STUDENT’S
DIFFICULTIES IN USING ENGLISH
MONOLINGUAL DICTIONARY
(
A Case Study of Forth Semester Students in English Teacher
Education Progam of Universitas Islam Negeri Sunan Ampel
Surabaya
)
THESIS
Submitted in partial fulfillment of requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
By
Nasruddin Roziq Ali Kutub
D95210063
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
ABSTRACT
Roziq. N (2016). Students Difficulties In Using English Monolingual Dictionary ( a
Case Study Of Forth Semester Students In English Teacher Education Progam of Universitas Islam Negeri Sunan Ampel Surabaya, a Thesis English Education Department, Faculty of Tarbiyah and Teacher Training, Sunan Ampel State Islamic University. Advisor: Irma Soraya and Rakhmawati
Key Word: MONOLINGUAL DICTIONARY, STUDENTS’ DIFFICULTIES
This study is conducted of monolingual dictionary use in fourth semester students of English teacher education program at UIN Sunan Ampel Surabaya. The focus are to
obtain students’ problems during using monolingual dictionary and also the reason that make them are getting hard in using monolingual dictionary. The research defines that most of fourth semester use bilingual dictionary more than monolingual dictionary to understand vocabularies from reading text.
The researcher used qualitative as the design of his research. Data collection technique used in this research was questionnaire and interview. The questionnaire was to know
students’ problem and their reason of using bilingual dictionary use in getting the
meaning of phrasal verb in reading English text. Interview guide line to gain more information about students’ difficulties in using monolingual dictionary and complete the information from questionnaire.
Based on the data analysis on the previous chapter, the researcher concludes the result
of those analyses about the student’s issues in using monolingual dictionaries on fourth semester students of English Teacher Education Department. Researcher concludes that, all of students were have capacity and capability in every each of
word skill or language Students of English Teacher Education Department were seldom to
apply monolingual dictionary and just little of student were using monolingual dictionary.
Students were able in using monolingual dictionary but they are fail in several skills
and able in several skills. Many of English Teacher Education Department actually gets difficulties in using monolingual dictionary even though they still consult in monolingual dictionary. Students need teacher or lecturer guiding
PERNYATAAN KEASLIAN TULISAN ... ix
TABLE OF CONTENT ... x
CHAPTER II : REVIEW RELATED LITERATURE A. Dictionary ... 11
B. Word classes ... 18
C. Students’ capability in using monolingual dictionary ... 28
D. Students’ experiences in using monolingual dictionary ... 30
E. Previous Study ... 33
CHAPTER III : RESEARCH METHODE A. Research Subject……….. 38
C. Research procedure ... 40
D. Source of data ... 42
E. Data Collection Technique ... 43
F. Data Analyze ... 43
CHAPTER IV : FINDING AND DISCUSSION A. Finding ... 46
B. Discussion ... 72
CHAPTER V : CONCLUSION AND SUGESTION A. Conclusion ... 79
B. Sugestion ... 80
BIBLIOGRAPHY
CHAPTER I
INTRODUCTION
This chapter presents issues that related to the students’ problem in using
monolingual dictionary. Such issues become the rationale of this thesis are presented
in the background of the study. This chapter also states research questions, objectives,
significance, scope and limitation of the study. Definition of key terms is presented in
the last part of the chapter.
A. Research Background
English is one of foreign languages that studied in all of schools in
Indonesia. According, the Ministry of Education role No.023/2006, English is
included in school curriculum to make students easier to get international
knowledge.1 That role also tells that English were allowed to learn in Indonesia,
in order many of knowledge and communication were using English. Therefore,
English is taught in Indonesia.
Indonesia is a one of EFL country, English as Foreign language (EFL)
is some traditional system of educations learned by non-native teacher and
student in several countries which do not use English as their lingua franca.2 It
causes some problems in learning process, there is some of problems had found
by Brown, he found that in learning process most EFL students got wrong
2
interpretation and differentiate the word of target language.3 Target language
have significant role in language acquisitionbecause to get well understand about
second language students need to understand the role of target language. Another
difficulty has been found by Reynold and Ernest, in their research found that
EFL students have difficulties to understand vocabularies that affected to their
language capability.4 It proper to said that, good language capability comes from
how many vocabularies that students have. According to Yunia to understand the
meaning of word well, the students must have enough vocabulary.5 The student
who have enough vocabulary means, how much vocabulary that student have can
helps students to get good understanding information that explained in second
language deeply.
To get enough vocabulary, Jacob has suggested for students to open
dictionary.6 Reasons that make students should open dictionary because, it
provides many information about the meaning of vocabularies that student needs.
Besides, dictionary also helps the students to look up difficult vocabulary for
comprehending their learning material and other language skills.
3
Brown, Douglas, Principle Of Language Learning And Teaching, (Pearson Education,inc 2007) page 213
4 Reynolds, Diane L. Schallet, & Ernest T, Goetz , “Frame Works For Comprehending Discourse”
ERIC July1976 . 3
5
DifaKahrismaYuniar, thesis undergraduate program: The Effectiveness Of Using Monolingual Dictionary In Reading Comprehension For Eleventh Grade Multimedia SMKN 12 Surabaya,( Unesa Surabaya. 2014 ), 3.
6
3
Dictionary is kind of important references which are included the
information about words collection and other information that can cover
student’s problem to understand the meaning.7 Dictionary is a book which
includes many words and phrases of language which is listed in dictionary the
words are listed alphabetically followed by the meaning or the translation in
other language about some foreign words. Based on the function and purpose of
dictionary, Pichard has classified the dictionary into three classes, they are
monolingual, bilingual, and bilingualized.8 Monolingual dictionary is some
books that include a bar of native word that explained in the same language.
Monolingual dictionary such as: Oxford, Cambridge, Long man and Collins Co
build dictionary.
Bilingual dictionaries are some books that contain an alphabetical list of
words and expressions in one language for translating of foreign word use in
another language as the meaning of word.9 The bilingual dictionary that is
commonly knows by academia such as English to Bahasa Indonesia and any
others. Bilingualized is kind of dictionary which a combination of monolingual
dictionary that are listed in a same entry of target language and the meaning for
7
Based Ying-Chun (2008) Quoted By Lei Gao,(2010), Historical Background Of The Translatological Dictionaries, Journal Of Language Teaching And Research, Vol.1,No30,Pp,285-294, May 2010, 30.
