i
CLASSROOM TECHNIQUES TO DEVELOP STUDENT’S
ENGLISH VOCABULARY REPERTOIRE: NATURALISTIC
STUDY AT SMP MUHAMMADIYAH 1 SURAKARTA
ARTICLE PUBLICATION
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
In English Department
By
TIARA NANDA ARI MURTI
A 320 120 121
ENGLISH DEPARTMENT
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
i
APPROVAL
CLASSROOM TECHNIQUES TO DEVELOP STUDENT’S ENGLISH
VOCABULARY REPERTOIRE: NATURALISTIC STUDY AT SMP
MUHAMMADIYAH 1 SURAKARTA
PUBLICATON ARTICLE
by:
TIARA NANDA ARI MURTI
A 320 120 121
Approved to be examined by:
First Consultant
Prof. Dr. Endang Fauziati, M. Hum.
NIK/NIP. 274
Second Consultant
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ACCEPTANCE
CLASSROOM TECHNIQUES TO DEVELOP STUDENT’S ENGLISH
VOCABULARY REPERTOIRE: NATURALISTIC STUDY AT SMP
MUHAMMADIYAH 1 SURAKARTA
by:
TIARA NANDA ARI MURTI
A 320 120 121
Accepted by the Board of Examiner
School of Teacher Training and Education
Muhammadiyah University of Surakarta
Team of Examiner:
1.
Prof. Dr. Endang Fauzati, M. Hum.
(
)
2.
Siti Fatimah S.Pd, M.Hum
(
)
3.
Mauly Halwat Hikmat, Ph. D.
(
)
Surakarta Juny 30 2016
Muhammadiyah University
School of Teacher Training and Education
Dekan,
iii
TESTIMONY
I am as the researcher, signed on the statement below:
Name
: Tiara Nanda Ari Murti
NIM
:
A320120121
Study Program: Department of English Education
Title
: CLASSROOM TECHNIQUES TO DEVELOP
STUDENT’S ENGLISH VOCABULARY REPERTOIRE:
NATURALISTIC STUDY AT SMP MUHAMMADIYAH 1
SURAKARTA
Herewith, I testify that there is no plagiarism in this article
publication. As far as I know, there is no literary work which has been raised
to obtain bachelor degrees of university. Nor there is option or
masterpiecewhich have been written or published by others, except those in
which the writing are referred manuscript and mentioned in the literary
review and bibliography.
Hence, later, if it is proven that there are some untrue statements in
this testimony, I will hold fully responsible.
Surakarta,
Juny
30
2016
The
Researcher,
Tiara Nanda Ari Murti
A320120121
6.000,-1
ABSTRACT
TIARA NANDA ARI MURTI. A320120121.
CLASSROOM TECHNIQUES TO
DEVELOP
STUDENT’S
ENGLISH
VOCABULARY
REPERTOIRE:
NATURALISTIC STUDY AT SMP MUHAMMADIYAH 1 SURAKARTA.
Research
paper School of Teacher Training and Education Muhammadiyah University of Surakarta 2016.
This study aims at describing (1) the types of classroom technique used by the teachers in teaching English
at SMP Muhammadiyah 1 Surakarta, (2) the purpose of each classroom technique, (3) the teacher’s rol
e, (4) the
student’s role, (5)
the role of instructional material in teaching learning process. The type of the research is
descriptive qualitative research. The methods of collecting data in this study are observation, interview, and
documentation. The results of this study are as follows: (1) the types of classroom technique used by the teachers
to develop students’ English skill especially vocabulary repertoire for example: memorization, translation,
demonstration, discussion, repetition, and reading aloud,(2) the purposes of classroom technique make the students
interested and enjoyed in learning English language, (3) the teachers have roles as controller, organizer, prompter,
resource, tutor, observer and model, (4) the students have roles as planner, group,tutor, monitor and evaluator, (5)
the roles of instructional material as a source for presentation materials, a reference source for learners on
grammar, vocabulary, pronunciation, and a source of stimulation and ideas for classroom activities. The
conclusion of this research is that the English teachers at SMP Muhammadiyah 1 Surakarta used several
classroom techniques in teaching learning process to develop the students’ English skill especially vocabulary
repertoire. These classroom techniques make the students more active and creative especially in learning vocabulary
repertoire. Based on the results, classroom technique used by the teachers is very important to make the students
enthusiastic, interested, and enjoyed the teaching learning process of English vocabulary repertoire.
Key words:
Classroom techniques, teachers’ roles, students’ roles, instructional material.
