The objectives of the study are to describe the procedure of teachingvocabulary using Scavenger Hunt to the first grade students at MI Negeri Surakarta in 2014/2015 academic year and to know the students’ responses to the teaching- learning activity of the use of Scavenger Hunt in teachingvocabulary. This study is a descriptive qualitative research. The data are taken from observation, interview, and document. In collecting the data, the writer employs observation and interview. The technique for analyzing data is data reduction, data display, and conclusion and verification. The results of this study are: (1) the teaching- learning process consists of indoor activities and outdoor activities involving the stage of learning, namely engaging, studying, activating, and closing; (2) the students enjoy doing the activities and they are more interested in joining the teaching-learning process; (3) the students are encouraged and motivated to learn more, and (4) the students also have learning experience through indoor activities and outdoor activities.
The research was aimed at discovering the effect of vocabulary journal on students’ vocabulary achievement on the eighth grade students of SMP Negeri 2 Teluk Keramat in academic year 2016/2017. This research was pre-experimental research with one group pre-test post-test design. The population of this research was the eighth grade students of SMP Negeri 2 Teluk Keramat in academic year 2016/2017 with the total number of students were 131 students and the sample of the research was class VIII B which consisted of 33 students. The measurement technique was employed to collect the data. Based on the result of the hypothesis testing as well as analysis of the effect size, the use of vocabulary journal has a strong effect in teachingvocabulary on descriptive text in SMP Negeri 2 Teluk Keramat. Vocabulary journal enabled the students to learn vocabulary actively, made the students more aware of learning vocabulary, and it can be used to review the material. It was indicated by the improvement of the students’ vocabulary achievement after getting three times treatments by the implementation of vocabulary journal. Referring to research finding, the researcher recommends this technique to be implemented, especially in teachingvocabulary.
Referring to the research findings and the analysis of the students’ test result, the researcher draws the conclusions as follows: (1) Using comic as visual narrative in teachingvocabulary to the eight grade students of MTsN 1 Pontianak is effective. (2) The use of comic visual narrative contributed significant change of the achievement score to the eight grade students. This fact could be seen through the mean score of students’ post -test result (80.57) which was higher than the result of pre-test (63.32). (3) The effect of the use Comic Visual Narrative is highly effective in developing student’s vocabulary since the effect size is 1.33 (>0.8) It means the use of visual narrative to increase students’ vocabulary gave significant effect to increase students’ achievement. (4) By using comic, students learnt about reading in different way, they can increase their vocabulary by looking at the picture. (5) The teacher find a way to make the student calm and enjoy the class, which is really facilitate the teacher while teaching. (6)
The objective of the research is to get the information about using pictures in teachingvocabulary; moreover it is conducted to get the effective techniques in teachingvocabulary at the Fourth Grade students of SDN Pondok Cabe Ilir III. The Sample of the research was 25 students of fourth grade students in SDN Pondok Cabe Ilir III. This research is using experimental method in the quantitative form by collecting data from pre-test and post-test. These testes have purposed performance are given to the Fourth Grade students of SDN Pondok Cabe Ilir III Tangerang Selatan is effective.The data collected in this research were analyzed by using t-test. According to the result of statistical calculation, it was obtain the value of t o (t observation) that 3.94 and the value of “t t ” (t table)
a. What is the objective of teachingvocabulary using flashcard? b. What is the material of teachingvocabulary using flashcard? c. How is the procedure of teachingvocabulary using flashcard? 2. How is the student respond to teachingvocabulary to young learners
Based on observation, There are two techniques used by English teacher for teachingvocabulary, namely using a series of pictures and animation video in SMP Muhammadiyah 10 Surakarta. According to Leong (2003) series of pictures make the learners enthusiastic to learn all four skills. Purna (2005) states that series of pictures activity could be implemented in language teaching learning. By using a series of pictures, it can improve the vocabulary of the students because it could appeal students’ interest by creating fun. Wilson (2000) reveals that the students like learning language through the use of video, which is often used to mean quite different things in language teaching. Video is well-liked by both students and teachers (Hamei, 1997:45). Ramal (2006) said that using animation video in an ESL classroom can motivate students, because they can experience real feelings to accomplish their understanding about the situation of the video.