8
Based onCaleb Prichard, (2008) Evaluating L2 Reader Vocabulary Strategies And Dictionary Use Reading In A Foreign Language, Quoted By Khumrotun Amelia, Siti. 2014. Bilingual Dictionary Use In Getting The Meaning Of Phrasal Verb In Reading English Text For 4th Semester Student Of Teacher English Education Department At Uin Sunan- Ampel Surabaya,5
9
4
each entry that use another language.10 Bilingualized dictionary has published
such as “Oxford Advance Learner Dictionary Current English” and any other.
Many types of dictionary that has classified upon function and content also
purpose that available depends on student’s need.
In this study, the researcher chooses monolingual dictionary as the object
of study because some of lectures in English teacher education department such
as Reading, Phonology, Syntax and any other need to consult monolingual
dictionary. In another side, monolingual dictionary provides many information
that makes students easily to understand about the vocabulary. In this occasion
Hayati says, monolingual dictionary can make students easier in understanding
reading text especially in reading comprehensive text.11 By those reasons, makes
the researcher choose monolingual dictionary as topic of study.
To get information about using monolingual dictionary, the researcher
does pre research to get in information about students knowledge in using
monolingual at third semester students of English Teacher Education Department
in reading interpretative class in 22th September 2014. From those study, the
researcher gets information that, from 30 students of reading interpretative class
of student there are 10 students who felt difficult in understanding about the
illustration of dictionary, 7 students of them feel hard in understanding the word
10Laufer.B, Haidar, L,“
The Effectiveness Of English Monolingual, Bilingual, Bilingualized Dictionary In The Comprehension And Production Of The Word”, The Modern Language Journal, Vol 81,No2, 56.
11
5
spelling, 13 students were try use their other dictionary and 3 students waiting
for discussion without open their dictionary at all.
For more information the researcher does second surveys in critical
reading class on 11th May 2015 at fourth semester students. From those survey
that t 25 students, 10 of them have difficulties in using monolingual dictionary
such as: difficulties in understanding the meaning, need more time in using
monolingual and less vocabulary. 12 students have difficulties in understanding
the definition and 3 of student has no difficulties in using monolingual
dictionary. From second survey, the researcher gets information that students still
have difficulties in using monolingual dictionary. In this occasion, the researcher
eager to know something happen in using monolingual dictionary and find some
suggestion that may can helps student. By those considerations, the researcher
chooses fourth semester students as the subject of study.
In this present study, the researcher conducts in English Teacher
Education Department of Sunan Ampel State Islamic University Surabaya based
on the following considerations. Sunan Ampel State is the only one state Islamic
university that located in Surabaya, this university were be central of Islamic
scholar This suitable university’s vision that gain the students be Islamic
scholar that has capability in International mobilization during Islamic religious
and Islamic knowledge. This university has Education and teacher training
6
Further more, this research located in English Teacher Education since,
this department is the famous major that one of center of English language
pedagogy in Sunan Ampel State Islamic University that has a motto guides
students be a good English teacher.
In addition, this major has opportunities in knowledge development
especially English pedagogy with lecturing and academic research. Those
reasons and considerations makes the researcher chooses Sunan Ampel State
Islamic University and English Teacher Education Department as the location of
research.
Therefore, in this study the researcher focus on reading activity because,
reading is some activity that always needs dictionary. So based on those reasons,
the researcher does this study with the title: “Students’ Issues In Using
Monolingual Dictionaries (A Study of Fourth Semester Students of UIN Sunan
7
B. Research Questions
Based on the background above, there are some issues to be analyzed
about students’ problems in using English monolingual dictionary during class.
They are stated as follows:
1. How capable do students distinguish word classes by using monolingual
dictionary?
2. What are the student’s experiences in comprehending vocabularies’
definition in monolingual dictionary?
C. Objectives of the Study
Referring to the research questions above, the objectives of this study
proposed research are:
1. To know the student student’s capabilities’ in differentiate word classes with
using monolingual dictionary.
2. To know students experiences in understanding word’s definitions from
monolingual dictionary.
D. Significance of the Study
This study is expected to give significant for:
1. For the teachers: the result can be use by teachers to train the students in
using the monolingual dictionary.
2. For the students: the results information about students capabilities in
8
monolingual dictionary to make student knows the strategy to use
monolingual dictionary.
E. Scope and Limitation of the Study
This research aims to observe about students capabilities to understand
word from monolingual dictionary and to find common experiences, student
capability means how long the students’ proficient to differentiate word classes
according terms it selves that provides on monolingual dictionary. The
experience means something that students feel when they are using monolingual
dictionary that look from their satisfaction and problems face which students
find in using monolingual dictionary.
For the research location the researcher’s did the study in Critical
Reading classes, in this study the researcher tooks 24 students as a sample from
120 students of fourth semester of English Teacher Education Department
academic year 2014-2015 as the participant of this study. In this research, the
researcher took 24 students randomly to get the natural respond that purposed for
objective data that takes from Critical Reading class A-D.
9
F. Definitions of the Key Terms
To avoid misunderstanding in the way of understand the study, the writer
needs to give definition of the terms that are often found in the study, such as:
1. Students’ Difficulties:
Students’ difficulties are some disturbtion that students of English
Teacher Education Department feel in using monolingual dictionary. In this
research, the researcher finds another problem that makes students feel
difficulty and classified the problems that commonly student gets when they
are consulting monolingual dictionary.
2. Monolingual Dictionary:
Dictionary is the kinds of book that the target words, the meaning, and
other lexical information that written in same language.12 In this research the
monolingual dictionary that researcher’s propose is the monolingual
dictionary that students use such as Oxford, Longman, Collin Co builds,
Cambridge and Webster without exception to kind of dictionary; printed or
electronic dictionary.
3. Students Capabilities
According to Atmosudirdjo capability is natural action that everyone
have that aimed to see the self-possibility to face some object. 13 In this
12
Aldarayeh,(2013), activation of using English dictionary by English majors at al imam university; uses difficulties and types of used dictionary, vol 3, no 3, 423 429.
