the use of frontloading strategy in teaching...
TRANSCRIPT
THE USE OF FRONTLOADING STRATEGY
IN TEACHING VOCABULARY
(A Descriptive Qualitative Study at the Eighth-Grade Students of SMP Attaqwa Pusat Puteri Bekasi in the Academic year 2018/2019)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the Requirements for the Degree of “S.Pd.” (Strata 1) in English Education
By:
WAHYU KHOIRUNNISA
11140140000061
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2019
ABSTRACT
Wahyu Khoirunnisa (11140140000061). The Use of Frontloading Strategy in Teaching Vocabulary; (A Descriptive Qualitative Study at the Eighth-Grade students of SMP Attaqwa Pusat Putri Bekasi in the Academic year 2018/2019). A Skripsi of Department of English Education, Faculty of Tarbiyah and Teaching Science. State Islamic University Syarif Hidayatullah Jakarta, 2019.
Advisor I : Drs. Syauki M.Pd
Advisor II : Neneng Sunengsih M.Pd
Vocabulary is one part of a language component that is very important in learning English, because without several proportional vocabularies, anyone will have problems in speaking, reading, listening and writing. In other words, the first thing that students must know to help their language learning in foreign languages, especially English is vocabulary. It means that learning vocabulary is very important, especially for students in junior high school. This can be achieved by Frontloading Strategy in teaching vocabulary. Frontloading Strategy is a powerful instructional strategy that helps the students' comprehension in a passage. There are three steps of Frontloading Strategy: First, introduce content to students. Second, create a list of content words based on students’ suggestions or ideas, and the third, add to and revise the list of content words. The objective of this research was to describe Frontloading Strategy activities in teaching vocabulary for the eighth-grade students in SMP Attaqwa Pusat Putri Bekasi. The participants of this research were VIII-B. The results of the research include the description of Frontloading Strategy activities, the explanation of students' participation, and the benefits of Frontloading Strategy to students' comprehension in vocabulary learning especially in English text. The research findings showed that the teacher should do some preparation such as to ensure that all the teaching materials needed are prepared without anyone left behind. The teacher also must often use good and correct pronunciation and spell the new vocabularies so students are trained and can easily remember the new vocabulary they have learned. Besides, the researcher found that the students showed different participations toward Frontloading Strategy. The students got some benefits followed Frontloading Strategy activities for their understanding of the English text. Keywords: Frontloading Strategy, Descriptive Qualitative Research Method,
Teaching Vocabulary
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ABSTRAK
Wahyu Khoirunnisa (11140140000061). The Use of Frontloading Strategy in Teaching Vocabulary; (A Descriptive Qualitative Study at the Eighth-Grade students of SMP Attaqwa Pusat Putri Bekasi in the Academic year 2018/2019). Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan. Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Dosen Pembimbing I : Drs. Syauki M.Pd
Dosen Pembimbing II : Neneng Sunengsih M.Pd
Kosakata adalah salah satu bagian diantara kegiatan kebahasaan yang sangat penting dalam mempelajari bahasa asing khususnya bahasa Inggris, karena tanpa sejumlah kosakata yang proposional, siapapun akan memiliki masalah dalam berbicara, membaca, mendengar, dan menulis. Dengan kata lain, hal pertama yang harus diketahui siswa untuk membantu pembelajaran bahasa mereka dalam bahasa asing, terutama bahasa inggris adalah kosakata. Ini berarti bahwa pembelajaran vocabulary sangatlah penting, terutama bagi siswa disekolah menengah pertama. Tujuan ini dengan menggunakan trategi Frontloading dalam mengajar kosakata. Startegi Frontloading adalah strategi yang dapat membantu siswa untuk memahami suatu bacaan. Ada tiga langkah dari strategi Frontloading: pertama, memperkenalkan konten kepada siswa. Kedua, membuat daftar kata-kata berdasarkan saran atau ide siswa. Dan yang ketiga, menambah dan merevisi daftar kata-kata tersebut. Tujuan dari penelitian ini adalah untung mendeskripsikan kegiatan strategi Frontloading dalam pengajaran kosakata siswa kelas delapan di SMP Attaqwa Pusat Putri Bekasi. PartisIpan dalam penelitian ini adalah VIII-B. Hasil penelitiaan ini termasuk mendeskripsikan kegiatan strategi Frontloading, penjelasan tentang partisipasi siswa dalam pembelajaran kosakata terutama dalam teks bahasa Inggris. Temuan penelitian menunjukkan bahwa guru harus melakukan beberapa persiapan seperti untuk memastikan bahwa semua bahan pengajaran yang dibutuhkan disiapkan tanpa ada yang tertinggal. Guru juga harus sering menggunakan pengucapan yang baik dan benar, dan mengeja kosakata baru hingga siswa dilatih dan dapat dengan mudah mengingat kosakata baru yang telah mereka pelajari. Selain itu, peneliti juga menemukan bahwa siswa menunjukkan partisipasi yang berbeda terhadap strategi Frontloading. Siswa juga mendapatkan beberapa manfaat dalam mengikuti kegiatan Frontloading untuk pemahaman mereka terhadap teks bahasa Inggris.
Kata kunci: Strategi Frontloading, Metode Penelitian Kualitatif Deskriptif,
Pengajaran Kosakata
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ACKNOWLEDGMENT
In the name of Allah the Beneficent, the Merciful.
All praises be to Allah, the Lord of the world, who has given the Mercy and
Blessing so that the writer can complete the study to become this skripsi. Peace
and salutation always be upon the Prophet Muhammad Shallallahu ‘alaihi
wasallam, his families, his companions, and his faithful followers.
Alhamdulillah, all obstacles the writer met from the beginning to the end of
this skripsi completion process can be solved until it can be presented to the
Department of English Education, Faculty of Tarbiyah and Teaching Sciences,
Syarif Hidayatullah State Islamic University in partial fulfillment of the
requirements for the degree of S.Pd (strata 1) in English Education. This could not
happen without the help and support of many people who on this occasion the
writer would like to thank.
First, the writer would like to express his deepest gratitude for her beloved
parents, Mr Drs. Abdul Wahid Asy’ ary, M.Pd.I. and Mrs Yusni Dg. Palalo for all
the support, prayer, and patience waiting for this skripsi to be complete. Endless
thank goes to Muhammad Sidik Ansori for the willingness to accompany,
patiently pray and support the writer every day to immediately complete the
skripsi. Furthermore, the writer would also like to express her utmost gratitude
and honor to her advisors, Drs. Syauki, M.Pd. and Neneng Sunengsih, M.Pd. for
their time patiently giving the valuable advices and inputs to the writer from the
beginning to the end of writing this skripsi; and her examiners Dr. Alek, M.Pd.
and Zaharil Anasy, M.Hum. for their willingness to examine the writer with all the
shortcomings exist on the day and to give the suggestions to the writer for the
betterment of this skripsi.
Therefore, the writer also wants to show her sincere gratitude and
appreciation to:
1. Dr. Sururin, M.Ag. as the Dean of Faculty of Tarbiyah and Educational
Sciences.
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2. Didin Nuruddin Hidayat, MA. TESOL., Ph.D. as the Head of English
Education Department, Zaharil Anasy, M.Hum. as the Secretary of English
Education Department and the writer’s comprehension test examiner, Drs.
Nasifudin Jalil, M.Ag. as the writer’s comprehension test examiner, Mr.
Junaedi for all the help and convenience given to the writer which without
him maybe the writer hasn't finished her study yet, and all lecturers in the
English Education Department for the time, knowledge, and motivation given
to the writer for the past four years so that the writer could complete her
study.
3. The Head of SMP Attaqwa Pusat Putri Bekasi, Hj. Siti Salwa, M.Pd. who has
permitted this research to be conducted, Mr. Syafruddin, S.Th.I as the teacher
in SMP Attaqwa Pusat Putri Bekasi who helped the writer did the research,
and all the eighth grade students of SMP Attaqwa Pusat Putri Bekasi who
have become the data source of this study. Thank you for the brief yet
meaningful laughter and togetherness.
4. Her close friends (Nisrina Qurratul ‘Aini, S.Pd., Elsa Nur Alipah, S.Pd., Syifa
Fauziyah, Hasnah Tanjung, Dina Azizah, Iklimah Shaff A), for the support,
laughter and lamentation; Halawatul Iman, Rizki Ulia Lathifah, DEE Class C
2014, Team of PPKT SMP Al-Fath Cirendeu and ENDIRES for all the help
and motivation that continuously given to the writer.
5. And for everyone who has supported and contributed to the completion of
this skripsi that cannot be mentioned one by one. Finally, the writer realizes
this research is far from being perfect.
Therefore, she welcomes the corrections and suggestions given by the readers
to make this skripsi better.
Jakarta, 20 Mei 2019
Wahyu Khoirunnisa
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TABLE OF CONTENTS
APPROVAL SHEET ............................................................................................. i
ENDORSEMENT SHEET ................................................................................... ii
SURAT PERNYATAAN KARYA SENDIRI .................................................... iii
ABSTRACT .......................................................................................................... iv
ABSTRAK ............................................................................................................. v
ACKNOWLEDGMENT ..................................................................................... vi
TABLE OF CONTENTS .................................................................................... vii
LIST OF TABLES ............................................................................................. viii
LIST OF FIGURES ............................................................................................. ix
LIST OF APPENDECES ..................................................................................... x
CHAPTER I INTRODUCTION .......................................................................... 1
A. Background of Research ........................................................................... 1
B. Identification of the Problem .................................................................... 4
C. Focus of the Research ............................................................................... 4
D. Question of the Research .......................................................................... 4
E. Purpose of the Research ............................................................................ 5
F. Significant of the Research ...................................................................... 5
CHAPTER II THEORITICAL FRAMEWORK ............................................... 6
A. Teaching English as a Foreign Language ................................................. 6
B. Vocabulary ................................................................................................ 7
1. Kinds of Vocabulary ................................................................................. 9
2. Part of Speech ......................................................................................... 10
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3. Teaching and Learning Vocabulary ........................................................ 24
4. Problem in Teaching and Learning Vocabulary ..................................... 26
C. Frontloading Strategy.............................................................................. 29
1. Principle of Fronloading ......................................................................... 29
2. Definition of Frontloading ...................................................................... 30
3. The steps in Frontloading Strategy ......................................................... 33
4. The advantages of Frontloading Strategy ............................................... 34
D. Students’ Participants.............................................................................. 35
E. Previous Study ........................................................................................ 36
F. Thinking Framework .............................................................................. 38
CHAPTER III RESEACH METHODOLOGY ............................................... 40
A. The Place and Time of the Research....................................................... 40
B. Method, Design, Procedure of the Research ........................................... 40
C. Population and Sample ........................................................................... 41
D. Technique of Collecting Data ................................................................. 41
1. Teacher’s Note ........................................................................................ 42
2. Research Journal ..................................................................................... 42
3. Interview ................................................................................................. 43
E. Data Analysis .......................................................................................... 44
1. Data Reduction........................................................................................ 44
2. Data Display............................................................................................ 45
3. Conclusion drawing and verification ...................................................... 45
F. The Example of Data Analysis ............................................................... 46
G. Validity of the Data ................................................................................. 48
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CHAPTER IV FINDING AND DISCUSSION ................................................ 51
A. Descriptions ............................................................................................ 51
1. Frontloading strategy Activities .............................................................. 51
2. Students’ Participants.............................................................................. 56
3. The Benefit of Frontloading Strategy to Students .................................. 57
B. Explanation ............................................................................................. 58
CHAPTER V CONCLUSSION AND SUGGESTION .................................... 60
A. Conclusion .............................................................................................. 60
B. Suggestion ............................................................................................... 61
BIBLIOGRAPHY ............................................................................................... 63
APPENDICES ..................................................................................................... 66
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LIST OF TABLES
Table 2.1: Form of Abstract Noun ........................................................................ 11
Table 2.2: Form of Poissesive Pronoun ................................................................ 12
Table 2.3: Form of Demonstrative Pronoun ......................................................... 13
Table 2.4: Example of Transitive & Intransitive Verb ......................................... 15
Table 2.5: Example of Regular & Irregular Verb ................................................. 15
Table 2.6: Example of Action & Stative Verb ...................................................... 16
Table 2.7: Example of Linking Verb .................................................................... 17
Table 2.8: Form of Subordinate Conjunction ....................................................... 20
Table 2.9: Example of Preposition ........................................................................ 21
Table 2.10: Example of Interjection ..................................................................... 23
Table 2.11: The Steps in Frontloading Strategy.................................................... 33
Table 3.1: The Validity of Frontloading Strategy Activities ................................ 49
Table 4.1: Example of Students’ Answer in Synonym ......................................... 54
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LIST OF FIGURE
Figure 3.1: The Component of Data Analysis ...................................................... 44
Figure 4.1: Modified KWL Format Example ....................................................... 52
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LIST OF APPENDICES
Appendix 1: Preliminary Research
Appendix 2: Data Sources
Appendix 3: Video Recording Transcript 1
Appendix 4: Video Recording Transcript 2
Appendix 5: Video Recording Transcript 3
Appendix 6: Lesson Plan 1
Appendix 7: Lesson Plan 2
Appendix 8: Lesson Plan 3
Appendix 9: Surat Pengesahan Proposal Skripsi
Appendix 10: Surat Bimbingan Skripsi
Appendix 11: Surat Izin Penelitian
Appendix 12: Surat Keterangan Penelitian dari Sekolah
Appendix 13: References Examination Paper
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CHAPTER I
INTRODUCTION
A. Background of Research
As a developing country, Indonesia has programmed the English Language
Educational at schools because English is a key to get into an international
technology and other developments; it is undeniable that the role of English is
very important today.