Abstract: In teaching foreign language for young learner, vocabulary techniques are widely examined. Yet, teachingvocabulary techniques in science class for kindergarten students who haven’t been able to read and write are rarely discussed. This research focused on the techniques used in teachingvocabulary in science class for kindergarten students at Satya Wacana Students Center, Salatiga. This research employed descriptive qualitative design. The source of the data is two kindergarten teachers in Bloomers classes. The instruments of the data collections were observation and stimulated record interview. The findings revealed that the teachers used various techniques which are using picture, real object (realia), translation, personalization, and hands-on experiment. Those techniques are quite similar with other subjects in kindergarten class since the students still learn basic level words. The difference is the used of hands-on experiment since the other subjects in kindergarten didn’t use this technique.
get the best result from the observation, especially about the process of teaching learning vocabulary, the goal of teachingvocabulary, the material in teachingvocabulary, the method that used by the teacher, classroom activities, the problems faced by the teacher and the problem solved applied by the teacher in teaching-learning process.
Each student has different ability in receiving and mastering the materials given by the teacher. In teachingvocabulary, the teacher not only gives knowledge about the word, but it also related to the meaning, pronunciation, spelling, and usage or grammar. But in elementary school, the teacher still focuses on meaning, spelling, and pronunciation. Based on the observation, the students still get difficulties in memorizing the meaning, spelling the word, and pronouncing the word without mistakes. The first problem is about meaning. The teacher got the difficulty when asked the students to memorize the meaning from new words. Most of them easily forget the new vocabularies after they get the meaning from the dictionary. They also made some mistakes in mentioning the meaning of the new vocabularies.
To reach a good development in teaching learning process, teacher creates various teaching techniques to increase of children. The variety of teaching techniques will help very young learners feel amusing in learning situation. One of the techniques to teach the children is using a puzzle.
know at the first time, so the teacher should use the native language in order to make a clear instruction in teaching learning process, (2) The English teacher should use media, as pictures, realia and others, in order to make students easier to understand the new vocabulary they learn and use the native language if the vocabulary is not easy to explain by the picture, (3) The teacher should not blame the student for his or her mistakes but ask another student’ answer to correct it (4) The teacher should always motivate the students by making a challengeable environment among the students in the classroom and by giving rewards to the student who is able to do the task correctly, (5) the teacher should not focus only on the grammatical forms, but also how to use the words in communication. Because if the teacher only focuses on the grammatical forms the students will get bored and confused (6) The English teacher should give the students the opportunities to be active in learning English vocabulary, so the teacher should be more like a students’ partner in teaching learning process.
Nevertheless, to communicate in foreign language, especially in English written or spoken fluently, we should master grammar too. Grammar and vocabulary are like the coin side. They can not be separated from each other. Because both of them are basic elements of language. The opinion and the feeling are not able to be applied well without grammar and vocabulary. Related to that matter, Jeremy Harmer quoted from David Wilkins “Without grammar, very little can be conveyed, without vocabulary nothing can be conveyed” 3
In general this study aims (1) to describe the implementataion of teachingvocabulary to young learners using flashcard at BA Aisyiyah Kadilangu and especially (a) the objective, (b) the materials and (c) teaching procedures, (2) to describe the students response, (3) to describe the strength and weakness of teachingvocabulary using flashcard.The type of this research is descriptive qualitative research. The researcher collects the data by observing the teaching learning process, conducting interview with teacher and students, and taking documentation during teaching-learning process. The method of analyzing data is data reduction, data display, and conclusion.The result of this research shows that: (1) the objective of teachingvocabulary is to improve the students’ vocabulary mastery. The textbook used is entitled “ Fun with English ” and the material is animals. There are three activities in teaching-learning process, namely: opening, learning activities, and closing (2) most of the students gave positive responses. They enjoyed the teaching-learning process. They were very interested in the process of learning English. It make the students active and confident because they do a lot of activities by using flashcard (3) using flashcard, the students active and confident because they do a lot of activities. It facilitated the students to basic vocabulary by memorizing the word by using real picture.
