SELVIANA.Teachers' Techniques in Teaching Vocabulary for the Students of Man 2 Barru, (Supervised by Abdul Haris Sunubi and Mujahida). This research has two objectives, they are: (1) To describe the types of teachers' techniques in teaching vocabulary to MAN 2 Barru students, (2) To describe the problems faced by the teacher in teaching vocabulary to MAN students. 2 Barru. The research result revealed that there are five techniques used by the teacher in teaching English vocabulary to MAN 2 Barru students based on interviews and observations.
Background
Teaching vocabulary is considered one of the most discussed parts of teaching English as a foreign language. The researcher believes that one of the causes of the case was due to the learning techniques used in learning vocabulary. The teachers should be concerned that teaching vocabulary is something new and different from the students' native language.
Problemstatements
Schmitt, the best teaching plan may be to present a variety of learning strategies to students so that they can decide for themselves which they prefer.5. Teachers should give the correct pronunciation of the English word and repeat sometimes, so that the students remember for a long time.
The Objective oftheresearch
Significance of theresearch
REVIEW OFRELATEDLITERATURE
PreviousResearchFindings
The problem of teacher's techniques which is derived from three aspects is: (A) The problem of the teacher himself, such as; the teacher has a problem in cooperating with the students to learn vocabulary, and has a problem in a limited class meeting or teaching-learning process. B) The problem of the students, as the students sometimes feel difficult to learn English, especially vocabulary, and problems to learn and practice vocabulary at home. The third by Karuni Humairah Arta, "The strategies used by English teacher to teach vocabulary (a study at several MAS in Aceh Besar)" the researcher could conclude that English teachers in that MAS use some strategies to teach the teaching vocabulary words to their students , The strategies are although not exactly similar to the strategies created by an expert without realizing it. MAS Al-Manar needs a more intensive teaching-learning process to avoid students' misunderstanding of vocabulary words.
Some Pertinent Ideas
While ur states that vocabulary can be defined, roughly, as the words we learn in a foreign language. 14. In the teaching-teaching process, the teacher must understand what would be taught in the classroom, because. 19 Mofareh Alqahtani, "The importance of vocabulary in language learning and how to learn it", International Journal of Teaching and Education.
ConceptualFramework
In translation, although some teachers use this technique a lot, it is equally true that others use it less. Based on the conceptual framework, the researcher will investigate the teacher's technique: teaching vocabulary in teaching English. In the process of teaching English, the researcher will do the research teacher techniques in improving students' vocabulary used by teachers in teaching English learning.
METHODOLOGY OFTHERESEARCH
Design oftheResearch
Location and Durationof Research
It is conducted to obtain information about the teacher's use of techniques in teaching vocabulary and the problems faced by the teacher in teaching vocabulary to MAN 2 Barru students. An observation checklist is a list of things the observer will look at while observing the class. Observation checklists not only give the observer a structure and framework for observation, but also serve as a contract of understanding with the teacher, who may therefore feel more comfortable and receive specific feedback on aspects of the class.
Procedure of CollectingData
The notebook serves to record important information and events in the learning process. An interview is a data collection technique that uses open-ended questions and can be used to gain more information about teachers' techniques in teaching vocabulary. Its purpose is to make it easier for the researcher to record all the conversations about the teachers' techniques in teaching vocabulary.
The technique ofDataAnalysis
In this research, the researcher will find the data related to the research objectives and find its pattern. Data display is used to know the entire description of the result, either in the form of a matrix or coding. After it is carried out, the researcher can draw a conclusion and variety it to be meaningful data, it means to describe data in the form of descriptive or narrative, as the second component in the analysis of data, this technique is used to the information, description, or narrative to conclude.
This research application description will show the vocabulary teaching techniques used by the tenth grade teacher during the teaching-learning process. The last step is to make conclusions and suggestions best that the data analysis has summarized and will classify the data that will be obtained, the researcher derives the research result into a single overall conclusion in accordance with the research data.
Findings
In the opening, the teacher does not use any technique in teaching vocabulary because the teacher only opens teaching and checks attendance. In the opening, the teacher does not use any technique in teaching vocabulary, because in this session the teacher only opens teaching and reviews the previous lessons. Based on the explanation, the researcher concluded that the teacher used two techniques to improve the vocabulary of the students of class XI.
