vocabulary to young learners at excellent mandiri...
TRANSCRIPT
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TEACHER’S STRATEGIES IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS AT EXCELLENT
MANDIRI SCHOOL IN ACADEMIC YEAR 2018/2019
THESIS
MISHANILA NIM: TE. 141009
ENGLISH EDUCATION DEPARTMENT EDUCATION FACULTY AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI 2019
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TEACHER’S STRATEGIES IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS AT EXCELLENT
MANDIRI SCHOOL IN ACADEMIC YEAR 2018/2019
THESIS
Submitted as Partial Fulfillment of Requirement to get Undergraduate Degree (S.1) in Education
MISHANILA NIM: TE. 141009
ENGLISH EDUCATION DEPARTMENT EDUCATION FACULTY AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN
JAMBI 2019
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DEDICATION
In the name of Allah SWT for the blessing and the merciful, with deep thanks and proud, Shalawat to the Prophet Muhammad SAW his coming really change the
word.
Special Thanks to :
My parents, my beloved father Sudirwan (alm) and my beloved mother Anani who always give me everlasting love, guidance, motivation and always praying for me.
My sister who always pray and give me support and motivation, especially my beloved sisters and brothers (Ernawati, Sufiana, Nurdili, Irawan, Mardiono,
Herwin) always help me and spirit as well as wish for my success.
My friends when we meet in the first semester until the last semester we always together, thank for your support, motivation, and quality time to share happiness
and sadness with me and understand. Although we are sometime different think but you are make me know that the meaning of true friendship.
All mybeloved classmate in the class A of English education program 2014 thanks for your support and your participant. My beloved almamater English department and education and KampusBiru UIN STS JAMBI thanks your support and your
participant.
May Allah SubhanallahuWata‟ala bless us
Aamiin
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ABSTRAK
Nama :Mishanila
Jurusan : Bahasa Inggris
Judul :.Teacher‟s Strategies in Teaching English Vocabulary to Young Learners at Excellent Mandiri School in Academic Year 2018/2019
Skripsi ini membahas tentangstrategi yang digunakan oleh guru dalam mengajar
kosakata bahasa Inggris kepada pelajar muda di Excellent Mandiri School. Penelitian ini
adalah penelitian kualitatif, penelitian yang menggunakan observasi dan wawancara
untuk mengumpulkan data dan analisis data dalam penelitian ini adalah analisis
deskriptif.
Temuan menunjukkan bahwa strategi yang digunakan oleh guru dalam mengajar
kosa kata bahasa Inggris kepada pelajar muda di Excellent Mandiri School membantu
siswa dalam menemukan kosa kata baru, mendapatkan pengetahuan, informasi, berpikir
lebih mudah, lebih cepat, dan cara yang lebih menyenangkan untuk menguasai
memberikan ide. Ada tiga strategi yang digunakan oleh guru, mereka adalah terjemahan,
di mana guru lebih suka terjemahan langsung dan dia juga menggunakan lagu-lagu
bernyanyi yang sesuai dengan tema bab; penjelasan, di mana guru menjelaskan fungsi
kata sebelum mereka menghafal kata-kata; Enumerasi, di mana guru memberikan
penjelasan kata-kata dan siswa akan menebak kata-kata spesifik.
Kata Kunci: strategi, kosakata
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ABSTRACT
Name :Mishanila
Study Program :English Department
Title :Teacher‟s Strategies in Teaching English Vocabulary to Young Learners at Excellent Mandiri School in Academic Year 2018/2019
The aim of this study was to investigate the strategies used by the teacher in teaching English vocabulary to young learners at Excellent Mandiri School. This is a qualitative research. This research used interview and observation as instruments to collect and analyze the datathe research employing observations and interviews to collect data and data analysis in this research was descriptive analysis.
The finding indicated that the strategies used by the teacher in teaching English vocabulary to young learners at Excellent Mandiri School helped the students in finding new vocabularies, getting knowledge, information, thinking easier, faster, and more enjoyable ways to master giving the ideas. There were three strategies used by the teacher, they were 1)translation, where the teacher prefer direct translation and she also use a sing songs that match the theme of the chapter;2) explanations, where the teacher explained the function of words before they memorize words; 3) Enumeration, where the teacher give the explanation of words and the students will guess the specific words.
Key words: strategies, vocabulary
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TABLE OF CONTENT
PAGE OF TITLE ...................................................................................................... i
OFFICIAL NOTE ..................................................................................................... ii
ORIGINAL THESIS STATEMENT .............................................................................. iv
DEDICATION ......................................................................................................... v
MOTTO ................................................................................................................ vi
ACKNOWLEDGMENT ........................................................................................... vii
ABSTRACT ............................................................................................................ ix
ABSTRAK .............................................................................................................. x
TABLE OF CONTENT .............................................................................................. xi
CHAPTER I INTRODUCTION
A. Background of the Study ............................................................................... 1
B. Identification of the Problem .........................................................................4
C. Limition of the study ..................................................................................... 5
D. Formulation of the study ............................................................................... 5
E. Purpose of the Study ..................................................................................... 5
F. Significance of the Study ............................................................................... 5
CHAPTER II REVIEW OF LITERATURE
A. Teaching Young Learner .............................................................................. 7
1. Definition of Young Learner .................................................................. 7
2. The Characteristic of Young Learner ..................................................... 7
11
3. Teaching English as a Foreign Language .............................................. 12
4. Teaching English at Elementary School Students .................................. 14
5. Teaching English Vocabulary to Young Learner .................................. 15
6. The Media in Teaching Vocabulary ....................................................... 19
B. The Description of Vocabulary .................................................................... 21
1. The Definition of Vocabulary ................................................................. 21
2. Kinds of Vocabulary .............................................................................. 22
3. The Important of Vocabulary ................................................................. 23
C. Teaching Strategy ......................................................................................... 24
1. Definition of Teaching Strategy .............................................................. 24
2. The Component of Teaching Strategy ................................................... 25
3. Strategies in Teaching Vocabulary to Young Learner ........................... 27
D. Previous Related Study ................................................................................. 29
CHAPTER III RESEARCH METHOD
A. Research Design ............................................................................................
...................................................................................................................... 33
B. Setting Description ........................................................................................
...................................................................................................................... 33
C. Types and Sources of Data ............................................................................
...................................................................................................................... 34
D. Research Instrument .....................................................................................
...................................................................................................................... 35
E. Technique of Data Collection ........................................................................
...................................................................................................................... 35
F. Technique of Data Analysis ...........................................................................
...................................................................................................................... 37
G. Research Schedule ........................................................................................
...................................................................................................................... 39
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CHAPTER IV FINDINGS AND DISCUSSION
A. Research Finding ...........................................................................................
40
1. The Strategies Used By The Teacher In Teaching English
Vocabulary ..............................................................................................
40
a. Translation ..........................................................................................
41
b. Explanation ........................................................................................
48
c. Enumeration .......................................................................................
51
B. Discussion ......................................................................................................
57
CHAPTER IV CONCLUSION AND SUGGESTION
A. Conclusion .....................................................................................................
...................................................................................................................... 60
B. Suggestion .....................................................................................................
...................................................................................................................... 60
REFERENCES
APPENDIXES
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CHAPTER 1
INTRODUCTION
A. Background of the Study
As an international language, English has been playing an important role in
many aspects of life such as trade, education, international relationship and so on.
That is why English becomes connector language that chosen by people who come
from different countries, including Indonesia. Learning English as early as possible
for Indonesian people can help them face global competition. One of the most
important things that should be prepared is ability of the community to
communicate in the international language English. In education aspect, English is
used in many references. Many available books and journals articles are written in
English. English also has been applied as the subject that is learned particularly in
school.
In Indonesia English has been officially taught since elementary school
level and it becomes one of the major subjects in National Examination (UN).
Mastering English is not as easy as taking something for granted. Learners have to
go through many steps and parts in learning. One of those parts is learning and
mastering the vocabulary in English. Without knowing enough vocabulary, the
students cannot understand others or express their own idea. Vocabulary is the
most important aspect in a language as there will be no language without words.
The more vocabulary learners master, the more easily they can communicate.
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Therefore vocabulary as a fundamental aspect has an important role for English
foreign learners to step on acquiring the language.
The mastery of vocabulary is related to ability of students in obtaining the
vocabulary. Henry and Pongrantz (2006:246) point out that “mastering a language
means being able to comprehend the vocabulary and its phonological system both
in speaking and writing.” It means the students who learn English as a foreign
language have to comprehend the meaning of the words because it is the point to
them to understand what they listen and read and also to get the goal of
communication with other people.
