such as I imperfect and perfect, inappropriate and appropriate, etc.
4. Word Grammar : which is employed by distinguishing the use of the words based on the use of the certain grammatical patterns such as noun, verb, adjective, adverb, etc. The former can be both singular and plural. We can say one chair or two chairs, etc.
C. Concept of Vocabulary Mastery
According to Thornbury, all languages has words. It means that by using of words people can say what they feeling, share idea, and can communication fluently. He also says, by having adequate vocabulary, one will be able to communicate to other people and express his idea clearly and easily.8 In other word that vocabulary is fundamental part of language, because a language is formed by words. Therefore we can make a communication if we have good vocabulary mastery.
In addition Brown states vocabulary is seen in its central role, conceptualized meaningful language. Based on the statement, it is important for the teacher to create some ways or tehniques in teaching and vocabulary. So the students can receive and understand the material simply. Moreover, it is expect by mastering number of vocabulary, it will be easier for students to learn a foreign language and use it for communication. According to Guskey, mastery is a term that all educators use and believe understand well.9 According to the theories above the researcher can conclude that vocabulary should be mastered in language learning, especially in teaching and learning English, because vocabulary can presented or explained in all kind of activities.
8
Scott Thornbury, Op.Cit, p.1.
9
According to Hameed, the vocabulary mastery that demands to be mastered are pronunciation, spelling morphological structure, and meaning.10 So, it means Based on statement above, it can be concluded vocabulary is one component should be mastered in language learning especially in teaching and learning English as a foreign language. Vocabulary is one basic component to be mastered. Without having adequate vocabulary, a language learner will not be able to master the language skills. Vocabulary mastery means the students having ability in understanding and using the vocabulary well.
D. Concept of Teaching Vocabulary
Vocabulary is basic element of language to understand the language. The learner should know the complexity of word and the teacher and the teacher decide how to teach vocabulary on the class. According to Thornbury there are five factors that are related to teaching set of words that must be considered by the teacher : The level of the learner (whether beginner, intermediate, or advanced ), and The learner likely familiarity with the words,
The difficulty of the item, Their teaching ability, Whether items are being
10
learn for production (in speaking and writing) of for recognition only (as in listening and reading).11
Teaching vocabulary is clearly more than just presenting new words. Teacher has to be careful in selecting vocabulary that he/she will teach. Both the students and teacher need to know how it talks about language at various point during learning and teaching.12 From the statement above, it can be interpreted that the teacher have mastery the vocabulary more than students, So if he/she want to teach they are must know the point of language and vocabulary that will transferring in learning and teaching process.
In teaching vocabulary teacher must make the conditional class and should be realized that learning a language always deals with a large number of words that it is difficult for the students to memorize of difficult words. Knowing how words are described and categorized can help us understand the decisions that syllabus planners, material writers and teachers make when it comes to teaching of vocabulary.13 it can be said that in teaching vocabulary teacher have to considered the condition of class, the syllabus, material writers, etc.Teaching vocabulary can be done through four phrases that are: introducing, modeling, practicing, and applying. It can be described as follows:
11
Scott Thornbury,Op.Cit. p.75.
12
Jeremy Harmer, Op.Cit. p.34.
13
1. Introducing: The teacher introduces new word with clearly and correctly pronunciation. Use picture or oral subject.
2. Modeling : The teacher gives an example and act as a model. 3. Practicing : The teachers train the students to imitate and practice. 4. Applying : The students applying in the right situation with the
teacher help.14
According to the theories above, it can be concluded that teaching vocabulary is not just selecting a new word we also have to consider many aspects such as a number of class, the syllabus, and the level of student. The teacher must be able to know what kinds of techniques use corn their goal. Teacher is a guidance who help the students in discovering the meaning of word.
So the researcher concludes when teaching vocabulary, the teacher should realize that learning language always deals with a large number of the words. Knowing how words are described and categorize can help student understand that decisions and teachers make when it comes to the teaching and learning of teaching vocabulary.