ABSTRAK
TIARA NANDA ARI MURTI. A320120121.
TEKNIK UNTUK MENGEMBANGKAN
KEMAMPUAN KOSA KATA SISWA: NATURALISTIK STUDI DI SMP
MUHAMMADIYAH 1 SURAKARTA.
Skripsi Fakultas Keguruan dan Ilmu Pendidikan
Universitas Muhammadiyah 1 Surakarta 2016.
Penelitian ini bertujuan untuk mengamati proses pembelajaran bahasa Inggris di SMP Muhammadiyah
1 Surakarta. Penelitian ini mendeskripsikan tipe-tipe teknik yang digunakan oleh guru-guru untuk
mengembangkan kemampuan kosakata siswa di SMP Muhammadiyah 1 Surakarta, tujuan dari setiap
teknik, peran guru, peran siswa, dan materi pendukung. Jenis penelitian ini adalah deskriptif kualitatif
khususnya naturalistik studi dalam menganalisis data. Metode pengumpulan data penelitian adalah mengamati,
wawancara, dan dokumentasi. Hasil dari penelitian ini menunjukkan beberapa teknik yang digunakan oleh
guru untuk mengembangkan ketrampilan berbahasa Inggris khususnya kosa kata seperti penghafalan,
menterjemah, demonstrasi, diskusi, pengulangan dan membaca dengan suara keras.Tujuan-tujuan dari teknik
untukmembuat siswa tertarik dan nyaman dalam proses pembelajaran bahasa Inggris.Peran guru dalam kelas
adalah sebagai pengontrol, organisator, motivator, sumber, pembimbing, pengamat dan model. Peran siswa
dalam proses pembelajaran siswa sebagai perencana, anggota, pembimbing, pengamat dan penilai. Ada beberapa
peran materi sebagai sumber pembelajaran, referensi untuk tata bahasa, kosa kata, dan pengucapan siswa, dan
sumber pemikiran siswa.
Kesimpulan dari penelitian ini adalah guru bahasa Inggris di SMP Muhammadiyah 1 Surakarta
menggunakan beberapa teknik dalam proses pembelajaran dapat mengembangkan beberapa ketrampilan
berbahasa Inggris siswa khususnya ketrampilan kosakata. Dari beberapa teknik yang digunakan membuat
siswa lebih aktif dan kreatif khususnya dalam pembelajaran kosakata. Berdasarkan dari hasil, teknik yang
digunakan oleh guru sangat penting untuk membuat siswa antusias, tertarik, dan menikmati proses
pembelajaran kosakata bahasa Inggris.
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1. INTRODUCTION
In SMP 1 Muhammadiyah Surakarta the teachers used KTSP curriculum in teaching learning process. The teachers are the central of learning but the teachers also engage the students to participate in teaching learning process. The teachers have a responsibility to give the students teaching that make easily to transfer their knowledge to the students. In one meeting, the teachers not only focused on one aspect skill but the teachers cover all of skills in teaching-learning process.
In SMP Muhammadiyah 1 Surakarta vocabulary is an important aspect in teaching English to support the other skills of English language learning, without the vocabulary the students will not be able to learn the material. The students of SMP Muhammadiyah 1 Surakarta less interested to learn English subject because they think English subject is very difficult especially the students less vocabulary mastery and the students feel difficult to memorize the meaning of new word and they had bad pronunciation.
the teachers in SMP Muhammadiyah 1 Surakarta used several techniques. Such as the teachers use word card to develop students’ vocabulary. The students make some card and they write words in the card. They must memorize ten words per day and present their vocabulary in front of the class. But the students less interested and feel bored when they just memorize some words.
To make the students interested and enjoyed the learning English especially vocabulary. The teachers should use a variety of ways to develop the teaching and learning process of the students’ English language skills. In teaching-learning process of English, the teachers use a variety of classroom techniques to attract the attention of students in learning English especially vocabulary skill. Based on that phenomenon, the writer interested to observe the classroom technique used by English teachers to develop students’ vocabulary repertoire. The writer wants to learn various techniques to teach the vocabulary repertoire to teenagers.
Approach is a theory of language and language learning. Method is a procedure or overall plan of presentation usually used by the teacher to get their aims in teaching learning process.