There are four skills that should be mastered by students in learning
English. They are speaking, listening, reading, and writing. Besides the four
English skills, to support the mastery of the four language skills the students
should have well understanding of English component such as vocabulary,
pronounciation, and grammar. Vocabulary as one of English component is very
important to learn. Before the students master the four skills they have to know
some vocabularies to support them in learning English. Richard (2005: 5) says that
vocabulary is core component of listening, speaking, reading and writing.
Vocabulary is very important to be learnt by the students who want to master a
language.
English vocabulary as one of the language skill elements has an important
role for young learners in learning foreign languages. It also means that teaching
speaking, writing, reading, and listening cannot be separated from teaching
vocabulary. Vocabulary is one of language competence, which enhances the skill
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in language. Cameron (2001) argues that words are important to develop children‟s
skill and knowledge and building up useful words to young learners is fundamental
to the foreign language learning at primary level. Rivers in Nunan (1991: 117)
argues that the acquisition of an adequate vocabulary is essential for successful
second language use because without an extensive vocabulary, we will be unable
to use the structures and functions we may have learned for comprehensible
communication.
In presenting English, especially vocabulary, the teacher should be creative
in choosing materials and able to stimulate the students interest. The teacher needs
to manipulate some strategies to support the teaching and learning process. Brown
(2001) states that vocabulary is incorporated into communicative task, attention to
lexical forms is now more central to the development of language. In teaching
English, choosing a learning strategy that suits the needs of students is very
beneficial. Teacher should apply the interesting strategies in the classroom, so that
the students can understand well and faster about what they are learning.
According to Richards (1986:274), strategy means a plan, step or conscious action
taken by the learner to make learning easier, faster, more enjoyable, more self
directed, more effective and more transferable to new situation.
Excellent MandiriSchool Jambi is one of the bestprivate integrated school
in Jambi City. Based on the researcher‟s pre- observation at the fifth grade students
of Excellent Mandiri School on 18th April 2019, the researcher wants to do the
research in Excellent MandiriSchool because some reasons. The first is that the
researcher wants to know how are the teacher teaches vocabulary at Excellent
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MandiriSchool. The English teachers in Excellent MandiriSchool have a lot of
experiences and also good ability in teaching English. They have a lot of strategies
in teaching vocabulary such as translation, memorization, sing a song, playing
games and etc.
The teacher also used media such as picture, realia/ realthings, video and
etc. Based on the strategies that used by the teachers, the students at the fifth grade
students of Excellent Mandiri School have good vocabulary mastery because they
have studied English since in the first grade. The second is that the school has good
reputation and accreditation. The last is that excellent mandirischoolhas good
English teachers. Although, it is a good school and also has good English teachers,
this school still as problem in teaching English especially in teaching vocabulary.
The problems can be divided into some aspect such as: aspect of media, student
and teacher.
Based on the description of background above, the researcher is interested
to conduct the research about teaching vocabulary entitled: “Teacher’s Strategies
in Teaching English Vocabulary to Young Learners at Excellent Mandiri
School in Academic Year 2018/2019”.
B. Identification of Problem
Based on the background of the study, here some reasons why the
researcher identifies about the teaching strategies in vocabulary. First, teaching
vocabulary to young learner is not easy. Second, teaching English for young
learner is very much different from teaching adults.Third,young learner can easily
get bored, if the condition of teaching English process is monotonous and not
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creative.Last, the teacher needs to prepare good strategies and a suitable material in
order to gain the target of language teaching to the children.
C. Limitation of the Study
The researcher would like to make limitation in order that research
problems are clear, understandable, and specific.This research focuses on teacher‟s
strategies in teaching English vocabulary to young learners at Excellent
MandiriSchool.
D. Formulation of the Study
Based on the background of the study, the researcher formulates of the
study as follow what are the strategies used by the teacherin teaching English
vocabulary to young learners at Excellent Mandiri School?
E. Purpose of the Study
The purpose of the study is to describe the strategies used by the teacher
inteaching English vocabulary to young learners at Excellent Mandiri School.
F. Significance of the Study
In this study, there are two significances of the study, namely;
1. Theoretical
a. The finding of this research will give good information related to the
teacher‟s strategies in teaching English vocabulary to young learners.
b. The finding of this research gives a profitable description to any further
research which wants to study the same case, so this study becomes a
helpful information and useful reference for the next study.
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2. Practical
a. For the students
By using anappropriate method and techniques the researcher hopes
that the students will get enjoyable in teaching and learning process. The
students will not feel forced in learning English but they will feel happy to
learn since they are put in an enjoyable situation.
b. For the teachers
It enables teachers to get information and to select a suitable
technique in teaching vocabulary to young learner. It is an important thing
for the teacher to develop the technique in their classroom in order to make
the students interested in the subject.
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CHAPTER II
REVIEW OF THE RELATED THEORIES
A. Teaching Young Learner
1. Definition of Young Learner
According Pribilova (2006:10) says “the term young learner covers a
wide age range. This can be anybody from the age of three to the age of
eighteen. There is a big difference between what a –three-year-old child can do
and what a child of fifteen can do. We should consider their development too.
Some children develop faster, others need more time”. The young learners are
the students of the elementary school from the age of 6-12 years old. They can
be subdivided into two group: they are younger group „6-8 years old and older
group „9-12 years old. According to their level, they are called as students of
lower classes such as first, second and third years students and upper classes
namely fourth, fifth and six years students. Meanwhile, Scot and Yterbeg
(2010:18) subdivided them into two group: they are level one 5-7 years old an
level two 8-10 years old.
2. The Characteristic of Young Learner
In learning a foreign language, children and adults have different
perceptions because they have different characteristic. Children are more
enthusiastism than adults. Moreover, they like to please their teacher but they
canlose their interest easily in the materials given (Cameron, 2001; Harmer,
2002). Cameron (2001:1) stated that children have a number of characteristic
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that teachers of English need to keep in mind when they are planning to set up
activities. They are high motivated, enthusiastic and lively learners.
On the other hand, they do not find it easy to use language to talk about
something because they do not have the same access as the older learners to
reach meanings. Teachers are the one who can help them maximizing their
ability to acquire the given knowledge. Meanwhile, Scott and Yteberg (2000:1-
2) have identified the general characteristic of a children as young learners. The
characteristics mentioned are as follows:
a. They understand situation more quickly than understand the language
used.
b. Their own understanding comes through hands and eyes and ears.
c. They are very logical.
d. They have a very short attention and concentration span.
e. They sometimes have difficulty in knowing what fact is and what
fiction is.
f. They cannot decide for themselves what to learn.
g. They love to play, and learn best when they are enjoying themselves.
h. They seldom admit that they donot know something either.
i. They are enthusiastic and positive about learning.
j. They have their own world.
Considering the characteristics mentioned above, the teacher‟s way
in teaching young learner is also different from the way the teacher teach
adults. “The differences between teaching English to young learners and
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adults lay on the linguistic, psychological and social development of the
learners, and that, as a result, we need to adjust the way we think about the
language we teach and the classroom activities we use.” (Cameron,
2001:6). Brenda (2012) recommends fourteen characteristic of young
learners that teachers and parents should know:
1) They have short attention span. So teachers should vary their
techniques to break the boredom. They should give varied activities
as handwriting, songs, games etc.
2) They are very active. Try to ask them to play games,role play
dialogues and involve them in competitions.
3) They respond well to praising. Always encourage them and praise
their work.
4) They differ in their experience of language. Treat them as a unit;
don't favor those who know some English at the expense of those
who do not know.
5) They are less shy than older learners. Ask them to repeat utterances,
resort to mechanical drills.
6) They are imaginative. Use pictures to teach new vocabulary related
to concrete meanings, but may have some difficulties distinguishing
between imagination and real world.
7) They enjoy learning through playing. Young learners learn best
when they learn through games. Let games be an essential part of
your teaching.
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8) They are less shy than older learners.
9) They enjoy imitating and skillful in listening accurately and
mimicking what they have heard.
10) They respond well to rewards from the teacher.
11) They have limited writing and reading skills even in their first
language.
12) Generally they are more concerned about themselves then others.
13) They have limited knowledge about the world.
14) They enjoy fantasy, imagination, and movement.
In addition, Brumfit (1997: 5) gives a list of the characteristics
which young learners share:
a) Young learners are only just beginning their schooling.
b) As a group they are potentially more differentiated than
secondary or adult learners.
c) They tend to be keen and enthusiastic learners.
d) Their learning can be closely linked with their development of
ideas and concepts.
e) They need physical movement and activity as much as
stimulation for their thinking.
