TEACHERS’
TECHNIQUES IN TEACHING VOCABULARY FOR THE
FIRST GRADERS OF LABORATORIUM ELEMENTARY SCHOOL
SALATIGA
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Yunita Natalia Dwi Wibowowati
112008139
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
TEACHERS’
TECHNIQUES IN TEACHING VOCABULARY FOR THE
FIRST GRADERS OF LABORATORIUM ELEMENTARY SCHOOL
SALATIGA
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Yunita Natalia Dwi Wibowowati
112008139
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
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TEACHERS’ TECHNIQUES IN TEACHING VOCABULARY FOR THE FIRST GRADERS OF LABORATORIUM ELEMENTARY SCHOOL SALATIGA
Yunita Natalia Dwi Wibowowati
Abstract
Learning vocabulary is important in communication. Without learning vocabulary and understand the words we cannot express the ideas and communicate freely. Since teaching children is not easy and need special teachers, the teachers must be creative in teaching English vocabulary. In this case, vocabulary becomes the important things to learn for the basic of communication. Based on the reason above, this study was conducted to find out the techniques of Laboratorium Elementary English teachers in teaching English vocabulary. The subjects for this study were two English teachers and their students at Laboratorium Elementary School in Salatiga. Five classroom observations were conducted during teaching vocabulary and to obtain more data, I interviewed the teachers. The result of this study showed that there were nine teaching techniques in teaching vocabulary used by the English teachers. Those techniques were Translating of a Literary Passage, Fill in the blanks, Dictation, Repetition Drills, Question and answer Drills, Role Play (Flashcards, video/movie), Creative Adaptation (Game, Song), Authentic Materials (Experiencing the real world), and Picture Strip Story (Pictures). The purpose of those techniques was to teach vocabulary especially to unify the concepts of materials which are being learned by the students. Another finding revealed that almost all the English teachers at Laboratorium Elementary School assumed that teaching vocabulary using different techniques in a fun way was easier for the students to learn new words. Since the students were still young and had different characteristics, the teachers decided to use many kinds of techniques to make the students understand and try to use the new words to communicate with others. Besides that the teachers also used thematic system to make easy when the teaching and learning happened, so there were still a connection between one subject to others. By applying this thematic system, the teachers hoped that they can deliver the materials easily although with different subjects.The first grade students were really interested and easy to learn the new words through many kinds of techniques which given by the teachers.
Keywords: Teaching techniques, Vocabulary teaching, and Teaching young learners.
INTRODUCTION
still have big energy and curiousity in learning and doing something, in this case is learning a language. Besides that, children are faster in learning a language than adolescent (Harmer, 2001). So, teaching a language especially a new language is easier for children and it is better if parents or teachers start to guide and introduce them in their early age. According to Rachmajanti (2008), teaching English vocabulary at the primary schools was mainly aimed to build the learners’ interest in learning a foreign language. Thus, it is better to teach vocabulary from the early ages.
There are many definition of vocabulary. Thornbury (2002, p.14) stated that vocabulary as a collection of all words in a particular language and have a form of an expression that is associated with meaning. According to Oxford School Dictionary (1990), vocabulary is all the words used in particular subject or language. Those are some definition about vocabulary. Next, vocabulary plays an important role in language learning (Searfoss, 1985:186). Learning vocabulary is so important and we can start to introduce the vocabulary to the children because vocabulary is the basic for all the activities in English such as listening, reading, speaking, and writing. Vocabulary knowledge is important component of language skills such as writing, reading, speaking, and listening (Schmitt and McCarthy 1997, p.6). In writing, mastering vocabulary will help the writers expand their ideas based on the topic sentence given by the teacher. In reading, vocabulary makes the readers easy to understand the main point of the reading text. In speaking, vocabulary makes the speakers easy to share and explain their ideas. In listening, vocabulary makes the listeners easy to grasp what other people say. So, vocabulary mastery is the basic and main aspect in foreign language learning.
transfer this knowledge into effective classroom practices that result in children learning vocabulary. Knowing about the importance of learning vocabulary for students especially young learners it causes the teachers to make some techniques to conduct the vocabulary learning. Pinter (2006) stated that children enjoy in learning vocabulary. They can put the new words in their conversation and they can understand the concept well before they master the grammar. It is good for children because they can understand new vocabulary before they learn about grammar. The teachers can teach the students using senses in the first time or flashcards to make a brainstorming before they create a conversation using new words. When introducing a new word avoid giving a lexical definition as in the dictionary definition because it makes the students confuse to know the right meaning, I think it is important for the teachers to provide students easy description and also explanation of the words and give some example to make the meaning of the words obviously.
Further more, teaching English to students of elementary school especially the first grade is not easy to do. The students are easy to change their mood and still move their body or busy with themselves. Knowing the situation and characteristics of the students, the teachers should have appropriate teaching techniques so the students will enjoy and learn the language easily. The teachers also have purpose or expect that the students will master and understand the materials.
understand in acquiring the language but do not reveal the effort of the task and it is lower than adults.
Before discussing further about teaching techniques, it is important to know the differences between techniques and method. The purpose is to clarify what teaching techniques mean. According to Harmer (2003), method are about the types of activity, role of teachers and learners and about which kinds of materials suitable for teaching. So, it means that teaching methods more emphasize on the theory of teaching while teaching technique is the practice in teaching using the teaching methods.
Larsen-Freeman (2000) proposed several teaching techniques and principles in teaching English. There are:
1. Techniques in the Grammar-Translation Method
Grammar Translation Method is a kind of method that focuses on the literature as the foundation of learning a language. The basic purpose of using this method is to be able to read literature written in the target language. Students also study grammar deductively and they are given the grammar rules and vocabulary of the target language. Target language means made clear by translating the foreign language into
the students’ native language. The grammar is taught deductively means the students
are given a set of grammar rules and the teachers asked them to memorize the grammar and apply the rules to other examples. There are several techniques closely associated with the Grammar Translation Method such as:
1. Translation of a Literary Passage
This teachnique is used when students translate a reading passage from target language to native language. The passage usually designed by the teacher by including the particular grammar rules and vocabulary.
Comprehension questions are given as a part of the reading section. It contains answering question, making inferences based on the understanding of the reading passage and relating of personal experience.