English is one of the foreign languages and is a compulsory subject that must
be taught in educational units to support the ability of students in foreign
languages.1 It also considers as an optional subject or local content materials that
to be taught in elementary schools and as a need subject to pass National
Examination.
In learning English as a foreign language, vocabulary plays an important role.
It is one element that links the four language skills of speaking, listening, reading
and writing altogether. To communicate well in a foreign language, students
should acquire an adequate number of words and should know how to use them
accurately.
Vocabulary is one part of the language that is very important in learning
English, because without several proportional vocabularies, anyone will have
problems in speaking, reading, listening and writing. In other words, the first thing
that students must know to help their language learning in foreign languages,
especially English is vocabulary. This means that learning vocabulary is very
important, especially for students in junior high school. They must master the
English vocabulary first, so then grammatical rules to help their learning process.
For English learners, the lack of vocabulary can affect self-confidence in
conveying their intentions or ideas, which eventually resulted in someone slow to
learn the language. No matter how great student's mastery is in grammar, if it is
1 Peraturan Menteri Pendidikan Nasional NO 22 tentang Kerangka Dasar dan Struktur Kurikulum Bahasa Inggris SMP dan MTS, (Jakarta: Depdiknas, 2003), pp. 11–12.
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not balanced with a broad vocabulary this will have an impact on stagnation
where students become stuck to understand material or lessons.
Mastering vocabulary is not an easy thing for everyone. Nevertheless, even
for students, they are demanded as much as vocabulary based on the curriculum
created by the government. Some students can master it easily, but some cannot.
Therefore, it needs ways to help in increasing students' vocabulary knowledge
easily, and one of the ways is by applying a new or fun strategy in teaching-
learning process.
Frontloading is a strategy that can be used to teach vocabulary. Frontloading
is a strategy the teacher uses to provide students predetermined guidance and
reminders for applying necessary skills, strategies, and behaviors to be successful
in the process of teaching and learning in the class.2 Moreover, Preszler,
Rownhorst, and Hartmann define that Frontloading is a strategy that is used when
teachers are introducing or reviewing an academic skill, strategy, and/or behavior.
Front-loading is a strategy that can be used as a scaffold to understand the content
of the English text to be learned, and also a strategy that can be used in teaching
vocabulary through various methods such as picture, video, text bits, etc.3 Then
frontloading is a suitable strategy used to help students in increasing their
vocabulary knowledge easily by giving them an interesting first explanation and
taking them to know as much as possible about vocabulary because there will be a
lot of new vocabularies that will be taught in an easy and fun activity.
Based on the preliminary research in SMP Attaqwa Pusat Putri Bekasi, the
researcher argued there were some problems in teaching and learning vocabulary
in the class. In general, several students had difficulties to reach the learning
objectives based on basic competence in the curriculum. For example, the students
could not explain the meaning of the English text to the teacher and other
students. This objective was written as the teacher's expectation as a result of the
2 Research Association, Frontloading; Training tool, R. Group Space, retrieved from (http://www.reachassoc.net/library.files/frontloading.pdf), Accessed on 29th, September 2018 at 15.04.
3 Jane Preszler, Barb Rowenhorst, & Jo Hartman, On Target: Strategies to Build Students Vocabulary, (Rapid City: Black Hills Special Services Cooperative), 2006, p. 08.
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teaching and learning process. This problem was influenced by some problems
related to the teaching process. The teacher utilized one-way teaching in the class
tends to be monotonous. For instance, in teaching English text and vocabulary the
teacher gave some explanations in the beginning and asked them to read and
answer some questions on their workbook. These activities were done
individually by the students. It gave the impression that vocabulary learning as a
passive activity. There was no interaction to get a deeper understanding of what
the students have learned. When learning vocabulary in an English text, the
students had no opportunities to share their understanding and interpretation about
the new vocabulary from the English text. Besides, the learning materials were
insufficient that did not stimulate the students to actively participate. The teacher
only used the word in LKS (Lembar Kerja Siswa) or workbook that its
performance did not support the students’ interest to read.
To optimize students' vocabulary learning outcomes, the English teachers
have to be able or to organize the teaching-learning activities in the classroom.
The teachers have to give materials by using a suitable technique or strategy and
master the subject. Therefore teachers must be creative to develop the components
of the teaching. One of the learning components that are no less important is the
strategies used for learning activities. A good technique or strategy may make
students understand and master the lesson.
If the selection of inappropriate or ineffective learning methods or strategies
occurs in students, this will have a long impact until they are adults.
There are many interesting ways to increase students' vocabulary knowledge.
But, out there, there are still many teachers who are stuck in using less attractive
learning styles so it turns makes the impression that English is difficult and very
complicated. As a result, the learners are not motivated, but instead, become lazy
and often have a mind-set that "English is difficult", so it brings the impact of
psychology that is not conducive to learning.
Frontloading Strategy might provide solution to the problem faced by both
teacher and students to do vocabulary activities.
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From the explanation above, the researcher is tried to use Frontloading
Strategy as an activity to introduce an alternative approach in teaching and
learning vocabulary in the class. Therefore, this research is entitled “The Use of
Frontloading Strategy in Teaching Vocabulary at the Eighth-Grade Students
of SMP Attaqwa Pusat Putri Bekasi in the Academic Year 2018/2019”.
B. Identification of the Problem
Based on the background knowledge, the researcher identified the
identification of the problem, as follows:
1. In general, the students' majority did not like the teacher's expectation.
2. The teacher utilized one-way teaching that tends to be monotonous, especially
in teaching vocabulary.
3. The students had no opportunities to participate actively in plying the words.
4. There was no interaction between students to share their understanding of the
meaning of the new word during learning vocabulary.
5. The materials used in the teaching and learning vocabulary do not seem to
support the students' learning activities.
C. The focus of the Research
The research’s focus of this research is to describe the use of Frontloading
Strategy in teaching vocabulary in the eighth-grade students of SMP Attaqwa
Pusat Putri Bekasi. Besides, the researcher analyzed the students' participation
during the use of Frontloading Strategy in the class and the benefits of
Frontloading Strategy to the students' vocabulary learning.
D. Question of the Research
Based on the research problems, the researcher posed the main research
question and two sub research questions, as follow:
1. How did the teacher use Frontloading Strategy to teach vocabulary at the
eighth-grade students of SMP Attaqwa Pusat Putri Bekasi?
a. How did the students participate during Frontloading Strategy activities?
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b. What were the benefits of Frontloading Strategy to the students’
vocabulary learning?
E. Purpose of the Research
Based on the questions of research, this research was conducted to describe
how the teacher used Frontloading Strategy in teaching vocabulary at the eighth-
grade students of SMP Attaqwa Pusat Putri Bekasi. Besides, the research was
done to see the students' participation in Frontloading Strategy activities and the
benefits of Frontloading Strategy to the students' vocabulary learning.
F. The significant of the Study
The study is created to help all people interested in the study. However, it is
also specially designed to:
1. Giving a general explanation of the condition of English Vocabulary teaching
in secondary school.
2. As the references for people who are interested in doing the research related
secondary school.
3. For English Teacher especially secondary school teachers, the teachers will
be facilitated in teaching vocabulary to their students based on the
considerations the use of a strategy that analyzed in this study. The teacher
also can use this research to improve their knowledge of English vocabulary
teaching.
CHAPTER II
THEORETICAL FRAMEWORK
A. Teaching English as a Foreign Language
Teaching English as a foreign language means that the teaching refers to the
teaching English to students whose first language is not English. While teaching
English as a second language is refers to specialized approaches to the language
teaching designed for those whose primary language is not English. The aim of
teaching English at school is to teach students how to use English for
communicative needs. The principle of communicative competence was one of
the main methodological principles. It shows that students must take part in the
communication activities of all English learning courses.1 The goal is that students
gain knowledge about sentences not only as grammatical, but also as proper. So
students can get their abilities by knowing the proper use and structuring of the
language. In short, the students become able to reach a repertoire of speech acts,
to take part in speeches, and to check their achievements by others. In teaching
English or other language actually consist of four skills that should to be
mastered, they are speaking, reading, writing, and listening. The way to teach
English as a foreign language and a second language is not different but people
who learned English depend on the condition of the language is used in their daily
activity.
For most learner in Indonesia, they only learned English in the school and
they seldom use it to speak in their daily live. In other side such as in America or
Singapore where they learned well in the school and fluency in conversation in
their daily live. They acquire English because they are exposed to language in the
society, they are not always aware of process of gaining the language. As Kachru
explained as follows.
Kachru described the world of English in terms of three circles. In the inner circle he puts countries such as Britian, the USA, Australia, etc. where
1 Fedicheva N. V, Teaching English as a Foreign Language: educational guidance for Students, would-be Teachers of English, (Lugansk: Taras Shevchenko LNU, 2011), p. 19.
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English is the primary language. The outer circle contained country where English had become an official or widely-used second language. This include India, Nigeria, Singapore, etc. Finally, the expending circle represented those countries where English was learnt as a foreign language…. countries such as Poland, Japan, Mexico, Hungary, etc.2
It means in some country English is not as first language but as a second
language, such in Malaysia, Singapore, India, etc, and as a foreign language, such
as in Indonesia, Japan, Korea, Poland, and many more.
Based on the explanation above, it can be concluded that teaching English as
a foreign language is to equip students with other language knowledge where the
language that they are learn is one of the most important language world that are
widely learned by people in other country.
B. Vocabulary
Learning second language is really needed for everyone in the world,
especially English. As much as, many nations use second language in their daily
conversation, such as Malaysia, Singapore, India, etc. there are some important
elements in using second language, one of them is vocabulary. It is connected to
all English skills namely, Listening, Speaking, Reading, and Writing.
Vocabulary is the basic language aspect that must be mastered before
mastering English Skills. Mastering vocabulary helps the students to express their
ideas clearly, obviously, and without repeating their ideas in conversation. When
the students learn about vocabulary, the first thing that they remember is a word.
There are some definitions of vocabulary by some experts.
According to Preszler, “Vocabulary, or word meaning, is one of the keys to
comprehension”.3 Furthermore, Jack C. Richard & Willy A. Renandya state that
“Vocabulary is a core of part of language proficiency and provides much of the
basis for how well learners speak, listen, read and write”.4 Hence, we know that
2 Jeremy Harmer, The Practice of English Language Teaching, (New York: Person Education, 2007), p. 17.
3 June Preszler, Barb Rowenhorst, & Jo Hartmann, On Target: Strategies to Build Student Vocabularies, (Rapid City: Black Hills Special Services Cooperative, 2006), p. 04.
4 Jack C. Richard & Willy A. Renandya, Methodology in Language Teaching, New York: Cambridge University Press, 2002), p. 255.
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Vocabulary is word included in the list which has meaning approvingly, so we use
it in language to communicate in oral or in print language. It means that in
language learning especially for learning English, we have to know a lot of
vocabulary, their meanings, and understand how to use it with suitable context.
So, at the last we can communicate easily when we have a lot of vocabulary and
are able to use them with proper context. As Steven & William have defined as
follows.
A person who knows more words can speak, and even think, more precisely about the world. A person who knows the terms scarlet and crimson and azure and indigo can think about colors in a different way than a person who is limited to red and blue. A person who can label someone as pusillanimous or a recreant can better describe a person's cowardly behavior. Words divide the world; the more words we have, the more complex ways we can think about die world.5
Therefore, if the students really want to master English, then the first thing
that they have to prepare is to understand various kinds of word meanings or
vocabulary in English.
Vocabulary also can be said as the thing to convey or share information.
Furthermore, Thornbury says that “Without grammar very little can be conveyed,
without vocabulary nothing can be conveyed”.6 This is shows that learning
vocabulary is almost more important than learning grammar. By looking at the
importance illustrated by Thornbury, it can be realized that teaching vocabulary
must be interesting to students to reach the goal.
Based on the explanation above, it can be concluded that vocabulary is total
number of words and a language or a list or set of words with their meaning that
can be recognized and used by the user to communicate or to convey or share the
information in oral and print language. Besides that, we can also understand that
people cannot communicate effectively because they do not know many of word
they need. It is impossible to share thought or ideas without vocabulary, so the use
of right vocabulary and grammar is better surely.
5 Steven A. Stahl & William E. Nagy, Teaching Word Meaning, (London: Lawrence Erlbaum Associates, 2006), p. 05.
6 Scott Thornbury, How to Teach Vocabulary, (Harlow: Longman, 2002), p.13.
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1. Kinds of Vocabulary
In teaching vocabulary, besides knowing the method, the teacher should
know the material. There are many classification made by the expert in language
area about the kinds of vocabulary. According to Toni C. Smith & Ian H. Witten,
vocabulary is divided into two types:
a. Content words are the words that have more or less concrete meaning. It
consists of nouns, adjectives, verbs, and so on.
b. Function words are the words that had a principal role and more syntactic
than semantic. It exemplified by preposition, articles, auxiliary verbs, and
pronoun.7
Furthermore, as the writer citied in Isna’s Thesis, Charles C. Fries classified
the content word into three classes:
1) Word for things represent sets of phenomena that seem to endure with some
stability (nouns).
2) Word for actions represents set of phenomena that seen to change or be in
process (verb).
3) Word for qualities: the content words and the precise meanings shift with
various “things” to which the “quality” word is attached as “modifier”
(adjective and verbs).8
Meanwhile, According to Schmitt as citied in Zunita and Harun’s Journal,
vocabulary knowledge can be divided into two kinds, they are:
a. Receptive vocabulary knowledge assumed as learners can understood the
meaning when read the text or listen.
b. Productive vocabulary knowledge refers to the words that learners are
understood and can be pronounced.9
7 Tony C. Smith & Ian H. Witten, Language Inference from function words, Working Paper Series, 1993, pp. 4–5.
8 Isna Yuliani, “Teaching English Vocabulary Strategy for Deaf Students in SLBN 1 of Palangkaraya”, A Skripsi at IAIN Palangkaraya, 2017, p. 28.