Based on the explanation, the researcher concluded that the teacher used two techniques to improve the vocabulary of class XI students. Based on the activity in the teaching-learning process above, the researcher concluded that there were three techniques used by the teacher in teaching vocabulary to MAN 2 Barru students. Where each teacher applies different steps when applying the technique, all techniques are used by the teacher in teaching vocabulary, because with those techniques students can understand the material easily and effectively.
The problems faced by the teacher in teaching vocabulary to students of MAN 2Barru. The second research question is about the problems faced by the teacher in the application of techniques in vocabulary teaching. Based on the observation, the researcher found that the teacher always tries to cooperate with the students, but sometimes the teacher feels difficult.
The students are sometimes lazy and crowded, so the teacher finds it difficult to manage the class, especially on online learning.
Discussion
In this technique, the teacher always asked the students to write ten new vocabulary related to the material of the meeting, or the teacher also helped the students to remember the vocabulary according to the context, everyday situation, activity or any context her students knew. after which the students memorize them at the next meeting. This memory technique is also explained in one of the Larsen-Freeman theories, which states that memorization involves students translating a set of vocabulary in the target language into the native language and the teacher asking them to memorize the vocabulary. But the weakness is that students also forget the previously acquired vocabulary and the way the teacher applies these techniques is still manual.
The teacher helps the students to translate the difficult meaning of the word or asks students to open a dictionary when they find difficult words. The next technique used by the teacher in teaching vocabulary is oral, where the teacher familiarizes students to practice, such as through a word, phrases or sentences as best as students can say, both with the correct structure or not through the structure through habitual attendance takes place according to the theme given before the next meeting. The weakness of the oral technique, when applied in the classroom, is that the students do not participate because they lack self-confidence.
The researcher found that all teachers chose this technique in carrying out the teaching and learning process, where the teacher showed the written form of the word, showed videos or images through the phone or projected through an LCD screen, and also the variety of offers. So in addition to showing the written form of a word, videos or pictures, the teacher can also use other visual techniques such as flashcards. Using flashcards is the other way to convey the word form and its meaning through cards in pictures or words created by the teacher or with the help of drawings.
The first problem that originates from the teacher, the main problem that teachers face is the COVID-19 pandemic, so the teacher must change the learning system so that the teaching and learning process continues, one of the government policies in the field of education is it for home learning or online learning.
Conclusion
Suggestion
Alqahtani, Mofareh, 'Pentingnya Kosakata dalam Pembelajaran Bahasa dan Cara Mengajar', Jurnal Internasional Pengajaran dan Pendidikan. Guru menerapkan teknik penerjemahan dimana siswa diberi kesempatan membuka kamus untuk mencari kata yang mengandung infinitif. Jika ada kata yang kurang dipahami siswa, ia menerjemahkannya. Guru mempersepsikan kehadiran siswa dengan cara berdiri dan mengucapkan kode yaitu ungkapan motivasi yang berbeda-beda pada setiap orang. Guru menjelaskan tujuannya.
Dalam proses pembelajaran, permasalahan yang dihadapi berasal dari beberapa aspek, bagi Anda sendiri permasalahan apa saja yang Anda hadapi saat mengajarkan kosakata. Dalam proses mengajar, permasalahan yang anda hadapi berasal dari beberapa aspek, untuk diri anda sendiri permasalahan apa saja yang anda temui pada saat anda mengajar. Caranya, kalau kita pintar mendekati, misalnya anak yang kurang tertarik dengan materi kosa kata, mungkin kita tawarkan materi lain seperti komposisi, penulisan dialog yang disukainya.
2. Pada saat proses pembelajaran siswa dibagi dalam beberapa kelompok dengan disertai bendera negara sebagai penandanya, kemudian siswa biasanya menuliskan hal-hal penting yang berkaitan dengan negara tersebut kemudian disajikan secara individu kemudian dihafal sebagai kosa kata baru. Dalam proses pembelajaran, permasalahan yang dihadapi datang dari berbagai aspek, bagi Anda sendiri permasalahan apa saja yang Anda temui saat mengajarkan kosakata.