3. Antonyms or Synonyms
The students try to find the antonym or synonyms in the reading passage from the teacher. The purpose is to allow students to define the words based on their understanding of the reading passage.
4. Fill in the Blanks
The students are filling in the blanks in sentences with new words items or particular grammar rules, such as prepositions or verbs with different tenses. 5. Memorization
The students are translating a set of vocabulary in the target language into the native language and the teacher asks them to memorize the vocabulary. Grammar rules and patterns are required to be memorized.
6. Using words in sentences
Students create sentences to illustrate they know the meaning and use the new vocabulary items.
2. Techniques in The Direct Method
In the Direct Method has one basic rule: No translation is allowed. It is different from Grammar-Translation Method. In this method the students are not allowed to speak in their native language but they should use a foreign language to communicate. The teacher explains the new words by using realia or pictures but teacher never
translates into students’ native language. The teacher also teaches the grammar first then students try to find out the rules or the grammar.
Students read aloud a passage or a dialog in turns then to make students understand the materials; teacher can use realia, picture, examples (to make the meaning of the section clear) or gestures.
2) Questions and Answer Exercise
Questions and Answer Exercise is a technique which is used by the teacher to check students’ understanding about the reading passage. In this technique is more concentrate on speaking by asking and answer questions. This activity uses the target language and no native language allowed. So, students can practice the new words and grammatical structures.
3) Dictation
The teacher reads a reading passage three times. At the firs time, teacher reads in normal speed and the students just listen. Second, teacher reads phrase by phrase with several pauses and sometimes long pause to give time for students to write down what they have heard. Finally, teacher rereads the whole passage with normal speed and students check their work.
3. Techniques in Audio-Lingual Method
The purpose of this method is to enable students to use the target language communicatively. Audio-Lingual Method drills students in the use of grammatical sentence pattern. The teacher gives dialogs that contain new vocabulary and presented through imitation and repetition drills (such as repetition, backward build-up, chain, and question-and-answer). Those are conducted based upon the patterns in the dialog.
Teacher gives a dialog and asks students to memorize the dialog and practice it. Students memorize the dialog through mimicry and take the role of one person in the dialog. So, the students should switch the roles and memorize the other person’s part. The teacher checks the pattern and grammar which are included in the dialog.
2) Repetition Drill
Students repeat what the teacher utters as quickly as possible and the teachers are not allowed to do mistakes because the teacher is a model or example for the students.
3) Question and Answer Drills
Teacher gives some questions and they have to answer quickly. This gives students practice with the question patterns.
4) Complete the Dialog
Students have to complete the dialog by filling in the blanks with the missing words or list of words.
4. Desuggestopedia
Techniques associated to this method are: 1) Classroom set-up
The teacher should create a classroom environment which is bright and cheerful. Besides that, teacher also should provide as positive an environment as possible.
2) Role Play
The students are asked to perform and create a new situation using the target language. They can create a conversation or tell a story individually. 3) Creative Adaption
The teacher gives many kinds of activities designed to help students learn the new material and use it spontaneously. The activities include singing, dancing, dramatization, and games.
5. Communicative Language Teaching
The goal is help students to communicate in the target language. The characteristic of CLT is that almost everything is done with a communicative intention. Here, students interact with one another and motivate to study a foreign language since they are learning to do something useful with the language.
Techniques associated to this method are: 1) Authentic Materials
The purpose is to overcome the typical problem that students cannot transfer what they learn in the classroom to the outside world and to expose students to natural language in a variety of situations.
2) Picture Strip Story
Beside the technique classification by Larsen-Freeman (2000), there are also other details of teaching techniques in general and other important aspects to achieve the learners’ target. The first technique is using game. It becomes the first technique because most of the teachers use this technique to teach vocabulary and the students especially children are eagerly in learning vocabulary in a funny package. When the students join in a game, they must understand what the teacher and friends saying so they can speak, listen, and write in expressing their feeling or information (Wright, et.al, 2002). Besides that games are powerful tools to teach about vocabulary for children. There are a lot of advantages of using games; Uberman (1998 in Nation 2008) stated that games can lower anxiety that will make students have better acquisition. Games are motivating and entertaining the learners. Games also give a chance for unconfident students to speak up and express their feeling or ideas. As a result, students are often highly interesting, comprehensible, relevant, and motivating. The teacher who understands a game should be able to create a challenging classroom activity to help the students learn something new as they can play, practice, and review English vocabulary in a fun atmosphere.
Third, using Realia to teach students in an easy way rather than explaining the meaning. Gower, et al., (2005) stated that in teaching vocabulary, it is better to use real things rather than only giving explanation to the students and it can create a fun teaching-learning activity. According to Milone (2003) realia include “action, objects, and activities” that related with the word phrases for a concept or idea.
Fourth, teaching vocabulary using gesture and mime. Gesture is usually useful to illustrate action such as walking, eating, running, etc. The teachers usually use method to teach vocabulary. Beside that this method also useful to check the student’s understanding about what they have learned before by asking them to act or guess the answer of the
questions. This result is successful to check the teachers’ understanding of the objects with
the children and young learners (Gower, et al., 2005, p.149).
Fifth, using signal word of the day. Here, the teacher gives some words to the students and the teacher pronounces the words. After that the teacher checked their understanding to the words, through this method the use of repetition and the multiple exposures are help the students remember and increase their understanding of vocabulary. Sixth, teaching vocabulary using “Talk-through” technique with Reading Aloud (Sibold, 2011). The teacher and parents give some example of the difficult words in the text; repeated readings are important for students with more limited vocabularies and help them link the pronunciation of new words with their meanings. After that they can reinforcement activities and give
comments for the students’ knowledge. Seventh, retelling story. When the students are retelling the story, the text provides new vocabulary and a context help to understand the meaning. Retelling also gives students a chance to productively retrieve the vocabulary.
and the purpose is to make the students understand and also acquiring the materials. All the techniques are needed in teaching vocabulary in order to help the students in their vocabulary learning process and a variety of perspectives is required for teachers to consider.