9 Zunita Mohamad Maskor & Harun Baharudin, Receiptive Vocabulary Knowledge or Productive Vocabulary Knowledge in Writing Skill, Which One Important?, International Journal of Academic Research in Bussiness and Social Sciences, Vol. 6, No. 11, 2016. pp. 261–264.
10
2. Part of speech
In the English language, words can be considered as the smallest element that
have distinctive meanings. Based on the use and the function, words are
categorized into several types or part of speech.
a. Noun
Harmer states that noun is a word for a person, place, or thing. Everything people
can see or talk about is represented by a word that names it.10 Furthermore, Frank
states the noun is one of the most important parts of speech which is a basic tool
for giving names and talking about various things and concepts.11 By noun it can
call something and concept’s name, and usually it can be a subject or the object in
a sentence.
1) Concrete and Abstract Noun
a) Concrete Noun
Concrete Noun is a noun that is tangible, can be seen, touched, held, felt by our
five senses. Concrete noun can be divided into 4 (four) groups:
• Common Noun
Common Noun is a noun that is often found in everyday life or shows a
common object.
Example: cat, car, teacher, tree, mountain etc.
• Proper Noun
Proper Noun is a noun that shows the name of a person, country, city, and
school, name of day, month, nationality, and religion.
Example: Fatimah (name of a person), Indonesia (country), Jakarta (city),
May and June (month), Islam (religion).
• Collective Noun
Collective Noun is a noun that states a certain group or group of people, animals,
or similar objects which is a whole unit and can be counted (Countable Noun).
10 Jeremy Harmer, How to Teach English, (Edinburgh Gate: Longman, 2007), p. 65. 11 Marcella Frank, Modern English a Practical Reference Guide, (New York: Prentice
Hall, 1972), p. 06.
11
Example: committee, team, flock, class, people, constellation, fleet and
others.
• Material Noun
Material Noun is a noun that expresses raw material. Generally it is a noun
that cannot be counted (uncountable noun), can only be touched, measured, or
weighed.
Example: gold, silver, water, sugar, etc.
b) Abstract Noun
An abstract noun is the name of a quality, action or state. Abstract nouns refer to
ideas that people cannot see or touch, but can be imagined in generally. Abstract
Noun consists of nouns that cannot be counted (Uncountable Noun). For the
example love, hate, courage, friendship and others. Abstract Noun can be formed
from adjective words, verbs (verb), or nouns (noun) itself.
Table 2.1
Form of Abstract Noun
From Adjectives
by adding suffix
-ness to adj -y, -ty, -ity to
adj
-ce or cy to the
word that end
by letter t
-ion to
adj
other in a
special
form.
Kind –
Kindness
able - ability distant - distance correct-
correction
angry -
anger
Rude –
Rudeness
pure - purity patient - patience deep -
depth
Bad - Badness beautiful -
beauty
efficient -
efficiency
proud -
pride
Ill - Illness honest -
honesty
different -
difference
12
b. Pronoun
Pronoun is a word used in the place of or as a substitute for noun.12 Kinds of
pronouns:
1) Possessive Pronoun
A possessive pronoun function as a pronoun that explains the ownership of an
object. There are two types of possessive pronoun, namely absolute possessive
pronoun and possessive adjective pronoun. The difference is in its placement,
absolute possessive is placed after the preposition or in front and back of the verb
without being followed by noun, while possessive adjective is placed in front of
noun (must join noun). Besides, absolute possessive is more formal than
possessive adjective. However, both have the same function and meaning.
Table 2.2
Form of Possessive Pronoun
Absolute Possessive Pronoun Possessive Adjective Pronoun
Mine My
Yours Your
Hers Her
His His
Theirs Their
Its Its
Ours Our
2) Relative Pronoun
Relative Pronoun functions to associate between clause and clause or other phrase
in a sentence. (Who, whom, that, which, whose).
Example: A man 'who' teaches you computer is my father
The money 'which' you gave to me was stolen by someone
Please call the old woman 'that' is sitting down under the tree
12 Ibid, p. 20.
13
3) Demonstrative Pronoun
Demonstrative pronoun functions to designate an object based on distance (near /
far) and number (singular / plural). There are four demonstrative commonly used,
this, that, these, those.
Table 2.3
Form of Demonstrative Pronoun
Pronoun Distance Total Example
This Near Singular This book
That Near Plural These books
These Far Singular That book
Those Far Plural Those books
4) Intensive Pronoun
Intensive Pronoun functions to emphasize the subject, such as explaining the level
of seriousness or necessity. There are two writing forms of intensive pronoun; self
for singular and selves for plural. The placement can be after the subject or at the
back of the clause.
• Singular: Myself, yourself , herself, himself, itself
Example: Yusuf 'himself' wants to work in Japan
• Plural: Yourselves, themselves, ourselves
Example: Saskia went to North Pole 'herself'
5) Reflexive Pronoun
A reflexive pronoun is a type of pronoun that is preceded by the adverb, adjective,
pronoun, or noun to which it refers, so long as that antecedent is located within
the same clause.
• Singular: myself, yourself, herself, himself, itself
Example: Yusuf has sworn 'himself' that he will work in Japan
• Plural: yourselves, themselves, ourselves
Example: They always entertain 'themselves' when they are getting bored
14
6) Indefinite Pronoun
Indefinite pronouns are those referring to one or more unspecified objects, beings,
or places. Indefinite pronouns include partitives such as any, anybody, anyone,
either, neither, nobody, no, someone, and some; they also include universals such
as every, all, both, and each; finally, they include quantifiers including any, some,
several, enough, many, and much. Many indefinite pronouns can also function as
determiners.
Example: I have 'several' laptops
'Everything' will be much better
7) Interrogative Pronoun
Interrogative Pronoun functions as a prefix to form question in sentences. It's in
front of the sentence. (What, who, which, whom, whose, where, when, etc.)
Example: 'What' is your name? (What is your name?)
'Which' is your house? (Which house are you in?)
'Whom' were you for? (Who do you support?)
c. Verb
Verb is a kind of word that tells about an action or state. It is the main of a
sentence: every sentence has a verb.13 However, Harmer states verb is a word (or
group of words) which is used in describing an action, experience, or state.14 It is
varying arrangements with nouns determine the deterrents kinds of sentences,
statements, questions, commands, exclamations. Verb has the grammatical
properties of person and number, properties which require agreement with the
subject.15
Verb are a necessary component of all sentences. Verbs have two important
function: some verbs put stalled subject into motion while other verbs help to
clarity the subject in meaningful ways.
Example: The curious toddler popped a grasshopper into her mouth
The curious toddler: stalled subject, popped: verb
13 Ibid., p. 47. 14 Harmer, loc. cit. 15 Thornbury, op. cit., p. 4.
15
The important thing to remember is that every subject in a sentence must have
a verb.
Types of verb:
1) Transitive and Intransitive Verb
Transitive verb is a verb followed by direct object that accepts the action of the
subject, while intransitive verb is not because the action carried out by the subject
does not involve direct object.
Table 2.4
Example of Transitive & Intransitive Verb
Transitive Verb Intransitive Verb
Bring Arrive
Buy Come
Hit Listen
Send Sneeze
Want Work
Example: He sent me a postcard.
Fatimah often sneezes while cleaning house.
2) Regular and Irregular Verb
Regular verb is a verb in the form of past tense (verb-2) and past participle (verb-
3) obtained by adding a suffix -ed or -d to the base form (basic form of the verb).
Unlike the regular verb, the past tense and past participle forms of irregular verb
are more varied.
Table 2.5
Example of Regular & Irregular Verb
Regular Verb Irregular Verb
Arrive Come
Help Meet
Live Run
Walk Taste
16
Regular Verb Irregular Verb
Put Sing
Example: The item arrived late. Regular: arrive – arrived – arrived
They came late. Irregular: come – came – come
3) Action and Stative Verb
Action verb is a verb to declare that a subject is carrying out an action or to
declare that something happens, while the stative verb is not to express an action
but to state a condition that does not change or tends not to change.
Table 2.6
Example of Action and Stative Verb
Action Verb Stative Verb
Eat Have
Listen Love
Play Prefer
Study Seem
Walk Owe
Example: They walked hand in hand. Action verb
I prefer tea to coffee. Stative verb
4) Finite and Non-Finite Verb
Finite verb is a verb that is influenced by tense (present or past) and agreement
(correspondence) with subjects in terms of person (first / second / third) and
number (singular / plural), while non-finite verb is not.
The verb group includes finite verb, namely: transitive and intransitive verb,
action and stative verb, linking verb, and auxiliary verb. The non-finite verb
includes: present participle (-ing form), past participle (-ed form), infinitive (to +
verb), and bare infinitive.
Example: You are growing up so fast. Finite verb, stative verb
You’re growing up so fast. Non-finite verb, present participle
17
5) Linking Verb
Linking verb connects subject of sentence with its description.
Table 2.7
Example of Linking Verb
Linking Verb
Feel Become
Look Continue
Smell Grow
Sound Seem
Taste Be (am, is are, was, were, be, been,
being)
Example: She is young and beautiful
You look gorgeous.
6) Causative Verb
Causative verb to show that a subject makes someone or something do an action.
Let, make, have, and get are some of the most popular causative verbs.
Example: He won’t let me see his phone.
I had my house renovated last week
d. Adjective
Harmer states that adjective is a words that are used to describe or modify nouns
or pronouns.16 In addition, Frank states that adjective is modifier that has the
grammatical property of comparison.17 Besides it can be a group of words.
Hence, its most usual position is before the noun or pronoun that it modifies, but it
fills other positions as well.
Kind of adjectives:
1) Adjective of quality or descriptive adjective
Adjective that showing the kind or quality of nouns or pronouns.
Example: Egypt is a beautiful country
16 Harmer, loc. cit. 17 Frank, op. cit., p. 109.
18
I read an interesting book
2) Adjective of quantity
The adjective which shows the quantity of noun or pronoun.
Example: He showed much patience
There are many oranges in the basket
3) Adjective of number/numeral adjective
The adjective which express the number of person or things.
Example: The hand has five finger
There are no picture in this book
4) Demonstrative adjective
This adjective straight away points out the person or thing concerned.
Example: These clothes are wet
Those birds are flying south
5) Possessive adjective
The adjective that that expresses the state of possessions of noun.
Example: Your book are from Cambridge
He has a laptop
6) Proper adjective
An adjective that is formed from proper noun.
Example: He is an Australian citizen
Japanese students
7) Indefinite adjective
An adjective which is not definite.
Example:
• Your cat
Your to explain to which cat the speaker is referring. There is no question as to
what cat you are referring
• Any car
This example uses an indefinite adjective, any to refer the car. Again, it is clear
and unambiguous what car.
19
e. Adverb
Adverb is a word or group of words that describes or adds to the meaning of a
verb, or adjective, another adverb or a whole sentence.18 Moreover Frank also
state the Adverb are words that describe or modify verb, adjective, and other
adverbs.19 It means that adverb can be used to explain more about verbs,
adjectives, and other adverbs or even a whole sentences.
1) Forms of Adverbs
a) Single words/ adverbial phrases
b) Typically formed from adjectives by means of the ending – ly (sometimes –
ably)
c) Some adverbs have the same from and pronunciation as other parts of speech
(adjectives – fast, pretty, early, straight; preposition – up, about, around)
d) Some adverbs have two forms – one which is the same as that of the adjective
and the other ending in – ly: right/rightly, short/shortly, high/highly, and
pretty/prettily.
2) Kind of Adverbs
a) Manner (boldly, dangerously, fast, hard, quickly, usually, well)
b) Place (by, behind, here, left, near, over, there, upstairs)
c) Time (next, now, punctually, soon, tomorrow)
d) Frequency (always, frequently, never, occasionally, once, repeatedly)
e) Degree (fairly, hardly, pretty, quite, too, very)
f) Sentence (actually, admittedly, luckily, surely)
g) Interrogative (why? when? when?)
h) Relative (why, when, where)
Example: Nada works hard
Andi walks quickly
18 Harmer, loc. cit. 19 Frank, op. cit., p. 141.
20
f. Conjunction
A conjunction is a word that links words, phrases, or clauses. According to Frank,
There are two types of conjunction, coordinate and subordinate.20
1) Coordinate Conjunction
An easy way to remember these six conjunctions is to think of the word
FANBOYS (for, and, nor, but, or, yet, so). Each of the letters in this somewhat
unlikely word is the first letter of one of the coordinate conjunctions. When using
a conjunction to join two sentences, use a comma before the conjunction.
Example: We have ticket to the symphony and the opera.
I wanted to sit in the front of the balcony, so I ordered my ticket
early.
2) Subordinate Conjunction
Subordinate conjunctions are most important in creating subordinate clauses.
These adverbs that act like conjunctions are placed at the front of the clauses.
Table 2.8
Form of Subordinate Conjunction
Time Cause + Effect Opposition Condition
after because although if
before since though unless
when now that even though only if
while as whereas whether or not
since in order that while even if
until so in case (that)
Example: We are going to eat after we finish taking the test.
Although the line was long and the wait over two hours, the
exhibit was well worth it.
20 Ibid., p. 206.
21
g. Preposition
Prepositions are the words that indicate location. Usually, prepositions show the
location in the psychical world. According to Frank, “The proposition is classified
a part of speech in traditional grammar. However, propositions as well as
conjunction differ from other parts of speech in that (1) each is composed of a
small class words that have no formal characteristic endings; (2) each signals
syntactic structure that function as one of the other parts of speech”.21
Example: The cat is on the floor
The cat is in the trash can
The cat is beside the table
On, in, and beside are all prepositions. The propositions showing where the cat is.