Those opinions give the researcher some important notes
about children‟s special characteristics in learning the language.
They are as the following:
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(1) Children respond the language well through concrete things
(visual things) rather than abstract things.
(2) Children need physical movements and real activities to
stimulate their thinking.
(3) Children will be enthusiastic if they are taught using fun
activities or being involved in activities.
(4) Children love to play, and learn best when they are enjoying
themselves
(5) Children learn well through something that is close to their
culture.
(6) Children like to work together.
When you are a teacher, you should know the
characteristic of children, or the characteristic of young learner
that you taught. Young learners mean children from the first
year of formal schooling (5 or 6 year old) to eleven or twelve
year age. Young learners have own special characteristics that
differentiate them from adult learners. There should be known
and understood by the teacher to give contribution to improve
their quality of teaching and learning process.
On the other hand, children are more enthusiastism than
adults. They will be enthusiastic if they are taught using fun
activities or being involved in activities. Teaching young
learners differs from adults. Children have special
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characteristics in learning the language. They respond the
language well through concrete things (visual things) rather than
abstract things. Physical movements and real activities needed
by them to stimulate their thinking. Consequently, teaching
them requires different methods. The teacher should know and
be aware of some characteristics in order to choose the best
technique and method in helping the children to learn.
3. Teaching English as a Foreign Language
Strategy is planning a series a activities to achieve certain goals, while
the method is the way that teachers use to implement and execute the strategy
(Wina S. 2000:61). So, strategy and learning method can never be separated
due to be designed in accordance with the objectives to be achieved. Teaching
is also an activity, which is integrated one to each other. Teaching gives
support to learning activities. According to Brown (2000:8) teaching is
“showing or helping someone to lern how to do something, giving instructions,
guiding in the study of something, providing with knowledge, causing to know
or understand.” Our understanding of how the learner will determine our
philosophy of education, teaching style, approch, method, and classroom
technique.
According to drown (2000:7) states, “Teaching is guiding and
facilitating learning, enabling the learner to learn, setting the conditions for
learning”. It means that teaching provide assistance and facilities to the
students in order to the students can learn well. While Holkes, et al (in Richard
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Freeman, 1990:242), “Teaching is cognitive as well as a behavioral activity,
and that teacher theories and beliefts about teaching, teachers and learners
guide their practice of knowledge classroom actions. It means that teaching is
transfer process knowledge from teacher to the students. Teacher must know
about teaching activity and the behavior of students. Based on the statements
above, it can be concludedthat teaching provide assistance facilities to the
students to transfer knowledge from teacher to the students
Teaching English as a Foreign Language (TEFL) is described as a tried
andtested way for people to see the world while earning a living. So that‟s why
TELF become a tool to overseas the international network.The role of English
is considered as a second language or a foreign languagein each country all
over the word. As a second language, English has an essentialrole in national
and social life trough communication aspect. Meanwhile, as aforeign language,
English is taught in schools and courses. It does not play an essential role in
national or social life. However, the role of English is great.Mostly we find it in
developing country.The role of teaching English as a foreign language (TEFL)
is about conveying information to students in an interesting way and
communicating through sense of English language. Giving the student foreign
language competence by using more several ways to read literature, to read
technical work,to listen the radio, to understand the dialogue in the movie use
of the language forcommunication. It is clear that teaching a foreign language
has important role andhas the same position with another teaching subject in
order to reach the objectiveof language teaching.
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4. Teaching English at Elementary School Students
The concept of teaching is not transfering the knowledge but actually
teaching is for motivating, facilitating and organizing his or her class, students,
and other things related to teaching and learning process. Brumfit (1997:6) says
that there are a number of reason for teaching English at elementary
level:(1)The need to expose children from an early age to an understanding of
foreign cultures so that they grow up tolerant and sympathethic or others; (2)
the need to link communication to the understanding of new concepts; (3) the
need for maximum learning time for important languages. The earlier you start
the more time you get; (4) the advantage of starting with early second language
instruction so that later the language can be used as a medium of teaching.
According to Brumfit, the reason of teaching English in early age is to
learn other cultures and to get maximum learning time. It means that the best
time to learn language is the early age. Elementary school is the best place to
start teaching and learning English. According to Brewster, Girard, and Ellis
(1992: 23-24), the reason for starting to learn foreign language two or three
years earlier might be simply to increase the total number years spent learning
the language. Another reason for starting to learn a foreign language early is
indisputable fact that young children have a greater facility for understanding
and imitating what they hear than adolescents, not to mention adults.
Meanwhile, the objectives of teaching English in Elementary School arestated
in Kurikulum Muatan Lokal Bahasa Inggris untuk Sekolah Dasar (2004: 4) as
follows: Local Content Subjects English in Elementary Schools has the
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following objectives: students have the ability to listen, speak, read, and write
simple in English with an emphasis on communication skills through selected
topics namely environmental needs including: industry, tourism and industry.
From the theories above, one of the reasons of teaching English in
elementary level is because the best time to learn language is the early age.
Considering the characteristic of young learner will make sense that the
students in elementary school are easy to accept what they learn and use it as
the base of teaching English for the next level.
5. Teaching English Vocabulary to Young Learner
Harmer (2007) stated that teachers of young learners need to spend time
how their students think and operate. They need to be able to pick upon their
students‟ current interests so they can use them to motivate the chidlren.
Therefore, it is a challenge for teachers of young learners to think creatively in
teaching vocabolary to find activities which provide a fun and enjoyable
situation. It is agreed if the students are learning in a fun and enjoyable
situation, it will be easier for them to understand and catch the material.
Concerning to that, the use of alternative activities is needed, adn story telling
is one of the activity that can be used in teaching vocabulary to young learners.
Mastering vocabulary means that students have comprehensive
knowledge about the vocabularies which include the meanings, the spoken
form, the written form, the graamatical behavior, the word derivation, the
collocations of the words, and word frequency (Thombury,2002).
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Vocabulary mastery can be defined as a number of vocabulary (words)
in a language which contains information about its meaning, form, and usage in
context of communication. It is the basic knowledge that students should
master first before mastering English. According to Read (2000), the term of
vocabulary knowledge refers to knowing the word meanings then the word
should be similar to synonym, dictionary, or an equivalent word in learners‟
languageIn learning vocabulary automatically they have to know the meaning
of words themselves and can use it in sentences.
From those explanation can be inferred, vocabulary mastery is not a
spontaneous process which is easy to be done. The process of vocabulary
mastery begins when someone is still an infant. Basically, the baby‟s first
language comes from the mother tongue. They will master the vocabulary
through the simple words by listen the words which are uttered by someone
else. It is known that English vocabulary learning cannot run successfully
without English skills because both of them are very important in English
teaching and learning process. The students cannot do well in comprehension
without large vocabulary, for the passages and questions involve a range of
words much wider than that of daily conversation.
Cameron (2001:71) stated that building up a useful vocabulary is
central to the learning of a foreign language at primary level. It means that in
English language teaching and learning, vocabulary is very important because
vocabulary is the basic lesson for young learners before they start to study
about English language further. In addition, Rubin (1991:91) says, “a good
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vocabulary and a good reading go hand in hand, unless you know the meaning
of words, you will have difficulty in understanding what is read.” In the other
words, if the young learners do not know the meaning of words, they will have
difficulty in understanding what they see, read and learn.
According to Sarah (1993:7), there are some points to make the process
of teaching English to young learners more enjoyable and stimulating
experience for the children as young learners:
a. The activity should be simple enough for the children to understand
what is expected from them.
b. The task should be within their abilities. It needs to be achievable but at
the same time sufficiently stimulating for them to feel satisfied with
their work.
c. The activity of should be largely orally based indeed, with their young
children listening activities will take up a large proportion of class time.
Meanwhile, Wallace (1982:11-12) gives some principles in teaching
vocabulary that the teacher should pay attention. They are:
a. The aims of teaching vocabulary
The teacher has to decide the goals that the learners supposed to
reach. The aims to be clear for the teacher. How many of things listed
does the teacher expect the learner to be able to achieve the vocabulary?
What kinds of words?
