CHAPTER IV RESEARCH FINDING AND INTERPRETATION
A. Research Finding
3. Media in Teaching
The students did the task with their group, even though in some groups there were some students who did not give a contribution to answer the question.
In the last step, the teacher also did appropriate the procedure of scientific approach step where the teachers’ role was asked the students to write one sentence of descriptive text for each group then translate it. However the students did it long enough, the teacher decided to mention it together. Besides that, by mentioning the answer together, the teacher expects the student who did not understand can be understand.
Table 4.2
Media Use in Teaching Vocabulary No Media The Writer’s
observation
Teacher’s interview
Students’
interview
1. Realia - √ -
2. Picture √ √ 4 students
3. Tape recorder - √ -
4. Textbook √ √ 4 students
5. Things in the class
- √ 1 student
6. Internet - √ -
From the table above, we can see the similar opinion both teacher and students in teaching learning process especially in teaching vocabulary by using picture and textbook.
4. Evaluation and Achievement
a. Evaluation
Based on the answer of teacher’s interview, she conducted the test for the students were the written text about describing things and memorization. Before starting to deliver a new material, she gave HVS paper to all students in the class.
Then, he gave a clear picture and instruction; she put the picture on the whiteboard.
She asked students to describe it in 25 minutes by making a simple sentence. (See Appendix 2)
The second evaluation that teacher did was memorization. The teacher gave lists of words that realated to the material, then she wrote on the whiteboard and asked her student to memorize it. She gave 10 minutes to memorize it before she called students one by one in front of the class to memorize it.
b. Student Achievement
The teacher gave clear explanation and example, but students still stuck in expanding their idea in create a text, therefore the students’ achievement still low. It was because of many factors. After knowing the result of the test, the teacher gave the srudents score of descriptive text and memorization. It can be seen in the table below:
Table 4.3
Students’ Score in Writing Descriptive Text
No Name Gender Score
1. 0033914209 L 70,5
2. 0025674620 P 72,5
3. 0031490198 L 70
4. 0027190703 P 73
5. 0027190704 P 77*
6. 0032917963 P 65
7. 0033196349 L 75*
8. 0032136349 P 76*
9. 0033409788 P 79*
10. 9017173019 L 70
11. 0035686316 P 74
12. 0033627685 L 72
13. 0033914187 P 76*
14. 0027311236 L 70
15. 0028217986 P 69
16. 0032136353 P 75*
17. 0027911608 P 77*
No. Students Number Gender Score
18. 9011316102 L 78*
19. 0031891654 L 71
20. 0033756193 L 62
21. 0034692185 P 71
22. 0022726355 P 73,5
23. 0030557081 P 78*
24. 0033713298 P 75*
25. 0025158820 P 75*
26. 0028578574 L 74
27. 0033914229 P 79*
28. 0033957493 P 78*
29. 0033350473 P 65
30. 0031170113 P 70
31. 0032458208 P 76*
32. 0033713283 P 68
33. 0032918006 P 75,5*
34. 0032136352 P 69
35. 0033196339 P 77*
36. 0030832214 P 75*
37. 0037035402 P 73
38. 0027078198 P 75*
*Student passed KKM (Standardize Score: 75)
Table 4.4
Students’ Score in Memorization No Students Number Gender Score
1. 0033914209 L 88*
2. 0025674620 P 89*
3. 0031490198 L 78*
4. 0027190703 P 80*
5. 0027190704 P 85*
6. 0032917963 P 80*
7. 0033196349 L 70
8. 0032136349 P 74
9. 0033409788 P 84*
10. 9017173019 L 78*
11. 0035686316 P 88*
12. 0033627685 L 70
13. 0033914187 P 82*
14. 0027311236 L 88*
15. 0028217986 P 76*
16. 0032136353 P 79*
17. 0027911608 P 81*
18. 9011316102 L 83*
19. 0031891654 L 90*
20. 0033756193 L 89*
21. 0034692185 P 88*
No. Students Number Gender Score
22. 0022726355 P 84*
23. 0030557081 P 75*
24. 0033713298 P 76*
25. 0025158820 P 80*
26. 0028578574 L 73
27. 0033914229 P 76*
28. 0033957493 P 75*
29. 0033350473 P 80*
30. 0031170113 P 81*
31. 0032458208 P 77*
32. 0033713283 P 79*
33. 0032918006 P 79*
34. 0032136352 P 76*
35. 0033196339 P 88*
36. 0030832214 P 87*
37. 0037035402 P 89*
38. 0027078198 P 90*
*Student passed KKM (Standardize Score: 75)
5. Interpretation
Teaching is not a simple activity. It is not only transferring knowledge from the teacher to students, but also the process how the students’ behavioral changes. In teaching her/his students, the teacher must consider their roles towards students’
development in learning, especially in teaching vocabulary. The various strategies and technique must be prepared by the teacher when she/he will teaching vocabulary.