Propositions can also show location in time.
Example: I saw him on Saturday
I have not seen him since Monday
I will see you before Wednesday
Below is the complete list of preposition:
Table 2.9
Example of Preposition
about concerning onto
above despite on top of
according to down out
across during out of
after except outside
against except for over
along excepting past
along with for regarding
among from round
apart from in since
21 Ibid., p. 163.
22
around in addition to through
as in back of throughout
as for in case of till
at in front of to
because of in place of toward
before inside under
behind in spite of underneath
below instead of unlike
beneath into until
beside like up
between near upon
beyond next upon
but of up to
by off with
by means of on within and without
h. Interjection
The last is Interjection. The interjection is a part of speech which is more
commonly used in informal language than in formal writing or speech. Basically,
the function of interjections is to express emotions or sudden bursts of feelings.
They can express a wide variety of emotions such as: excitement, joy, surprise, or
disgust.22 Interjections can come in the form of a single word, a phrase, or even a
short clause. Aside from that, they are usually (but not always) placed at the
beginning of a sentence. The importance of interjections lies in the fact that they
can convey feelings that may sometimes be neglected in the sentence.
22 Felix K. Ameka, Interjections, Research Gate, 2006, retrieved from (http://www.researchgate.net/publications/289752120_interjection), accessed on 10th, October, 2018 at 19.23.
23
Table 2.10
Example of Interjection
Example of
Interjection
Meaning
Example of Interjection in
Sentence
ah happy expression “Ah, the weather is good.”
aha understand, success “Aha! Then you act as if you don’t
know anything.”
alas sad or pity expression “Alas, he failed.”
argh angry, frustrated
expression
“Argh, I did many mistakes!”
aw sorry or sorry for
others
“Aw, you make her cry.”
bah disparaging, annoyed “Bah, he makes me laugh!”
boo rejection, humiliation “Boo, get away from here!”
dear a look of surprise or
pity
“oh dear, are you ok?”
eek surprised, scared “eek, a cockroach on my foot!”
eh request repetition or
confirmation
“Eh? I didn’t hear you.”
er hesitant expression “His name is…er…Deni.”
ew, eww disgusted “eww, your socks smell bad.”
grr angry, growling “grr, I’ll smack him!”
hello welcome expression “Hello. How are you?”
24
3. Teaching and Learning Vocabulary
Teaching vocabulary is not just equipping the words.23 While learning
vocabulary is when students see a lot of words in the course of a week. Some of
them are used straight away, others are not.24 It means that the teacher only
teaches the important words or needed words to the students so they can only
learn the vocabularies based on the topic at that time and not others.
Vocabulary represents one of the most important skill in language skills, it is
necessary for teaching and learning of a foreign language. It is the basis for the
development of all English skills such as reading comprehension, listening
comprehension, speaking, writing, spelling, and pronunciation. The knowledge of
spelling the word and knowledge of its pronunciation are two things that also play
important roles in teaching and learning vocabulary, including word stress. As
regards spelling there may be different acceptable written form for the same word
within the same variety of English (e.g. hello/hallo/hullo) or, most commonly, due
to the fact that they belong to different varieties as happens with many British or
American English terms (e.g. centre, BrE or center, AmE).
The first thing that the teacher has to do before teaching the vocabulary is
choosing what to teach, this must be based on the keywords and the benefit of the
words. After preparing the right teaching material, the teacher just needs to adjust
the proper method so the students can easily understand the lesson. Based on
Harmer, there are many the interesting ways that can be done by the teacher to
bring the new words to the students in teaching learning vocabulary in the
classroom. Some examples are:
a. Realia
One way to present words to students is to use realia, where the teacher
brings tangible items related to the material being taught. For the examples of the
items, such as postcards, rulers, pens, balls, etc. the teaching process of
vocabulary in the class can be presented by this way. In the teaching, the teacher
utters new vocabulary while lifting the original object so that the student begins to
23 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Publishing, 1991), p. 159.
24 Ibid.
25
understand the meaning of the word and the teacher utters the word for the second
time and then ask the student to follows it.
b. Picture
Picture can be used to explain the meaning of vocabulary items: teacher can
draw things on the board or bring in picture, they can illustrate concepts such as
above and opposite just as easily as hats, coats, walking, sticks, cars, smiles,
frown, etc.
c. Mime, action, and gesture
It is often impossible to explain the meaning of words and grammar either
through the use of realia or in pictures. Actions, in particular, are probably better
explained by mime. Concept like running or smoking are easy to present in this
way; so are ways of walking, expressions, prepositions, (to, towards’ etc.) and
times (a hand jerked back over the shoulder to represent the past, for example).
d. Contrast
The teacher can present the meaning of empty by contrasting it with full, cold
by contrasting it with hot, big by contrasting it with small. Teacher may present
these concepts with picture or mime, and by drawing attention to the contrast in
meaning we ensure our students’ understanding.
e. Enumeration
The teacher can use this to present the meaning. Teacher can say clothes and
explain this by enumerating or listing various items. The same is true of vegetable
or furniture, for example.
f. Explanation25
Explaining the meaning of vocabulary items can be very difficult, especially
at beginner and elementary levels. But with more intermediate students such a
technique can be used. It is worth remembering that explaining the meaning of a
word must include explaining any fact of the word use which are relevant.
Based on the explanation above, it can be stated that teaching vocabulary is
very essential especially for understanding English in the class in which teacher
should pay attention to the teaching by choosing and applying some teaching
25 Ibid., p. 161–162.
26
technique and media which are appropriate with the students‘ needs based on
curriculum through some phases.
4. Problem in Teaching and Learning Vocabulary
a. Teacher’s Problem in teaching vocabulary
As explained above, that teaching vocabulary is clearly more than just
presenting the words, where the teacher must be able to choose words that are
related and needed in the vocabulary learning, and do not teach unrelated words.
Vocabulary becomes one of the most important parts in teaching English,
therefore the teacher must master material to be taught and must be able to choose
or use the interesting techniques and methods in teaching vocabulary. So students
are interested in learning and understand the lessons.
There are some things that become the problem of the teacher to teach
English in classroom. Some of the problem, as Thakur states, it can be described
as follows:
1) Over-crowded classes
Teachers of English experiences a lot of problem in handling such a big class.
It is difficult to pay attention to students individually and it is very necessary
in the teaching learning process especially in English classes.
2) Teacher’s competence
Teacher is often to be the one who becomes the main source of the problems
as far as the teaching English in schools. In this modern era, where everything
can be done easily and pleasantly especially in the world of education, we
still find many teachers in various schools who still teach the students used
the general methods and are less attractive in the teaching and learning
process. Some teachers are either trained in old method and have never cared
to look for something better in a new technique, or there are those who
receive new insight but never apply their knowledge, their real teaching work
and remain satisfied with routine methods. Sometimes, English is taught by
those who do not enjoy it during teaching.
27
3) Faulty method of teaching
As mentioned before, the method of teaching is something that must be
considered by the teacher in teaching learning process. In most schools,
teaching by translating the materials subject is the only way that we get very
often. The teacher writes or presents several English sentences, then translates
them into Bahasa. After that, the teacher also only wrote some difficult
vocabulary along with their meanings on the board and assigned students with
some homework, that's all. The teacher does not give students the opportunity
to try to pronounce the word properly and correctly, the teacher also does not
give an explanation when the use of it word in proper context. Students only
listen to understand and practice the words in general way so they can easily
forget the vocabulary that they have just learned. In the end, students cannot
even say it correctly and do not know to put the word in the proper context
4) Non-availability of good text-books
The text books of English used in schools are sub-standard. The book are
edited or written by those who are not real practicing teachers. No effort is
made to select beforehand graded vocabulary for use in the text book.
5) Apathy to new techniques and procedures
Most of the teachers working in middle and high schools are both ignorant
and apathetic to the new techniques and procedures of teaching English. The
generations of new teachers are training in new methods but they fail
miserably when they really use their teachings.
6) Inadequate provision of teaching aids
A general survey of teaching in schools would show that most of the teaching
is being done without the help of any aid. The English teacher hardly take any
infinitive to prepare even simple charts or flashcards which can greatly help
them in teaching the subject well.26
26 Jyoti Thakur, “Challenges and Prospects in Teaching English”, Journal of Education Confab, Vol. 2, No. 1, 2013, pp. 127–128.
28
b. Students’ problem in learning vocabulary
Vocabulary is very important in learning English skill, it does not mean that
all of students, master vocabulary well. Based on the researcher’s experience,
there are still many students cannot speak, listen, read, and write well because of
the limitation of vocabulary. For example when they are asked to introduce
themselves or asked something to help them, they cannot do it well because they
do not know how to say it in English. Sometimes they use their mother tongue to
tell or to describe something. In other time, when they are asked to read a text
they cannot pronounce it well. There are six factors that make some words more
difficult than others, they are:
1) Pronunciation
Research shows that words which are difficult to pronounce are more likely
difficult to learn. Words that are difficult usually containing potentially
sounds that unfamiliar to the students.
2) Spelling
Sound-spelling mismatches are likely to be the cause of errors, either of
pronunciation of spelling, and can contribute to a word’s difficulty. Word that
contain silent letters are particularly problematic.
3) Length and complexity
Long words seem to be more difficult to learn than short ones. Dealing with
complex words also tends to be more difficult than simple one.
4) Grammar
Also problematic is the grammar associated with the word. Grammar of
phrasal verbs is particularly troublesome. Some phrasal verbs are separable,
but others are not.
5) Meaning
When two words overlap in meaning, the students tend to be confused
understand. Words with multiple meaning can also be troublesome for the
students.
29
6) Range, Connotation, and Idiomatic
Word that can be used in a wide range of context will generally be perceived
as easier than the synonyms with a narrower range. Uncertainty as to the
connotation of some words may cause problems too. Words expression that
are idiomatic will; generally be more difficult than words whose meaning is
transparent.27
C. Frontloading Strategy
Frontloading or commonly referred as pre-teaching is a strategy included in
the category of Marzano’s instructional strategy in his Model of teaching
effectiveness. So to find out more about Frontloading Strategy, the researcher will
explain it below.
1. Principle of Fronloading
According to Downs, Frontloading is a pre-teaching vocabulary that is used
as a teaching strategy to help students understand in material subject to be
learned.28 Marzano also point out that Frontloading is a process of intentionally
exposing students to vocabulary, concept, and skill they will later learn, either
during the school day or in future program activities.29 In his Model, Marzano
believes that teachers who set goals and check for understanding will be effective.
Teacher should also give positive feedback for student progress. If students don’t
understand, a teacher should need to go back and re-teach certain concepts. He
also suggests that teachers should help students interact with new information by
chunking smaller section and then checking for understanding, using media,
making prediction, and responding in their English reading or writing text.
Therefore, Frontloading is one of the strategies that he thinks are effective in
maximizing the teacher’s ability to improve students’ achievement.
27 Thornbury, op. cit., pp. 27–28. 28 Mandy L.Downs, Effect of Front-loading Vocabulary for English as a Second
Language Learners, (Minnesota: Saint Catherine University, 2017), p. 9. 29 Robert J. Marzano, Building Background Knowledge for Academic Achievement,
Reaearch on What in School, (Alexandria: ASCD, 2004), p. 69.
30
2. Definition of Frontloading
Pre (Frontloading) in teaching is perhaps one of the most effective strategy to
improve student comprehension; this part of the strategy develops specific ways
which allow for greater critical thinking and focus throughout the lesson.30
According to Alber Frontloading vocabulary which is also known as pre-teach
vocabulary, is a strategy where the learners are introduced the words in photos, or
media, and in context to things that students know and are interested in before
they are going to learn more.31 For some students, they have the difficulty in
understanding the English text that they have already been read because of the
limitation vocabulary. It is hard for them to understand the text. Based on this
situation, Frontloading Strategy is one of the effective ways that can help students
easily understand their English texts. It can be used to improve the students’
comprehension. Frontloading is a strategy the teacher uses to offer students
predetermined guidance and reminders for applying necessary skills, strategies,
and behaviors to be successful in the day’s learning. According to Preszler, this
strategy can give students the opportunity to develop their vocabulary by
accessing the students’ prior knowledge before reading content. When students
have the opportunity to use their prior knowledge, they show an increase in
vocabulary and content knowledge.32 In other words, frontloading strategy can
also be said as a process of intentionally exposing students to vocabularies and
about the content or meaning of new material they will learn later. In addition,
students also can show their understanding as they interact with difficult content
material.
From the definitions above, it can be concluded that Frontloading or pre-
teaching vocabulary is powerful instructional strategy that help the students’
comprehension in a passage.
30 Julie Adams, Frontloading Increasing Critical Thinking & Focus, Adams Educational Consulting, 2012, retrieved from (http://www.effectiveteachigpd.com/blog/2012/10/4/frontloading-increasing-critical-thinking-focus.html), accessed on 15th, October, 2018 at 17.13.
31 Rebecca Alber, 6 Scaffolding Strategies to Use with Your Students, Teacher Leadership, 2014, p. 2, retrieved from (https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber), accessed on 15th October, 2018 at 22.20.
32 June Preszler, Barb Rowenhorst, and Jo Hartman, op. cit., p. 8.
31
Frontloading Strategy is a strategy which is applied in learning through
different method or various ways. This traits are related to the characteristics of
the effective strategy in teaching vocabulary that stated by Marzano, where one of
the characteristics is stating that vocabulary is given to students through multiple
ways.