Therefore, based on the explanation above, this study is aimed to know the teachers’ techniques when teaching vocabulary for the first graders. So this study will be focused on
the teachers’ techniques when teaching about vocabulary. Every child has different memory; it means the teacher also has many kinds of techniques to make them understand about the materials. In this case teaching techniques are very important for the students to gain and remember many words. It is hoped that the result of this study would be beneficial for English teachers in elementary school who wish to improve their teaching quality by developing several teaching techniques. It may help other teachers to provide, develop new ideas in teaching techniques used in elementary schools. So, my research question for this paper is: What are the teaching techniques used by the English teachers in teaching vocabulary to the first graders of Laboratorium Elementary School students.
THE STUDY
system for other subjects. It was such the basic or common words to make the students acquired many vocabulary for communication. So, the teachers were not only using the textbooks but also developed the materials based on their idea to create effective and fun teaching and learning activities. The age of the students ranged 6 to 7 years old.
This research, I observed and interviewed two English teachers of Laboratorium Elementary School who teach English in the first grade and it was about forty nine students. These teachers graduated from the English Department faculty.
Name Graduate Experience
Ms. Debora ED UKSW (2001) -Teach English in Bina Tama Course
- Teach English in
Laboratorium Elementary School
Ms. Rosa ED UKSW (2006) -Teach English in
Laboratorium Elementary School
This study used a descriptive research to describe the teaching techniques used by English teachers to teach vocabulary for the first graders of Laboratorium Elementary School students. This study is focused on the techniques that the teachers used in teaching vocabulary for the first graders of elementary school. So, the purpose was to know what techniques of teaching and also the result of those techniques through the students’ understanding the materials.
where the interviewer and the interviewee could sit side by sides to make natural conversations in order to encourage teachers to share their opinion, experiences, and free responses (Sliger & Shohamy, 1989). The interview was conducted in Indonesian to avoid miscommunication and to make the teachers easy to give more information by using the techniques, regarding the way they teach the students by giving the reason behind their teaching (Nunan, 1992). The interview was about 15 minutes for each participant. The interview used open-ended questions and it focused on a particular topic of teachers’ techniques in teaching vocabulary for the first graders. Patton (1990, in Mckay, 2006) suggested that interviewers should be better to use open-ended questions in order to give participants comfortable situation to give and elaborate their responses.
I also observed the first graders students together with their English teacher in teaching-learning activities. The classroom observation focused on the techniques when the teachers taught vocabulary to the students. I used video-camera and notes to record what happened in the classroom. I used classroom observation because I wanted to know what exactly happened in the classroom, especially to know what kinds of techniques that the teacher use in teaching vocabulary. There were five classroom observations in the same grade to get the fix data that related to my topic. After completing the classroom observations, transcripts of the observations were made to see the teaching techniques used by two English teachers. The next step was classifying the data in the transcript classroom observation according to the teaching techniques. The last step was classified the data analyzed and interpreted to answer the research question.
There was one big topic of discussion but I decided to classify. The first was the
DISCUSSION
The teachers’ techniques
in teaching vocabulary for the first graders of
Elementary School
This section presents the analysis of the techniques that the English teachers used in teaching vocabulary to the first grader students of Laboratorium Elementary School Salatiga In this report I use pseudonym to keep the secrecy and research ethics.
Kind of vocabulary teaching techniques used by the teachers
1. The Grammar-Translation Method
There are two teaching techniques that were included in Grammar-Translation method which were used by the teachers:
1.1. Translation of a Literary Passage
In this method was clear when students were taught to translate Bahasa Indonesia into English or English to Bahasa Indonesia. The purpose was to make them understand in the target language. In the translation of literary passage, the students had to translate a passage from English to Indonesian. This was purposed to make them understand the passage since English seems difficult subject for them. According to Larson (1984), translation is changing some parts from the source language to target language without changing the meaning of the source language.
Below is the teaching excerpt that shows the translation teaching techniques used by the English teacher when she taught the students about the activities (daily routines): 1. Teacher : Nah, before we go to school. Sebelum kita berangkat sekolah. We have to fill our….perutnya harus diisi dulu. So, at school. Di sekolah. We can
study well. Kita bisa belajar dengan baik. Jadi kita harus sarapan pagi. Sarapan pagi itu Bahasa Inggrisnya apa ya? Have apa ya? Have…. Sarapan,
makan pagi.
Student : Have breakfast.
Teacher : Benar sekali jawabannya Nathan “have breakfast.”
Teacher : Study. Study itu apa?
Students : Belajar miss.
From the analysis above, it was clear that the teacher used this technique when taught the students in which the topic had a lot of new vocabulary items such as activities.
1.2. Fill-in-the-blank Techniques
The second technique used by the teacher was filling in the blank. According to McKay (1987), there are many teaching techniques for teaching vocabulary to students of elementary school such as: question and answer exercises, multiple choice exercises, fill-in-the-blank exercise. The teacher used fill in the blank exercises when she taught
about “Daily Routines.” First the teacher gave students a short story and there were blanks in it. The teacher explained first and asked students to fill in the blank with the words provided by the teacher. After they finished, the teacher asked the answers to the students and the teacher gave correction if there were some wrong answers. Below is the transcript of the observation.
2. Teacher : For this task. Untuk pekerjaan ini ada kotak kosong di sebelah ada garis, garis yang kosong ini nanti diisi kata yang saya ucapkan disini ada gambar seorang gadis namanya Tina. Listen, “hay my name is Tina. Nama saya Tina. I want to tell you. Saya hendak bercerita about. Tentang. My morning activities. Kegiatan saya di pagi hari. I, I terus disini kosong (bla,bla,bla) at 5
o’clock in the morning. Nah, bagian yang kosong ini diisi berdasarkan cerita dari saya kalau anak-anak belum bisa menulis misalnya “take a bath” tulisannya
bagaimana you can search the word here. Bisa di lihat disini. Sudah jelas? Siapa yang mau bertanya?
Teacher : Coba garis-garisnya tadi diisi kata-kata yang di ucapkan oleh
saya, anak-anak harus mendengarkan gitu ya.
From the analysis above, the teacher used this technique to check the students’ understanding about the appropriate words meaning in the context and help students to apply those new words in their daily conversation.