Teaching material, teaching method, teaching media and teaching assessment are the components of teaching learning process. However the main essential aspect come from the teacher itself in teaching approaches. If the teacher does not conduct the aspect above well, the students will not get anything. As a good teacher, she/he should deliver the material appropriate the steps of effective teaching, in order to make students can get cleary material. Some teachers perhaps have known about the way of teaching, moreover they also must know the objective of teach the material.
Thornbury stated in teaching vocabulary there are some steps that teachers should mastered, they are:1 (1). Using translation, (2). How to illustrate meaning, (3). How to explain meaning, (4). How to highlight the form, (5). How to involve the learners
By using these steps in teaching vocabulary, teacher will give clearly explanation to the students. So the students can understand the material well.
a. Teachers’ Role and Instruction
According to Harmer, “Teacher must be a good role player in the class. Such a motivator, resources and feedback provider”2 it means, one of the teacher principal roles in vocabulary task will be to motivate the students, creating the right condition for the generation of ideas, persuading them of the usefulness of the activity, and encouraging them to make as much as effort as possible for maximum benefit.
Based on the result of observation and students’ interview, the teacher has lack motivation in teaching-learning process. In pre-teaching, we can see that she did not have spirit to teach; she just check the absent of her students and she is not retell the last material to students. In while-teaching, the teacher explained the material too fast, it made some of students did not understand, after giving the example she directly
1 Scott Thornbury, How to Teach Vocabulary, (Essex: Longman, Pearson Education, 2002), pp. 75—87.
2 Jeremy Harmer, The Practice of English Language Teaching, (London: Longman Group, 1993), pp. 261—262.
gave the exercise. After that she let them to discuss by their group, meanwhile, she played her gadget. Besides that, she was less movement to check the students doing.
In post-teaching, teacher sometimes gave students questions which are related to the material at that day and after that she make sure that students still remember some vocabulary which she has given.
Moreover, based on the result of students’ interview, the students said that the teacher has good instruction to do the tasks but speed in teaching was too fast and the time was too short. Therefore, the students can not complete the answer and teaching- learning process seems did not maximal. (see Appendix 2)
b. Teaching and Learning Difficulties during the Lesson
Based on teacher’s interview, the teacher said that there is difficulty in teaching vocabulary, such as; find naughty and lazy students. They tend to be more silent and did not spirit to study. Then to anticipate it, she invited them to drilling in order to they can remember the words.
Based on students’ interview result, learning vocabulary was so easy but for remember the words and apply it in the sentence was quite hard. Students also said that in teaching vocabulary, the teacher seldom using media and it was not interesting for students. In addition, teacher also too fast in delivering material about vocabulary to students and she just gave students short time to memorize some words.
From all data which have been gotten by observation and interview, it has answered the research questions. The first question dealing with method which is used by the respondent in teaching English vocabulary at the seventh grade of MTs Negeri 2 Jakarta to make teaching become more interesting. Next questions are dealing with the material and media which teacher used in teaching English vocabulary to make students more understand and active in teaching learning process.