There are a variety of ways to frontload information to maximize success for
English language learners.
a. Realia
Bring the real thing to help the teaching activity in the class. For example:
when reading a text about the life cycles of fruits, bring the fruits, seeds, branches
and buds and allow students time to observe, touch and have oral language
experiences prior to encountering the new vocabulary in the text.
b. Video
Provide rich visual imagery through video, with the sound on or off, to help
students understand concepts from a text before they read. Establish a focus for
viewing so students look for key points. Pause often to clarify, or have students
turn to a partner and discuss what they just saw. For example: when reading a text
about extreme weather, view video clips of a variety of forms of weather so
students have a context before reading.
c. Field Trip
Teacher can frontload key concepts and vocabulary by going on a field trip
before embarking on the study. Take photographs, then discuss and write about
the experience when return to the classroom. The information in a related text will
be much more meaningful when it can be connected to share real-life experiences.
d. Picture Observation Charts
Collect a variety of pictures that connect to the text to be read. Post those on
chart paper around the classroom and have students move from poster to poster,
observing and discussing the pictures with a partner. Encourage students to write
their questions, connections and observations on the posters. Students will begin
thinking about the topic and you will have information to assess prior knowledge
and plan for instruction.
32
e. Text Bits
Using pictures from the text to be read, or related pictures, pass one to each
student and ask them to face one other person. Students describe their picture,
predict what the book may be about and listen to the same from their partner.
They then move to another student and repeat the process. When pictures have
been shared, students write a quick prediction of the book’s content, based on the
pictures. A whole class discussion follows. Text Bits can also occur with actual
text from the book to be read. Select key sentences or phrases from the text and
write each on a strip of paper. Pass one to each student. Students move around the
room reading their strip and listening to each partner. Again you may wish to have
them write what they remember or predict the content of the book to be read.
f. Word Sorts
Identify key vocabulary from the text to be read. Provide a list of words to
students to sort into categories determined by either the teacher or the students.
Encourage metacognition by asking them to give the rationale for placing words
in certain categories. If the choice to be read is a narrative, students can sequence
the words in a way that makes sense and use the words to tell the story, based on
their prediction of what they story will be about. The words can be resorted to
show the real story as the reading occurs, and can be sorted again at the end of the
reading to aid in retelling.33
In this research one type of Frontloading Strategy was used. The researcher
used text bits with a picture observation charts. Picture observation charts was
chosen because the students will begin thinking about topic. The students will
have from the material. Also, it can be easier to ask students to make list content
of picture charts. Besides that, picture chart is easy to understand, remember and
could avoid misunderstanding because the students can predict the content of
picture.
Based on the definition above it can be concluded that when students face the
difficulties in understanding a new material or English text, frontloading can give
33 Jan McCall, Frontloading for ELL Learners: Building concepts and Vocabulary before Reading, Spotlight on Comprehension, 2005, pp. 1–3.
33
support to students to understand the material or reading material first by using
many interesting ways in teaching. This becomes very important because students
are encouraged to reactivate their previous knowledge and help them make
connections when they will start for the learning process.
3. The steps in Frontloading Strategy
According to Preszler this strategy involves 3 Steps, they are:
a. Introduce content to students.
Ask students to describe experience or ideas they have regarding the content.
Ask students to list words they associate with the content to be studied. For the
example, the unit of the study that to be taught is about The Vietnam Era by
using KWL Chart as one of Frontloading Strategy.
b. Create a list of content words based on students’ suggestions or ideas.
c. Add to and revise the list of content words.34
Table 2.11
Word List for Midwest
Dairy Belt Illinois Culture
Badlands Grant Corn
Black Hills Wood Caves
South Dakota Agriculture Canals
Wisconsin Crazy Horse Mount Rushmore
Kansas Plains Mounds
Missouri National Parks Soo Canals
Minnesota
Michigan
Mississippi River
Chicago
African Americans
Hispanics
Export
Import
Sears Tower
Model T-Ford
Missouri River
Indiana
34 June Preszler, Barb Rowenhorst, and Jo Hartman, op. cit., pp. 8–9.
34
Table 2.22
Modified KWL Chart
What I Know What I Want
to Know
What I have
Learned
4. The advantages of Frontloading Strategy
The advantages of using this strategy, it can give the students exposure in the
new vocabulary, where the teacher can help students learn the meaning of the new
words and strengthen their independent skills to build and understand the meaning
of the material that they will learn at the time. Building this strategy in a lesson
plan also will give the benefit to the students' understanding and broaden learning
for their thinking activities.
Daniels states, there are several advantages on the use Frontloading Strategy
in teaching and learning process:
a. It helps students use the upcoming activity to build on prior knowledge and
experience.
b. It helps students set purpose and intention for the activity.
c. It distributes expertise to the students before the activity begins, as opposed to
the teacher being the only expert.35
The goal of Frontloading Strategy itself is to develop grade level proficiency
in a content area. It is not just teaching in English, but rather, teaching about the
type of English that is required by a specific content area.
35 Daniels Zemelman, et.al, Frontloading: Preparing Students for Success, Boise State University, 2010, p. 4, retrieved from (http://www.slcschools.org/departments/curriculum /languagearts/documents/Frontloading_20130205.pdf), accessed on 3rd November, 2018 at 13.33.
35
D. Students’ Participants
Participation is an important element for learning. According to Cieniewicz,
participation proves that students learn better and retain more when they are
become active participants.36 It means that the teacher can see the students’
understanding of a lesson through their participation. So, discussion which
requires students to participate and share their opinions and ideas permits teacher
to provide information and explanation in an efficient manner besides checking
students’ understanding about the lesson. Brenner described participation as the
student being present in the learning situation. There are some manners students
are meaningfully engaged in the learning task at hand and are working through
which are identified as listening, speaking, reading, and writing.37
Black in Simanjalam indicated that participation can take many forms in the
classroom, and some of the forms could not be easily identified or recognizable by
the teacher.38 The students can participate actively in the by paying attention to
the teacher. So, thinking and making connection which is done by the students
quietly in their own minds is also considered as participation, even though they
hide it from the teacher or other students. Students who do not participate in those
ways mentioned above are often considered to be passive in the classroom.39 In
other words, active learning strategies serve as useful educational tools only when
all students participate all of the time.
To sum up, paying attention, being on task, responding to questions,
participating in group discussions, asking questions, seeking help, and making
good use if class time were also considered as classroom participation.
Participation helps the students to make deep, meaningful connection in the
mind that are important in learning. In addition, thinking and making connection
of what the students are learning in their own taught is considered as participation.
36 Jon Cieniewicz, “Participation Blues from the Student Perspective”, in Maryelleen Wimer (ed.), Faculty Focus, Magna Publication, p. 5.
37 Kenneth A. Frank, Psychoanalytic Participation: Action, Interaction, and Integration, (New York: Routledge, 2013), p. 34.
38 Namini Devi Simanjalam, “Student’s participation in English Classroom”, Skripsi of Sarawak Malaysia University, Sarawak, 2008, p. 2.
39 Ibid., p. 4.
36
Those are kinds of active participation. However, passive participation is
indicated by the students who do not involve in learning.
E. Previous Studies
The researches to see the use and the effectiveness of Frontloading Strategy
in teaching vocabulary has been done by some researchers. The first study is
conducted by Ita Purwasih under the title “The Effectiveness of using
Frontloading Strategy in Increasing Students’ Vocabulary Mastery at the seventh
grade students of SMP N 25 Purworejo in the Academic Year 2013/2014.” The
objective of the study was to find out whether the application of frontloading
strategy is effective to increase vocabulary mastery of the seventh grade students
of SMP N 25 Purworejo in academic year 2013/2014. The population of the
research was all of the first grade students. The number of the students at the first
grade was 64 students that consist of two classes VII.B and VII.E. Because all of
the population used as a sample, this research used a purposive sampling
technique. The method of this research was quasi-experimental study. There were
two classes’ namely experimental class and controlled class. The research was
held on 29 May - 12 June 2013/2014. There are three activities to collect the data.
The first activity is giving pre-test, the second activity is giving treatment to the
students and the last activity is giving post-test. Before the research did, the
instrument had tested at the first grade of SMP N 25 Purworejo. There were 20
questions that used in this research. In the first meetings, the pre-test was given
before the teaching and learning activity in those classes. Then in the second up to
the fourth meeting, the students in the experimental classes were given treatment
by using frontloading strategy in teaching vocabulary mastery and the students in
the controlled classes were given by “commonly way of teaching (orally)”.
Finally in the last meetings, the students in those classes were given post-test. The
research result has shown that there is a difference achievement got by the
students in experimental class and in controlled class. In post-test the mean score
of experimental class is 81.40 and the mean of controlled class is 70.46. It can be
seen that the mean of experimental class was higher than controlled class in post-
37
test. It shows that t-table is 1.999 and t-value is 6.849. It means that t-value was
higher than t-table that is 6.849 > 1.999. So, it can be concluded the use
frontloading strategy to increase vocabulary mastery of the seventh grade students
of SMP N 25 Purworejo in academic year 2013/2024 is effective.
The second study is conducted by Izza Maulana Rohman under the title “The
Effectiveness of using Picture in Teaching Vocabulary (An Experimental
Research at the Seventh Grade of SMP Hasanuddin 5 Semarang”). The objective
of this study is to find out an empirical data, to see whether or not Picture
effective in teaching students’ English vocabulary. This study was held from 4th
August to 27th August 2016 at SMP Hasanuddin 5 Semarang. The method used in
this study was a quantitative method in the design of quasi-experimental study.
The sampling technique used in this study was purposive sampling. The subject of
this study is the first year students and the samples are VII-D as experiment class
and VII-B as the controlled class. The instrument that used in this study is picture
consist of Pre-test and Post-test. The result of this research shows that using
pictures is effective in the teaching vocabulary. Based on the data obtained, it
shows that the experimental group's average pre-test score was 86.15 and the
control group was 88.45. Meanwhile, the average post-test of the experimental
group was 53.65 and the control group was 43.97. Furthermore, it is obtained that
t count is 2,030 and t table 2,006 for α = 5%. Because the table is lower than t
count (2.006 <2.030), Ho is rejected and Ha is accepted that there are differences
in the average score of the post-test between the experimental group and the
control group.
The last previous study is conducted by Gaby Putri Hutabarat et al with the
title “Increasing Students’ Vocabulary through Frontloading Strategy (A-Quasi
Experimental study at the third grade of SMP N 19 Palu”). The objective of this
study is to prove whether or not the use of frontloading strategy can increase
students’ vocabulary. The method used in this study was a quantitative study. The
sampling technique used in this study was purposive sampling. The subject of this
study is the third year students and the samples are IX.B as experiment class and
IX.C as controlled class. The instrument that used in this study is test that consist
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of Pre-test and Post-test. Pre-test is a test which is given before the treatment to
measure the students’ basic ability in vocabulary. Post-test is a test which is given
after the treatment, this test is used to measure the students’ ability in vocabulary
after the treatment. There were four kinds of test that the researcher gave to the
students, they were multiple choice, matching words, fill-in the blank and
sentence construction. The result of this research shows that the implementation
of Frontloading Strategy increases the vocabulary mastery of the students at SMP
N 19 Palu. It can be seen from the result of the value of t-counted (3.854) which is
higher than the value of t-table (2.021). Besides, the implementation of
Frontloading Strategy has some strengths in teaching vocabulary. First, it is by
listing the words that they have learned and knew. Second, it makes the students
to be more active because they need to know the meaning and the spelling of the
words.
F. Thinking Framework
Based on the literature review, vocabulary is one of English component that
must be mastered. Without vocabulary mastery, English as a foreign language
cannot achieve the four micro skills in English, such as listening, reading, writing,
and speaking. Vocabulary is basic to communication, and it also basic to
understand the English text or students’ content material in school. The important
thing is an essential for students to learn English but they still often face
difficulties in learning.
For some students, they often fail to understand their English text. The students
also often feel that the word used in a text is a difficult word for them to
understand the meaning. This happened because the teaching learning process in
vocabulary is monotonous. Therefore, it is not surprisingly that the students face
difficulties in understanding their English text.
Students know that learning vocabulary is essential for them to learn English,
but they often do not have a clear understanding of how to go about really
learning vocabulary. For students, remembering the new words is hard. That’s
why the students need an effective strategy by the interesting ways to help them in
39
learning English vocabulary. Today, teachers are very required to be more
creative in carrying out their teaching. The more interesting ways that is used by
the teachers in teaching, the more the students understand their content material in
learning. Teaching vocabulary is not an easy task, though in fact when teachers
are teaching the students they only teach the individual words of the language that
they expect students to acquire.
Some efforts should be done to solve this problem. In teaching and learning
process of English vocabulary, both teacher and students are able to use
Frontloading Strategy. It is a strategy included in the category of Marzano’s
instructional strategy in his Model of teaching effectiveness that has simple three-
steps, which may develop students’ English vocabulary learning. Frontloading
Strategy is one of strategy where students be reminded of their previous
knowledge and joined it to the topic they will learn that day. Whereas in
vocabulary, Frontloading Strategy is a strategy that helps students to understand
their English text first through some interesting media before reading. Thus,
Frontloading Strategy can be an effective strategy that help students in learning
vocabulary achievement.
In order to make the students comprehend their English text easily, it is
necessary to apply Frontloading Strategy in teaching vocabulary. Therefore, the
researcher would like to conduct the research on the use of Frontloading Strategy
in Teaching Vocabulary.
CHAPTER III
RESEARCH METHODOLOGY
A. The Place and time of the Research
The research was conducted at SMP Attaqwa Pusat Puteri Bekasi which is
located on K. H. Noer Alie Street, Ujung harapan, RT/RW 5/6, Kel. Bahagia,
Babelan, Bekasi, West Java for two weeks which began from March 13th, 2019 –
March 21st, 2019.