13
10
research, students capabilities means some possibly that became from student
individual in term of using monolingual dictionary.
4. Word Classes
Word classes are some words that classify according function that has
relationship as subject and predicate.14 In this research, word class means
some word that followed by the classification of word in term of function
itself.
This research entitled “Students’ Issues In Using Monolingual
Dictionaries (A Study of Fourth Semester Students of UIN Sunan Ampel’s
English Teacher Program) the researcher conduct this study to find out the
difficulties that fourth semester students gets in using monolingual dictionary.
To make this research not too general, the researcher limits the observation to
find the students’ difficulty by observing capability in understanding word
classes and their experiences in using monolingual dictionary.
14
CHAPTER II
REVIEW RELATED LITEATURE
This chapter focuses on review of related theories and literatures of the
student’s problems in using English monolingual dictionary in learning process,
which is focus on thestudents’ problems followed by definition of dictionary,
students capability and student experiences in using monolingual dictionary. Each of
those will be discussed more in this following section.
A. Dictionary
1. Definition of Dictionary
Dictionary is a book that has many words collection it is used to give
in one or more specific languages, that listed systematically according
alphabet that used to give of information, definitions, etymologies, phonetics,
pronunciations, translation, and other information.1 Another definition said
that the word “dictionary” came from word Dictionnairiques that mean some
expected activities to present the data presentation by selecting the valuable
examples, and deciding on abbrevations to be used to convey information
about certain descriptive results.2 Most of the students use their dictionary to
get information about the meaning of words that they do not understand about
the target language.
1
Webster's New World College Dictionary, Fourth Edition, 2002.
2
12
In this activity dictionary has an important role to help students to get
the meaning of target language and make them understand well about the
word.
2. Types of Dictionary
Many types of dictionary uses to help people in understanding
vocabulary in this occasion, Pilchard has classified dictionary in three kinds
they are: monolingual, bilingual, and bilingualized.3 Besides, Li and Zhou
have also classified kind of dictionary in term of language involved they are
monolingual and bilingual dictionary.4 Based on those theories, the researcher
agreed to both of them. Depend on function of dictionary, which aims to show
the differences between target language and meaning easily. Besides, in along
of this research mostly students were using bilingual and monolingual to help
them in language learning especially learning English. By those
considerations, the researcher agreed that kinds of dictionary are monolingual
and bilingual dictionary.
3
Based on Prichad (2008) Evaluating L2 Reader Vocabulary Strategies and Dictionary Use Reading in a Foreign Language Quoted By Khumrotun Amelia, Siti. Thesis Undergraduate degree: “Bilingual Dictionary Use in Getting the Meaning of Phrasal Verb in Reading English Text For 4th Semester Student of Teacher English Education Department at Uin Sunan- Ampel Surabaya” ( Surabaya: library of UIN Sunan Ampel,) 2014, 5.
4
13
a. Monolingual Dictionary
Monolingual dictionary is the kind of book that the target words ,
the meanings, and other lexical information that written in same
language.5 Using monolingual dictionary is useful because monolingual
dictionary provide definition that suitable for students to have free
interpretation about the words, monolingual dictionary provide only the
meaning of words but also the way to understand other skills such as to
spell the word correctly. Using Monolingual dictionary is one of
excellent models to make English as foreign learners (EFL) students are
easier to acquire the language in their learning process.6
Using monolingual dictionary makes students more fun to get the
meaning of language. English monolingual Dictionary is an important
tool to help the students to understand the meaning of unknown
vocabulary. By using monolingual dictionary EFL students can learn
many aspects of the English language such as phrases, pronunciations,
word speechs, word collocations, etc.7 Moreover, inside of monolingual
dictionary provide some in formations such as examples and better
5 Al-Darayseh, Al-Mu'tassim, A,(2013),” Activation of Using English Dictionaries by English
14
information on grammar, collocations, and register of a word.8 According
the researcher experiences along his class activity, monolingual
dictionary is benefit tools that helps students to increase their personal
understanding by understanding word definitions that needed by student
to understand context vocabulary that provide in academic journal.
Monolingual dictionary help students easier to understand about
phonology, because monolingual dictionary has been completed by
phonetic symbol that make students easier to pronounce some words
correctly. By those several consideration, it might proper to say that,
monolingual dictionary is very beneficial tools in language learning
because, it provide all of information that students need in acquiring
language. Even, monolingual dictionary has many advantages. There are
some disadvantages including monolingual dictionary, one of
disadvantages found by Thomson, he stated that monolingual is not
effective for many learners in terms of rewards word choice.9
Another problems, has found by Carter. In this occasion he state that
even monolingual dictionary has completed with classified defining
vocabularies that is no guarantee that the words used will be known by
8
Chun, Y,V,(2004), EFL Learners' Use of Print and Online Dictionaries in L1 and L2 Writing Processes, Multimedia-Assisted Language Learning, 7(1), 9-35,2004, 3.
9
15
the learner because monolingual dictionary do not provide clearly
definitions.10 In the researcher’s experience when did class activity, the
researcher see that most of student feels difficult in understanding word
definition that shows meaning ambiguity and too general. Based on that
information, it properly make student students feels hurt in using
monolingual dictionary and stop to apply monolingual dictionary.
b. Bilingual Dictionary
The bilingual dictionary is kind of lexicographer that always has
an explanatory definition about foreign language that followed by free
translation by using other language as meaning of vocabulary.11 Using
bilingual dictionary can also said as an activity that aimed to get direct
understanding of the target language by meaning with students own
language. Some of students use bilingual dictionary because it is easy to
understand the meaning and helps them dealing with transitive and
intransitive verbs meaning.12 Bilingual dictionary helps the student easly
to get the target words meaning in their own language.
Bilingual has some advantages and one of advantages stated by
Baker’s and Kaplan’s, they said bilinguals dictionary are the best
equipment inlanguage learning because it is provide translations that
10
Carter, R ,Vocabulary: Applied Linguistic Perspectives (1987) London: Routledge, 17.
