RESEARCH METODOLOGY
A. Research Setting 1. Setting of Place
The place of the study was MTs Negeri 2 Jakarta. It is junior secondary school which located on Jalan RM. Kahfi I, Jalan Benda no.34 Ciganjur, Jakarta Selatan, Jakarta. The school was established in 1989 and has been operated since 1990. There are fifteen classes registered from grade VII to IX. English is taught as a compulsory subject. There are two meeting in a week with time allocation 80 minutes for each meeting.
2. Setting of Time
The study conducted at MTs Negeri 2 Jakarta from April 1st to May 6th , 2016. It consists of interview with the teacher and classroom observation in class 7.1. The first three weeks were used for classroom observation and the rest of the weeks were used for interview.
B. Method and Design of Study
This study employed the qualitative method with case study approach.
Qualitative method was choosen because this study aim at providing insight into the case of the teaching of English vocabulary at the seventh grade of MTs Negeri 2 Jakarta.
According to Fraenkel and Wallen, case study is a qualitative study approach that studies a single individual, group, or important example to formulate interpretation to the specific case or to provide useful generalization.1 Therefore, the case study approach allowed the writer to study particular teachers in an attempt to understand the case of the teaching of English vocabulary.
1Jack C. Richards and Willy A. Renandya, How to design and Evaluate Research in Education: Seventh Edition, (New York: The McGraw-hill companies, 2009), p. 13.
C. Participant
The participant in this study is English teachers of MTs Negeri 2 Jakarta.
The number of English teachers of MTs Negeri 2 Jakarta are 4. The writer only took an English teacher who teach the seventh grade of MTs Negeri 2 Jakarta. The reason why the writer only took an English teacher because at the seventh grade, mastering vocabulary is become the main objective in study English while another teacher at the eighth grade teaching about tenses, text and dialog not vocabulary anymore. So, it is decided not to take whole participans in this study.
D. Data Collecting Procedure
To obtain the data the writer use two data collecting procedure . Since study is a case study, the writer use in-depth interview technique as a primary technique and then it is followed by the classroom observation for a validity check.
1. Interview
Interview is data collecting technique by way interviewing selected individual as a respondent. Furthemore, it is the direct face to face attempt to obtain the reliable and valid measures in the form of verbal respons of a respondent. According to Bungin, in-depth interview is a process to obtain information for the purpose of the research by face to face questioning between the interviewer and the informant, with or without the use of the interview guide.2
Before conducting interview, the writer observed the class in order to find the way teacher teach, teaching strategies, and also to know the condition of the class whether students understanding or students motivation in learning vocabulary.
Later on, one respondent was interviewed. The respondent was an English teacher at the seventh grade.
2. Observation
2 Burhan Bungin, PenelitianKualitatif, edidsi kedua, (Jakarta:Kencana Prenada Media Group, 2007), p. 111.
The classroom observation is used to find out the practice of learning and teaching vocabulary.
Another data collecting technique is observation. Bungin states, data collection used to collect the data through observation and sensing.3
The writer role in observation was non-participant. She observed an English teacher who teach the seventh grade. In three weeks, eight meetings were observed. Each observation lasted approximately 80 minutes, following the duration a meeting.
E.
Data Analysis Procedure
The analyzing of the data is process to find out and arrange systematically the acquired data from the interview which has been done, documentation, and field notes by organazing the data into some category , selecting the most crucial subject to be studied, and making the understandable conclusion for the reader or anyone else.4
Miles and Huberman give a concept of analyzing the data. There are some components that build up model of analyzing the data:5
1) Data reduction
According to Miles and Huberman, data reduction is reffers to the process selecting, focusing and transforming the data.
In reduction data, the writer has to choose which aspect of the data that appeared in interview trancription.
2) Data display
Data display is the second phase’s Miles and Huberman model of qualitatve data analysis. This phase provides an organized and asembly of data information that permits for conclusion drawing.
3) Conclusion drawing and verification
3 Ibid., p. 118.
4 Prof. Dr. Sugiyono, Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D, (Bandung: Alfabeta, 2009), cet. IX, p. 241.
5 Matthew B. Miles, and A. Micheal Huberman, Qualitative Data Analysis: Second Edition an Expanded Sourcebook, (London: SAGA Publication, 1994), p. 11.
Conclusion drawing includes stepping back to consider what analized data mean and to assess their implication for the research question. In this phase, the writer drew meaning from the data in a display.