In order to make an effective teaching and learning process, teacher needs to be creative in supplementing students with creative materials. The use of creative material is aimed at encouraging students’ involvement in teaching and learning process, so that they can learn by themselves eagerly. One of the materials in teaching is comic. Comic is an art form using a series of static image using fixed sequence. Comic defines as a term applied to a series or sequence of closely related highly stimulating drawing which differs from the ordinary cartoons in there they are not in necessarily, but some artists make them some serious, mysterious, and adventurous (Khoiriyah, 2010). The two most popular comic are comic strip and comic book. Comic strips are series of adjacent drawn images, usually arranged horizontally, that are designed to be read as a narrative or a chronological sequence and the story is usually original in this form, while comic book is a bound collection of strips, each of which typically tells a single story or a joke in a few panels or else a segment of a continuous story (Kunzle, 2014).
The vocabulary is very important in English language. Because master English language, students need a lot of vocabulary. In communication vocabulary is a part of the sentence. The students need vocabulary to expand their knowledge in English communication. The students usually find as difficult to memorize, apply or improve their vocabulary. There are some reasons why the students face difficulty in mastering the vocabulary of English language. One of the reasons is the problem in teaching and learning process. Teaching may be defined as "showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand” (Brown 2007:7). Kimble and Garmezy (1963:133) stated that "Learning is relatively permanent change in behavioral tendency and is the result of reinforced practice". Sometimes the student felt bored and depressed.
First, creativity is an activity that gives a result as something new and useful for example, in teachingvocabulary by using song, games, and pictures. Those are to make the teachingvocabulary more interesting and fun for students. Second, guessing is to find out an answer about something that could be a word, a picture. Third, context clues is how to determine the meaning of an unknown word by means of word analysis or to look for clues to the meaning elsewhere in the sentences. And forth, definition is the words which is defined or explained. 14
Chapter II is review of literature. This chapter consists of previous study, the notion of vocabulary, vocabulary mastery, factors affecting vocabulary mastery in language learning, teachingvocabulary, the notion of strategy, learning strategy and strategy for improving vocabulary mastery,
Based on the observation, the writer concludes the technique for teachingvocabulary consists of memory and storage system and contextual guesswork. Oxford (1990: 187) suggests memory and storage systems aid learning, which is creating mental linkages: grouping, associating, placing new words into a context. In memory and storage system, technique of grouping in the classroom is an effective technique to handle the class. Besides, the technique of contextual guesswork makes the students enthusiastic to join the material and it more fun. On the other hand using dictionaries make the students easier to understand and make independent and confident. It shows when the students did not know the meaning of the word, they directly open the dictionary.
Unlike today, the teaching of English vocabulary in the past did not receive much attention. Moir and Nation (2008) observed that many experts assumed it was not important to teach vocabularies because learners can learn words naturally, and therefore, learning vocabularies was not emphasized. For the past decade, the interest in teachingvocabulary has been increasing and the views of teachingvocabulary has significantly changed. Therefore, researchers have shown great interests to study this vast area. A similar interest has also been shown by language teachers who strive to find out effective techniques for teaching English vocabulary (Cohen & Macaro, 2007; Mizumoto & Takeuchi, 2009).
Flash card is perhaps worth mentioning at this point, even though they are not actually pictures. However, being used in a similar way as picture flash card, they can often enrich the lesson. On top of that, those two can be indeed combined and applied together. Pointed out, word flash cards are most typically used in teaching reading and writing. Nevertheless, they will find their use in teachingvocabulary too, offering valuable help mainly in teaching the spelling of newly learnt words, which definitely should not be neglected as it often is learning from word card might be the simplest strategy of learning vocabulary.