11
Fact and Fiction of the Bilingual Dictionary an article by Albrecht Neubert.
12
16
make students easier to prove translation correctly.13 Another advantage
of bilingual dictionary according to Swanepoe, bilingual dictionary is one
of ideal tolls in learning English because bilingual dictionary provides
suitable information that is needed by students in comprehending word
based on cultural context.14 Using bilingual dictionary is the best way to
get easier and express understanding about second language, according
the researcher experiences along lecture class activity, bilingual
dictionary are commonly used after monolingual dictionary because,
bilingual dictionary were easier to get meaning about new vocabulary
instantly because they need a little time to get the meaning of vocabulary.
Besides, bilingual dictionary has been provided in APPS (application
phone system) in smart phone that makes students easier to bring and use
everywhere. By those reasons the researcher knows about something that
motivates students to use bilingual dictionary.
Even though bilingual dictionary has many advantages actually,
bilingual has some disadvantages one has found by Win, according Win
using bilingual dictionary makes students difficult to know how words are
used based authentic context.15 Inside of bilingual dictionary were
13
Baker, M. and R. Kaplan. 1994. Translated! A New Breed of Bilingual Dictionaries. Babel 40(1), 9.
14 Swanepoel, P.H. Only Study Guide for LEKPER–Q. Pretoria: University of South Africa.202-203,
1989, 36.
15 Jenpattarakul, Win, “ Optimizing the Advantages of Monolingual Dictionary Utilization by Thai
17
provide the meaning of word with different language that has different
context with native vocabularies. Other disadvantage found by Nida in
her study found that bilingual dictionary has some the semantic problems
such as different form between word and definition and also more
complicated than those encountered in the compilation of monolingual
dictionaries.16 In another hand, Atkins and Varantola said that bilingual
dictionary has damage meaning and has no clearly meaning about some
word that partially include has a synonymous.17 Disadvantage of bilingual dictionary the limitation of information that provide on bilingual dictionary that sometimes happened based term and students need.
3. Print and Electronic Dictionary
According Zaley and Gujjar, dictionaries publish and commonly in
two shapes they are print and electronic dictionary.18
a. Printed Dictionary
Printed dictionary is some dictionaries that produce on paper or
another material using a machine.19 Printed dictionary can be call
conventional dictionary because it producing techniques those dictionary
16 E, A, Nida, “
Analysis of Meaning and Dictionary Making, International Journal of American Linguistics24, 1958, 279.
17
Atkins, B, & Varantola, K “Monitoring Dictionary Use” International Journal of Lexicography, vol. 10 no. 1 Oxford: Oxford University Press, 1999, 29.
18 Zarei, Abbas, Ali, & Ahmed, Gujjar, “
Aijaz, The Contribution of Electronic and Paper Dictionaries to Iranian EFL Learner's Vocabulary Learning”, International J. Soc. Sci. & Education2012 Vol. 2 Issue 4, ISSN: 2223-4934 E and 2227-393X Print, 2012, 559.
19
18
uses before technology are growing. There are some examples of
Conventional dictionary they are pocket dictionary, glossary and any
others.
b. Electronic Dictionary
Electronic dictionary is an electronic dictionary which contains
the entry list of the word that exists in digital form and can be accessed
through a number of different media.20 The electronic dictionary means
like the oxford electronic dictionary and any others.
B. Word Classes
Word are some instructions series that commonly used to speaks or
writes, it repeated to arrange in some sentences to giving information.21
In another
word, Scuilo and Wiliam have another definition about word. They said that,
words is the result of morphological object that used to explain about factual
moment that happens.22 In this research the researcher means word is some ways
to transfer some idea and feeling about some object oral or written.
To make easier in applying the words, it has been classified by some Letters Arxiv:Math/0511411v1 [Math.Oa] 16 Nov 2005. 2005, 1.
22
19
preposition.23
In some occasions, Boij have been classified the word according the
functions they are determiners, conjunctions, pronouns, and positions (pre- and
postpositions).24 Besides, Parrot has been divided word in three divisions they are:
adjective, noun, and preposition.25
In another that, that Shadily and Echols
classified word classes into Pronoun, noun, adjective, adverb, preposition.26
Based on the theories above the researcher agrees that, word class means the word
that divided in to five classes they are, noun, pronoun, adjective, adverb, and
things, place, opinion and any others28. Example: doctor and rose. There are
many things are not explanation in this occasion, there are countable noun and
uncountable noun.29
23
Parrot, Martin, Grammar for English Language Teacher (Cambridge: Cambridge University Press, 2000),, 87.
24
Booij, Geert, The grammar of words : an introduction to linguistic morphology (New York; Oxford University Press Inc, 2005), 51.
25
Parrot, Martin, Grammar For English Language Teacher (Cambridge: Cambridge University Press, 2000), 5.
26 Echol, J,M, Shadili English –Indonesian Dictionary, (Jakarta : Gramedia,1975), ii. 27
Danesi, Marcel, Basic American Gramar and Usage an Esl/Efl Hanbook, (New York : Barrons Educational . Inc, 2006), 22.
28Mas’ud, Fuad, “Esensial of English Grammar : Pratical Guide” (Yogyakarta :BPPE, 2010), 44. 29
20
Noun is some words that allow with the name and label the person
entities, object, places and concept that make up our world.30 In some
occasion Mas’ud stated that noun is some word that tells about somebody,
things, place, opinion and any others.31 Example: doctor and rose.
There are many things are not explanation in this occasion, there are
Examples are oil, water, air and any others.
2. Pronoun
Pronoun is some words that changing the aimed to explain about
subject position. Example; they, we, are, you, he, she, and it. So many subject
positions were including the word, to make classified for better understanding
30
Danesi, Marcel, Basic American Gramar and Usage an Esl/Efl Hanbook, (New York : Barrons Educational .Inc, 2006), 22.
31Mas’ud, Fuad, “Esensial Of English Grammar : Pratical Guide” (Yogyakarta :BPPE, 2010), 44. 32
Alter, J.B., Essensial English Usage and Grammar 2 , (Jakarta: Binarupa Aksara, 1991), 11.