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b. The quantity of vocabulary
If there are too many words, the learner may become confused
and discouraged.
c. The students need
Teacher must select the suitable words according to the topic
and students need. The teacher should also create the appropriate
environment in which the student could be capable to communicate and
internalize the words they need.
d. Frequent exploration and repetition
In learning English vocabulary, young learners need a certain
amount practice and repetition to make them understand it.
e. Meaningful presentation
Teacher should have good and clear presentation, so the learners
have understanding of the English vocabulary words that are thaugt.
f. Situation presentation
Teacher should focus on the topic when they teach English
vocabulary to young learners. In teaching English vocabulary, teacher
should be presented the familiar context to the children. Teacher should
be able to identify the young learner‟s characteristic and the young
learner‟s needs. Besides, teacher should choose kinds of materials and
suitable techniques to the young learners. In order to guide, facilitate
and build a conducivecondition to the learners, teachers should look for
a good way to teach them by considering many factors influencing in
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teaching. So the goals of teaching and learning English vocabulary can
be successful.
6. The Media in Teaching Vocabulary
Media play an important role in a teaching and learning process. the use
of media is very needed to reach the purposes of teaching and learning and it
should be various as stated by harmer (2001:134) that “the use a variety of
teaching aids to explain language meaning and construction, engage students in
a topic or as the basic of a whole activity.” In addition Gerlach and Elly (1980:
241) porpose, “A medium is any person, material, or event that establishes
conditions, which enable learners or students to acquire knowledge, skills and
attitudes.” While, Brown (1977: 2-3) defines media as the tools or the physical
things used by a teacher to facilitate the instruction. The using of media will
increase the probability that students will learn more and the knowledge will
retain better in their mind. There are many media that can be used in teaching
and learning process, according to Gerlach and Elly (1980: 297) the media to
teach are classified into six general categories:
a. Picture
Picture consists of photograph of any object or event, which may be
larger or smaller than object or event it represents.
b. Audio recording
Recording is made on magnetic tape, discs, motion picture, and
soundtrack. These are reproductions of actual event or soundtrack.
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c. Motion picture
A motion picture is a moving image in color or black and white
produced from live action or from graphic representation.
d. Television
This category includes all types of Audio Video electronic distribution
systems, which eventually appear on television monitor.
e. Real things, simulation, and model
This category includes people, events, objects, and demonstration real
things, as constructed with other media, are not subtituted for the actual
object or event. They are in fact, life itself, often in its natural settings.
Simulation is the replication of real situation, which has been designed
to be as near the actual event or process as possible. Many media,
including the computers, tape recordings, and motion pictures can used
for simulation. A model is representation of reality, it is often in scale
and may be miniature, exact size or a larger size.
f. Program and computer Assisted intruction
Program is sequenses of information (verbal, visual, audio or audio
visual) which are designed to elicit predetermined responses. Kinds of
visual media are pictures, photos, real things, miniatures, charts,
graphics, slides, etc. Then, audio media is media which can be heard.
The characteristic of this nedia is one way communication such as radio
and tape recorder. While, Audio visual media is the combination of two
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kinds of media they are audio media and visual media. The examples of
this media are TV, film, LCD, etc.
B. The Description of Vocabulary
1. The Definition of Vocabulary
Cameron (2001:73) defines vocabulary is about learning words,
children are not only expected to know the word but also they have to know
what the meaning of that word. Meanwhile, Hornby (1987:959) stated that
vocabulary is a total number of words which (with roles for combining
them) make up a language. This means that vocabulary is very important
component in learning language. People will not be able to communicate
without vocabulary. From the statement above, we know that vocabulary is
very important in teaching English.
Vocabulary can be defined, roughly, as the words we teach in the
foreign language. However, a new item of vocabulary may be more than
just a single word: for example, post office, and mother in law, which are
made up of two or three words but express a single idea. A useful
convention is to cover all such cases by talking about vocabulary items
rather than words”. (Ur, 2003:60).
In addition, Burns (1972:297) defines vocabulary as the stock of
word which used by a person, class or profession. According to
Zimmerman in Coady and Huckin (1998:5) vocabulary is central to
language and of critical importance to the typical language learning. From
the definitions above, it can be concluded that vocabulary is central to
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language and very important in learning English. We need to communicate
and express the speaker‟s mean. That is the reason why vocabulary is
important in learning English. Vocabulary can support the learner to learn
the language skill. The large vocabulary helps the learner to express their
idea because vocabulary really supports the learners to learn the skill of the
target language.
2. Kinds of Vocabulary
According to Brown (2011:11), there are some types of vocabulary
they are:
1. Reading vocabulary
A person‟s reading vocabulary is all the words he or she can
recognize when reading.
2. Listening vocabulary
A person listening vocabulary is all the words he or she can
recognize when listening to speech. This is vocabulary is aided in
size by context and tone of voice.
3. Writing vocabulary
A person writing vocabulary is all the words he or she can employ
in writing. Contrary to the previous two vocabulary types, the
writing vocabulary is stimulated by its user.
4. Speaking vocabulary
A person speaking vocabulary is all the words he or she can use in
speech. Due to the spontaneous nature of the speaking
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vocabulary,words are often misused though slight and unintentional
may be compensated by facial expressions, tone of voice, or hand
gesture.Haycraft, quoted by Hatch and Brown (1995:369) divides
two kinds of vocabulary, namely receptive vocabulary and
productive vocabulary.
5. Receptive vocabulary
Receptive vocabulary is words that the learners recognize and
understand when they are used in the context, but which they cannot
produce. It is vocabulary that the learners recognize when they see
or meet in reading text but do not use it in speaking and writing.
6. Productive vocabulary
Productive vocabulary is the words which the learners understand,
can pronounce correctly and use constructively in speaking and
writing. It involves what is needed for receptive vocabulary plus the
ability to speak or write at the appropriate time. Therefore,
productive vocabulary can be addressed as an active process,
because the learners can produce the words to express their thought
to others.
3. The Important of Vocabulary
“Without grammar very little can be conveyed, without
vocabularynothing can be conveyed”.This is how the linguist David
Wilkins described the importance ofvocabulary as quoted by Thornbury. It
means that someone can speak Englishalthough less in grammar during the
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key words is easy to be understood. In theother side, someone can not say
something if they never know vocabulary, meansthat they can not
communicate well.Other opinion, Rivers (1983), as quoted by David Nunan
argued that theacquisition of an adequate vocabulary is essential for
successful second languageuse because without and extensive vocabulary,
we will be unable to use thestructures and functions we may have learned
for comprehensible communication.Lewis (1993) argues that vocabulary
should be at the centre of language teaching,because language consists of
grammatical lexis, not lexicalised grammar.
C. Teaching Strategy
1. Definition of Teaching Strategy
Strategies are steps or actiona taken for the purpose of winning a
war, other definition of strategy is an effort to achieve of succes goal. In
education context, J. R David (in Hamruni, (2009: 1) stated that strategy is
a plan, method, or series of activities designed to achieve a particular
educational goal.
Teaching strategy has been defined by several experts, such as:
Kemp (in Hamruni 2009: 2) stated that teaching strategy is a teaching
activities that must done by the teacher and the student so that the purpose
of teaching reached effectively and efficiently. The other definitions stated
by Kozma (in Hamruni (2009: 2), Kozma stated that teaching strategy
means an every selected activity, that can give a facility or assistance to the
student to reach certain teaching purpose.
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Based on definition by the experts above, it can be concluded that
teaching strategies is plan which prepared by the teacher to achieve
certainly educational goal.
2. The Component of Teaching Strategy
According to Hamruni (2009: 10-12) the components of teaching
strategy are consisting of:
1) Teacher
Teacher is teaching agent, so that in this matter teacher is the
important point. Teacher can manipulate other components of teaching
strategy to be variations. But the other components of teaching strategy
can not manipulate the teacher. The teaching manipulation purposes is
to make student‟s environment to be expected environment from
teaching learning process, that finally make students reach an
expectation standard competence. In teaching manipulation, the teacher
must be based on curriculum which implemented.
2) Student
Student is component that do study program to improve ability
to reach study purposes.
3) Purpose
Purpose is base to determine strategy, material, media and
teaching evaluation. So that, in teaching strategy, determining purpose
is the first thing that must choose by the teacher.
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4) Teaching material
Teaching material is media to reach teaching purpose.
According to Suharsini (1990) teaching material is core component in
teaching process.
5) Method
Method is a generalized set of classroom specification for
accomplishing linguistic objectives. Methods tend to be concerned
primarily with teacher and students roles and behaviors and secondarily
with such features as linguistics and subject matter objectives,
sequencing and materials. They are almost always thought of as being
broadly applicable to variety of audiences in a variety of contexts.
6) Media
Media is the plural form of the term “ medium”. Media includes
many things around us, like television, computer, picture, radio, and
newspaper. In education, there are the certain media used in teaching
learning process to convey the knowledge to students. this called by the
media education.