In this research, the researcher acted as both an observer and a teacher. The
researcher also enclosed the date of works, which started from November 13th,
2018, where the researcher met the headmaster and the English teacher,
November 14th, 2018, the researcher conducted a preliminary study and
interviewed the English teacher, and the next on March 13th, 14th, and 20th, 2019,
the researcher conducted the first, second, and the last meeting of the research.
After researching three meetings, the next day on March 21st, 2019, the
researcher interviewed the English students about their opinion in learning
vocabulary by using Frontloading Strategy. The researcher also asked the data of
the school such as the history of the school, profile, and so on.
B. Method, Design, and Procedure of the Research
This research is categorized as a qualitative study. Similar to other types of
research, methods of this research are factors that determine how the research is
going to run. The method is called as a process, proses which used to approach the
problem and find the answer. In words, the methodology is a general approach to
examine the research topic.
In this research, the researcher aimed to explore the use of Frontloading
Strategy in teaching vocabulary. Descriptive data were needed to give details of
specific situations during the research. Since the researcher placed herself as both
a teacher and a researcher, the findings were clarified based on the researcher's
interpretation in the form of description. In other words, qualitative descriptive
40
41
analysis is an appropriate research design to be used based on the research
purpose.
The researcher created groups in every meeting. The group members consist
of seven to eight students or in pairs. In this research, the researcher became the
teacher who did Frontloading Strategy in front of the students. She prepared three
techniques from Frontloading Strategy that would be used in the process of
teaching vocabulary. The researcher researched three meetings in three weeks
where each meeting consisted of about two hours.
During the research, the students would be taught about vocabulary related to
the reading texts they learned by using multiple techniques in each title of the
meeting. The researcher chose the use of multiple technique from Frontloading
Strategy in the teaching of vocabulary so the students were not bored in their
learning process. Students could also enjoy fun learning through multiple learning
techniques.
C. Population and Sample
Based on the research theory it may be concluded that the population of this
research is the whole eighth grade students of SMP Attaqwa Pusat Putri Bekasi.
The technique to get the participants was purposive sampling. Creswell said
that purposive sampling is a sampling technique used specific consideration. The
researcher takes one from three classes as a sample of the research, it is
appropriate with purposive sampling.
Accordingly, the researcher took class VIII-B as the sample of the research. It
consists of 51 students. This class was chosen as a sample than other classes with
consideration based on the students' score that the researcher got from the teacher
in the preliminary research. Their scores are almost balanced between the number
of students with a score of more than or equal to 70 as the target score and with
students with fewer scores or below them.
42
D. The technique of Collecting Data
In collecting data the researcher used primary data in this research. According
to Creswell, primary data is an original data source which data are collected
firsthand by the researcher by specific research.1 The researcher chose data
sources to depend on the need for data collection. According to Dalen, descriptive
data are usually collected kinds of qualitative data sources.2 In this research, the
researcher used the teacher's notes, the researcher's journal, and interview. The
data were dominantly gained from the teacher's notes and the researcher's
journals. The data sources were arranged based on the most data gained, as
follow:
1. Teacher’s Notes
Rusell and Kelly in Litchman said that reflectivity is a process of self-
examination primarily informed by the thoughts and actions of the research.3 The
researcher wrote the teacher's notes after implementing the use of Frontloading
Strategy in vocabulary activities. Teacher's notes focus on the descriptions of how
the use of Frontloading Strategy was conducted. For additional data, the
researcher also wrote her opinion about her teaching and the students'
participation. The teacher's notes come from her observation during research and
perspective.
2. Researcher’s Journal
Researcher's journal focuses on the students' participation during the use of
Frontloading Strategy in teaching vocabulary. The researcher also wrote the
researcher's journal to strengthen the description of Frontloading Strategy
activities derived from the teacher's notes. The researcher wrote the researcher's
journal after watching a video recording. After writing the teacher's notes, the
1 John W. Creswell, Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research, (New Jersey: Pearson Education, Inc., 2008), p. 44.
2 Deobold B. Van Dalen, Understanding Educational Research: An Introduction, (New York: McGraw-Hill, 1962), p. 285.
3 Marilyn Lichtman, Qualitative Research in Education: A User’s Guide, (London: SAGE Publications Inc., 2013), p. 164.
43
researcher watched the video from the beginning until the end. She prepared
papers to take note. Sometimes she paused replayed the video.
Video recording was conducted during teaching and learning process. It
provided the information of all things the teacher done during the use of
Frontloading Strategy in the class. The researcher used it to make a researcher’s
journal. The researcher did the observation by watching the video recording. It
focused on students' participation. She applied it to check data gained from the
teacher's notes.
3. Interview
After gaining data from teacher's note and the researcher's journal, the
researcher did the interview. The interview was presented by four students from
the class. They were chosen because they seem to be willing to participate
indicated by their attendance. They also seemed more interesting to follow the
class than the other students. The researcher interviewed each student with the
same question. She used video and voice recording during the interview. The
interview was conducted on March 21st, 2019.
It was the last data source used by the researcher. The purpose of the
interview was to clarify the data collected from the teacher's notes and the
researcher's journals. It is also used to get detailed information that cannot be
found through previous sources. The researcher conducted an in-depth interview.
In-depth interviews are types of qualitative interview that is described by some as
a conversation between interviewer and participant.4 The participants can share
what they knew and have learned.
These questions guided the researcher to interview the student as the
interview guideline:
1. What do you know about vocabulary?
2. Please tell me, how did your English teacher teach vocabulary in the class?
3. What do you think about Frontloading Strategy we used in vocabulary
activities?
4 Ibid., 195.
44
4. Do you get some benefits in the use of Frontloading Strategy in learning
vocabulary in the class?
5. What is your opinion about my teaching?
6. What did you feel when I (as a teacher) ask you some question while
learning and the other students listened to you?
7. What did you feel when other students had different answer, opinion or
prediction while discussion?
8. What do you think if your English teacher used Frontloading Strategy in
teaching vocabulary in the class?
E. Data Analysis Technique
Data analysis is the process of organizing the data to obtain regularity of the
pattern of the form of the research. According to Miles and Huberman, there are
three major phases of data analysis: Data reduction, data display, and conclusion
drawing or verification.5 This following figure illustrates the component of data
analysis by Miles and Huberman:
Figure 3.1 The Component of Data Analysis
This process occurs before data collection. During study design and planning;
during data collection as interim and early analysis is carried out, and after data
collection as final products are approached and completed:
5 Mathew B. Miles and A. Michael Huberman, Qualitative Data Analysis, (Thousand Oaks: SAGE Publications inc., 1994), p. 12.
45
1. Data Reduction
This potential universe of data is reduced in an anticipatory was as the
researcher choose a conceptual framework, research question, cases, and
instrument.6 Once actual field notes, interview, tapes, or other data available data
summaries, coding, finding themes, clustering, and writing stories are all instances
of further data selection and condensation.
2. Data Display
Define as organized, compressed assembly of information that permits the
conclusion drawing and/or action taking is a second, inevitable, parts of analysis.
The researcher typically needs to see the reduced set of data as a basis for thinking
about its meaning. More focused displays may include structure summaries,
synopses, and matrices with text rather than a number in the cells.7 Data displays
can take several forms but share the benefit of helping to condense large amounts
of data into more manageable forms. They can also help to convey information in
a visually stimulating format where presentation time or column space may be
limited.
3. Conclusion drawing and verification
Conclusion drawing and verification involve the researcher in interpretation:
drawing meaning from displayed data.8 The range of tactics used appears to be
large, ranging from the typical and wide use of comparison/contrast, nothing of
patterns and themes, clustering and use metaphors to confirmatory tactics such as
triangulation, looking for negative cases, following up surprises, and checking
results which respondents. Many accounts of this aspect of the analysis
demonstrate that there is a multiple, iterative set of tactics in play rather than one
or two central ones. In this step, the researcher concluded and verified the answer
to the research question that was done in displaying the data by compare
observation data, interview data, and questionnaire data. Thus, the researcher
6 Ibid. 7 Ibid. 8 Ibid.
46
concludes the teaching and learning vocabulary through Frontloading Strategy at
the Eighth-Grade of SMP Attaqwa Pusat Putri Bekasi.
F. The Example of Data Analysis
Before the research, the researcher did a preliminary study to formulate the
research problems. The information was derived through the observation and
interview an English teacher in the Eighth-Grade of SMP Pusat Putri Bekasi. She
observed the class condition, the students and the teachers. Then, the researcher
used the information from the preliminary study to formulate the problems and to
decide the focus of the research. After that, the researcher prepared the research
by created a teaching procedure by using Frontloading Strategy. This research was
conducted in three meetings when each meeting was around two hours.
To collect the data, the researcher decided to use the teacher's notes, the
researcher's journals, and interview. Teacher's notes and the researcher's journals
focus on the description of how Frontloading Strategy activities were conducted.
Besides, the researcher used the teacher's notes and the researcher's journals to
collect data about the students' participation during Frontloading Strategy
activities. During the research in the teaching and learning process, the researcher
recorded all activities by using video recording. She was helped by her friend to
record the videos. The videos were used to write the researcher's journals. Then,
the researcher transcribed the videos. The transcripts focused on what the students
said and some interesting gestures. After collecting data from the teacher's notes
and the researcher's journals, the researcher did the interview. She chose six
students to follow the interview. The purpose of the interview was to see the
students' perspectives on participating in the teaching and learning process by
using Frontloading Strategy.
In this research, the researcher used the teacher's notes and the researcher's
journals as the main data sources. The data from the teacher's notes and
researchers' journals were analyzed after three meetings of research. The teacher's
notes were written on the piece of paper after teaching in the class. The teacher
wrote how she used Frontloading Strategy and the students' participation in the
teacher's notes. The notes came from the teacher's observation during teaching,
47
mental note, and perspective. Besides, she wrote her opinion about her teaching. It
was used to be the reflection of her teaching and the evaluation to see what she
needed to improve in the next teaching. However, the researcher's journal was
written after the researcher watched the video recording. The video recorded the
activities of the teaching process from the beginning after the end of each
meeting. While watching the video recording, the researcher took a note on the
piece of paper. She wrote the activities of interactive read-aloud that she did
during teaching. On the researcher's journals, the researcher also wrote the
students' participation based on what she watched from the video recording. It
emphasized how the students build interaction during the process of the use of
Frontloading Strategy in the class. The researcher wrote each teacher's note and
the researcher's journal after conducting each meeting. After she had written all
teacher's notes and researcher's journals, she typed them on her laptop and printed
them. There were three teacher's notes and three researcher's journals. Each of
them was printed on one page or two pages.
After all, data were collected from the teacher's notes and researcher's
journals, the researcher reduced the data. The research questions were guided by
the researcher to do data reduction. The researcher would answer the question of
how the teacher used interactive read-aloud activities in teaching vocabulary
especially in English text and the students' participation during the activities. The
researcher put the journals on the desk. For example, she unfolded a teacher's note
from meeting 1 and a researcher's journal from meeting 1. She used to underline
and number to remark the note and journal. She compared the data from the
teacher's notes and the researcher's journals. Teacher's notes and researcher's
journals also used to clarify data of each other. After analyzing data from the
teacher's notes and researcher's journals, the researcher prepared the interview.
She chose six students who had to look more excited about her research. She used
video and audio recording during the interview. The researcher interviewed the
students one by one. In the beginning, she asked the student to tell her about how
the English teacher usually taught in the class. Then, she asked some questions
about the benefit they got from the use of Frontloading Strategy. The interview
48
focused on whether Frontloading Strategy influences the students' understanding
in English text or not. Besides, the interview purposed to find the students'
feelings in learning vocabulary by using Frontloading Strategy. The video and
audio recordings of the interview were transcribed. After reducing the data, the
researcher considered the form of data display. Teacher’s notes and researcher's
journals were displayed in the form of narration. The researcher divided the
teacher's notes and researcher's journals into three parts: meeting 1, meeting 2 and
meeting 3. Each meeting consisted of a teacher's note and a researcher's journal.
The interview was a transcript and summarized in the form of narration. The data
that had been reduced were displayed in the form of narration and table. The
researcher considered to use narration because the data included an explanation.
Also, the researcher used a table to summarize the data and to make the reader
easily to read it.
After all, data had been collected, reduced and displayed, the researcher
concludes. The conclusions were created to answer the research questions. The
conclusions included the steps of Frontloading Strategy, the students'
participation, and the students' vocabulary learning.
G. The validity of the Data
According to Creswell, the validity of qualitative research is to decide
whether the findings are accurate from the standpoint of the research and the
participant. To examine whether the data valid or not, the researcher used
triangulation.9 There are three types of triangulation. They are source
triangulation, technique triangulation, and time triangulation. In research, the
researcher used technique triangulation. The researcher used three data sources to
collect the data: teacher’s notes, researcher’s journals, and interview. The
researcher used these data sources to clarify and verify the collected data with
each other. The data sources also used to get additional information which was not
provided in other data sources. For example, the researcher used the researcher’s
9 John W. Creswell, Research Design Qualitative, Quantitative, and Mixed Method Approach, (London: SAGE Publication, Inc., 2014), p. 251.
49
journals to strengthen data from teacher’s notes. Then, the data was clarified
through interview.
These tables show what the researcher who acted as the teacher did in the
implementation of Frontloading Strategy, included the activities and the students'
participation. The activities were summarized from three meetings. The researcher
used data from the teacher's notes and researcher’s journals to describe the
activities in conducting Frontloading Strategy.
Table 3.1
The Validity of Frontloading Strategy Activities
Frontloading
Strategy
Activities
Data Sources
Research’s Journal
Teacher’s Note
Pre-teaching
The teacher guides the
students to recall their
background knowledge.
The teacher activated and
stimulated the students
understanding.
The teacher asked the
students about the topic to
be learned.