According to Antony (in Fauziati 2014: 11) approach is “A set of correlative assumption dealing with the nature of language and the nature of language teaching and learning. An approach is an axiomatic.” An approach describes the nature of the subject matter to be taught. It states a point of view, a philosophy or an article of faith, that is, something that one believes but cannot necessarily prove. An approach is often unarguable, except interms of the effectiveness of the methods which grow out of it Method as “an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon the selected approach. An approach is axiomatic whereas a method is procedural.” According to Antony also defines “implementation which actually takes place in a classroom. It is a particular trick, strategy, or contrivance used to accomplish an immediate objective. Technique must be consistent with a method, and therefore in harmony with an approach as well.”
Classroom technique has the important role in teaching learning process. Without classroom technique, the students can feel bored to study. The teachers should explore their knowledge about various techniques in teaching especially vocabulary repertoire, which appropriate the students’ characteristic and learning style. Technique is something that actually takes place in language teaching or learning in the classroom.
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that used in teaching and learning process, that a method is the way that used in approach, that a technique is a classroom activities that the teacher uses in teaching and learning process.
The researcher focuses on the classroom techniques used by the teachers to develop students’ vocabulary repertoire at SMP Muhammadiyah 1 Surakarta and the components of this research are types of classroom technique, the purposes of each classroom technique, the teacher’s role, the student’s role, and the role of instructional material. The writer uses several theories to support the research. There are several theories namely notion of approach, method, and technique, notion of vocabulary, teachers’ roles, students’ roles, and instructional material.
According to Antony (1963: 94) in Fauziati (2014: 11) approach is “A set of correlative assumption dealing with the nature of language and the nature of language teaching and learning. An approach is an axiomatic.”
According to Antony (1963: 95) in Fauziati (2014: 13) defines method as “an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon the selected approach. An approach is axiomatic whereas a method is procedural.”
According to Antony (1963: 96) in Fauziati (2014: 13) “implementation actually takes place in a classroom. It is a particular trick, strategy, or contrivance used to accomplish an immediate objective. The technique must be consistent with a method, and therefore in harmony with an approach as well.”
This focused on teaching vocabulary repertoire, there are several technique in teaching vocabulary. Fauziati (2010: 66) present several sample activities to promote vocabulary learning and to support language skill development, namely semantic networks, memorization, guessing from context, the word wall approach and collocation.
Harmer (2007) states that, some of the most common teachers’ roles are the following controller, prompter, resource, assessor, organizer, participant, and tutor.
Johnson and Paulston (in Richards 1985: 23) describe the learners’ roles in individualized approach to language learning are (1) the learners is planner of his or her own learning program and those ultimately assumes responsibility for what he or she does in the classroom, (2) the learner is a member of a group and learns by interacting with others, (3) the learner is a tutor of other learners, (4) the learner learns from the teacher, from other students, and from other teaching sources.
Cunningsworth (1995: 7) states that the role of instructional material in language teaching namely (a) a resource for presentation materials (spoken and written), (b) a source of activities for learner practice and communicative interaction, (c) a reference source for learners on grammar, vocabulary, pronunciation, and so on, materials as the source for the teacher, (d) a source of stimulation and ideas for classroom activities. (e) a syllabus (where they are reflected) learning objective that have already been determined, (f) a support for less experienced teachers who have yet to gain in confidence.
Based on the review above, the writer wants to describe the classroom techniques used by the teacher to develop students’ English vocabulary repertoire. To show the originality of this research, the writer takes some previous study related to teaching English vocabulary repertoire.
The first previous finding was written by Abdulkadir. The purposes of study are (1) to find out whether teaching vocabulary through collocations will result in better vocabulary learning than teaching vocabulary using classical techniques such as definition, synonym, antonym, and mother tongue translation, (2) to show the contribution of collocations to vocabulary learning of students in English Foreign Language (EFL) classes in state primary schools in Turkey. The result showed that learning vocabulary through collocations is an effective strategy that positively contributes to the development of vocabulary learning.
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using communication, interaction, and information about other people, society and other groups. The result showed that the students were enthusiastic in doing the activities and they are interested in joining the teaching learning process as well.
The third previous finding was written by Eunice. She showed some results of her study, such as (1) the objective of the previous study is to show why and how EFL students from Middle East, African and ASEAN countries purposively chosen learn vocabulary by debating, (2) The procedures of debate technique are noticing new word, writing down the new words, using dictionaries and translating the new vocabulary, using the new words in context through interaction. The result showed that students learned vocabulary due to debate’s interactivenature requiring contextualized and meaningful language use from preparation to actual debate.