2. Techniques in the Direct Method 2.1. Dictation
The third technique used by the teacher was dictation. The teacher used dictation technique when she taught the students about “daily routines”. She used some pictures as the media for the teaching material. First, the teacher showed some pictures and gave a list of words. The teacher asked students to patch the pictures based on the words meaning. The last, the teacher discuss the result with the students. Below is the transcript of observation from the teacher:
3. Teacher : This one (yang ini), anak-anak nanti akan mencari (search the words) kata-katanya sudah disediakan di kotak ini terus kata-katanya hanya ada mendatar atau menurun tidak ada yang menyamping. Kalau sudah yang di bawah di centang boleh di coret boleh, gitu ya.
Students : Saya Miss, saya Miss.
Teacher : Sebentar.Untuk huruf “H, L, dan K” berarti di atas, berarti I nya
disini jadi I-have (H-nya keatas) “A”-nya satu, lunch. I H-A-V-E L-U-N-C-H. Tulisannya yang bagus, satu baris ini yang teratur untuk huruf “A,U,E” gitu ya.
It is clearly shown from the excerpt above that the teacher was dictating the names of activity to the students. She dictated the word one by one and after that asked the students to write by themselves. From the data observation above, this technique was effective to train
students’ listening ability and write the letter of alphabet in English.
3. Technique in Audio-Lingual Method
3.1 Repetition Drills
The teacher used repetition drills to make students pronounce the words correctly and help them to memorize the words. She used repetition drills in the first and third observation.
The first observation, the teacher taught about daily routines such as take a bath, wake up, sleep, etc. First, the teacher explained the materials and then at the end the teacher repeated the materials again. In the third observation, the teacher taught about seasons. First the teacher gave explanation about the kinds of seasons and after that in the end the teacher repeated the lesson again to make the students understood and remembered the words. Below is the transcript of the observation.
4. Teacher : What is it? Students : Sun
Teacher : Yes, nah kalau ini bacanya apa? Sun surface. Apa?
Students : Sun surface
Teacher : Belum semua
Students : Sun surface (repeat the teacher)
Teacher : Nah, apa itu sun surface? Permukaan matahari.
Teacher : Nah… how about this?
Students : Rainy.
Teacher : Repeat after me “rainy”.
Students : Rainy!
The teacher used repetition method to review and check students’ pronunciation
so that the mistakes could be found and corrected. According to Larsen-Freeman (2000), repetition drill is a teaching technique in which students are asked to repeat the
teacher’s model. The purpose was to place the structures and vocabulary in the mind of the learners. Below is the transcript of interview.
- Using Repetition
Extract 1 (interview with Miss Debora, February 23, 2012. April 30, 2012)
“The most important aspects when teaching vocabulary is repetition because children need to digest all vocabulary which is taught by the teacher and do not give students too many
vocabulary in once teaching.Besides that, repetition is used to refresh students’ memory so
they always remember the words.”
“The students will repeat the words and mention all the words, the students will know how to pronounce and write the words in the right spelling.”
This statement was also proved by Tinkham (1993 in Nation 2008), like many other researchers, found that learners differed greatly in the time and number of repetitions required for learning. Most learners required five to seven repetitions for learning of a group of six paired associates. A few required over twenty repetitions.
It was the rotation of repetition according to Sibold (2011).
According to Larsen-Freeman (2000), repetition is a technique to teach the students in
a quick and accurately. The students are asked to repeat the words based on the teacher’s
model. The purpose is to repeat the words in the minds of the learners.
In teaching vocabulary, I think the teacher should manage and choose the appropriate or basic words in one time or meeting by giving a thematic system. It is useful for the students because they can concentrate and acquire all vocabulary in different subjects. These statements were strengthened by the interview with Ms. Debora. Her opinion as follows:
Extract 1 (interview with Miss Debora , February 23, 2012)
Say the words students repeat the word 3x
Students write the word in a sentence Read the word’ from the textbook
“Because in Laboratorium Elementary School uses a thematic system, so vocabulary in English subject will use in Science and also Mathematics. That is why one subject to another still has a connection, so when the teacher changes into different subject vocabulary in English can be repeated again. When learning vocabulary the students needn’t to wait a week for repetition but the vocabulary can be repeated everyday in
different subjects.”
So, repetition became a part of teaching vocabulary by the teacher at Laboratorium Elementary School to expand the context range of an item and make students easy and always remember the new words.
3.2. Question and Answer Drills
This technique contains question and answer between the students and teacher. The teacher gave questions and they had to answer quickly. The teacher used this technique in every teaching. The purpose was to brainstorm students’ ideas and also make students active in class. Here are the transcripts of the answer and question drills:
5. Teacher : What is get up?
Students : Bangun Miss.
Teacher : Sekarang saya Tanya. Deby, sarapan apa? Sarapan pagi apa?
Student : Have breakfast.
Teacher : Davin, bangun pagi apa?
Student : Get up.
Teacher : Nah kalau hujan terus menerus turun lama-kelamaan akan
menjadi banjir. Bahasa inggrisnya apa itu?
Students : Flut Miss.
Teacher : Bukan flut tapi flood.
4.Desuggestopedia
There are two teaching techniques that were included in Desuggestopedia which were used by the teachers:
4.1. Role Play
The teachers used this technique to make students active to communicate with others using the target language. They can make a conversation, or telling a story individually. Role play also covered Flashcards and Video. Those techniques are used to interest students to study about vocabulary in a fun way.
Below is the transcript of the interview: - Using Flashcards
Extract 1 (interview with Miss Debora, April 30, 2012)
“For flashcards, it used for creating a conversation between one to other students. They are not only imagined but also can practice in the real life in a form of conversation with their friends.”
Extract 2 (interview with Miss Rosa, March 2, 2012)
“I used flashcards, it is small cards and students will bring all the cards. They can use those cards for creating conversation with their friends. Besides that, they can use all those cards for patching activity (pictures) or guessing game.”
We can use flashcards when introducing/teaching new words or revising them. As we know Gardner (n.d), a psychologist, says there are some types of intelligence. One of them is visual. So ,in this sense, flashcards help teachers to draw the visual learners' attention.
- Using Video/Movie
6. Teacher : Ini angin Tornado pusarannya sangat cepat dan berputar. Sambil dia bergerak, dia membawa apa saja yang dilalui.
Student : Miss cara menghentikannya gimana?
Teacher : Tidak bisa, karena kekuatan alam. Orang hanya bisa menghindari. Bermula anginnya kecil tapi lama-lama bertambah kuat pusarannya bertambah besar.