Whilst-
teaching
The teacher provided the
topic to be learned.
The teacher gives the
students the worksheet for
vocabulary activity.
The teacher explained the
activity to the students.
The teacher divided groups
work for students’
discussion.
The teacher motivated the
students to ask question-
The teacher shares the
needed material before
starting the lesson.
The teacher tells the
students how to do the
Frontloading Strategy in
their learning activity.
The teacher gives the
students time to discuss
with their group work.
The teacher asks the
students to ask question
50
related to the topic.
The teacher asked the
students to read whole the
text.
related to the topic.
The teacher-guided the
students to read the text to
be learned.
Frontloading
Strategy
Activity
Data Resource
Teacher’s Note
Researcher’s Journal
Whilst-
teaching
The teacher checked the
students understanding by
asking them several
questions.
The teacher asked the
students to discuss the
words that they had with a
group.
The teacher discusses the
group work with the
students.
The teacher gives the
students several questions
to check their
understanding of the text.
Both students and the
teacher discuss the group
work together.
Post-
teaching
The asked students to
collect their vocabulary
worksheet.
The teacher evaluated the
student's comprehension of
the text to be learned.
The teacher gives the
chance to the students to
give feedback.
The teacher closes the
lesson.
The teacher evaluated the
student's group work and
their comprehension of the
text to be learned.
The teacher asked the
students to give feedback
from the lesson.
The teacher ends the class
by Alhamdalah and
Greeting.
CHAPTER IV
RESEARCH FINDINGS
A. Descriptions
In this part, the researcher described the activities in the use of Frontloading
Strategy in teaching vocabulary. It aims to answer the research question: “How
did the teacher use Frontloading Strategy to teach vocabulary at the eighth-grade
students of SMP Attaqwa Pusat Putri Bekasi?” Frontloading Strategy is a strategy
for vocabulary activities included in the category of Marzano’s instructional
strategy in his model of teaching effectiveness. Marzano states that in using an
effective strategy in vocabulary, the strategy which is taught in different methods
should have characteristics as follows: The focused is not only in the definition of
vocabulary but also in others aspect, Both linguistic and non-linguistic
representations are given, Multiple ways to exposures of vocabulary, word parts
and derivations are included in understanding definition of vocabulary, In
different content of vocabulary the specific instruction is given for students.
1. Frontloading Strategy Activities
Referring to the theoretical framework, there are three steps of Frontloading
Strategy: First, introduce content to students. Second, create a list of content
words based on students' suggestions or ideas, and the third, add to and revise the
list of content words. The explanation above described how Frontloading strategy
activities that include Pre-teaching, whilst-teaching, and post-teaching.
a. Pre-teaching
In the pre-teaching activity, the teacher needs to recall the students'
background knowledge to know the ability of students, also activate and stimulate
the students' understanding. Before going to the main point of the lesson, the
teacher needs to do these following activities.
1) Greeting
2) Praying
3) Checking students’ attendance
51
52
4) Reviewing the previous lesson
5) Stating a new topic
6) Stating the objective of the lesson
7) Explaining the benefit of the lesson
b. Whilst-teaching
Whilst teaching activities are the main parts of teaching vocabulary by using
Frontloading Strategy. The goal of the teaching and learning process is expected
to be achieved in this activity. Whilst teaching contains five stages. They are:
observing, questioning, experimenting, associating, and communicating. As the
writer cited Yulias’s Thesis, Preszler classified there are several stages in teaching
Frontloading Strategy.1 The stages are stated as follows:
1) Observing
In observation activity, the teacher shared the students a text they were about to
learn entitled "Buggy Race". In these stages, the teacher gives students
worksheets, so that all students can participate to give their ideas and
understanding of the tasks they discussed together. The worksheet contains five
columns. There are word, synonym, antonym, part of speech, and meaning. In the
worksheet, the teacher provides words related to the topic that will be discussed
by students. And the students allowed adding other words that they want to know
more about it.
No.
Know Want to know Learn
Word
Synonym
Antonym
Part of speech
Meaning
1.
2.
3.
Figure 4.1 Modified KWL Format Example
1 Yulia Citra & Fitrawati, Using Front Loading Vocabulary in Improving Students’ Reading Comprehension at Senior High School, Journal of English Language Teaching, Vol. 7, No. 4, 2018. pp. 638–641.
53
The teacher tells the students how to do Frontloading Strategy. This following
dialogue was the example while using KWL Chart in teaching vocabulary of the
text entitled Buggy Race.
Teacher: “Oke, sekarang perhatikan lembar worksheet yang ada ditangan kalian
masing-masing. Seperti yang kalian lihat, dalam worksheet tersebut
terdapat 5 kolom, dimana setiap kolomnya terdapat perintah yang
harus kalian isi. Untuk kolom yang pertama adalah Word, kedua ada
Synonym, selanjutnya ada Antonym, lalu Part of Speech, dan yang
terakhir adalah Meaning. Perhatikan! Miss akan menjelaskan
bagaimana cara pengerjaannya. Misalnya, dikolom pertama atau
dibagian word, miss akan isi dengan kata ‘Win’. Maka selanjutkan
yang akan kita lakukan adalah mencari tahu apa sinonim dari kata
tersebut. Baik, ada yang tahu apa sinonim dari kata ‘Win’?”
Student 1: “Conquer”
Student 2: “Prevail”
Student 3: “Triumph”
Teacher: “Bagus sekali. Sinonim dari ‘Win’ yaitu Conquer, bisa juga Prevail,
atau Triumph. Maka letakkan atau tuliskan ketiga kata yang kalian
temukan sebagai sinonim dari ‘Win’ tersebut pada kolom Synonym di
worksheet kalian.
Student 4: “Miss, ketiga sinonimnya harus ditulis atau ambil salah-satunya
saja?”
Teacher: “Pertanyaan yang bagus student 4. Lebih banyak akan lebih baik,
karena itu akan membantu kalian untuk mengetahui lebih banyak
vocabulary dari sebelumnya. Ini sangat bermanfaat buat kalian.
54
Table 4.1 Example of Students’ Answer in Synonym
No.
Know Want to know Learn
Word
Synonym
Antonym
Part of speech
Meaning
1. Win Conquer,
Prevail,
Triumph
2.
3.
Teacher: “Baik, setelah kita temukan sinonim dari kata ‘Win’, selanjutnya
Antonym. Apa antonym dari kata ‘Win’? ada yang tahu?”
Student 2: “Lose, Miss.”
Teacher: “Lose, oke. Maka, letakkan kata Lose pada kolom Antonym. Lalu,
bagaimana dengan kolom Part of Speech? Apakah dia noun, verb, atau
adjective?”
Student 5: “Verb”
Teacher: “Ok, verb. Maka berdasarkan pengetahuan kalian, kata ‘Win’ artinya
adalah?”
Students: “Memenangkan”
Teacher: “Maka, letakkan kata ‘Memenangkan’ pada kolom Meaning”
Teacher: “Baiklah, sekarang duduk dalam bentuk berkelompok, masing-masing
kelompok beranggotakan 4 orang. Satukan dan diskusikan kosa-kata
yang sudah kalian tulis pada lembaran worksheet kalian bersama
teman kelompok kalian. Tanyakan pendapat teman kelompok kalian
tentang kosa-kata tersebut. Dan kerjakan seperti contoh pengerjaan
yang telah kita lakukan tadi.”
2) Questioning
In these stages, the teacher motivated the students to ask the question related to
the text. The students may ask everything that they do not understand the text. The
55
teacher answers the question by asking other students' opinion. Then, based on the
students' answer, the teacher explains the question to make it clear.
3) Experimenting
In these stages, the students sit in the group to discuss the whole Narrative text or
passage. The students read the whole information stated in the text or passage.
Then, the teacher checks the students' understanding of the whole text by asking
the students several questions related to the topic.
Teacher: “Oke, sekarang miss akan memeriksa pemahaman kalian tentang topic
ini. Miss mempunyai beberapa pertanyaan untuk kalian. Apakah kalian
sudah siap?”
Students: “Siap, Miss.”
Teacher: “Baik, pertanyaan pertama, who were the two friends? Siapa yang
tahu?”
Student 6: “Saya, Miss.”
Teacher: “Oke, Student 6 silahkan. Who were the two friends?”
Student 6: “The Hare and the Tortoise”
4) Associating
In this section, the students discuss the words that they had with the group based
on the stages that the teacher has done. The students do the same stages to all the
words that they have in their worksheet. The students also not allowed to use any
device in finding the meaning.
5) Communicating
In this section, the teacher asks the students to present the result of their group
discussion in front of the class. The teacher asks one of the members of each
group to reports their work. After the presentation, along with students, the
teacher discusses the group work.
c. Post-teaching
The post teaching activity is the last. The teacher evaluates the students'
understanding of the vocabulary and the content of the topic by asking them
several questions. Then, the students should answer directly. This activity is
56
needed to know how far the students understand about the related topic after using
Frontloading Strategy. And last, the teacher closes the lesson.
2. The Students’ Participants
In this part, the researcher explained the students' participation in the use of
Frontloading Strategy. It was based on the first sub research question: How did the
students participate during Frontloading Strategy activities? In this question, the
students' participation was seen from how the students paid attention, gave
question and answer, gave comment, and react to the opinion of the other. The
researcher used data from the teacher's notes and the researcher's journals to
answer the question.
In the use of Frontloading Strategy, the researcher allows the students to
actively participate and give their opinion in group discussion. The researcher
found that the students show active participation in a different form. Besides, the
researcher saw the change of the students' participation from three meetings.
Almost all the students in the class are excited to follow the activities in
Frontloading Strategy. They were enthusiastic to discuss the text and search for
the new vocabulary. The excited students' participation as indicated by how they
actively followed the discussion. For instance, when the researcher asked the
students their understanding of the topic during the use of Frontloading in
searching the new vocabulary for their worksheet, they were very excited and
vying to answer the question.
They would bend their body to search for more vocabulary. They waited their
turn to answer. After the researcher mentioned their name, they would answer the
researcher's question using their answer or the result of their group discussion.
When other students answered and give their opinion, they listened to them and
gave comment without the researcher asked them. Their participations were
constant from meeting 1 until meeting 3. However, there a few of them tend to be
quiet during the discussion. But, when the researcher asked them the question,
they could answer it. For example, during the discussion, they only keep quiet and
listened to their friends in the group. When other students discuss their opinion
about the topic, they did not give a response. But, at the end of the activity, the
57
researcher asked the students to give their answer about the topic. They could
answer. They seem to understand the topic. The researcher assumed that they
more participate in discussion inside their brain. They needed time to prepare the
elaboration of their answer and told it when they were ready. Besides that, there
were other students seemed afraid and threatened in group discussion. For
example, they looked panic when the researcher asked them some question about
the topic. They often used the same answer as the other students had told in the
discussion. It happened at the first meeting. But, in the second and third meeting,
they showed the change of participation. They could enjoy the activities and do
not seem afraid again. They began to involve in a discussion by answering the
researcher's question and giving comments.
This finding showed that all students as the participants of Frontloading
Strategy activities participated actively. The active participation included a
different form. There were students showed their interest in the full of discussion
and there were students waited the appropriate opportunity to express their answer
and opinion. Besides, some students showed an increase in participation. It
indicated that Frontloading Strategy activities could stimulate the students to more
actively participate in understanding the English topic. The researcher assumed
the increasing of this participation happened since the students had a lot of
knowledge about the new vocabulary by using Frontloading Strategy activities
before they learn more about the topic.
3. The Benefit of Frontloading Strategy to Students
In this part, the researcher explained the benefit of the use of Frontloading
Strategy activities on students’ vocabulary learning. It was based on the second
sub research question: What were the benefits of Frontloading Strategy to the
students’ vocabulary learning? In this question, the researcher wanted to know
what benefits the students achieve from Frontloading Strategy to their vocabulary
understanding of the topic they will learn, in case of narrative text. The researcher
used data from interview to answer the question.
Learning vocabulary related to the topic understanding, desire to search the
new vocabulary from the topic to learn and enjoyment through the activities.
58
These indications were felt by the students. In the interview, the students said that
they got some benefits English text through Frontloading Strategy activities. First,
they can understand the stories more. Different from learning full English text and
its vocabulary with monotonous techniques, learning vocabulary by using
Frontloading Strategy helped the students to understand details the mean of the
topic. Second, they felt be appreciated in Frontloading Strategy activities. It was
because they could share their opinion with their friends through group
discussion. They were heard by the researcher, who became the teacher in this
class, and the other students. Even though they had a limitation of English, they
were confident enough to tell their ideas, opinions, answer since they were
appreciated. Besides, the students enjoy learning activities. They did not feel
threatened by being questioned since the teacher did not focus on right or wrong
answers. They also did not feel bored during three meetings of Frontloading
Strategy activities.
The findings showed that Frontloading Strategy gives benefits to the students’
vocabulary learning, especially in understanding the English text. These benefits
related to the previous researches conducted by Daniels Zelman, et.al that were
stated in the theoretical framework (Chapter II, p.34).
B. Explanation
From the description of Frontloading Strategy activities, it can be seen that
the teacher gave many opportunities for the students actively participate in pre-
teaching, whilst –teaching, and post-teaching activity. They could get a deeper
understanding of the meaning of the text through Frontloading Strategy. It built
both the students' active participation and active thinking. The active participation
was developed from the interaction of teacher to students and student to student.
This occurred because the teacher did open-ended questions and let the students
gave comments to each other. However, active thinking occurred from making a
prediction. The teacher asked the students' prediction of what the story about from
the beginning. It encouraged the students' expectation and desire to understand the
English text by knowledge of the new vocabulary. In conducting Frontloading
59
Strategy, the students enjoyed their vocabulary learning. They had opportunities
to share their idea and comments about the vocabulary on their worksheet and
group discussion.