E. Problem in Teaching and Learning Vocabulary
In teaching learning process everything has bad and good sides. Especially in teaching vocabulary process as a teacher usually finds some problems in teaching activity :
1. Teachers’ Problem in Teaching Vocabulary
Teaching vocabulary is clearly more than just presenting new words. Teacher to be careful in selecting the vocabulary that he/she will teach. Both students and teacher need to know how to talk about language at various points during learning and teaching.15 It means that the teacher have to mastery, the teacher have to know the point of language and vocabulary that will transfering in learning and teaching process. There are some problems by the teacher in teaching vocabulary which affect the outcomes of teaching learning vocabulary in the class. There are some problems in vocabulary teaching such as:16
a. The teacher is unable to make student understand so many word knowledge and use them in English listening, speaking, reading and writing;
15
Jeremy Harmer, How to Teach English, (London: Longman , 1998), p.34
16
b. The teacher also unable to repeat the frequencies of same words are so low, that is make students cannot memorize the words they have been learned.
c. Teaching vocabulary does not distinguish common words from uncommon words, which is make student more burden to memorize the vocabulary.
d. Present vocabulary teaching lacks logics and does not reveal the regularity of English words.
e. The main problem with vocabulary teaching is that only a few words and a small part of what is required to know a word can be dealt with at any one time.17 It means that the problem faced by the teacher is about knowing a word.
Furthermore, according to Nation the main problem with teaching vocabulary is only few words and small part of what is required to know a word can be dealt with at any one time. The more complex the information is the more likely the learners are to misinterpret it.18 It means that when the teacher teaches some words in the class, sometime it is difficult to share because the student only can understand the word but student did not know about the meaning of word.
17
Paul Nation, Teaching Vocabulary. (Wellington: Victoria University of Wellington, 2015), p.1
18
From the explanation above, the researcher concludes there are some problems in teaching vocabulary such as the teacher is unable to make student understand so many word knowledge, teacher also unable to repeat the frequencies of same words, the teacher does not distinguish common words from uncommon words, present vocabulary teaching lacks logic and also does not reveal the regularity of English words, the last problem in teaching is about knowing a word. Teacher has to be careful in selecting the vocabulary that he/she was taught. When the teacher should teach some words in a meeting, sometimes it is difficult to share because the students only can understand and memorize some of them. It will make students confused if there are too many words, whereas they have to know much knowledge by learning on the moment.
2. Students’ Problem in Learning Vocabulary
A student is trying to use the language by using vocabulary into certain sentences in order to be able to communicate and transfer their ideas in any activity of learning language. In learning vocabulary the students have problem. Other factors that make some words more difficult than other are:
b. Spelling; sound-spelling mismatches are likely to be the cause of errors, either of pronunciation of spelling, and can contribute to a word’s difficulty. Words that contain silent letters are particularly problematic.
c. Length and complexity; long words seem to be more difficult to learn that short ones. Dealing with complex words also tends to be more difficult than the simple one.
d. Grammar, also problematic is grammar associated with the word grammar of phrasal verb is particularly troublesome. Some phrasal verbs are separable, but others are not.
e. Meaning; when two words overlap in meaning, students are likely to confuse them. Words with multiple meaning can also be troublesome for students.
f. Range, connotation and idiomaticity; words that can be used in a wide range of context will generally be perceived as easier than their synonyms with a range. Uncertainty as to the connotations of some words may cause problems too.19
It can be concluded that student usually acquire new vocabulary through new words in their textbooks or when given by teachers during classroom lessons and the students do not applying what they have learnt.It means that to get well language the learners can try to include pronunciation, length and complexity spelling, grammar, and meaning by using vocabulary.
19
Some of those problems are the students felt that the teacher explanation for meaning or definition, pronunciation, spelling and grammatical function is boring. In this research, researcher analysed some points of the students problems according to the students junior high school, the points are prononciation, spelling, length and complexity, and meaning.
F. Concept of Dictation
According to Richard, dictation is a technique used in both language teaching and language testing in which passage is read aloud to the student or test taker, with pauses during which they must try to write down what they have heard as accurately as possible.20 Patel and Jain adds that dictation is good training to ear and as well as motor training to the student.21. According to theories above, dictation is one of technique that can be used to teach English because dictation as a good activity for teaching and learning process. It means dictation can increase their element of skill such as vocabulary. It is because dictation is activity to write down after someone read or say something.
Jain and Patel also states that there are many advantages of dictation such as train to student to reproduce in writing what they listen and also give an aural practice to the student, it enable to student write used capital letter.22 It is
20
Jack C. Richards et.al, Language Teaching And Applied Linguistic. (London : Longman, 2002), p.157.