Student : Miss, itu yang membuat siapa?
Teacher : Yang membuat Tuhan. Ya nanti saya carikan video untuk ini ya. Nanti ya kalau anak-anak ingin tahu Tornado seperti apa nanti
saya carikan videonya gitu ya.
The teacher answered the questions from students and to make clear about the material, the teacher tried to search the video for teaching. The purpose was to give more explanation through moving pictures so students will understand and know the real situation from the video.
Actually the teachers, Miss Debora and Miss Rosa also stated their opinion as follows:
Extract 1 (interview with Miss Debora, February 23, 2012. April 30, 2012)
“The students were interested when I taught them using video, after they finished watching the video they might retell what the video talked about. I gave them list of
vocabulary based on the video. Video also used for drilling the words to the students.”
Extract 2 (interview with Miss Rosa, April 30, 2012)
“There are many videos in this school to teach vocabulary. There are some cartoons and students made a conversation by giving an example how they should ask and answer the questions.”
Those statements were also proved by Rice et al., (1990), movies or video are the highly effective tool for introducing the new word meaning for young children. Beside Rice’s theory, limited studies (n.d), have also suggested that descriptive video effectiveness to
4.2. Creative Adaptation
There were various activities in Creative Adaptation such as; singing, games, and dancing. The purpose was to teach new materials/vocabulary in cheerful and easy way. The teachers also used this technique in the first and fourth observation. In the first observation, the teacher taught about daily activities and made a game related with the topic. The students were very enthusiastic and happy to do that game. Fourth observation, the teacher taught about diseases and made a game for students. They must perform and give the real gesture based on the words/clues given by the teacher.
Below is the transcript from the observation:
- Using Game
7. Teacher : Ok, let’s start our lesson today. I will divide the group, Kylie group 1,
Nathan group 2, Gilbert group 4……. Good, Deva. Started from the front line,
before doing the activity what kind of activity that we usually do? Hands on the table, and the count of one, not yet, and the count of two, ok kylie helped by Nathan, and the count of one five, one, and the count of one six, and the count of one eleven, and the count of one hundred, and the count of one five. Ok the front line group one.
Students : Get up. Yeeee……
Teacher : Sssssttt….. kelompok 1 bintangnya di kurangi 2. Selama belajar sebentar ini tadi kelompok mana yang paling tertib? Group one,group two, group
three , or group four? “Group two”,then group one, next four juga sama
bintangnya, and the last is group three.
From the observation above, the teacher created a game to motivate students in learning new vocabulary and make them active in class. The result was students were really happy and easy to follow the lesson.
This is the transcript of the interview with the teachers:
Extract 1 (interview with Miss Debora, April 30, 2012)
“The students ever had a game about “disease” so they moved their body and gave gesture to other friends to guess what kind of disease. It made the students easy to remember because besides visual, the students also used parts of their body/gestures
to remember the words.”
“Students were very happy when they heard the word “game” although they said “I don’t want this assignment” in the end, but actually most students are prefer to choose game for their vocabulary learning. Game also helps the teacher to do a classroom control.”
This technique was strengthened by Uberman (1998 in Nation 2008), who stated that games can lower anxiety that will make students have better acquisition. Games are motivating and entertaining the learners. Games also give a chance for unconfident students to speak up and express their feelings or ideas. It was also strengthened by what the teacher research found(n.d) stated that games not only give fun in teaching and learning process, but also gives opportunity to review the term in nonthreatening way. Games can reduce anxiety, give highly motivational, interesting, and comprehensible (Richard-Amato, 1995).
From my interview with Miss Rosa, the teacher should know the characters of the students first before the teacher create a game. Her opinion it shown below:
Extract 2 (interview with Miss Rosa, March 2, 2012)
“When we give a game for students, we should know the character of the class itself. For example at Laboratorium Elementary School, class 1A is more active than class 1B so the teachers give different game for each class. The kinds of game which are used are “Jumping the Line (negative and positive zone) for True False questions, Emotion reading (the students do the actions based on the situation, if angry said it with angry face, etc).”
The result of using game for teaching vocabulary at Laboratorium Elementary School is students are easier to learn new words meaning from playing a game and the period of saving the new vocabulary is longer.
- Using Songs
Below is the transcript of the interview with the teachers:
Extract 1 (interview with Miss Debora, February 23, 2012)
“I usually teach vocabulary for my students by singing and ask them to memorize new words in rhyming. What I mean is students will follow the rhyme of a song and fill in the blank. Students will easy and interested in learning vocabulary besides that it is to avoid the boringness.”
“I taught vocabulary through song. The song would sing in turns, I divided students into three groups. The first group would sing the song first then group two and three gave points to the first group. It was continuing until group three and the final was the girls and boys in the class would compete each other to sing the song. They were really enjoyed and easy to remember new vocabulary through songs.
Both statements were proved by Nation (2008), they are trying to use songs for the listening section for example because if there is a music while listen to a recorder it will make the students interested in learning vocabulary and easy to memorize the vocabulary in their mind. Another statement proved by Kind (1980 in Nation 2008), using melodies with new lyrics will help the learners review the idiomatic expression, vocabulary, and structures while learning English language function.
So, teaching vocabulary to the Laboratorium Elementary School students using songs is appropriate and helped them to memorize the new words easily.
5. Communicative Language Teaching
There are two teaching techniques that were included in Communicative Language Teaching which were used by the teachers:
5.1. Authentic Materials
The teachers used this technique to introduce students about vocabulary and the real things. It made students easier to learn and remember the words because they saw the things by themselves. The problem here was the teacher to bring or provide the real objects in the classroom because not all objects can be found. If the teachers invited students to go out (study tour), it needs much money.
- Experiencing the Real World
their subject. By watching or touching the real objects, students will find it easier to know the detail or characteristics of objects. So, the students can differentiate one to other different things. These statements are also proven in the interview with Miss Debora and Rosa. It is shown from the interview below:
Extract 1 (interview with Miss Debora, February 23, 2012. April 30, 2012)
“It depends on the theme, for example if the theme is “Things in the garden” automatically we invite the students to move around in the park and see what we can
find there. For example: there are ants and the students said “I see some ants.” It
depends, on the previous semester (semester I); the theme was “Transportation”. We rented a public transportation and on the way we travelled around and asked the students what they saw or found. So, the students could see the three dimensions and made them easy to remember the words”
Extract 2 (interview with Miss Rosa, April 30, 2012)
“The students did an experiment about “transportation” and reported the result to the teacher. So, the students knew directly what they learned at that time. It made the students easy to remember the words.”