The fourth previous finding was written by Pamelasary. She showed some results of her research, such as the objective of the previous study is to help students to master the science vocabulary by using schoolyard inquiry method. The technique of collecting data of the previous study is using a method of independent learning that is conducted outside the class. By using the schoolyard inquiry method, they are successfull learner.
The fifth previous finding was written by Vahid. There are some results of his study which objective of the previous study is to find out the comparison of the learners to improve their vocabulary by using Software Flashcards vs. Word Clouds. The technique of collecting data of the previous study is using integration of computer and second/foreign language teaching. The result showed that students more understand learned vocabulary by using word clouds rather than software flashcards.
The sixth previous finding was written by Irum. She showed some results of her research such as (1) the objective of the previous study that is to investigate the vocabulary learning strategies employed by the undergraduate students. (2) the activation strategy used by teacher, memorization strategy; metacognition regulation strategy and cognitive strategy like guessing word meaningby the context and parts of the speech of the words; note taking strategies and dictionary strategies. (3) The results of the study have implications on enhancing teaching and learning by acquainting students with vocabulary learning strategies that can enhance their vocabulary in English language and can result to boost up their proficiency in this language.
The seventh previous finding was written by Sepideh. He showed some results of his research for example, the objective of the previous study is to describe Dynamic Assessment of Incidental Vocabularies: A Case of Iranian ESP Learners. The technique of collecting data of the previous study was using implementation, a post-test similar in content to pre-test, which was administered to the same participants. The result of the study indicated that participants' incidental vocabulary learning promoted dramatically using DA. It employed structured hints for the mediation process. The results of this study can inform both teachers and learners to provide a step by step procedure to promote both teaching and assessment of ESP learners' vocabulary.
Based on the reason above, the previous studies shows that all of researchers conducted the research about the several of classroom technique used by teacher to develop student’s English vocabulary in teaching and learning process.
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2. RESEARCH METHOD
This research is descriptive qualitative especially naturalistic study to describe classroom techniques by the teachers to develop student’s English vocabulary repertoire at SMP Muhammadiyah 1 Surakarta. The writer gets the data from three sources such as event, informants, and document. The writer uses three method in collecting data, they are observation, documentation, and interview. To analyze the collected data, the writer takes some steps such as reducing the data, display the data, and verifying the data. Subject of this research is the seventh, eighth, and ninth grade students, the writer take 2 classes for each grade. Each class consists of 28 students, and there are 3 English teachers who teach the first, second, and third year students at SMP Muhammadiyah 1 Surakarta. They are Mrs. Asih Marselina S. Pd, Mr. Widodo S. Pd, and Mr. Zubaidi Arif S. Pd. The object of the study focuses on the English teaching techniques applied by English teachers to develop students’ vocabulary repertoire at SMP Muhammadiyah 1 Surakarta.
3. FINDING DISCUSSION
This research focuses on the questions of problem statement, they are (1) the types of classroom technique in teaching English vocabulary, (2) the purposes of each classroom technique, (3) the teacher’s role, (4) the student’s role, (5) the role of instructional material in teaching learning process at SMP Muhammadiyah 1 Surakarta.
3.1 Types of Classroom Technique in Teaching English Vocabulary Repertoire.
There are several techniques used by English teachers to develop students vocabulary skill, such as a memorization, translation, demonstration, discussion, repetition, and reading aloud.
3.1.1 Memorization
Memorizing is the process of establishing information in memory. This means the learners use memorization consciously and they think about the process of memorization when they are applying it, so that the learners can remember it exactly.
The teacher discussed about invitation with the students. Teacher gave some new vocabulary about the topic with the meaning of words. The teacher asked the students to memorize the new vocabulary in 30 minutes.
For example:
The teacher will give the learners some new vocabulary, they memorize 15 words in 30 minutes. The words to memorized which related about invitation such as birthday party, farewell, invite, please come to ...., and etc.
(Observation on 16 February 2016)
3.1.2 Translation
Translation is the technique to translate one language to another language. The teacher translated the meaning of a word, a phrase, or a sentence, when the students often feel difficult to understand the sentence with the new vocabulary.
The teacher gave some example about the invitation to the students. The teacher asked the students to translate the sentences from English into Indonesian.
For example:
Teacher: Find the expression that shows response of accepting invitation? Student: me miss, the expression is “sure. I’d be happy to come to your house. Teacher: what the meaning of this sentence?
Student: tentu, saya akan datang ke rumahmu dengan senang hati.