21
M.F. Patel and Praveen M. Jain. English Language Teaching (Method, Tool, Technique). (Jaipur : Sunrise, 2008), p. 201.
22
showed that dictation is not only a good activity in teaching and learning but also have advantages to used this technique in teaching and learning process. In dictation there are many variations technique such as :
1. Pair Dictation: this activity done in group of three. A passage the appropriate level of difficulty can be worked up. Without much trouble. Pair dictation can be used in several way. The activity also encourages accuracy in speaking due to the fact that sentence have to be repeated exactly before written down.
2. Repetition Dictation: this activity dictation and practice with classroom for repetition and clarification to start things off. The teacher can write some student sentence on the board used to asks fo repetition or make thing clearer.
3. Vocabulary Matching Dictation: this activity server as a vocabulary
review give practice n useful classroom language and has both a teacher and the student centered dictation component.
4. Group Dictation: this activity that student seem to enjoy quite a bit. He
this type because each dictation has been written by all the members of the group.
5. Wall Dictation: This type of dictation is quite simple and, as the name
implies, involves putting a dictation on paper on the wall. Students get out of their seats, come to the wall, read, remember as much as they can, then go back to their seats and write.They can go back and forth as often as they like but must write at their desks (no writing allowed at the wall). 6. Dictation Quizzes: this activity is dictation as parts of or as whole
vocabulary quizzes after completing reading units. An involved discussion of vocabulary acquisition is beyond the scope of this article, but dictation would seem to be of use in this area, at least as a checking mechanism. Before the quiz students are given a list of 20 words or so to study. Because the words come from the same reading unit, many may be part of a word network.23
Based on those statement, the researcher concludes that dictation is variety of technique, because dictation not only monotonous in one activity, but also there are have kinds of variation in dictation such as pair dictation, repetition dictation, vocabulary matching dictation, group dictation, wall dictation and quizzes dictation, so make the teacher can choose one of them to use
23
dictation in teaching and learning process. In this research, the researcher use wall dictation in teaching vocabulary.
G. Concept of Wall Dictation
According to Kit, Wall dictation is an activity to write something says or read out as it is being said or immediately after it said.24 It is supported by Scrivener statement that Wall Dictation is dictation where read a text aloud and the learner must write it down accurately.25 It means that wall dictation is a technique that student switch role in the class which is the learner must write what they have heard. According to Schneider, wall dictation is the type of dictation where the student involves putting a dictation on paper on the wall. Students get out of their seats, come to the wall, read, remember as much as they can, then go back to their seats and write.26 It means wall dictation is a technique where the student divide in pairs as the reader and the writer, and each reader have to remember what they has been seen on the wall. That make the activity a little more challenge as short term memory
24
Chiang Oi Kit, Report on the Action Research Project on Wall Dictation In Local Primary School.(Hong kong Teacher’s Center Journal : Hong kong). p. 1
25
Jim Scrivener, Language Teaching(A Guided Book for English Teacher). (London : Macmillan Education, 2002).p.358
26
exercise. The example picture of procedure Wall Dictation can be seen as below:27
These are example of the text of Wall Dictation : 28
27
Aldila Airin, The Use of Wall Dictation Technique to Improve Writing
Descriptive Text.(Unpublished:2014).p.26
28
https://en.iscollective.com/resources/search_result?describe/animal/2017 The dog has fur and
the fish has scale
The duck has feathers and the bird has wings
Furthermore, Jain states that wall dictation in early stage must be planned to help student to write correctly and also with reasonable speed.29 According to Widyasmara, wall dictation can help to develop all language components, such as vocabulary, grammar and pronunciation.30 From the theories above, the researcher can conclude that wall dictation is a technique for student work in pairs as the reader and the writer. The purpose is to provide a reasonably into the cohesive element of language implied in short passage. It is also can increase student’s vocabulary because the implementation when wall dictation used, the student will understand about sentence, spelling, and punctuation.