21
Frank classified pronoun into five classifications.35 Mas’ud state that Personal
Pronoun, Interrogative Pronoun, Relative Pronoun, Demonstrative Pronouns,
Reflexive Pronoun, Reciprocal Pronoun, and Indefinite Pronoun.36
a. Personal Pronoun
Personal pronoun is some pronouns that refer to someone which
refer to clarify personality.37 The examples: I, we, you, they, he, she, it,
me, us, him, her, them.
b. Interogative Pronoun
Interrogative pronoun is some question words that used to introduce
some questions.38 For example: who, what, whom, and which.
c. Relative Pronoun
Relative pronoun is some words that standing before dependent
clause.39 The example of relative pronoun they are, who, which, that,
whoever, and whichever.
d. Demonstrative Pronoun
Demonstrative pronoun is identities and specifies process to noun or
pronoun or points to specific things, replacing rather than modifying a
35 Frank, Marcella, “ Modern English a practical reference guide”,( New York: Prentice Hall Inc,
1972), 23.
36 Mas’ud, Fuad, “Esensial Of English Grammar : Pratical Guide” (Yogyakarta :BPPE, 2010), 45. 37 Azar, Scramper, “Foundamentals Of English Grammar”, ( New York: Longman, 2003), 171. 38Mas’ud, Fuad, “
Esensial Of English Grammar : Pratical Guide 3rd edition” (Yogyakarta: BPPE, 2010), 60.
39 Ehrlich, uegene, “ English grammar 3rd
pronoun means there are some subjects which effect from some event that
back to subject itself. The examples of pronoun are: myself, ourselves,
yourself, yourselves, herself, himself, themselves, itself.
f. Reciprocal Pronun
Reciprocal Pronoun is some pronoun that express correlation
between people or more something.41 The examples of Reciprocal
Pronoun are each other and one another.
g. Indifinite Pronoun
Indefinite Pronoun is some pronouns that use for calling someone
or something that usually unknown.42 The examples of Indefinite Pronoun
are somebody, anybody, nobody, everybody, someone, anyone and any
others.
40
Alter, j.b., Essensial English Usage and Grammar 3,(Jakarta: Binarupa Aksara, 1991), 39.
41
Mas’ud, Fuad, Esensial of English Grammar : Pratical Guide (Yogyakarta: BPPE, 2010), 61.
42
23
3. Adjective
Adjective is some words that modify noun and pronoun.43 There are
examples of adjective they are, good, happy, long, bad, sad, hot, tall, and any
others. In this occasion to make easy to understand about adjective
Schoenberg and Maurer has classified adjectives into tree classifications they
are, Descriptive Adjective, Comparative Adjective, and Superlative
Adjective.44 The example of Comparative Adjective is some words that
modify noun and pronoun.45 There are examples of adjective they are, good,
happy, long, bad, sad, hot, tall, and any others.
In this occasion to make easy to understand about adjective
Schoenberg and Maurer has classified adjectives into tree classifications they
are, Descriptive Adjective, Comparative Adjective, and Superlative
Adjective.46
a. Descriptive Adjective
Descriptive adjective is some adjective that used to explain about
size, color, or shapes of person or any others.47 The examples of
descriptive adjective they are: fat, fast, muscular, thin, slim, pink white.
43
Jhon E Warriner,”Warriner’s English Grammar and Composisition,” Harcourt Brace Jovanovich, Inc, 1958, 40.
44 Schoenberg ,I, E, Maurer, J, “ Focuss on Grammar”, (New York : Longman, 2002), 186-198. 45
Jhon E Warriner, ”Warriner’s English Grammar and Composisition, Harcourt Brace Jovanovich, Inc, 1958, 40.
46
Schoenberg ,I, E, Maurer, J, “ Focuss on Grammar”, (New York : Longman, 2002), 186-198.
47
Superlative adjective is A superlative adjective compares three or
more nouns.49 . An example of superlative adjective is, My mother’s
cooking is the best.
4. Verb
Verb is some word that feature the activities name that done by subject
according event. For examples: sleep, eat, wash, study, read, write and any
other.
In this occasion Mas’ud has been divided into five kinds of verbs they
are Ordinary Verb, Auxiliary Verb, Linking Verb, Transitive Verb, and
Intransitive Verb50.
a. Ordinary Verb
Ordinary Verb is some verb that has some complement do, does or
did and can be changing according tenses that applied.51 The examples of
Ordinary Verb are, she works hard, he is smoking and any others.
48.Ts, Kon,, “ Practical English Usage 4,” English as a Second Language, ( Jakarta ; Binarupa
Aksara, 1999), 123.
49
http://grammar.yourdictionary.com/parts-of-speech/adjectives/what-is-a-superlative-adjective.html accesced 29th September 2015, 8.45. pm.
25
b. Auxilary Verb
Auxiliary Verb is some verb that used together with other verb to
express about action or events that has grammatical functions.52 The are
many kinds of Auxiliary Verb they are to be, to do, have, can, shall, will,
may, must, ought to, used to, need, and dare.
example of Transitive Verb, she memorized, the lecturer announced, the
baker deliver bread and any others.
e. Intransitive Verb
Intransitive Verb is some verbs that do not have a direct object. In
other words, it is not uses to someone or something. It only involves
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the subject.55 The examples of Intransitive Verb, he joked, she cries, he
disappears after party and any others.
5. Adverb
Adverb is some words that give explanations about place or location,
time and the way of some events are happening, or something to do.56 In this
occasion Mas’ud also explain that adverb has six items they are, adverb of
usually, always, often, rarely, never and any others.
55
http://www.grammar-monster.com/glossary/intransitive_verbs.htm accessed October 15,2015.
56 Mas’ud, Fuad, Esensial of English Grammar : Pratical Guide (Yogyakarta: BPPE, 2010). 89. 57
Ehrlich, uegene, English grammar 3rd edition, Jakarta , erlangganga, 110.
58
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c. Relative Adverb
Relative Adverb is some words that have function as the
connector inside of sentences.59 The examples of elative adverb are,
therefore, accordingly, moreover, besides and any others.
d. Adverb of Degree
Adverb of Degree is used as explanation before the word used.60
The examples of Adverb of degree are completely, inadequately, and any
others.
e. Adverb of Place
Adverb of Place is some adverb that used to explain about location
or place that sentence happens.61 The example of Adverb of place are go
home, go there, here, and any others.
f. Adverb of Time
Adverb of Time is that explain about the time when some event
that happening.62 The examples of adverb of time are, soon, recently,
already just, today tomorrow and any others.