Furthermore, the data have to be checked for their sturdiness and confirmability. The writer check validation of the data using triangulation strategy. According to Miles and Huberman, triangulation is a tactic for confirming findings by using multiple sources or mode of evidence.6 The writer examined multiple source, such as interview responses and observational as many time as necessary to obtain a valid findings in this study.
6 Bungin, op. cit., p. 241.
32
questions which focus on the whole process in teaching English vocabulary. The data description of the observation and interview are presented in separated description coordinated to each research question.
The result of teaching classroom observation is presented after the presenting of interview is done. Some kinds of techniques are written down based on teaching and learning activity by the teachers during the observation.
A. Research finding
1. Method of Teaching
The Using of Scientific Method in Implementing Curriculum 2013 for Junior High School
Table 4.1
Steps of Scientific Method
No. Lesson Plan Teacher’s did
1 Observing
To maximize senses by seeing, hearing and watching.
Activity: The teacher divides the example of descriptive text to each group.
In this activity, the teacher did the activity appropriate the procedure, even though she gave the example of descriptive text directly to all group in front of the class. However, the students could pay attention well and were not noisy. (see Appendix 3)
No. Lesson Plan Teacher’s did 2 Questioning
The process of building the knowledge such as a concept trough group discussion and the students are demanded to be active.
Activity :
The teacher gives a chance to the students to ask freely about descriptive text.
In this activity, the teacher did appropriate with lesson plan.
Before explaining and giving the example, the teacher directly gave a chance to the students ask freely, however, they have to be polite. (see Appendix 3)
3 Collecting information
To deepen the knowledge and skill that they have got.
Activity: The students mention the characteristics that used in descriptive sentence, and mention all the things in the classroom.
In this step, the teacher applied the lesson plan well, the teacher asked the students to mention adjective in the text and teacher asked all students to mention all the things in classroom and the students can answer well. (see Appendix 3)
4 Association
The process to develop the eagerness to make a group and compare many idea and phenomenon.
Activity: The students do the task by grouping, arrange some sentences that have been prepared by the teacher.
In this step, the teacher did appropriate with the lesson plan.
The teacher gave the exercise after giving the example, she aske students to work in group.
Each group have to arrange sentences into a good paragraph then translate it. (see Appendix 3)
No. Lesson Plan Teacher’s did 5 Communication
Developing ability to present all the knowledge and skill that have been mastered or not, either oral or written.
Activity: The teacher asks every group to make a paragraph about description things then translate it.
In this step, the teacher did the step appropriate as the lesson plan. The teacher asked the students to mention things in the classroom. After find the things, they have to describe and make a paragraph. The last, they have to translate it. (see Appendix 3)
Adapted from RPP of describing things at the seventh grade of MTs Negeri 2 Jakarta, 2016
The first step of scientific method is appropriate with the teachers’ did. The teachers’ role in this step was give the example in front of the class. By saying
“………sekarang ada tambahan baru, untuk mendeskripsikan itu harus ada subjeknya, sama preposisi atau kata depan. Contohnya, The cupboard is big or my chair is broken, apa artinya? bisa juga the blackboard so dirty”. (See appendix 3).
Then, the second step is also appropriate with the teachers’ did. The teachers’
role in this step was after giving the explanation and example, the teacher directly gave a chance to the students asked freely, however no one student asked.
Next, the third step is also appropriate with the teachers’ did. The teachers’
role in this step was asked the students to mention the language feature of descriptive text and the students can answer well. It can stimulate the students to be more active.
In fact, the students can answer the teachers’ question together and seem enthusiasm.
The fourth step, the students were offered by the teacher to mention the adjective of descriptive text and wrote one of descriptive sentence then translate it.
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.
2. The Instructional Material
The Material that The Teacher Use in Teaching Vocabulary
The teacher use a book in teaching English namely, An English Course for Junior High School Students. In teaching vocabulary, teacher focused teach students about describing things. It similar with the classroom observation.
3. Media in Teaching
The Media that Teacher Use in Teaching Vocabulary
In applying teaching vocabulary, the teacher should use the media to get students’ response and interest. However, there are the differences between the teachers’ interview result, the teachers’ observation result and students’ interview. In interview, she said that she used picture, textbook, tape recorder, things in the class, realia and internet, (see appendix 2). However in the real condition of the field, the teacher did not bring many things to teach, she just bring her gadget and sometime used the media from the textbook (see appendix 3). The textbook is An English Course for Junior High School Students. In the other side, the students’ interview result, some of students answered that they just used picture and textbook as the media. The table 4.2 showed the result of comparing the teachers’ observation, teachers’ interview and students’ interview.
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.