H. The Procedure of Teaching Vocabulary through Wall Dictation
Wall Dictation is one kind of technique to teach vocabulary. In Wall Dictation student pairs in group. Each group divided into as a writer and the reader. Teaching procedure is used the teacher in wall dictation techniques are as follows:
1. Choose a short printed text
2. Divide the class into a “readers” and “writers”. Pair each reader with a
writer; the writer sit down and the readers stand
29
M.F. Patel and Praveen Jain, Op.Cit. p.132
30
3. Stick the text up on the wall far away from the writers. So that they cannot possibly read it. (if you have a large class, you will need to place more than one copy of the text in different places)
4. Each reader walks to the text, reads and memorises part of it and then goes back to their writer to dictate it
5. The writer writes it down, asking any relevant questions about words, spellings, and punctuation etc.
6. Whenever necessary, the reader goes back and read more and return for more dictations, the pair aiming to write the most accurate text as they can. It is a race and student tend to get quite competitive about it.
7. You may need some rules, such as “walk and no running”,“no shouting
across the room.” A line can be drawn at the halfway point on the
dictation paper, and the students can then switch roles.
8. When the pairs finish, the teacher can give them a copy of the dictation to use for self-correction. As a final check, the teacher can tell the students to read out from their corrected papers. 31
Wall dictation is one kind of technique to teach vocabulary correctly. Teaching procedure is used by the teacher in students can do this pairs. One student acts as a reader and the other act as writer to stays at the desk and writes. Then, the line can be drawn at the halfway point on the dictation
31
paper, and the students can then switch roles. Furthermore, the reader stand in front of the wall to read and remember of each sentence, after read and remember that sentence the reader goes to the writer and dictate it.
Scrivener adds that wall dictation have some variation such as : use one text but cut in separate sentence. Write letter (A, B, C, D). Place these cut- up texts around the room in different locations so that students have to read all of them, one by one.32 It means student should work together to get the coherent text. If the writer has finished writing the sentence and when the pairs finish, the teacher can give them a copy of the dictation to use for correction the right sentence. The teacher can ask the student to read in front of the class from their corrected sentence.
I. The Advantages and Disadvantages of Wall Dictation.
Every methods and strategy have the advantages and disadvantages, Wall dictation is no exception. Wall dictation have the advantages and disadvantages that need to be known, they can be described as follows:
1. Advantages of Wall Dictation
The technique have been shown to have advantages in teaching and learning process are as follows:
a. Its train to student to reproduce in writing what they listen.
32
b. Its gives good aural practice to the student. It develop habit of listening attentively in student.
c. Its enable to the student to understand a part of each sentence and word phrase.
d. It enable to student to understanding spelling and punctuation.33 2. Disadvantages of Wall dictation.
Furthermore, The technique have been shown to have disadvantages in teaching and learning process are as follows
a. Wall dictation can make the teacher busy to manage the students. b. In learning process, the class can be noisy because the student,
because it is work in pair.34
Based on advantages and disadvantages, the researcher concludes that Wall dictation have advantages that can increase the student vocabulary, and make students active in learning process, also make them feel interest. On the other hand, wall dictation have disadvantages, it can be noisy when the teacher teaching used this technique because it is work in pairs.
33
M.F. Patel and Praveen Jain, Op.Cit. p.133.
34
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In this research, researcher used a qualitative research. According to Setiyadi, qualitative research is a research that produces descriptive data in the form of written words or oral from subject and its behavior that can be observed, therefore the goal of the research is an inividual understanding and its background completely.1 Setiyadi also says the collected data in the form of written words of picture rather than number.2 It means in qualitative research, researcher in doing research cannot make own schedule. By this qualitative research, researcher focused on analysis of teaching and learning process through wall dictation at first semester of the seventh grade of SMP N 20 Bandar Lampung in academic year of 2016/2017.
Furthermore, with the focus on description research, the researcher sorts the data needed based on the category. During the research, the researcher function’s as an observer. The researcher observed the teaching learning process especially at the first semester of seventh grade of SMP N 20 Bandar Lampung.
1
Ag. Bambang Setiyadi, Metode Penelitian Untuk Penelitian Bahasa Asing, (Yogyakarta :Graha Ilmu ,2006), p.219.
B. Research Subject.
In this research the researcher used purposive sampling technique. According to Arikunto, purposive sampling technique is sampling technique which is done because limited time and finding.3 According to Marguerite et.al, purposive sampling technique is a common procedure used in qualitative research that identifies key informants or person who have specific knowledge about the topic being studied. The type of purposive sampling that a researcher may decide to use depends on the purpose of the study.4 It means in this research, researcher chosen the subject according to the need and purpose of the research. Based on the statement above, the researcher used purposive sampling technique because it was easy to found the sample and the time to collected the data in the school.