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3.1.3 Demonstration
Demonstration is the technique using real objects and command. Real objects are very effective and meaningful in showing meanings. It gives real experience and sense to the learners. For example, touching the pen, pointing the picture can be demonstrated.
The teacher and the students discussed about instruction. The teacher gave examples of instruction using real objects in the classroom. Then, the students tried to imitate it.
For example:
the teacher give the instruction for the learners who they try to imitate it. such as: “raise your hand, please”, “touch the desk”, “wave your hand, please”, etc.
(Observation on 7 March 2016)
3.1.4Discussion
Discussion is the technique which the students considered themselves as being participant in learning process. They would learn more, and take pride in what they learn.
The teacher collaborated picture and descriptive text about animal in explaining the material. The teacher gave some pictures of animal in power point slide and discussed it together.
For example:
Teacher: Oke, who knows the names of this animal? (the picture animal in ppt is sheep) Students: this is sheep, sir.
Teacher: can you describe about the sheep? Student: the sheep has thick feather.
(Observation on 8 March 2016)
3.1.5Repetition
Repetition is an important technique to learning and that having to actively recall or “retrieve” a word in a more effective way of learning than simple exposure or just seeing a word over and over.
The teacher mentioned some new vocabulary in the descriptive text about animal. The students were asked to repeat the teachers’ utterances.
For example:
Teacher: monkey (maŋgki )monkey monkey Students: monkey (maŋgki) monkey monkey Teacher: monkey is eating a banana Student: monkey is eating a banana
(Observation on 9 March 2016)
3.1.6 Reading aloud
Reading aloud is a technique in which the learners read the words aloud. It makes the learners familiar with the word and also improve their pronunciations.
The teacher explain about the narrative text, the teacher show the material in the power point. The teacher always choose one of the students to read the sentence of narrative text explanation with correct pronunciation.
For example:
Teacher: Oke Rafael read the first line.
Students: (read the slide) narrative text is a story with complication or problematic events and it tries to find the resolutions to solve the problems.
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2.1 Purposes of Each Technique
2.1.1 Memorization is to help the students to obtain better accuracy and fluency, use of stock of language knowledge, and have more self-confidence.
2.1.2 Translation can help students to understand the meaning of a text or sentences or a words and can help the students to improve their ability to find an equivalent in first language (L1) to match a lexical phrase in second language (L2).
2.1.3 Demonstration is to help the learners introduce them to new concepts because many situations can be dramatized or demonstrated. It is also to make the interaction between the students and the teacher better. The students can perform what they hear from the teacher’s instruction.
2.1.4Discussion is to make the students more active in teaching learning process, to help the students personally involved in their education and reached important goals. It is also to make the students enthusiast and enjoyed with the teaching learning process.
2.1.5 Repetition is to make the students easier to memorize the vocabulary and how to pronounce. It is also to make the students interested in vocabulary, and feel enjoy the lesson 2.1.6 Reading aloud is to make the students practice how to put right intonation, to know how to pronounce words well, and to develop the students’ vocabulary mastery.
3.1 Teachers’ Role
According to Harmer (1975: 57) “teachers’ role may change from one activity to another, or from one stage of an activity to another. All roles, aim to facilitate the students’ progress in some way or other“. Based on this statement, the teacher is tools to facilitate the students in the classroom. In observation, the writer found some teachers’ roles in each teaching technique. There are several teachers’ role that the writer found in the observation (1) teacher as controller, (2) teacher as organizer, (3) teacher as prompter, (4) teacher as resource, (5) teacher as tutor, (6) teacher as observer and (7) teacher as model. This finding is relevance with Harmer theory.
4.1 Students’ Role
Johnson and Paulston (in Richards 1985: 23) describe the learners’ roles in individualized approach to language learning are as follows:
4.1.1 The learner is planner of his or her own learning program and those ultimately assumes responsibility for what he or she does in the classroom
4.1.2 The learner is a member of a group and learns by interacting with others. 4.1.3 The learner is a tutor of other learners
4.1.4 The learner learns from the teacher, from other students, and from other teaching sources. There are many kinds of students’ role in teaching learning process, for example: 4.1.5Student as planner means the students should make a planning of their learning program and they have reasonability for what they do in the classroom. They can build a critical thinking about the material that explained by the teachers.
4.1.6 Student as group means that the students can share their ideas or knowledge with others students and the teacher. The students can ask and then discuss with others if they find the difficulties in the material.
4.1.7 Student as tutor means the students facilitate the teacher to learn with others so that the students can share their knowledge with others. The students who already understand with the material that has been taught to teach his friend who cannot or have not understood about the material.