Ehrlich, uegene, English grammar 3rd edition, Jakarta , Erlangganga, 110.
28
6. Preposition
Preposition is some word that offers some connection between nouns,
pronoun with another word.63 There are kinds of prepositions, Such as, at,
ahead, after, above, around, against, back and any others.
C. Students’ Capabiliy in Using Monolngual Dictionary
1. Deinition of Capability
Capability is come from word ability that means can to do
something necessary.64 Capability can be means some capacity to acts
something Another definition by Carver, stated that capability is some
situation when someone does not get any problems to respond the some
contexts even though feels easy or difficult.65 In this occasion
Milmanyusdi has some opinion about capability, he said that Ability is
some personal competences to master some achievement inside of some
particular activities.66 Naturally capability is physical achievement that
build when someone was born that make them were possible to past their
activities 67 According to the definition above the researcher state that,
63 Warrier,E, John, “ English Grammar and Composition”,( New York: 1982, Harcourt Brace
Jovanovich, Inc). 71.
64 Oxford Learner’s Pocket Dictionary, (New York: Oxford University Press,1998), 60. 65
Carver, R.P, Percentage of Unknown Vocabulary Words in Text as a Function of The Relative Difficulty of The Text: Implications for Instruction. Journal of Reading Behavior 26(4), 1994, 413.
66
http://milmanyusdi.blogspot.co.id/2011/07/pengertian-kemampuan.html, accessed, September 30,2015, 05.00 pm.
67
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capability is some natural physical appearance that shown about some
personal possibilities to acts or responses about some event.
2. The Quality of Students’ Capability in Language Acquisision.
According to Didin students’ capability is dominant factor in
learning process that influenced many aspects in site of personality such,
physical growth, cognitive, emotion, and spirituals growth.68 In this
occasion the researcher has opinion that, in order personal development
the things that influence students capability is also became from
environment that someone leave. So that it can be said that, capability is
reflection from personal motivation that remake according environment.
In this occasion the researcher discuss about the measurement of
students capabilities in language learning process. One of measurements
explained by Baker, Baker said that students have some capabilities if
students are able to understand and interpreting some instructions in to
their own language.69 Beside, Reynolds and Ernest have some
measurement of students’ capabilities that are looking from vocabulary
acquisition that students’ have.70
To get good comprehension in any
language skills especially reading text, students need to own vocabulary
68
. Dindin Abdul Muiz Lidinillah (2002) Perkembangan Metakognitif dan Pengaruhnya pada Kemampuan Belajar Anak .
69
Based On Baker, M. (1992): in Other Words: a Coursebook on Translation, London, Routledge. And Newmark, P. (1988): A Textbook of Translation, New York, Prentice-Halquoted By Using Specialized Monolingual Native-Language Corpora as a Patranslation Resource: a Pilot Study Lynne Bowker Dublin City University, Dublin, Ireland Meta, Xliii, 4, 1998,.3.
70
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for learning 114,000 word-families.71 Perhaps students need for owning
vocabularies at least 88, 500.72 By those reasons much vocabulary that
students’ have much comprehending and language capability they get.
D. Students Experences in Using Monolingual Dictionary
1. Definition of Experiences
Experiences is some event which have done by the human, it has
been a long time or still in process.73 In some occasion Gage and Berliner
said that experiences are some process that influence to human behavior.74
In order that the researcher has opinion that making experiences became
some fundamentals things in physical development because from
experiences make someone more known how to respond some event in
another time.
2. Students Experices in Using Monolingual Dictionary
Many experiences happened in using monolingual dictionary one
of those experiences has found by Nesi. In this research found that, using
monolingual dictionary is can be called some process of comprehension
because, when students consult with monolingual dictionary need
71
Based on Goulden, Nation, & Read, 1990) How Large Can a Receptive Vocabulary be? Applied Linguistics, 11(4), 363.
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applying linguistic knowledge by understand deeply about around of
linguistic information.75
In different research by Nesi and Meara found that students as the
subjects of research do not use monolingual to find grammatical
information because there is information that not match with student need
to find meaning or word structure.76 But in Garcia’s research has different
finding in her research shows monolingual dictionary is an important tool
in the solution of lexical problems in that including in writing skills and
regardless it back from students proficiency level that use monolingual
dictionary as the good kill tools in writing skills.77 In another that, there
are some research fond by Thompson found that using the monolingual
learner's dictionary can also be problematic when monolingual
dictionaries provide some words that have ambiguity in definitions.78
Proper to researcher opinion, monolingual are some helpful tools
that aimed to make student easy in language learning. But some
considerations must be known that some problems which include on
75Nesi h, “ the Specific of Dictionary Reference Skills in Higher Education” National Report and
Thematic Report TNP Subproject Dictionary, Berlin , 2000, 6.
76 Nesi, H., & Meara, P, “ Patterns of Misinterpretation in the Productive Use of EFL Dictionary
Definitions.” System, 22(1),1994, 5.
77
Besed O on Garcia, S. S. (2012). Dictionary Use in L1 Writing. Phd Dissertation, University of Essex, UK Quoted By Win, Jenpattarakul, “ Optimizing The Advantages of Monolingual Dictionary Utilization by Thai EFL Students,” Mediterranean Journal of Social Sciences, Vol. 3 (11) November 2012 , 147.
78
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dictionaries that makes the problems happen from personal’s proficient
can make students get easy or difficult in using monolingual dictionary.