In this research, the subject was VII D class students at the second semester of the seventh grade of SMP N 20 Bandar Lampung in academic year of 2016/2017. There were five classes which consist of 160 students. The researcher took one class as the sample of this research and the data was obtained from the students of VII D class consists of 32 students as the sample is based on the data of students’ achievement that has the lowest score for all classes.
3
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Yogyakarta : Rineka Cipta,2002), p.127.
4
The class that has the lowest achievement is VII D then the others. So, the researcher used class VII D as a sample of this research, it means that possible for students to find difficulties in mastering vocabulary. It is appropriate with purposive sampling technique that has been explained. So the sample represent the population, because the students in this class have low achievement compared to the other class.
C.Data Collecting Technique
To collect the data, the researcher used some techniques in qualitative research. Those were observation, interview, and questionnaire. The describe is as follows:
1. Observation
Observation is the process of gathering open-ended, firsthand information by observing people and places at a research site.5 The researcher would not be involved directly in the classroom activity. The researcher only made a note during the teaching learning process. In this case the researcher took a note, analyzed and made inferenced about the object under study. Nevertheless, before the teaching learning began, the researcher and the teacher was prepared a lesson plan and discussed the material. In this research, observation was got the data about process of teaching learning vocabulary by using Wall Dictation, the teacher’s problem in teaching
5
vocabulary by using Wall Dictation and the students’ problems in learning vocabulary by using Wall Dictation at the second semester of the seventh grade students of SMP N 20 Bandar Lampung in the academic year of 2016/ 2017. The researcher made a note during teaching learning process. By using this instrument the researcher used specification as follows:
Table 2
Observation Guideline
No Aspect Indicators No. Item Total
item
1 The procedure of teaching vocabulary through wall dictation
To know the teacher used wall dictation in teaching learning process
1,2,3,4,5,6,7,8 8
2 Teacher problems in teaching vocabulary
To know the teacher’s
problems in activity the classroom
9, 10, 11, 12,13
5
3 The Student
problems in learning vocabulary
To know students problems which may arise in teaching learning process.
14, 15, 16, 17, 18,19
6
2. Interview
people (the interviewer and interviewee) where questions will be asked by the interviewer to obtain information from the interview.6 In addition, this interview aim to make sure about the result of the observation and to get more data related to this research. The researcher interviewed an English teacher to
obtain the data about the teacher’s problems in teaching vocabulary by using
Wall dictation at the second semester of the seventh grade students of SMP N 20 Bandar Lampung in the academic year of 2016/ 2017. The teacher was asking about their opinions of the activity process including problems face in the used of wall dictation game teaching and learning vocabulary. Meanwhile, the interview grills used by the researcher are as follows:
Table 3 Interview Guideline
Aspect Indicators No
Item
Total Item To know the teacher problem
in teaching vocabulary
Ask the teacher whether she has any problems to make student understand about word knowledge and use it in skills.
1 1
Ask the teacher whether she does not make repetition frequencies of some word of vocabulary
2,3 2
Ask the teacher whether she has difficulties in distinguish between common and uncommon word of
4 1
6
teaching vocabulary
Ask the teacher whether she has problem in revealing the regularity of English word
5 1
Ask the teacher whether she use lack of knowing a word
6 1
To know the general process of English learning activity
Ask the teacher whether she find
student’s difficulties in learning vocabulary
7 1
To know the problem during the process while applying wall dictation in teaching vocabulary
Ask the teacher what are the problems faced by students in learning vocabulary through wall dictation
8,9 10
3
3. Questionnaire
The researcher gave questionnaire to the students. According Arikunto, questionnaire was printed from the data including questions or statements to which the subjects are expected to respond.7 The researcher gave questionnaire to the students in order to know the further opinions about the students’ problem in learning vocabulary by using Wall Dictation at the second semester of the seventh grade students of SMP N 20 Bandar Lampung in the academic year of 2016/ 2017.
From collecting data through questionnaire, the researcher found out the students’ respond toward the teaching and learning process. The researcher
7
distributed the questionnaire after the process of teaching vocabulary through Wall Dictation. The aim is to found out problems faced by the students in learning vocabulary. Furthermore, the researcher used close-ended questions and gave the questionnaire to the students.