However, the researcher found that to conduct Frontloading Strategy, the
teacher should prepare many things. First, the teacher had to spend her time to
preview and practice the topic text. She must be able to perform all the new
vocabulary in the text in front of the students. While performing she had to use
correct pronunciation, intonation, and expression to help the students easy in
understanding the word. She also should prepare many things before conducted
the Frontloading Strategy.
In other words, there are many benefits of using Frontloading Strategy in
vocabulary activities. It helped the students to build their understanding of the
text. There are so many opportunities are served for the students to participate and
think actively. By using Frontloading Strategy for vocabulary, the students can get
a deeper understanding and more detailed information of what they read. As a
result, students can comprehend the text. However, many things the teacher
should prepare before using Frontloading Strategy. She had to give the students
the correct pronunciation to make it clear. The teacher also had spell all the new
vocabulary from the topic and practice for performance, so the students can easily
remember the vocabulary that has been taught. The more students' knowledge
about the vocabulary, the number of vocabulary may be got by the students.
CHAPTER V
CONCLUSION AND SUGGESTION
After collecting data and analyzing the result of the research, the researcher
drew some conclusion and suggestion in teaching and learning vocabulary
through Frontloading Strategy.
A. Conclusion
This research was conducted to implementing Frontloading Strategy in
teaching vocabulary especially in learning English text. The researcher posed the
first research question: How did the teacher use Frontloading Strategy to teach
vocabulary at the eighth-grade students of SMP Attaqwa Pusat Putri Bekasi?
From this question, the researcher explored three main stages in Frontloading
Strategy. The stages were post-teaching, whilst-teaching, and post-teaching. In
pre-teaching, the teacher recalls the students' background knowledge to know the
ability of students, also activate and stimulate the students' understanding. In
whilst-teaching, the teacher applies 5 stages of whilst-teaching in the teaching and
learning process. The goal of the teaching and learning process is expected to be
achieved in this activity. The teacher provided the text to be learned, shared the
vocabulary worksheet to the students, and divided them into group work to
discuss the new vocabulary from the topic. The teacher also facilitated them for
questioning and answering. At the end of the activity of this stage, the teacher also
guided the students to discuss the word that they had with their group. And after
that, the teacher asked each group to present the result of their group work in front
of the other students. The teacher also revises group work. In other words, the
teacher involved interaction between students while learning.
The researcher also posed two sub research questions: How did the students
participate during Frontloading Strategy activities? What were the benefits of
Frontloading Strategy to the students’ vocabulary learning? Related to students'
participation, the researcher found that the students indicated active participation,
but in a different form. The researcher also found the change of the students'
60
61
participation. Some students indicated more active participation in each meeting.
From the interview, the students said that they more easily understand the text,
they felt be appreciated because they have opportunity to work and discuss the
vocabulary together in a group, and they enjoyed the learning through
Frontloading Strategy activities. It indicates that Frontloading Strategy has
benefits to the students' vocabulary learning in understand the English text
activity.
B. Suggestion
The teacher who wants to use Frontloading Strategy should prepare many
things. The teacher must choose an appropriate technique from Frontloading
Strategy, and prepare all the needs of its technique that support the teaching and
learning process based on the procedure.
There are other preparations before teaching, the teacher must ensure that all
the teaching materials needed are prepared without anyone left behind. Besides
checking the completeness of the teaching, the teacher must also master the topic
to be taught. Also, while teaching vocabularies, the teacher must often use good
and correct pronunciation and spell the new vocabularies so students are trained
and can easily remember the new vocabulary they have learned.
Related to the students’ responses, the teacher must manage the time for the
students’ interaction. The teacher makes sure that all students get the same
opportunity to give their opinion. Although the students can interact freely, the
teacher must make sure the interaction is in control and focus.
As the additional suggestions from this research, the researcher found that the
use of multiple ways or techniques from Frontloading Strategy is appropriate for
fun learning in vocabulary activities especially in understanding an English text. It
facilitates the students to indirectly learn about the new vocabulary, and it's
pronounced, spelling, and meaning of each word if the text to be learned. So,
Frontloading Strategy can be an alternative strategy in vocabulary learning.
Besides, the process of vocabulary activity by using Frontloading Strategy
activities can support the development of students’ comprehension in English text.
62
They have to find the new vocabulary to understand the text, connect it to their
prior knowledge and real life, and retell it in their word. These activities help the
students to build their background knowledge that necessary in understanding the
text. If the background knowledge of students already activated or accessed it is
easy for them to develop in the learning process. The background knowledge
plays an important role in the success of learning.
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APPENDICES
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67
Appendix 1
Preliminary Research
A. The School and Class Condition
The researcher conducted her research in SMP Attaqwa Pusat Putri Bekasi.
The school consisted of three classes for each grade, where there were 50 or 51
students in each class. The condition of building and classes were good. But,
many students were not understand in learning English, especially for vocabulary
learning in English text.
As the example, the researcher observes in eighth-grade class to know the
students ability before implementing the research. The teacher said that he had
instructed the students to answer the tasks of the English narrative story they have
learned, but they had not finished it yet. There were only several students who
collected the task, meanwhile the others did not do it. This condition usually
happened. It did not only happen in English course, but in other courses also. As
the result, the students who took serious while learning would be disturbed. It
would waste their time since the other students disturbed the teaching and learning
in the class. As the result, they could not follow the course maximally.
B. Interview with the English Teachers
The researcher began the research by interviewing Mr. Syaff. He was one of
eighth-grade English teachers. The researcher asked him about the condition of
the students while learning English in the class. He said that it was concerned
condition. For fifty students, there were only a few students who really followed
the teaching and learning process. He was interfered with the students who made
noise, slept, and did not pay attention while teaching. He often took the students
outside because they did not do their homework. Even one day there were only
several students learned in his class. He did it to give the students, who really
want to study, a maximal lesson.
Then, the researcher asked him about the book used for teaching and learning
in the class. He told that the students only used LKS (Lembar Kerja Siswa) or
workbook. But, Mr. Syaff used his own English course book to give the students
68
additional material. He often wrote the material and exercises on the whiteboard
to be written by the students on their note book.
Based on the curriculum, text material in eighth-grade were narrative and
recount text. The students had learned narrative text. The researcher asked Mr.
Syaff how he taught the students about text. He told the researcher that he used
text and exercises on the LKS. The students would read the text, wrote it on their
note book, translated it, and answered the questions related to the text. Actually,
he wanted to use other method. But, the condition of the students did not support
it. In addition, it was a big class with many students there.
C. Research Preparation
After interviewing an English teacher, the researcher told the teacher that she
wanted to do research on the application of Frontloading Strategy in vocabulary
teaching especially in English narrative texts for eighth grade students. To
conduct this research, she will implement a Frontloading strategy to help students
easily understand the text they will learn and its meaning. Frontloading is a
teaching strategy for vocabularies that use a variety of techniques in teaching. By
using this strategy, the students do not feel bored in learning English especially in
understanding the meaning of the text. Both the researcher and the English teacher
hope that with this strategy, students get the opportunity to gain more knowledge
of the English vocabulary they have learned.
In this research, an English teacher helped the researcher in making lesson
plans. Mr. Syaff also helped the researcher to determine which classes would be
sampled in this research. VIII-B was chosen as a sample of the other classes with
consideration based on the students' score. With a score of more than or equal to
70 points, the target score and with students with less scores or below them. After
determining the class to be taught, the researcher; began to determine what kind of
teaching techniques from frontloading strategy to be used during the study.
In this research, the researcher determined that she would use a different
technique in each meeting. The use of different techniques aims to prevent
students from getting bored during the course of the teaching and learning process
in the classroom. The researcher will use KWL Chart for the first meeting, Video
69
for the second meeting, and Picture Observation Chart for the third meeting.
Before starting the class, the researcher has prepared various teaching needs that
she will need during her teaching. She prepared a worksheet to be used on the
KWL Chart activities, video relating to the text that will be studied in the second
meeting, and pictures relating to the topic to be used in Picture Observation Chart
activities in the third meeting. In every teaching, she also trains how she correctly
pronounces the words and uses intonation. The teacher realized that in teaching
vocabulary, she became a model in correct pronunciation. So, she must still pay
attention to pronunciation, intonation, and movement when expressing a word.
That's why teachers need to practice. The teacher calls this activity in preparation
before learning the English text.
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Appendix 2
Lesson Plan 1
RENCANA PELAKSAAN PEMBELAJARAN
(RPP)
Sekolah : SMP Attaqwa Pusat Putri Bekasi
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/2
Tahun Pelajaran : 2018/2019
Waktu : 2 x 40
Standar Kompetensi:
1.1 Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk narrative dan recount yang berkaitan dengan lingkungan
sekitar.
Kompetensi Dasar:
1.1 Merespon makna yang langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam bentuk teks recount dan narrative.
I. Tujuan Pembelajaran
a. Menentukan gambaran umum dari teks
b. Mengidentifikasi gagasan utama dari teks berbentuk narrative
c. Menentukan informasi yang tersurat
d. Menentukan makna kata dari teks
e. Menentukan tujuan komunikasi dari teks
Karakter siswa yang diharapkan:
1. Dapat di percaya (Trustworthines)
2. Rasa Hormat dan Perhatian (Respect)
3. Tekun (Diligence)
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4. Bertanggung Jawab (Responsibility)
5. Berani (Courage)
II. Materi Pembelajaran
1. Vocabulary berkaitan dengan teks Naratif Buggy Race: hare, tortoise,
against, won, replied, felt, found, asked, race, might, etc.
2. Spelling & Pronunciation
3. Tujuan komunikasi dari teks
4. Simple past tense
5. Contoh teks Naratif
Langkah Retorika Contoh Teks
Orientation
(Tokoh, waktu, tempat)
Buggy Race
Once upon a time there lived two
best friends, the hare and tortoise.
They liked to race against each other,
but the hare always won.
Complication
(Timbulnya masalah/konflik)
One day, the hare asked the tortoise
to race down to the beach. The
tortoise refused, he said he will lose
anyway. The hare replied in a kind
voice that he felt sorry about it. But
the next day, the hare found a way to
race the tortoise that would be fair
and lots of fun too. He asked the
tortoise to come with him. The
tortoise was slowly plodding over the
sand hill towards the beach.
Resolution
Now the two friends can race against
each other all day and something tells
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(Penyelesaian Masalah) me that the tortoise might win this
time. (Taken from English in Focus 2, page 88).
III. Metode Pembelajaran
Frontloading Strategy
IV. Langkah-langkah Kegiatan Pembelajaran
A. Pendahuluan
1. Guru memberi salam dan menanyakan kabar siswa
2. Mengabsen siswa
3. Menginformasikan siswa tentang topic hari ini
4. Menstimulasi siswa dengan cara menanyakan beberapa pertanyaan tentang
hal-hal yang berhubungan dengan teks yang akan dipelajari.
B. Kegiatan Inti
1. Mengamati (Observing)
Guru membagikan teks yang berjudul Buggy Race
Guru membagikan worksheet yang berisikan 5 kolom yang berisikan
kata, sinonim, antonym, part of speech, dan arti yang akan
didiskusikan.
No. Know Want to Know Learn
Word Synonym Antonym Part of
Speech
Meaning
1. Won/win victory,
palm,
triumph
2. Replied
3. Felt
4.
5.
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Guru menjelaskan kepada murid bagaimana cara mengerjakan
Frontloading Strategy.
2. Menanya (Asking Question)
Guru memotivasi siswa untuk bertanya tentang yang berhubungan
dengan teks yang dipelajari.
Guru menjawab pertanyaan-pertanyaan murid.
3. Mencari Informasi (Exploring)
Guru membagi murid dalam kelompok.
Guru meminta siswa untuk mulai berdiskusi dengan masing-masing
kelompoknya.
Guru meminta murid untuk menuliskan kosakata yang mereka dapat
dari teks pada lembar worksheet yang telah dibagikan.
Guru memeriksa pemahaman murid tentang teks dengan menakan
beberapa pertanyaan yang terkait.
4. Menganalisa Infromasi (Associating)
Guru memberi waktu kepada siswa untuk mendiskusikan kembali
tentang kosakata yang telah mereka dapatkan.
Guru mengingatkan murid untuk tidak menggunakan alat seperti
kamus dan telepon genggam dalam mencari arti kosakata.
5. Mengkomunikasikan (Communicating)
Guru memimta setiap kelompok untuk mempresentasikan hasil
diskusi kelompok mereka didepan kelompok lain.
Guru dan murid bersama-sama mendiskusikan hasil kerja kelompok
yang telah dipresentasikan.
Guru merevisi hasil kerja kelompok siswa.
Setelah melakukan kelompok diskusi, guru meminta seluruh siswa
untuk membaca keseluruhan teks.
Guru menanyakan siswa tentang apa yang mereka pahami dari isi tekt
yang mereka baca.
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C. Penutup
1. Guru mengevaluasi pemahaman siswa tentang “narrative text” dengan
bertanya kepada siswa.
2. Guru memberitahukan tentang materi pertemuan selanjutnya.
3. Guru mengucapkan salam dan keluar kelas.
V. Sumber dan Media Pembelajaran
1. Sumber
Modul/bahan ajar
Buku teks
2. Media
Worksheet
VI. Penilaian
Indikator Pencapain Kompetensi
Teknik
Penilaian
Bentuk
Instrumen
Instrumen/soal
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Appendix 3
Surat Pengesahan Proposal
76
Appendix 4
Surat Bimbingan Skripsi
77
78
Appendix 5
Surat Izin Penelitian
79
Appendix 6
Surat Keterangan dari Sekolah
80
Appendix 7
Refference Examination Paper
81
82
83
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