The last question is dealing with the evaluation, teacher used writing descriptive text and memorization to make students easy to remember the words and apply it in writing.
43 A. Conclusion
Based on findings and interpretation, it can be concluded from the teacher are: (1) The material that teacher taught in teaching English vocabulary is about describing things. The teacher used a textbook namely An English Course for Junior High School Students. (2) MTs Negeri 2 Jakarta is applying scientific method in teaching English vocabulary. That method was suitable applied for learning vocabulary at the seventh grade of MTs Negeri 2 Jakarta, it was proven by students’ achievement. Their ability in learning vocabulary was increased and they can pass the KKM score. (3) In teaching English vocabulary, the teacher used media. Based on the writer’s observation and students’ interview, there are some media that teacher used. They are picture and textbook. (4) The teacher used writing test and memorization in evaluating teaching vocabulary. However, some students got low score for writing test and most of students got high score in memorization. It can be concluded that students still stuck to expand their vocabulary in creating sentences, however they seems good in memorize some words in learning vocabulary.
Moreover, the teacher still found the difficulties in teaching English vocabulary such as found naughty and lazy students. The writer thought, all difficulties were caused of lack motivation from teacher. However, the difficulties can be solved if teacher has high motivation and always improve her/his idea in teaching English vocabulary to make students more active.
B. Suggestion
After doing the research about teaching English vocabulary at the seventh grade, the writer tries to give some suggestions, especially to the English teacher, to the other person who concern on the teaching-learning activities and also the other elements of education. Here are some suggestions which can be given by the writer for the teacher, first is the teacher should give the students high motivation in teaching English especially in teaching vocabulary, next is teacher should used a proper method in teaching vocabulary in order to make students interest in teaching learning process. Teaching vocabulary is need a time, to make students understand and remember it well, teacher should give more time to students in memorize some new words. Teacher also should deliver material slowly and clearly. Using picture is a good media in teaching vocabulary, it should be used in teaching learning activities because it will encourage the students’ interest and also can present abstract into the real one. Therefore, the materials can be clearly understood by the students.
In addition, the writer have some suggestion for the principal in Junior High School. It is necessary to the schools’ principal to send the English teacher to join in any activities which can improve their quality of teaching by taking part in seminar, workshop etc.
45
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Place of Interview : Mosque of MTs N 2 Jakarta Date of Interview : April 26th, 2016
Time of Interview : 13.00–13.45
Teacher’s Name : Mrs. SS, S.Pd (Initial) Interviewer : SNB (initial)
Material :Teaching Vocabulary
SNB : Kurikulum yang digunakan di sekolah ini apa bu?
Mrs. SS : Oh disini kurikulum 2013 untuk kelas VII dan kurikulum KTSP untuk kelas VIII&IX.
SNB : Bagaimana ibu menerapkan metode dalam mengajar vocabulary untuk kelas 1 MTs?
Mrs. SS : Saya mengajar bahasa inggris untuk kelas 7 atau 1 MTs dengan menggunakan scientific method.
SNB : Scientific method itu maksudnya gimana ya bu?
Mrs. SS : Oh iya, metode scientific itu semacam pendekatan secara apa ya…
mengobservasi sesuatu, jadi sebelum anak belajar, siswa dituntut untuk mengobservasi tentang sesuatu, misalnya tentang teks yang berhubungan dengan teks deskripsi, mulai deskripsi benda, hewan dan tempat.
SNB : Langkahnya hanya observasi saja?
Mrs. SS : Oh tidak, ada 5 langkah dalam metode ini. Dengan itu, RPP baru bisa dibilang sempurna dan sudah layak digunakan sesuai dengan materi yang siap diajarkan kepada siswa.
Mrs. SS : Observing, questioning, collecting information, association, dan communication.
SNB : Bisa dijelaskan bu maksud dan contoh dari langkah-langkah tersebut dalam pelajaran vocabulary?
Mrs. SS :Ya, artinya begini, untuk obsrvasi itu… kegiatan yang memaksimalkan panca indera dengan cara melihat, mendengar, membaca dan menonton.