From the teachers’ explanation, I conclude that it was easy for students to remember because they experienced the new vocabulary in a specific place. So it is like having vacation but also learning some important things. According to Gower, et. al., (2005) teachers should prepare real things rather than only give wordy explanations and discussions when they will introduce vocabulary words, games can make the teaching-learning activity interesting. The quote above means that use of the real things can help the teacher to teach the students by representing the real objects and it makes the students easy to learn and remember the new words. That is why the teachers are preferred to reduce the explanation and give more concrete/real example.
to grab the information given by the teacher. This technique is really good and fun to teach vocabulary for the beginner especially children.
5.2. Picture Strip Story
- Using Picture
This is the transcript of the observation:
8. Teacher : The next task, I will give you a small piece of paper. There are five
pictures. Ada lima gambar disini. What you have to do is you cut the pictures.
Dipotong. Kemudian perhatikan match the words with the pictures. Gambarnya
ditempel bedasarkan garis-garis yang ada tulisannya. “Take a bath” oh…berarti saya harus mengambil gambar orang yang sedang mandi. Dipotong
terus tempel di kotak. Is it clear? Sudah jelas?
Students : Sudah Miss.
Teacher : Coba Daniel ini tadi ada gambar, gambarnya diapakan tadi?
Students : Dipotong.
Teacher : Dipotong ditempel disesuaikan dengan apa Nathan?
Student : Kotak
Below is the transcript of the interview with the teachers:
Extract 1(interview with Miss Debora, April 30, 2012)
“Teaching vocabulary using pictures is a good way to attract students’ attention and visualization. By patching the pictures on the wall, the students will recognize the spelling and remember the words.”
Further information was also delivered by Miss Rosa, her opinion was as follows:
Extract 2 (interview with Miss Rosa, March 2, 2012)
“Teaching vocabulary using pictures also used for creating a conversation. The students were also coloring or drawing the picture by themselves.It will interest the
students. The students are eager to involve in the activities.”
This result was also proved by Wright (2007) pictures as a visual representation of mind and affect students in learning a language. It can motivate the students to learn something new and pay attention in a lesson.
So, teaching vocabulary using pictures is a good way to make children understand and easy to follow the vocabulary lesson. They study and have fun with the activities from the teachers.
Additional information and the result of techniques used by the teachers
Based on my observation and interview I have found nine techniques which are used to teach vocabulary for the first graders at Laboratorium Elementary School. Besides that, I also found some other important and interesting findings from my interview with Miss Debora and Rosa. The findings are as follows:
1. The use of language while teaching English for the first graders.
I have done five observations at Laboratorium Elementary School and when the teachers taught English for the first graders, the teachers used mixing language (Indonesian-English). It is shown from the transcripts of the interview as follows:
Extract 1(interview with Miss Debora, February 23, 2012)
“For introduction, in the first time when introduce vocabulary I use mixing language (Indonesian and English). Maybe in the first time, the use of Indonesian is bigger than English. Because there are some students graduated from kindergarten which has special basic of English so they did not have any difficulties. But, there are also some students graduated from different kindergarten, their kindergarten do not use bilingual. So, to make it fair for all students and solve this problem, in the first teaching actually used Indonesian but also mix with English.”
Extract 2(interview with Miss Rosa, March 2, 2012)
The translation which is used by the Elementary Laboratorium teacher’s was also
strengthened by the researchers (Lado, Baldwin, and Lobo, 1967;Mishima, 1967; Laufer and Shmueli, 1997) stated that learning is better if the meaning is written in first language because the meaning can be easily to understand by the learner.
2. The important aspects before making a lesson plan
In my understanding about teaching the teacher should make a lesson plan first before teaching the materials. In making a lesson plan the teacher should pay attention to the
students’ characteristics and students’ needs. The English teachers of Laboratorium Elementary School have told in the interview about the important aspects of making a lesson plan for the first graders. It is shown below:
Extract 1 (interview with Miss Debora, February 23, 2012)
“The important aspects in making lesson plan are student’s age and also their background study. Because in Laboratorium Elementary School here is using thematic so make sure there should be a relation with the topic. For example is teaching English out of the topic.”
Extract 2 (interview with Miss Rosa, March 2, 2012)
“Yes, actually the teacher should consider about student’s age but if they have already in their classroom it is not like that, I mean there is no line or group
between one students to other students. Besides the student’s age, the Lab’s
elementary teachers also pay attention about student’s ability itself. It means
that in a class with different age but they almost have the same characters.”
3. Students’ motivation
In the first observation, I saw the teacher made a game when taught vocabulary and gave a star when the students could give the right answer. The students were very enthusiastic
and gave them a motivation to get a star. I think students’ motivation is really important
because the motivation will encourage them to learn more, participate during the lesson, and make the students be active in class. That result was also proved by the interview with Laboratorium Elementary School teachers. It is shown below:
“The teacher gives a small box to every student and they should fill it with the star from the teacher. Every day the students bring their box and they should be struggling to fill the box with star by asking or answering the questions to the teacher. The most important thing here is be active first and then if the students have already active, they will focus to the lesson.”
Extract 2 (interview with Miss Rosa, March 2, 2012)
“Almost students also get motivation from the lesson but not all students.
Almost “yes” but it is not like that because maybe there are one or two
students do not want the activities, but student motivation is important in teaching.”
4. The result of teaching vocabulary by using many kinds of techniques.
The teachers of Laboratorium Elementary School used many kinds of techniques in teaching vocabulary. Based on my observation the students spoke and told the words fluently
and correctly. This result was also strengthened by Miss Debora and Rosa’s opinion. It shown
from the interview below:
Extract 1 (interview with Miss Debora, February 23, 2012)
“Because in this school for the first until third grades still use thematic system, so vocabulary in English will be used in Science, Math, etc. so there is a connection one to another. The result is in teaching English there is no difficulties at all. It means that almost the students are able to acquire and understand in learning English.”