Even though, monolingual dictionary looks difficult. The
researcher has some solutions that may be able to solve students’ problems
in using monolingual dictionary, one of solution has been performed by
Harmant. According to Hartman, students get difficulty in using
monolingual dictionary because of understanding word dentition and any
other from monolingual dictionary. It needs teacher or lecturer
participation and guidance about the role to consult dictionary
sistematickly.79 That is like what fan stated that Teachers may join to
work very closely together with learners to find out ways to use
dictionaries more efficiently for specific according students’ needs.80 In
this occasion the researcher has opinion that to avoid more students
problem in learning process besides the lecture or teacher should be lead
the students forward in using monolingual some continue training skill are
needed. Another solution presented by Faridah and Iqbal, they state that
79
Based on Hartmann, R. R. K, What’s the use of learners' dictionaries? March 6, 1991 quoted by FAN ,M, The Dictionary Look-Up Behavior of Hong Kong Students: A Large-Scale Survey* Institute of Language in Education Journal, 4, 88-92 Education Journal Vol. 28, No.1, Summer, 2000, 134
80
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to make students were easier in using monolingual dictionary , the
lecturer should lead the students to avoid them from translating word.81
To support Faridah and Jaffar statements the researcher has an
opinion about avoid the translating word, according to the researcher’s
idea to avoid translating means students are not allowed to translate some
vocabularies one word by one word it is caused makes students need
more time in using monolingual dictionary. Perhaps, from those solutions
that researcher has presented above that to solve the student’s problem in
using monolingual dictionary by dictionary training skills and avoiding
translation.
E. Previous Study
This section discus about the previous study related to the researcher’s
topic “Students Problem in Using Monolingual Dictionary” and the researcher
will explain what the differences between study and the previous study.
The first study by Wai-on Law entitled “Translation Students’ Use of
Dictionaries: A Hong Kong Case Study for Chinese to English Translation”
this study This study held according to situation in HongKong, this study
attempts to investigate the dictionary use pattern of 107 students of translation
from five local universities for Chinese to English translation, and the
81
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dictionary consultation process of four respondents. This study Triangulation
methods were used such as: questionnaire survey, interview, think-aloud
protocol, and performance exercise.
The second study conducted by AL-Darayeh entitled “ Activation of
Using English Dictionaries by English Majors at Al-Imam University: Uses,
Difficulties, and Types of Used Dictionaries “ this study activated the use of
English language dictionaries by English majors at Al-Imam Mohammad Bin
Saud University located in Riyadh, the capital of Saudi Arabia. It mainly tries
to find out students' skills in using dictionaries, the difficulties students
encounter while using their dictionaries, and the type of the used dictionaries.
The population of the study consists of all English majors at Al-Imam
University, while the specific sample of the study consists of about 60 male
students selected randomly out of the third and fourth year English majors at
the same university. The subjects of the study were asked to fill in a
questionnaire, this research found that most of students are mostly concerned
with two types of information when they consult their dictionaries: finding the
meanings of words and checking the spelling of these words and students got
difficulty in the arrangement and given instructions or examples while using
their dictionaries.
The third research by Mananen titled “ Why Monolingual Dictionary
Is Under-Utilities Among Student.” This research investigated the use of
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University Technology Malaysia, Kuala Lumpur. This research aimed to
discover the students’ habit and attitude in using monolingual dictionary, the
object of study in this research is with 160 students that have opportunities to
ask a survey on the questionnaire as the instrument of the research. From the
questionnaire that has answered shown that the result of respondent were less
in using monolingual dictionary, the knowledge about the information that
provide monolingual dictionary were less and there were no explanation about
technical and habitual in using monolingual dictionary in their previous
school or previous grade.
The forth research by Chan entitled “ Advance Cantonese ESL
Learners’ Use Monolingual Dictionary For Language Production”. This
research investigated the use of monolingual dictionary, by Hong Kong
Cantonese Advance Level in their product upon target language sentence.
Chan use completion and sentence construction with and without applied
monolingual dictionary for the test materials of the research, in her research
there are thirty one students of English major be participant to comprehend to
conduct the data Chan also use questionnaire, self-reporting protocol and
focus groups interview. Chan found that monolingual dictionary can help
student to identify the correct use of a word and by using monolingual
dictionary also can support student use their personal perception in language
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Fifth research by Winker entitled “Students Working with an English
Learner Dictionary on CD Room” In this research, she studied about
pedagogical lexicography and the growing focus on the dictionary ability in
second language learning on writing task, and also to know students use a
CD-ROM dictionary.
From this study winker found that, most of writing’ students were less
ability in using dictionary-using skills in certain areas, particularly true of the
appendices and the structure of the individual entries. To get the data Winker
uses a questionnaire for students that eager to know the use of English
Learners' Dictionaries ability.
Sixth research by Diab and Hamdan entitled “Interacting with Words
and Dictionaries: the Case of Jordanian EFL Learners.” In their research,
investigated how 50 Jordanian Arab university students of English interacted
with words and dictionaries while reading a specialized text in linguistics. The
results of their study showed that meaning and pronunciation were the prime
purposes of dictionary use. It was also found that the overwhelming majority
of the dictionary look-ups were not preceded by any pre-dictionary use
strategy, suggesting that there was no instruction in dictionary use for the
students. The study also showed that English Monolingual Dictionary were
used more frequently used than bilingual ones, and that they were also found
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This study concerned on the students capabilities to understand word
classes that provide in monolingual dictionary and their experiences When,
they are using monolingual dictionary in Critical Reading class. This study is
on descriptive qualitative method to observe the factual case in reality. For
technical collecting data the researcher used instrument to get the data they
are questionnaire, and interview that gave to 24 student as the sample from
120 student s as population of fourth semester students of critical reading
CHAPTER III
RESEARCH METHOD
This research aims to investigate the students issues in using monolingual
dictionary, this study runs in fourth semester students of English Teacher Education
Department. This chapter explains the research design, the research subjects, the data
and source, the research procedure, the data collection technique, the research
instrument.
A. Research Subject
This research conducts in English Teacher Education Department
(ETED) at Faculty of Education and Teacher Training, Sunan Ampel State
Islamic University Surabaya that located in Jl. A.Yani 117 Surabaya. In this
research, there are 26 students from fourth semester students whom entering
critical reading in A-D class.
The researcher chooses fourth semester as object of study because, in this
semester all materials also reading competence and quality grade of materials are
increasing. Fourth semester students are focusing on English material deeply and
students’ level has classified. The research conducted in reading impetrative class
because, reading is the most important skill to get specific information from
various. Therefore, reading is a basic and complementary skill in language
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students and reading impetrative class as the place of the researcher held his
study.