7) Evaluation
Evaluation is component to know the result teaching learning
process, so that teacher can know the result of expectation. Evaluation
can be summative and formative.
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8) Situation or environment
Environment influence teacher in decide teaching strategy.
Situation in this matter means situations and physical condition, such
as: climate, school, location, facilitation and others.
3. Strategies in Teaching Vocabulary to Young Learner
Harmer (1991:161) suggest some strategies that teachers can use
to help their students practice vocabulary
a. Translation
Translation is a quick and easy way to present the meaning of
words but it is not without problems. In the first place it is not always
easy to translate words, and in the second place, it may make it a bit too
easy for student by discouraging them from interacting with the words.
b. Explanation
Explanation the meaning vocabulary item can be very difficult
the teacher grammatical explanation can be, especially at beginner
middle level, so the teacher could ask the students to memorize the
word and teacher give such explanation includes information when the
items can be used. An explanation is a statement which points to
context and consequences of some object, process, state of affairs, etc.
Together with rules or laws that link these to the object. Some of these
of the explanation may be implicit.When the teacher verbal explanation,
he can employ many of the technique used to introduce interest when
teaching the form of the word. For example, he can write the meaning
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(synonym opposite, synonym mother tongue, description) in code or
with scrambled letter.
c. Enumeration
Other sense relation is that of general and specific words. The
teacher can use the general words to make the students find the specific
words and after that teacher can use this to present meaning of words it
self. We can say “clothes” and explain this by enumerating or listing
various items. The same is true of “vegetable” or “furniture”.
d. Realia
One way of presenting words is to bring the things into the
classroom or bringing into room. Words like postcard, ruler, pen all,
etc. can obviously present in his way. The teacher hold up the object or
point to it, says the word and then gets student to repeat it.
e. Mime, Action, and Gesture
It is often possible to explain the meaning of word and grammar
either through the use of realia or in picture. Actions in particular are
probably better explained by mime. Concept like “Running” and
“smoking” are easy to present in this way (Harmer,1991:161). Gesture
is useful for explaining words like form, to act or indicate that the past
is being talked about (the teacher gesture backword over his shoulder).
f. Contrast
Teachers saw how relations exist because of their sense and thus
can be used to teach meaning. Teachers can present the meaning
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“empty” by contrasting it will “full”, “cold” by contrasting wit”hot”,
“big” by contrasting it with “small”. We may present these concept
with pictures or meaning we ensure our student‟s understanding. This
technique gives solution to make easy to get the meaning of the word.
Contrast is the same with antonym word.
g. Presentation
Not all vocabulary can be learning through interaction and
discovery techniques are possible, however, they are not always the
most cost effective. There are many occasion when some from of
presentation and explanation is the best way to bring new word into the
classroom. In this technique, the teacher can use media such as: realia
and picture.
Based on the explanations above it can be concluded thatthere
are seven strategies in teaching vocabulary to young learne, such as
Realia, Mime, Action, and Gesture, Contrast, Translation, Explanation,
Presentation andEnumeratio. The researcher used this theory to find out
the strategies used by the teacher in teaching English vocabulary to
young learners at Excellent Mandiri School.
D. Previous Related Study
There are two previous studies conducted to observe the teaching and
learning vocabulary. The researcher can make the comparison among the teaching
vocabulary used and the result of each method for the students in the different
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schools and also the researcher can make the conclusion of which method or
strategy being effective to teach students.
The first thesis by Sasa Astra Pamungkas, student‟s of teacher training and
education muhammadiyah university of surakarta. The title is “strategies in
teaching vocabulary at the first year in smp n 2 bringin, kabupaten semarang.” The
research was done in February 2012.This research aimed to describing the
strategies used by the teacher, problem faced by the teacher, and problem solved
by the teacher in teaching vocabulary. The subject of this study is the English
teacher of SMP N 2 Bringin Kabupaten Semarang.The object of this study focuses
on the process of teaching vocabulary to the first grade students in SMP N 2
Bringin Kabupaten Semarang. The writer draws some conclusion about the
strategy by the teacher, problem faced and problem solved by the teacher. The
strategy committed by the teacher are: memorization,synonym/antonym,
translating, and fiil in the blank. The problems faced by the teacher are: (1)
classroom management, (2) student‟s motivation, and (3) student‟s laziness. The
problems solved by the teacher are: she called the students who make noisy and
asked them some questions about the material or she ordered the student who was
noisy to go out. The strategies used by the teacher are good because the strategies
can make the students more active.
Gili Nur Indah Liyaningsih. 2017. “Teachers‟Strategies in Teaching
English Vocabulary to Young Learners (A Descriptive Study on Teaching
Vocabulary at the Third Grade Students of MI Kedungharjo in Academic Year
2015/2016)”. Thesis.English Education Study Program.Islamic Education and
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Teacher Training Faculty.IAIN. The research is to describe the teaching
vocabulary conducted by teacher to the third grade students of MI Kedungharjo in
academic year 2015/2016. It is conducted to know how the teaching vocabulary
implemented by teacher such as the material that the teacher used, the media that
teacher used, the technique that teacher used, the problems and solutions were
faced in the implementation of teaching learning process. The researcher used
descriptive qualitative to analyze the data. The researcher collected the data by
observing teaching learning process, conducting the interview, and documenting
some important data that support to this research. The data were collected from
interview script, field note, syllabus, text book, and lesson plan. The techniques of
analyzing data were reduction the data, data analysis, presenting the data, and
drawing conclusion. The subject of this research was the English teachers of MI
Kedungharjo. The object of this research focuses on the process of teaching
vocabulary to the third grade students of MI Kedungharjo.Based on the collecting
of the data, the researcher concluded that the material used by the English teacher
were (1) Hospital, (2) Food and Drinks, (3) Times, (4) Clothes and Colors, and (5)
Thing in the Bedroom. The media used by English teachers were real things,
picture, video and students English book. Then, the strategies used by the teacher
were: (1) Translation, (2) Memorization, (3) Playing games, (4) Sing a song. The
problems of implementation teacher‟s strategies derived from three aspect they
were: (A) the problem from the teacher itself such as: (1) the teacher have problem
to motivate the students to learn vocabulary, (2) the teachers have a problem in
manage the classroom. (B) the problem from the students such as (1) classroom
44
environment and (2) students feel hard to learn English, (C) the problem from the
school such as: less of media especially LCD.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In this study, the researcher uses descriptive qualitative, becauseit describes
the English teachers in teaching English to young learners at elementary
school.The researcherselected this method because it conveys a broader
understanding of the teacher and students‟ views on teacher‟s strategies in teaching
English. The data collected in the form of words as a descriptive explanation than a
number and the result of teacher‟s strategies contains quotations from the teacher
and students‟ views in order to interpret their words. The results of teacher‟s
strategies emphasize more toward the data interpretation found in the field and it is
not written in the form of figures and tables with statistical measures, but it is
illustrated in the form of describing words to the teacher‟s strategies and it is
presented in narrative.
This study is design to obtain information and description concerning with
the strategies used by English teachers in teaching English at Excellent Mandiri
School Jambi city. English teachers are as the subject which is observed about their
strategies in teaching. The researcher describes the practical strategies used by
English teachers in teaching English to young learners at elementary school.
B. Setting Description
According to Miles and Hubermen in Creswell (1984:149), „setting is where
the research will take place‟. In this case, the researcher will doing at the Excellent
33
46
MandiriSchool Jambi. The subject of this research was an English teacher and a
class of students in the school. The teacher is Miss Widia Darmayanti was chosen
because she has taught English for three years and is expected to have many
experiences about English teaching.
C. Types and Sources of Data
1. Types of Data
There are two types of data used in this research. Those are :
a. Primary data
The primary data is trancsriptions of in depth interview about the
practical strategies used by the English teachers in teaching English. The
second primary data is observation in form of field notes which deals with
English teacher‟s strategies in teaching English.
b. Secondary data
Pictures and recorded as documentation of the research process,
English teachers‟ profile, and track and record of the school are the
additional data that is collected by the reseacher.
2. Sources of the data
The primary source of data in this research is the English teachers at
Excellent Mandiri School Jambi. In this case there is an English teacher who is
interviewed and observed to obtain data concerning with the practical strategies
used in teaching English.
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D. Research Instrument
The instrument of the research is the researcher herself, because it is
descriptive qualitative research. The researcher during the entire process of the
researcher takes roles as a designer, data collector, analyst, data interpreter, and
result reporters of the research (Moleong, 2001:121). The instruments used for
gathering the data were; observation, interview, and documentation.