Extract 2(interview with Miss Rosa, March 2, 2012)
“There is a development. But the development every student is different, for example if they are interested with the theme, they have their big curiosity. They want the teacher to explain more although the material is too high for their level. But, if they do not like the theme, they are preferred to illustrate it rather than to do something else with the words.”
teaching and learning vocabulary. So, it makes the teachers easy in teaching students and students also enjoy the lesson enthusiastically.
CONCLUSION
From my observation and interview with the teachers at Laboratorium Elementary School Salatiga, I can draw conclusion that vocabulary was important and need to be taught in elementary school so, in teaching vocabulary especially for the first graders of elementary school students; teachers needed to choose appropriate techniques. In this school, there were nine techniques used by the teachers to teach vocabulary. Those were Translating of a Literary Passage, Fill in the blanks, Dictation, Repetition Drills, Question and answer Drills, Role Play (Flashcards, video/movie), Creative Adaptation (Game, Song), Authentic Materials (Experiencing the real world), and Picture Strip Story ( Pictures). All those techniques have been used in Laboratorium Elementary School and every technique has important functions in teaching vocabulary. Basically all the techniques had same purpose to make easy for students to remember and understand the new words. The techniques used depend on the topics they teach. For example, fill in the blank technique. The teachers used this technique
when they teach the students about “daily activities”. The teachers gave a short text with
blanks and wrote a list of words. Then, they explained the rules first and asked the students to fill in blank by choosing the appropriate words with the meaning given by the teachers. By providing the words with the meaning, it made the teaching learning process go smoothly.
without any AVA and fun activities. The teachers chose those nine techniques because all the techniques had many advantages such as made the teachers easy in teaching vocabulary,
reduce students’ boredom, made students happy, easy to remember and understand the new words, the students could practice in the real life, and made a new cheerful situation.Then, the main points were the students especially young learners needed to learn vocabulary to make them easy to learn English, the students in this school were interested to join the English vocabulary lesson in a fun way, and the students were very active and easy to catch the meaning of the new words from the teacher through those all techniques.
Further information was about the activeness and result of teaching and learning vocabulary from the nine teaching techniques at Laboratorium Elementary School Salatiga. All those nine teaching techniques caused students to get involved and be active during the lesson. The result of this study had some pedagogical implication. Since the the result of the study shown that the students understand in learning vocabulary through many kinds of active activity, the English teachers should be creative and innovative in teaching vocabulary to the students. This study is limited to find out the answer of the research question, what are the teaching techniques used by the English teachers in teaching vocabulary to the first graders of Laboratorium Elementary School students.
ACKNOWLEDGEMENT
Finally, I was able to finish writing my thesis and it wouldn’t have been possible without the support from others. Firstly, I would like to show my gratitude to Jesus who has given me intelligence, love, and ability so that I was able to finish writing my thesis. I would like to thank Mrs. Listyani, M.Hum. as my supervisor who has supported, helped and guided me while writing my thesis. Special thanks also go to Mrs. Anita Kurniawati, M.Hum. as my examiner who always helped and supported me with her patience so that I could finish my study. I wish to express my love and gratitude to my beloved family, my parents Mujiyanto and Suharni (+), my brother Yunanto Hari Wibowo who have supported me spiritually and financially so that I could finish my study. Deepest gratitude is also for all teachers at ED SWCU who have taught and given me knowledge. I would like to thank for Ms. Dety S.Pd and Maria S.Pd, for their kindness and help who allowed me to do the experiment. Special thanks for my beloved friends (Yoana, Dessy, Arum, Vita, Rany, Murni, Martha, Jemco) and
2008’ers. Last I want to thank for my boyfriend, Hosea Sebastian Adhi Himawan who have
given me support in completing my thesis. Thank you koko Ian. For all relatives and friends that cannot be mentioned one by one, thank you for completing the puzzle of my life.
Salatiga, 25 July 2012.
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APPENDIX
Interview
1. Bisakah ibu menceritakan pengalaman jenjang pendidikan ibu dari kuliah sampai sekarang?
2. Menurut ibu bagaimana strategi yang paling tepat untuk mengajar English vocabulary siswa kelas satu yang karakternya berbeda-beda?
3. Pada saat ibu mengajar Bahasa Inggris, biasanya ibu menggunakan bahasa apa? Apakah ibu menggunakan Bahasa Indonesia atau bahasa Inggris? Mengapa? 4. Faktor-faktor apakah yang ibu perhatikan sebelum ibu membuat lesson plan untuk
mengajar Bahasa Inggris siswa kelas satu? Misalnya apakah ibu memperhatikan usia anak-anak atau bagaimana?
5. Pada saat ibu mengajar bahasa Inggris khususnya saat mengajar vocabulary untuk siswa kelas satu, kira-kira berapa umur anak-anak kelas satu dan tehnik apakah yang ibu gunakan?
6. Pada saat ibu mengajar vocabulary kepada siswa kelas satu dengan menggunakan tehnik pengajaran tersebut, bagaimana reaksi dari siswa kelas satu itu sendiri? 7. Menurut pendapat ibu apakah tehnik pengajaran ibu itu bisa memberikan motivasi
kepada semua siswa kelas satu?
Interview
Miss Dety (T1): 23 February, 2012
R : Selamat siang miss Dety, saya Yunita Natalia dari Fakultas Bahasa Inggris angkatan 2008 mau interview tentang teaching strategies di SD Lab. Pertanyaan pertama bisakah miss Dety menceritakan jenjang pengalaman pendidikan formal Miss Dety dari kuliah sampai sekarang dan tahun berapa.
T1: Saya kuliah di FBS juga angkatan 2001. Sebelum disini saya di emm… kursusan Bahasa Inggris di Bina Tama setahun terus saya pindah kesini sampai tahun ini.
R : Menurut Miss Dety bagaimana tehnik untuk mengajar English Vocabulary yang paling tepat untuk mengajar siswa kelas satu yang mempunyai karakter berbeda-beda.
T1 : Emm… mengajarkan vocab kalau, emm…mengajarkan vocab tentunya harus sering diulang, kemudian tidak boleh terlalu banyak-banyak dulu terus kita bisa menggunakan gambar atau apa namanya video kalau ada ataupun lagu kita bisa memperkenalkan lewat lagu juga.