Biasanya dalam tahap ini guru harus menyiapkan panduan pengamatan berupa tugas, contohnya, di observing guru membagikan contoh teks ke masing-masing kelompok,untuk belajar vocabulary biasanya saya mengambil teks deskripsi karna lebih mudah untuk anak seusianya. dari observasi ini nanti pasti siswa akan bertanya-tanya, “ini tentang apa bu?
Teksnya mengenai apa? Bagaimana cara membuatnya?” dari situ saya akan terbuka bagaimana cara bikinnya.
Questioning atau menanya, itu artinya tahap ini adalah proses membangun pengetahuan si anak berupa konsep lewat diskusi kelompok atau diskusi kelas, yang saya terapin tadi tu.. nah proses ini juga harus dikembangkan rasa ingin tahu dam kemampuan dia mikir, jadi intinya siswa dituntut aktif gitu loh. Contohnya, saya memberikan kesempatan kepada siswa untuk bertanya tentang teks yang sudah dibagikan,saya membebaskan mereka untuk bertanya tanpa ada rasa takut atau malu bahkan mereka pun bertanya mengenai kosakata yang belum mereka mengerti.
Lalu untuk collecting information, saya menyuruh siswa untuk mencari kata kerja atau kata sifat dari kalimat yang digunakan dalam teks deskriptif, nanti sedikit banyak saya rinci di papan tulis. Kemudian collecting informasi, itu setelah siswa mengumpulkan informasi, pasti dia mau mencoba kan.. jadi dia mencoba atau mengeksplorasi pengetahuan dan keterampilan yang baru aja dia dapet. Nah saya juga biasa nya nyuruh mereka menyebutkan benda yang ada di dalam kelas.
untuk bisa urutkan mejadi kalimat deskripsi yang benar. Lalu saya meminta mereka untuk terjemahkannya ke dalam bahasa Indonesia.
Nah, langkah terakhir communication, disini saya meminta setiap kelompok membuat 1 teks deskriptif. Saya meminta mereka menyebutkan sesuatu benda yang ada di kelas ataupun sekolah, lalu meminta mereka untuk mendeskripsikannya ke dalam sebuah kalimat lalu di terjemahkan.
SNB : Oh.. ya ya bu..tapi semua siswa dalam kelompok ikut bekerja kan bu? Karna biasanya dalam 1 kelompok, ada beberapa siswa yang mengandalkan saja.
Mrs. SS : Iyasih memang terkadang ada yang seperti itu, tapi saya suka memantaunya, dan saya biasanya memberikan tugasnya untuk menulis di buku masing- masing, jadi buat kelompok itu hanya formalitas saja.
SNB : Baiklah bu, materi apa saja yang ibu ajarkan dalam mengajar vocabulary?
Mrs. SS : Oh untuk vocabulary, paling hanya medeskripsikan fisik seseorang, benda dan hewan. Untuk sementara itu saja materinya. Paling ya lihat di buku paket yang setiap hari diajarkan untuk mereka.
SNB : Seharusnya untuk belajar vocabulary ada berapa materinya bu?
Mrs. SS : Wah belajar vocabulary itu luas banget, kan kita butuh tau arti dari kata tersebut untuk bisa mengerti suatu bacaan atau teks kan? Nah makanya kalo ibu ngajarin vocabulary mah mengalir begitu aja, dan mengikuti buku bacaan anak anak. Pasti kan itu baru bagi mereka, nah ibu ajarkan deh.
SNB : Oh gitu, itu ibu sesuai dengan buku cetak?
Mrs. SS : Iya kami pakai buku cetak..
SNB : Namanya apa bu?
Mrs. SS : An English Course for Junior High School Students.
Mrs. SS : Oh tentu pake dong, Medianya benda hidup kalo untuk mendeskripsikan seseorang, bisa juga pake gambar/poto sesorang. Selain itu saya pakai media buku paket saja yang siswa beli di sekolah, mubazir kan kalau ga ke pake.