E. Technique of Data Collection
To obtain the data, some instruments that are used in this research are :
1. Interview
The researcher adds the document by conducting interview with the
English teacher and Students of Excellent Mandiri School recorded using audio
recording. The researcher asks the teacher and students about the condition of
the class and how does the learning process occurred. On the other hand, asks
the teacher about the process of teaching and make a list of question which
have correlation with this research to get the data. the interview of this research
focus on teacher‟s strategies in teaching English vocabulary such as: the
material, the media and the technique used by the teacher and also the problem
faced by the teacher and the students.
In this case, the researcher asked some information to Miss Widia who
teaches English at Excellent Mandiri Integrated School about strategies that
used in teaching English vocabulary. The researcher asked some questions
related the teaching strategies and some other questions that might help in
completing the data.
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2. Classroom Observation
According to (Creswell, 2011,p.213), observation is the process of
gathering open-ended, firsthand information on by observing people and places
at a research site. Moreover, there are many kinds of observation, but in this
research, the researcher uses paticipation observation which means the
researcher presents at the scene of action but does not interact or participate.
When doing the classroom observation, researcher comes to the class but does
not join the activities in class. It is with reason that the researcher can be able to
focus more in observing the teacher strategies in class. The observation is
though field notes and observational of teacher strategies.
3. Documentation
Document refers to materials such as photographs, videos, films,
memos, letters, diaries, clinical case records and memorabilia of all short that
can be used as supplemental information as part of study whose main data
source is participant observation or interviewing (Bogdan & Biklen 1998:57).
Therefore, documentation method is a technique of collecting data that is
indirectly given to research subject. The document are syllabus, lesson plan,
and pictures.
The researcherused this technique to support the data collection from
observation and interview. In this case, by using instrument that was document
where could be seen in the teacher‟s lesson plan and teacher‟s material to teach
vocabulary, the researcher collected the data about teacher‟s strategies in
teaching vocabulary.
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F. Technique of Data Analysis
In analyzing the data the researcher used the descriptive method. To
describe the teacher‟s strategies in teaching English vocabulary, according to Miles
and Hubermen (in Moleong, 2007:308) principally, data analysis is based on
positivism paradigm. Data analysis is conducted as follows:
1. Data Reduction
Data reduction is done by summarizing field notes by separating main
things relating to research problems, and then it is arranged systematically to
describe and to make easy the data searching if sometime it is needed anymore.
Not all the obtained data of the research are important. It means that the
important information must be taken and unimportant information must be
ignored. In process of data reduction, the researcher selected, focuses and
abstracted the data in the field note. The data reduction is done during research
activities. In this case, the researcher reduced information during the research
activities if data is unimportant or do not support the data researcher‟s needed.
2. Data Display
Data display is used to know the entire description of the result either in
the form of matrix or coding. After it has been conducted, the researcher is able
to draw conclusion and verify it to be meaningful data it means describing data
in the form of descriptive or narration. As the second component in analyzing
data, this technique is used arranging the information, description, or narration
to draw conclusion. By presenting data, the researcher considered what the
50
researcher should do.The researcher can analyze the other action based on her
understanding.
3. Conclusion and Verification
To draw reasonable conclusion, it is conducted verification along with
the research using member check, triangulation and audit trail, to guarantee
result significance. In this study, conclusions are drawn continuosly throughout
the course of study. The researcher tends to accumulate and formulate her
interpretation as she goes along. The researcher wants to write up not only she
saw each day but also her interpretation of those conclusions.
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G. Research Schedule
Schedule of research is a frame work to allocate the time to conduct this
thesis. The schedule is related to the preparation of proposal until final report. It
can be changed since it is not permanent schedule.
Table 3.3 Research schedule
No Activities Month 2019
January February August Sep Oct
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Preparation of proposal
2 Improvement of proposal
3 Preparation of seminar
4 Improvement of seminar
5 Research permit 6 Preparation of research 7 Improvement of
research
8 Arrangement of research result
9 Improvement of data analyze
10 Final report
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CHAPTER IV
FINDINGS AND DISCUSSION
A. Research Finding
Based on the result of observation and interview to the subjects of the
study, the researcher found that the teacher only used three strategies in teaching
English vocabulary and the these strategies are always used by the teacher in
teaching English vocabulary to young learners at Excellent Mandiri School. The
data were also taken from documentation. The following researcher presented the
finding of the study below:
1. The Strategies Used By The Teacher In Teaching English Vocabulary
This part presented the research findings which the researcher found in
the field by doing observation and interview. It related to the teacher‟s
strategies in teching English vocabulary to young learners at Excellent Mandiri
School. After the researcher investigated the teacher‟s strategies in teaching
English, finally, the researcher got some data. The results of the research
findings were presented in the descriptions bellow. There were three strategies
used by the teacher in teaching vocabularies, they were Translation,
Explanation and Enumeration. All the strategies were used by the teacher in
teching English vocabulary to young learners at Excellent Mandiri School,
because with those strategies the students can understand the material easily. It
can be seen the explanations below:
40
53
a. Translation
In this strategy, the teacher gave the texts to the students based on
the students‟ interesting. The students are asked to translate the text and
words based on the materials that they learned. The researcher found that
the classromm‟s condition was running well, it can be seen with question
and answer below:
How is the stuation of class when you teach? The class condition when teaching the child certainly plays a lot of noise but if in the learning system the first time the most easy to enter it must be conducive that can be conducive from the first hour it can be silent first if the children are hyper active all children here so the teacher must can cover it anyway. [TI] Based on the explanation above can be conclude that students for
the first hour are still conducive but after the next hour they start making
noise compared to studying. It is considered still reasonable for children.
Based on the researcher‟s observation translation was one of the strategies
in learning English vocabularies a quick and easy way to present the
meaning of words but it is not without problems. in the first place it is not
always easy to translate words, and in the second place, it may make it a bit
too easy for student by discouraging them from interacting with the words.
In this case as the teacher has a important role to translated the words in
front of the class as the teacher should has many vocabularies because
teacher should directed translate the words in front of the student.For the
first hour the teacher can handle the class well. It can be seen with question
and answer below:
Do you have good strategies to teach vocabularies?
54
There must be one strategy that is commonly used if the vocabulary is me to the children more every lesson what new kd new books always vocabulary that I teach it from starting nouns, verbs and other supporting words I usually take it with them memorize, say, interpret that is the strategy that I use. So the children always say that in class I have learned about the prounoun and how to speak it must tell them to memorize according to the material to be discussed and the meaning of the translation is always 1-6 I always use translation with no difference. [TI] It can be known that, the strategy that commonly used is
vocabulary, teacher give new vocabulary, teacher starting a lesson always
provides a new vocabulary so that the vocabulary of students increases,
Teachers teach it from starting nouns, verbs and other supporting words the
teacher usually picks it up with them memorizing, pronouncing,
interpreting the strategies that the teacher uses. The student memorize
based on the material to be discussed.
The researcher‟s observation hold on 11th April 2019found that the
teacher also composed specific pictures that he would show to his students.
That was used to make the learning process run well, he also anticipate the
understanding and answer if the students would ask his about the previous
lesson. It helped the teacher to increase student participation and encourage
active learning. When teacher asked questions in the classroom, he was
modeling a process that students can and should use themselves. Teacher
encouraged his students to use the following questioning and strategies. It
was used to assess what they have learned, to develop their reading skills
and to study for exams. The teacher used the questions to make students
practice some skills, as well as communicate to them the facts, ideas, and
55
ways of understanding the texts that were important to their learning in his
class
Why do you use translation? Actually if you choose translation, translate it because it is easier to accept, but actually there is not a lot of translation, if it's like class 1 2 3, I use a lot of sing songs that match the theme of the chapter, for example, about day means singing about the day about fruit means singing about fruit is more helpful for them to answer anyway and if for 4 5 6 there are some who use songs and some don't, I prefer direct translation, for example, cook means cooking like that, chapter one, cook, chapter, duany, cooked, chapter three cooked directly every verb noun from the new directly interpreted. [TI] It means that, the reason teacher choose translation strategies in
teaching students is because translation is easy for students to accept, The
teacher gives the material according to the grade level of the student and
the teacher can apply the singing pattern in teaching students.