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learning progress from the result of their task, by seeing the result they can see how far they understand the material.
5.1 Instructional Material
Cunningsworth (1995: 7) states that the role of instructional material in language teaching namely (a) a resource for presentation materials (spoken and written), (b) a source of activities for learner practice and communicative interaction, (c) a reference source for learners on grammar, vocabulary, pronunciation, and so on, materials as the source for the teacher, (d) a source of stimulation and ideas for classroom activities. (e) a syllabus (where they are reflected) learning objective that have already been determined, (f) a support for less experienced teachers who have yet to gain in confidence.
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Table of the relation among types of classroom techniques, the purposes of each technique, teachers’ role, students’ role, and instructional material.
No Classroom
Techniques Purposes Teachers’ Role Students’ Role Material
1 Memorization 1. to make the students develop their vocabulary mastery easier.
2. to help the students obtain better accuracy and fluency, use of stock of language knowledge, and have more self-confidence.
3. to help the students improve their efficiency with a variety of tasks including studying for a test, memorizing lines, memorizing a speech and so on.
Teacher as:
- Model
- Controller
- Organizer
- Resource
- Observer
Students as:
- A group
- A planner
- A tutor for another learner
Students’ work and material from internet
2 Translation 1. can help students to understand the meaning of a text or sentences or a words.
2. can help the students to improve their ability to find an equivalent in first language to match a lexical phrase in second language.
Teacher as:
- Controller
- Resource
- Tutor
- Observer
- Organizer
Students as:
- A planner
- A tutor for another learner
Students’ work and material from internet
[image:13.842.104.727.137.519.2]10
3 Demonstration 1. to make the interaction between the students and the teacher better. The students can perform what they hear from the teacher’s instruction.
2. to help the learners introduce them to new concepts because many situations can be dramatized or demonstrated.
3. to make the students more interactive and attractive, the students should not be passive in the class. The students should be more active because they imitated what they see from the teacher.
Teacher as:
- Controller
- Resource
- Observer
- Organizer
Students as:
- A planner
- A tutor for another learner
- Monitor and evaluate their own progress learning
Students’ work and textbook
4 Discussion 1. to make the
students more active in teaching learning process.
2. to help the students personally involved in their education and reached important goals.
3. to make the students enthusiast and enjoyed with the teaching learning process.
Teacher as:
- Controller
- Organizer
- Resource
- Observer
Students as:
- A group
- A planner
- A tutor for another learner
- Monitor and evaluate their own progress learning
Material from internet
11
5 Repetition 1. to make the students easier to memorize the vocabulary and how to pronounce
2. to make the students interested in study vocabulary, and feel enjoy the lesson
3. to make the students understand how to pronouce a word well and to understand meaning and message
Teacher as:
- Model
- Controller
- Organizer
- Resource
- Observer
Students as:
- A group
- A planner
- A tutor for another learner
- Monitor and evaluate their own progress learning
Material from Internet
6 Reading aloud 1. To make the students practice how to put right intonation.
2. To know how to pronounce words well.
3. To develop the students’ vocabulary
mastery.
Teacher as:
- Model
- Controller
- Resource
- Tutor
- Observer
Students as:
- A planner
- A tutor for another learner
- Monitor and evaluate their own progress learning
Textbook
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4. CONCLUSION
The writer draws conclusion that the English teachers at SMP Muhammadiyah 1 Surakarta used several of classroom techniques to develop the student’s vocabulary repertoire. The classroom technique has each purpose in teaching learning process. Those classroom techniques make the students enthusiastic and enjoyed in teaching learning English language. The students became more active and creative especially in teaching vocabulary repertoire. Based on the result, classroom technique used by the teacher is very important to make the students enthusiastic, interested, and enjoyed in teaching learning process of English vocabulary repertoire.
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Cunningsworth, A. 1995. Choosing Your Coursebook. Oxford Heineman
Fatima, Irum. 2016. Investigating Learning Strategies for Vocabulary Development a Comparative Study of Two
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Fauziati, Endang. 2014. Teaching English as a Foreign Language (TEFL). Surakarta: Era Pustaka Utama.
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Mansoury, Vahid. 2015. Vocabulary Instruction: Software Flashcards vs. Word Clouds.Journal International. University of Australia (Accessed on Friday, February 26 2016)
Pamelasary. 2014. The Effectiveness Method Schoolyard Inquiry to Develop Science Vocabulary. Journal
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