The direct relationship between the subject and researcher would be needed to get some information which is support the data. The researcher gave the
questionnaire to the students’ in order to know the further opinions and to know
the aspect that may influence the students’ learning process and to confirm the
answers given by their teacher. From collecting data through questionnaire, the researcher found out that the students response toward the teaching and learning process. Meanwhile, the questionnaire that used by the teacher are as follows:
Table 4
Questionnaire Guideline
Aspect Indicator No
item
Total item Students problems in
learning vocabulary
To know some problems such as pronunciation,sound-spelling mismatch and difficulty in length and complexity
1,2,3 3
To know some problems in learning word grammar, confuse about the meaning and also problem in range, connotation, idiomacity.
4,5,6 3
vocabulary through wall dictation
learning vocabulary through wall dictation
To know students’ responses in learning vocabulary through wall dictation
9,10 2
D. Research Procedures.
In order to gain the data, the procedure of research used as follows:
1. Determined the subject and discussing the materials of the lesson with the teacher
2. Doing classroom observation.
The observation was done during teaching and learning and took notes of all important event.
3. Dong interview
In this research, the researcher conducted interview. The researcher has employed the interview to the English teacher in that school. The interview is aim to make sure about the result of the observed and to get more data related to this research. During the process, the researcher made a note about certain information which is can be used to support this research.
4. Giving the questionnaire to the student
6. Make the report findings; After analyzed the raw data gathered, the researcher made the report of the research finding.
E. Trustworthiness of the Data
According to Setiyadi, Basic principle of reliability is consistency, qualitative research is also always tried to keep the data collected remains consistens. Where as validity is a researcher always try to keep the data must be authentic, life overview of research subjects in an honest and balance.8 The method commonly used to improve the reliability and validity in qualitative research is triangulation, triangulation as a merger of two or more methods in collecting the data. According to Setiyadi, triangulation is the combination of two methods or more collecting the data about the attitude of the subject of the research. Because the attitude of human being is quite complex, the use of single method in collecting the qualitative data is often considered not enough.9
The researcher used triangulations, they are method triangulation and time triangulation. In the method triangulation, the researcher used three data collecting technique. They are observation, interview and questionnaire. Usefulness of triangulation is to enrich the data and or make more accurate conclusion. The researcher also used time triangulation because the researcher collected the data from the same group at different times and source triangulation. The uses of triangulation are to enrich the data and make more accurate conclusion. So in
8
Ag. Bambang Setiyadi.Op.Cit. p.30.
9
qualitative research the triangulation is important because if the researcher wanted to get the conclusion, the researcher should have strong data.
F. Data Analysis.
Data analysis is the process of organizing the data in order to obtain regularity of the pattern of form of the research. According to Miles and Huberman there are three major phases of data analysis: data reduction, data display, and conclusion drawing or verification.10 These are clear explanation about data analysis process of this research:
1. Data Reduction
Data reduction refers to the process of selecting, focusing, simplifying, abstracting and transforming the data that appear in written up field notes or transcriptions. In data reduction the mass of data has to be organized and meaningfully reduced or reconfigured.11 In this case, the researcher selected the data derived from observation on teaching and learning process, interview to the teacher and questionnaire to the students.
2. Data Display
Data display is second component or level in Miles and Huberman model of qualitative data analysis. A display can be an extended piece of text or a diagram, graph, chart, table or matrix that provides a new way of arranging thinking about
10
Matthew B. Miles and A. Michael Huberman, Qualitative Data Analysis (Thousand Oaks : Sage Publications, 1994), p.12.
11Ibid,
the more textually embedded data. At the display stage, additional, higher order categories or themes may emerge from the data that go beyond those first discovered during the initial process of data reduction.12 Some activities in analyzing the data that was done by the researcher in data display such as observing the teaching and learning process, Interviewing the teacher and Giving questionnaire.
3. Conclusion Drawing/Verification
The last step of analyzing the data is conclusion drawing/verification. According to miles, Verification is linked to conclusion drawing, entails revising the data as many times as necessary to cross-check or verifies these emergent conclusions. Verification refers to the process which is able to explain the answer of research questions and research objectives.13 In this step, the researcher drew the conclusion and verify the answer of research question that was done in displaying the data by comparing the observation data, interview data, questionnaire data and documentation data. Thus, the researcher got the conclusion about teaching and learning vocabulary through Wall Dictation at the first semester of seventh grade of SMP N 20 Bandar Lampung
12Ibid,
p.11.