Nah kadang juga saya pake tape recorder dan realia supaya anak semakin paham belajarnya.
SNB : Hmm begitu.. ada kesulitan atau masalah gak bu ketika mengajar vocabulary?
Mrs. SS : Kesulitannya bertemu dengan anak badung dan anak males, itu apaya..
mereka cenderung untuk agak diam ya, karena mungkin ketidaktahuannya dan kemalasan dia dalam belajar, mereka menjadi kurang antusias, mereka berpikir bahwa belajar bahasa inggris tuh ribet.
SNB : Kira-kira menurut ibu, kesulitan siswa dalam belajar vocabulary tuh apa bu?
Mrs. SS : Siswa tuh males menghafal, makanya mereka jadi kesulitan belajar vocabulary. Nah makanya tuh saya buat setoran hafalan tiap minggu.
SNB : Bagaimana ibu memotivasi siswa yang bermasalah tadi dalam memproses belajar vocabulary?
Mrs. SS : Saya jarang memotivasi siswa dengan teori, atau kata-kata, tapi saya lebih memotivasi mereka dengan cara mengulang-ngulang kosakata saja, contohnya,saya meminta mereka untuk menulis kosakata apa yang mereka tidak tahu, nanti saya bantu mereka menjawab dan kami ulang bersama sama di kelas, hingga mereka yang tidak tahu tadi bisa mengikuti pelajaran dengan baik.
SNB : Bagaimana ibu mengevaluasi siswa dalam belajar vocabulary?
Mrs. SS : Seperti yang tadi saya bilang, saya suka membuat hafalan untuk siswa, misalnya baru mau masuk ke chapter baru, saya kasih list kosa kata di papan
SNB : Apakah itu ga membebankan siswa bu? Selain PR mereka jadi punya hafalan.
Mrs. SS : Engga ko kan hafalannya ga banyak paling 10-15 kata aja.
SNB : Test seperti apa yang ibu berikan kepada siswa?
Mrs. SS : Saya sudah menyiapkan foto, saya berikan mereka kertas HVS, lalu mereka mendeskripsikannya secara detil dan jelas juga sederhana. Itu saja sih. Jadi setelah mereka menguasai kosakata yang sudah dihafal, mereka menerapkannya dalam membuat teks deskriptif.
SNB : Oo begitu ya bu, terus gimana tuh bu hasil dari test yang ibu berikan? Sudah mencapai KKM semua kah?
Mrs. SS : Nah untuk hasil dari test tulis sih masih banyak banget anak yang dibawah KKM, tapi untuk memorize sudah banyak anak yang memenuhi KKM bahkan ada yg diatas rata rata.
SNB : Baiklah bu, terimakasih banyak atas informasinya dan waktunya.
Mrs. SS : Iya sama-sama.
Place of Interview : Class
Date of Interview : April 26th, 2016 Time of Interview : 12.30–13.00 Student’s Name : AZM (Initial) Interviewer : SNB (initial)
Material : Teaching Vocabulary
SNB : Suka pelajaran bahasa Inggris de?
AZM : Biasa aja kak
SNB : Oh ya, kenapa?
AZM : Abisnya susah ka terus gurunya juga kurang jelas hehe
SNB : Oh begitu.. tadi kan kamu abis belajar deskriptif teks ya sama vocabulary, kamu paham gak materi yang dijelaskan tadi?
AZM : Paham ka dikit
SNB : Apa itu? Coba jelasin dikit ke kaka.
AZM : Iya jadi itutuh kita disuruh mendeskripsikan benda didalam kelas ka SNB : Oke, Selama belajar Mrs.SS jelasin pake bahasa apa de?
AZM : Oh pake campuran ka, kadang inggris, kadang Indonesia SNB : Terus kamu ada kesulitan ga belajar vocabulary de?
AZM : Susah ka apalagi kalau disuruh buat cerita, duh aku gabisa banget deh.
Ditambah lagi kan aku ga jago bahasa inggris.