Palmer in (Thornbury) who said that vocabulary is one of the most important aspects of a foreigner. Based on the observation in SMPN 2 Babadan Ponorogo junior high school, some of the teachers still use the traditional method in teaching vocabulary. Heidi Vasilof of the Arizona Game and Fish Department promotes the use of part of the schoolyard for developing wildlife habitats, and she defines these environments as “places where youth and wildlife connect.
The play environment must be rich in experiences and must be largely under the control of the child.”3. The time children spend each day in outdoor activities includes ways to enrich the course objective and support their vocabulary development and language acquisition4. The teacher will read the vocabulary one by one and then the students will follow her.
The subject of the study is the students of group VII A and VII B of the seventh grade of SMPN 2 Babadan Ponorogo in academic year 2014-2015. As the subject of the study, the students can reap the benefits of improving vocabulary mastery and getting information about the different ways of learning vocabulary. The first chapter is an introduction and contains the background of the research, the description of the problem, the aim of the research, the meaning of the research, the limitations of the research and the organization of the thesis.
The third chapter explains the design of the research includes research design, population and sampling, instruments of data collection, techniques of data collection and techniques of data analysis.
Theoretical Background 1. Teaching
Vocabulary
Vocabulary is central to language and of critical importance to the typical language learner.9 In communication activity, people need to master a lot of vocabulary to make this activity enjoyable and more fun. However, the students will always come into situations where your vocabulary is not enough. Nouns are one of the most important parts of speech, the arrangement with the verb helps to form the sentences core which is essential for every complete sentence.
It is often identified by special derivational endings or by special adverbial modifiers that precede it. Passive vocabulary refers to words that we want students to understand, but which they do not need to use themselves.13 Active vocabulary is a set of words that people need to understand others' messages and convey their own messages. . Determine in the vocabulary to what extent he or she wants to concentrate on the test of the student's active or passive.
Active vocabulary includes words used for understanding and production of language, while passive vocabulary includes words used for understanding language. Especially in the early stages when students are motivated to learn the basic words, they need to gain more and more vocabulary in the language. They will see the most improvement if they learn more words and expressions or what is called vocabulary.
From the above statement, it is clear that vocabulary plays the most important role in foreign language learning. Students can speak, write, read and even listen in English, of course by having a lot of vocabulary. 16. For example, it is easy to understand why many students confuse the meaning, spelling and pronunciation of these words: through, however, well thought out, hard, thorough. e) Elements with several words.
Phrasal verbs are notoriously difficult for learners of English because they consist of simple words (often prepositions or adverbs) that are easily confused. Linda also states that knowing syntactic behavior is related to the words and also knowing the association network between that word and other words in the language. Gower points out that some words and expressions are restricted for use in certain contexts. It is also important that students know whether the word or sentence has a distinct style: informal or formal.
Teaching Vocabulary
Spacing: it is useful to divide memory work over a period of time rather than concatenating it into a single block. Pace: this is to respect different learning styles and pace;. students should ideally be given the opportunity to do memory work individually. It is important to provide this information to learners at the same time as the teacher teaches the basic form.
The meaning of a word is primarily what it refers to in the proper word, its signifier; this is often the kind of definition given in dictionaries. Because vocabulary knowledge is critical to reading comprehension, it is important that those who work with students help foster their development of a large "word bank" and an effective vocabulary learning strategy. In real object, the teacher can use something available in the classroom such as door, blackboard, blackboard maker and clock.
It can come from the magazine, the newspaper, or from the student's handiwork. It can be used to explain the meaning of vocabulary items. The meaning of the vocabulary is already in the student's head before he gets the English word because he can understand it from the picture.36. Secondly, it is often used with higher level students and then qualified, as man means man. C).
In this technique, the teacher asks the students about the opposite of something, for example what is the opposite of sweet?. The teacher needs to know what to do and what not to do well, so it can help students acquire more enjoyable strategies. This test is a means of knowing the effective teaching sequence.39 Evaluation in this way is a means of judging the performance of students in the field of education.
This means that the test and examination are very important in the whole process of learning.40 Testing provides a form of feedback for both students and the teacher. Vocabulary notebook is about a note of evaluation after the application of teaching vocabulary in formed as a reflection of the teaching. At the beginning of the next lesson, these words from the next lesson can be used as the basic for review activity.
With lexical density, lexical density means a measure of the proportion of content words in a text. A large number of different words is an indicator of extensive vocabulary knowledge. 3) Through lexical refinement, this is assessed by counting the number of relatively rare words.44.
Outdoor Activity
Outdoor activity can be performed as an intermezzo activity; the teacher can develop this technique once or twice a month. Acquire theoretical knowledge and practical experience with different types of environments and movement environments and develop an understanding and knowledge of the interactions between people and nature. Acquire practical theoretical skills that will allow them to stimulate children to play, wonder, enjoy and nurture skills in nature, on the children's own terms.
Acquire the knowledge needed to create a process-oriented learning environment and stimulate independence, responsibility and creativity. Further develop didactic subject competence, critical reflection skills and knowledge in pedagogical development work related to children's outdoor learning. Acquire more knowledge about the relationship between children and their natural environment, children's motor development and the interaction between motor development and their movement in nature in different seasons.
According to Hammerman (1995) outdoor activities are an approach to achieving the goals and objectives of the curriculum, which includes (1) an extension of the classroom to an outdoor laboratory, (2) a series of more terrifying experiences in any or all phases and curriculum that includes natural materials and life situations that increase awareness of the environment and life, (3) a program that involves students, teachers, and outdoor education places people in planning and working together to develop an optimal learning climate of learning. Simple observation and research in the surrounding area where students would compare and test the theory on the real situation. From the above explanation, it is possible for the researcher to use the role in the above outdoor activities to be carried out in Scholl High School collected with another technique such as outdoor games, to make it easier and interesting for students, researchers use some media such as photography, reality and nature.
This technique is suitable for students for all grades in elementary school who have the same problem, but researcher focused on the seventh grade student.
Previous study
The above researchers were different with my research because my research is a quantitative study to show the effectiveness of using outdoor activities in teaching vocabulary. So it was a comparison between the vocabulary score of students who did outdoor activities and students who did indoor activities.
Theoretical Framework
The researcher will observe this process to know, there is difference between students who study through extracurricular activities and extracurricular activities for the students' vocabulary mastery and the effectiveness of extracurricular activity for the students' vocabulary mastery.
Hypothesis