13Ibid,
CHAPTER IV
RESULT AND DISCUSSION
A.General Description of the Place of the Research
1.The Brief History of SMP N 20 Bandar Lampung
SMP Negeri 20 Bandar Lampung is located on Jl. Raya R.A Basyid, Labuhan Dalam, Kec. Tanjung Senang, Bandar Lampung. This school was established in 1991 with SK. Mendiknas Nomor: 0363/0/1/1991 on February 1991. The headmaster is Dra. Lista Dora, S.pd. The activities of teaching learning process are done in the morning for class VIII and IX. The clasess begin at 07.15 A.M and finish
at 12.15 P.M, and in the afternoon only for class VII, the classes begin at 12.30 P.M
and finish at 04.30 P.M.
2. The Condition of Teachers and Students at SMP Negeri 20 Bandar Lampung
For supporting the teaching learning process of SMP Negeri 20 Bandar Lampung has some classes and rooms. Based on the documentation of SMP Negeri 20 Bandar Lampung and observation that the researcher had conducted, the facilities of SMP Negeri 20 Bandar Lampung consisting of: headmaster’s room, vice headmaster’s
administration’s room, counselor room, teacher’s room, classroom, library,
laboratory, multimedia’s room, toilet, mosque, OSIS room, UKS room, canteen,
Table 5
Facilities of SMP Negeri 20 Bandar Lampung In the Academic Year of 2016/2017
No Kinds of Facilities Total
1 Headmaster’s Room 1
2 Vice Headmaster’s Room 1
3 Admin Staff Room and Conselour Room 1
4 Teacher’s Room 1
5 Classroom 25
6 Library 1
7 Laboratory 1
8 Multimedia’s room 1
9 Toilet 7
10 Mosque 1
11 OSIS Room 1
12 UKS Room 1
13 Warehouse 1
14 Canteen 1
15 Computer 1
Source: Documentation of SMP Negeri 20 Bandar Lampung
SMP Negeri 20 Bandar Lampung has 45 teachers. The condition of the teachers of SMP Negeri 20 Bandar Lampung in the academic year of 2016/2017 can be seen in this following table:
Table 6
Teachers of SMP Negeri 20 Bandar Lampung In the Academic Year of 2016/2017
No Name Position
1 Dra. Hj. Lista Dora, M.Pd. Head Master
2 Dra. Norma Nilom Teacher
3 Hopsi Bintang, S.Pd. Teacher
4 Nurhasanah, S.Pd. Teacher
5 Dra. Husmalayansi Teacher
6 Mansyursyah, S.Pd. Teacher
7 Bahrom, S.Pd. Teacher
8 Gatot Gunawan, S.Pd. Teacher
9 Tuti Faulina, S.Pd. Teacher
11 Luciana, S.Pd. Teacher
12 Rosda Fatila, S.Pd. Teacher
13 Sunarti, S.Pd. Teacher
14 Rumayati, S.Pd. Teacher
15 Sri Hatati, S.Pd. Teacher
16 Aisyah Widia, S.Pd. Teacher
17 Dra. Rosmala Dewi Teacher
18 Nurbetty, S.Pd. Teacher
19 Gunarti, S.Pd. Teacher
20 Ellia Fonda, S.Pd. Teacher
21 Suyoto, S.Pd. Teacher
22 Ni Luh Haryanti, S.Pd. Teacher
23 Dra. Ratih L Teacher
24 Yenti, S.Pd. Teacher
25 Malianah, S.Pd. Teacher
26 Nurlela, S.Pd. Teacher
27 Merina, S.Pd. Teacher
28 Mulyono, S.Pd. Teacher
29 Sri Jumiati, S.Pd. Teacher
30 Muryati, S.Pd. Teacher
31 Zaimah, S.Pd. Teacher
32 Pepiati, S.Pd. Teacher
33 Yunisda Farentina, S.Pd. Teacher
34 Dra. Risnayana Teacher
35 Sempakata, S.Pd. Teacher
36 Warni, S.Pd. Teacher
37 Nirwana, S.Pd. Teacher
38 Meirina,