How do you introduce the vocabularies to the students? If we say it, we will definitely see the child. We will take the child first, for example, today we will learn about sports, for example, in class 5, right? For example, sports. For example, sports, the book will have parts of sports words, just new words for them, so every preliminary pronunciation will be done. I always make them say it first and then I mean that they keep on recording it and they memorize it the most often indeed if I rarely use my song it's a strategy that is most class 1 2 3 that uses songs. [TI]
The data above explain that, in teaching vocabulary the teacher
displays solutions to focus on topics that will be taught to students for
example about sports, the teacher will take five vocabulary related to sports
and teachers ask students to memorize them, first they recite the words then
the teacher will translate after that students are asked to recite what the
teacher has said.
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Did you ever use this strategies but not running well? Children grade 4 5 6 are more hyperactive than grade 1 2 3, I can still cover 1 2 3 for silence, know anger, know fear, know silence, tell to write, if you sing, but if 4 5 6 he is more active this is lazy to write, this is tired he is more into playing with the most just the problem but if I write in the book there is nothing that is not allowed because I always check always give value to each of them means moreover if for example I give for the value I want to repeat always That's the value of being an added value because of tranlation because they are the easiest strategy now is to provide new vocabulary to give meaning they say they memorize it so they can still practice sometimes if I like the translation that I use.[TI]
Teachers are better able to handle first and second year students
compared to fourth and fifth graders because grade 1 2 3 students can still
be quiet if told to be quiet they still want to obey orders from gutu but
different from grades 4 5 6 they are hyper active and hard to be quiet.
Did you always use the media? I often don't use the media too often, but I usually make it the most books, and also one media, games, there have been several games, for example,puzzleand role play I often use it for children, usually they are easier to remember the letters like that, so actually the strategy is that they are besides them, if they memorize they can translate, they know how to say it so when it is practiced it is easier for children so if the game there are some that I use for them to practice and from the results of remembering earlier.[TI]
It proved that, the teacher uses how to play games such as puzzles
and role play in applying the translation strategy. This is done so that
students can easily understand words that are explained by the state of the
class who are learning while playing so that they feel they are not bored if
they have to learn monotonously.
Did you ever have problem while teaching vocabularies? The children have never been lazy to learn, I'm not in the mood to teach, if it's not conducive the class is crowded we want to do tranlation, confused, want to say, I want to exercise, also confused
57
the kids are really crowded, maybe the cover of my class is a bit lacking, but here thank God I don't think that's too much. Still, what I can handle is how noisy they are if using the strategy or not just because the environment with hyperactive children is a bit difficult, the rest doesn't exist. [TI] It be known that, when the class is not focused on conducting
learning activities especially in learning to translate the teacher to handle
the situation in the classroom asking students to be quiet and paying
attention to the teacher in front, this dive can still handle the class well and
the teacher can overcome the obstacles encountered during the teaching and
learning process.
What did you do to enhance students‟ motivation in memorizing vocabularies?
I made an easy strategy for what is the name that makes the game the same as the song. Why if the song is a mainstay for the learners because the song makes them able to have fun, but the core of the theme to be conveyed to children is more same like the game, too close word same puzzle is the easiest to play because if you arrange the words they make it easy to remember the letters like that until the meaning is also know for example I wrote to erase something eraser. [T1] The teacher provides a good strategy for students to learn, such as
learning while playing singing another song, such as playing a puzzle,
students are asked to arrange words so that they will easily memorize
words and their meanings. students feel comfortable and don't get bored
when learning to play games.
What did you di when students made mistake? I immediately said stop if student make mistake in prounon the words, I directly correct the students mistakes. because if they were not like that or not they immediately forgot so that's it if I immediately corrected them every time I read it I improved so that when I studied English there was a speaking and reading section that was always me they were for read one by one or not almost what I
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choose maxah ohh this kid can read the same kid who can't read it so I can immediately listen to the other one read okay the other can't stop me wrong for example he said what was called watching it wachted me always said in front of it and they told me to follow everything like that. [T1] The teacher immediately corrects errors in the pronunciation of
students, this is done so that students easily raise their mistakes and not
repeat the same mistakes. the teacher emphasizes more on reading and
speaking, for example the teacher asks students to read one by one while
the others listen and if there are mistakes in the mention of the teacher
immediately corrects the mistakes of students.
How do you teach vovabularies with the same sound but different form of words?
I write it usually for example see double e that our teeth are flat it sees everything so I told the children to prounon the word see together everything should be flat if sea is normal the word see snd sea although the pronunciation is the same as the difference in writing. I usually write it directly and practice it directly to them if prounouncation directly want to use audio also like that or use my personal audio even though I am directly. [T1] The data proven that, teacher uses hisself as an audio manual for
students where the teacher writes then reads in front of the class and
students will follow what the teacher says. The teacher immediately
practices in front of the class followed by all students then if there is an
error the teacher will correct mistakes from student.
What did you do when you find the students did not understand with your explanations?
In every learning process, they said said if I explain it quickly so children are confused from the movements of their faces already know tuh miss I am confused yes already which parts are all part of the word he said oh boy all of them you go anywhere you sleep I
59
have to explain repeat it so for what can be more remember those who understand more understand more who do not dare to naya so know like that would be explained if they do not understand.[T1] The teacher asks students about their understanding of the material
that has been taught by the teacher. If the students do not understand what
is conveyed by the teacher, the teacher will re-explain the material so that
students who already understand will understand more and students who do
not understand will immediately understand the subject matter being
discussed.
How did their score after teaching and learning process? Grade 5 almost half of the children already understand this strategy thank God even though the maxims of these children have many types yes there are many students almost half of the 30 students alhamdulilah already understand and the other half is possible because of course I definitely need to revise me I know too much complicated what they have not been covered but so far if it is from the results of ordinary exam tests the children must be high and low and very low so the very low is the type of child who has never received more attention from the teacher maybe it juag weaknesses I still can not give more trust to them so that they learn more English, at most the 1 2 3 is even more so it's almost everything. If 4 5 6 because he has a lot of 5, especially the class 5 is a typical child, half of them are very smart and very weak. [T1] From the explanation above can be conclude that Teachers have to
improve their teaching a lot so that students can also receive lessons and
understand them because the types of children are different, some are smart
and some do not know, as a teacher should be able to make the class
comfortable and the student can learn easily.
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b. Explanation
In this strategy, the teacher gave chance to students for memorizing
the words, but before it she ezplains the functions of wordsthen she asked
the students to memorize three to five vocabularies and those meaning
individually related to the topic that they have discussion and after that the
teacher explains to the students about. It is done in the end of lesson. In a
week the students memorized ten vocabularies because in a week they have
two meeting with English lesson.
How do you use memorize? I asked them to say the word in English, but before that they needed to understand the purpose of their memorizing the word, they also tried to pronounce the pronunciation of the words in English, then I immediately interpreted the words so that in addition they could pronounce them they could also get the meaning together. Sometimes I ask them to read aloud, they read the text in front of the class and sometimes I ask them to read on their own. And when there are mistakes in pronunciation or pronunciation of the word I immediately stop them and give the correct pronunciation directly to them so that they come to know the location of their mistakes and they become remembered and not easy to forget. I teach them time of the week, at each meeting I ask them to memorize vocabulary based on the text in class. When they want to share their memorization, they can come to me or their friends that I have chosen to be a leader. They are interesting because I have tried to do my best for them.[T1]
It can be known that, the teacher made good strategies for teaching
English especially in memorized vocabularies startegies. because she
always asked the students to read and prounoun the words carefully on their
texts, sometimes she asked her students to prounoun loud in front of the
class and sometimes focused on their text, it was used to get the good
prounouncation when the student try to prounoun the words. After the
61
students understand the text, then they memorized the words if they could
not understand the words itself. The teacher also helped the students to
remember vocabulary based on the context. She explained the words
clearly in front of the class, because the words should be introduced within
the context of a story, everyday situation, sport, activity or any context her
students are familiar with. In understanding the texts the students were
asked to use skimming strategy if the texts were explained before with the
teacher. The researcher‟s observation found that the teacher asked the
students to find the topic first and then the students can develop the texts
based on the students‟ experiences.
Why did you use explanations to memorize wods? By memorizing words in the text the students are learning, they will get additional vocabulary and finally they can speak English well, because of course I hope they can understand and pronounce words well so they can communicate in English well.[T1]
She believed that by memorized the vocab the students can develop
their experiences with the words that they prounoun, so it will help them to
be easy in understanding and can prounoun the words.The teacher also
asked the students about the vocabularies that they have memorized,
because repetition should follow at progressively longer intervals. So, to
ensure that students will remember the words you teach them, they must
use them again and again.