R : Terus pertanyaan ketiga, pada saat Miss Dety mengajar Bahasa Inggris, biasanya Miss Dety menggunakan bahasa apa? Apakah Miss Dety menggunakan Bahasa Indonesia atau Bahasa Inggris dan mengapa alasannya?
T1 : Kalau untuk perkenalan yang, untuk pertama kali memperkenalkan vocabnya pakai mix Bahasa Indonesia dan Bahasa Inggris. Untuk awal-awal mungkin porsi Bahasa
Inggris ee… Bahasa Indonesianya lebih besar. Eee… karena memang ada siswa-siswa yang dari TK yang sudah yang basicnya sudah Bahasa Inggris jadi mungkin mereka tidak mengalami kendala tapi juga ada beberapa siswa juga yang di TK nya bukan TK bilingual jadi untuk menjebatani hal ini untuk saat pertama kali mengajar memang menggunakan Bahasa Indonesia tapi juga ada Bahasa Inggrisnya hanya saja porsinya lebih besar Bahasa Indonesia, itu untuk pertemuan yang pertama na untuk yang seterusnya semakin lama-semakin lama porsi untuk Bahasa Indonesianya akan dikurangi dan porsi Bahasa Inggrisnya akan ditambah.
R : Terus faktor-faktor apakah yang Miss Dety perhatikan sebelum Miss Dety itu membuat Lesson Plan untuk mengajar Bahasa Inggris siswa kelas satu. Misalnya apakah Miss Dety memperhatikan usia anak-anak kelas satu tersebut apa bagaimana?
T1 : Ya usia kemudian background mereka kemudian kesinambungan topiknya kan kita tematik jadi jangan sampai misalnya Bahasa Inggrisnya terlepas dari temanya.
R : Terus pada saat Miss Dety mengajar Bahasa Inggris khususnya saat mengajar vocabulary untuk siswa kelas satu itu tehnik apa yang Miss Dety gunakan?
T1 : Dengan menyanyi itu kemudian apa ya kalau misalnya mengenai emm… kan kami Bahasa Inggris kelas satu kan belum yang apa namanya pakai pattern apa begitu itu tapi kami fokus ke teaching mereka jadi ketika ini emm… topic tentang garden things around us itu ada, mereka dialog simple dialog bertanya jawab dengan temannya. Mereka menggunakan
“what do you see” begitu terus mereka menjawab “ I see some butterfly”. Jadi ketika
menghafalkan itu rhyming mereka bisa tepuk meja atau tepuk tangan hanya untuk
masalah tertulis juga lumayan-lumayan emm… apa ya challenging juga soalnya sebagian anak-anak beberapa menulis Bahasa Indonesia saja belum lengkap apa lagi kami harus misalnya ejaan yang benar, spellingnya harus tepat seperti itu juga tidak bisa. Jadi untuk tahun-tahun awal satu tahun ini yang penting anak-anak bisa mengucapkan dulu kemudian untuk menulis kami biasanya ada rewrite menulis atau menyalin untuk PR seperti itu tapi juga tidak wah ini misalnya butterfly kok kurang ejaannya dikurangi juga tidak. Jadi kalau misalkan dikurangi nanti malah anak-anak bisa down ya. Sudah betul kupu-kupu Bahasa Inggrisnya butterfly hanya gara-gara mungkin salah tulisan satu terus dilurangi. Kalau untuk yang kelas satu seperti itu tapi mungkin untuk kelas dua mulai ada sistem pengurangan poin juga mereka kurang, jadi anak-anak lebih aware.
R : Jadi misalkan ada repetition atau game yang seperti apa yang biasanya digunakan untuk mengajarkan vocabulary yang mungkin anak-anak itu gampang mengingat?
T1 : Tergantung temanya juga kalau misalkan temanya “Daily Activities”, sleep
jadi mereka bagaimana apa guessing gesture seperti itu. Kalau misalnya temanya “Things in the garden” ya kita ajak mereka keliling taman terus melihat misalkan ada semut “I see some ants” seperti itu. Tergantung kalau kemarin kita semester satu temanya tentang “Transportation” kita sewakan angkot di jalan keliling-keliling naik angkot terus di jalan melihat apa seperti itu.
R : Yang lainnya ada video atau apa?
T1 : Kalau misalnya, kalau video biasanya untuk yang scienenya IPA .
R : Terus pada saat Miss Dety mengajar vocabulary kepada siswa kelas satu itu dengan tehnik pengajaran tersebut bagaimana reaksi dari siswa kelas satu itu sendiri?
T1 : Ya tertarik begitu ya, lebih fokus.
R : Dari pada yang biasa-biasa begitu ya? Terus menurut pendapat Miss Dety tehnik pengajaran Miss Dety itu bisa memberikan motivasi belajar yang lebih kepada semua siswa kelas satu apa tidak?
T1 : Kalau semua juga tidak ya maksudnya kok emm… kalau memotivasi juga, kalau saya sendiri yang ditanya mestinya kan yang bagus-bagus tapi kalau ya dilihan dari hasilnya saja, dilihat dari hasilnya yang memang ada yang nilainya kurang. Memang masih ada yang kurang masih belum tapi juga ada sebagian yang sudah nilainya sudah lumayan baik begitu. Tapi misalkan anak-anak yang belum bisa biasanya ada tambahan pelajaran tapi untuk
bulan ini memang belum mulai soalnya kemarin kami baru “Lab Fair” jadi agak jadwalnya
agak keteteran begitu.
R : saya kira itu bagus soalnya kemarin saya lihat anak-anak bawa tempat yang ada bintang-bintangnya dikasih nama itu mungkin dari itu mungkin bisa termotivasi mendapatkan hadiah. Apakah itu sudah berjalan cukup lama?
T1 : Ya. Lama, dari awal mereka kelas satu. R : Itu setiap minggu apa setiap bulan?
T1 : Setiap minggu kemudian ini kita gak tahu ini kita bertemu lagi apakah tiap dua minggu sekali biar mungkin jangkanya agak panjang.
R : Jadi tiap pertemuan menyediakan tempat itu dan ada bintang-bintang yang buat anak-anak?
T1 : Jadi yang aktif mendapatkan bintang.