To choose object of study because to limit time, bugged and another
limitation that researcher has, the researcher chooses sampling technique.
Further, the researcher considered to use purposive sampling technique.
B. Research Design
The researcher prefers to do qualitative method, because the researcher
wants to describe the data by using descriptive method to present the data of
research. This research describes some event and comments recent the
phenomena. This research aims to get information about the students’ problems
in using the monolingual dictionary by using research question the student
capability to distinguish word classes. Besides, to see the problem deeply the
researcher uses research question what the most students’ experiences using
monolingual dictionary. To generate data this research used descriptive
qualitative.
In this occasion Susilo said that qualitative research is some process that
depends on inductive understanding or personal approach.82 It can be said that,
qualitative research is some method that uses data that based on personality.
Other argument has present by Ary in his book that translated by Furqon also
states that descriptive qualitative is designed to get information about indication
82Susilo “MetodologI Penelitian Bidang Pendidikan Kuantitative, Kualitatife, Dan Campuran ”,
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status when the research is done.83 In this study, the phenomena investigated is
the students’ problem in using monolingual dictionary and to explain the
condition of the students attitude about those some problems, to get information
about the students’ problem in using monolingual dictionary and students attitude
toward those some problems, the researcher collected the data naturally in
reading class without any treatment.
As Denzim stated that, qualitative study uses various methods. In this
research data were collected using qualitative method. Qualitative method was
used to collect and analyze the data from the instrument of questionnaire and
interview. Those are used to know the students problem about monolingual
dictionary and also to know the students’ attitude toward monolingual dictionary
also by giving them interview and questionnaire.
C. Research procedure
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For questionnaire, this research used open questionnaire because to
help students easier to answer the questions from researcher. In this research
open questionnaire used in two research questions, all of questions that
provided were arranged based arranged based on two research questions
first research about students’ capability distinguish word classes from
monolingual dictionary, second research question, students’ experiences in
using monolingual dictionary. Besides, to help student to express their own
feeling in using monolingual dictionary all of the questions in research
instruments explain in Bahasa.
2. Implementation
The researcher gives and collects the questionnaire paper from
students, to get data the researcher continued with interview. All of the
interview’s questions aimed to obtain as much as information about
students’ experiences in comprehending word’s definition using
monolingual dictionary. The researcher records audio or audio –visual about
the interview between the researcher and the respondent.
After collecting the data through questionnaire and interview, the
researcher analyzes the students’ answer from questionnaire and interview to
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3. Concluding
After analyzing all of the data from questionnaire and interview, the
researcher decided to make conclusion that aimed to draw the data analysis
and discussion as the result of research.
D. Source of Data
In this research there are many types of data, based on the qualitative
research. In quantitative research the data are in numerical form. Here as
qualitative data are the data, which involves words rather than numerical form
such as photograph, sound recording, etc.84
The data used in this research primer and secondary data. Primer data
means the priority data that comes from students as the research’s object of
research. Beside, the primary data has important position in this study it causes
all of part the data is the result of finding from data analysis. The primary data
are taken from research instrument, the aim of primary data is shows the data
finding according the students’ issue in using monolingual dictionary and
students capability and experiences in using monolingual dictionary.
Besides the primary data the researcher uses also the secondary data, the
secondary means some data aimed to gain the primary data aims to strengthen
and completes the primary data. In this study, secondary data is qualitative data
that complete the explanation of qualitative. So that, by that way can help the
researcher easily to get the data completely.
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E. Data Collection Technique
To answer research question, the researcher collected the data that
appropriate for this research. In this research used questionnaire and interview by
the data collection techniques. Then, the research used questionnaire and
interview that aimed to answer the second research question to know the
students’ attitude toward monolingual dictionary. Questionnaire is similar to
interview but the different is in that interview conducted face to face between
interviewer and interviewee while questionnaire was in form of written responses
to written questions without the presence of the researcher.85 According to
Donald Ary, as explained in Furqon book, there are two kinds of questionnaires:
structured questionnaire and closed questionnaire.86 This research used open
questionnaire in which the answer options have been given in the multiple
choices: the student respondents only needed to choose the answer best express
what their opinion. In another that in this research uses also quantitative data that
support the qualitative data, in side of quantitative data.
F. Data Analisys Technique
After the researcher gets the data the researcher analyze the information
of the data the researcher use constant comparative method to classify the data to
get information about the subject briefly, in order to analyze the data, the
85Nana Syaodih.“MetodePenelitianPendidikan”. (Bandung: Remadja Rosdakarya, 2009), 219. 86Arif Furqon.”Pengantar Penelitian Dalam Pendidikan”.Translated from Donal Ary. (Yogyakarta :
44
researcher use some techniques to analysis data that coming from the research
instrument, the researcher used:
1. Reduction
Data reduction process is sorting , focusing, sampling, abstracting
and transforming the raw data from questionnaire and interviews in fact as
the figure above , data reduction occur continuously during the process of
conducting qualitative research. It means that the researcher had been
reducing data before, during and after collecting the data as well ass.
Data reduction is some processes the conclusion are taking by
choosing the data that suitable with the main subject, in this researcher were
make the data shorter to get a brave result from the data.Data reduction after
get the data, the researcher classifies the result data in to the table to look the
commonly problems and most student’ attitude in using monolingual
dictionary.
2. Construct Validity
Qualitative research was aimed some process to gain the data based
on the real happen in field, to make the result of study clearly and tangible
needs some validity. There are many ways uses to gain validity of data,
45
possible to do more time for observing the object, increasing attention to the
object of study, triangulation, and do some discussion87.
In this occasion, the researcher uses triangulation to gain the validity.
Triangulation to check the truth of data or information obtained by
researcher from different perspective as much as possible reducing the bias
that occurs during data collection and analysis. In this step, the researcher
reflects and rechecks the data from questionnaire and interview guideline.
This process the researcher do some correspondences to leading lecture and
reading class students aimed to get reliability, validity, and reliability of the
data and also make a final conclusion of the data that been analyzed,
interpreted, and identified in the preceding process.
87