After the students understood the how to prounoun the words, then
the teacher asked the students to find the vocabularies in the texts and they
must memorize those words, the words could be three to five. She also did
62
not forget to ask her students in general review of words learned in the
previous week and the last she concluded the texts before close the class.
Do you have anothers strategies? Actually there are not many strategies that I use in teaching vocabulariesin class, I am more interested in how to make students comfortable learning with me, by bringing attention to all of them, not only one, but also to give praise and appreciation in learning, like chocolate and so on, so students will follow our words well. By memorizing the words that have been discussed, they will easily understand their text.[T1]
It means that, teacher should make the students loved her in
learning in the class, so the students will follow teacher‟s attention. she
believed that if the students have many vocabularies in their mind, they will
easy to understand the texts. In every meeting the students should
memorize five vocabularies and those meaning. They memorize the
vocabulary from reading passage that they have done. In a week, the
students have ten vocabularies to memorize, because in a week only twice
meeting. The trick used to memorize call by teacher directly one by one.
How do you use explanations to memorizethe words when the students difficult to memorize? I always do that for classes 1-6 I always use translation, there is no difference actually if you choose translation, translate it because it is easier to accept, actually I am more direct in translation because children will immediately absorb the information and can immediately grasp the meaning of new vocabulary they didn't know before so they are always helped by my always interpreting words they don't know yet and that of course can improve children's vocabulary and it will be easier for them to remember the vocabulary that I gave.[T1]
The translation strategie help the teacher in teaching vocabularies in
the class. Because with memorize the words that the teacher gave, the
63
student always remember what already the teacher to give them. Although
maybe available one forgets, but students tries to remember it back. The
words that was memorize by the students, teacher took from material
passage that already work together sometimes also from the teacher‟s
utterance. The teacher did this, in order the students if they found the words
that have not known they will not be lazy to memorize it and it also help
the teacher in process teaching and learning which is if there is difficult
word the students will not always ask to the teacher.
c. Enumeration
In this strategy students were happy because it is conducted with
students in group. By playing games in the classroom increases students‟
motivation and they become more motivated to learn, pay attention and
participate in set tasks. The researcher‟s observation hold on June, 29, 2019
found that games help students to become a part of a team as well as take
responsibility for their own learning. They can also be a great classroom
management tool, helping to motivate a class. By playing games, students
become more motivated to learn, pay attention and participate in set tasks.
Games help students to become a part of a team as well as take
responsibility for their own learning. They can also be a great classroom
management tool, helping to motivate a class. Sometimes they can play
game in front the class our outdoor by showing the card that there was a
picture and the students finding the answer what is the picture. If the
students did not know the English language and the spelling the student can
64
open the dictionary. They must answer that picture quickly. If the students
did not know the English language about that picture the students can open
the dictionary. And who group have low score will get the punishment.
This punishment done in order the students‟ active. As she said that:
Guess the word play, in practice we play in the class page during break time, we divide the group into two, after that representatives from group A give pictures of animal shapes, views etc., and friends in the group must answer in English, when they cannot, it will be thrown to the other group, who gets the most points then the group wins. [VV]"... Playing pictures and guessing words in each group, it's very exciting. Sometimes it's funny and sometimes it's a pity, because sometimes the words are easy because they are not controlled so they cannot explain or answer, while time is limited. [RG]"The game is guessing words, and it is very exciting, the representatives of the group give only other words, and the group will guess it, if it gets the points correctly, if it is given wrongly to another group. [MY] The students had word games which were good to use in
memorizing the words and the words also make students enjoy in learning
process. In this activity they described some pictures by using some word
that has been discussed before, while the other students guessed what was
to be described. In doing this activity it can be known and understand if the
students understand the materials or not. The other game the students did
not work in groups, but they make a circle in classroom. They wrote the
text by continue their friends writing. Each student got one paper and the
student wrote one sentence that he /she could think of the text that they
have read. After writing one sentence, the paper was passed to the next
student who would read and continue the story by writing a sentence within
a time limit (Observation 11thApril 2019). TT, TH and DM added that:
65
"... We have to continue our friend's writing, it keeps changing every ten seconds, we only have ten seconds to continue the sentence that has been written by our friend, so sometimes we are also confused because our friend wrote it not connecting and it became funny". [TT ]"Continuing writing is our best game here, because we after reading we pour the sentence in a piece of paper, so we are very happy and happy, seeing the writings of friends who have been followed by other friends, some are not connected, some are not connected. connected, so this game is really good. "[TH]"... I can practice how to compose stories from sentences that have been written by our friends, and finally the writing became very funny work." [DM] This activity made the students always laughing in writing the text,
this continued after the story was long enough. When the students had
finished with this activity, they must read it in front of the class. All
students listened to their friends excitedly because most of the stories were
funny. The researcher‟s observation hold on 11th April 2019 found that they
can find mistake in grammar, they would isolate and address it. Some
stories would be read out. Additionally, the teacher also used short paper to
develop their understanding about the material by practice writing in short
paper, because short paper was one of the practices for writing. Researcher
found this strategy gives benefit effects where the teacher gave Free
Writing in 5 to 10 minutes to the student, where they can write anything
that comes to mind which is on or off topic, it is good for writer‟s block.
This is good for the students to have a chance to continue their writing
based on the procedure. Short writing can help students in memorizing the
words and creativity, because it was connection between reading and
writing. Student could write common communication in their daily
activities such as reading, hearing, observing and writing.
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Based on explanations above the students got some benefit from the
reading strategies in memorizing the words because they developed the
capacity to take at least some control over their learning; and the learning
environment provides opportunities for the learner to take control of their
learning. Developing capacity requires a set of personal qualities:
confidence, motivation, taking and accepting responsibility, and ability to
take initiative. It also involves a set of skills: academic, intellectual,
personal and interpersonal (Brown, 2001.11).It means that the students will
be better control of their own learning and empathy for other points of
view. Students became more independent, self-directed learners because
students wrote reflective letters about how their writing has improved and
what they still need to work on. This lets them view their performance
objectively and reach conclusions about what goals they can set next for
their work.
The students used this strategy in English vocabulary subject. The
students used picture dictionaries, guessing and filling the blank game. In
this game the students divided into some group. They used card or piece of
paper that there was a picture. So, the students showed that card in front of
the class to her or his group and all of students saw. Next, the students from
her or his group answer that picture and spell the words with find the in the
dictionary quickly in ten second. If the group cannot answer the question
they did not get the score. The group who that they had low score the other
group will get the punishment. This punishment was singing a song or
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dancing. This strategy helped the students because the students felt enjoy in
following this lesson as AR and MY said that on (18th April 2019).
We also play if at the end of our time after reading the text, and try to say the words with clear pronunciation when it is discussion and also questions and answers, then we play together, it is very fun, we also guess pictures, guess words and also teamwork ” AR]. "If there is a game to be more enthusiastic, we can get this game from our teacher, we also sometimes read games on the internet or also from books given by our teacher, if many games become more exciting and fun". [MY]
From the quotations above, the students always play the games after
they have read the text, it is used to make comfortable during learning
process and in this activity students worked in groups, they worked in
group and make a circle. They feel happy in doing this game, it gave them
motivation to learn more and have comfortable. This game made students
working together in group to force the students to communicate orally with
friends frequently.
They can find out some texts on internet such as some kind of texts
that have been learned for example descriptive text, recount text, narrative
text, etc. After the students have found some kind of texts, they can give
their ideas about the texts and discuss them with others group in the class
before it was collected as group assignment. In promoting students to seek
both sides of an issue is pro and con grids. Students created grids with the
pros and cons or advantages or disadvantages of an issue or treatment. In
this strategy the students can become involved in agree/disagree
discussions. In this type of discussions, the teacher form groups of students,
preferably 4 or 5 in each group, and provide controversial sentences. Then
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each group works on their topic for a given time period, and presents their
opinions in front of the class.
The following is field note that researcher got. The researcher‟s
observation hold on 18th April 2019found that an activity conducted by
students in playing the game, they had word games which were good to use
not only to enhance their memorizing the word comprehension, but also to
make them enjoy in learning process. Students described some pictures by
using some word that has been discussed before, while the other students
guessed what was to be described. It is used to make the students
understand about the texts. The question automatically, they mastered the
topic that has been learned. The students can feel happy and fun in doing
their study. As the teacher, ST said that.
When I teach in class, I always end the lesson by playing games, that I do so that they are motivated to learn, sometimes they are preoccupied with their assignments and activities, so I add games in my class, less than 10 to 15 minutes.As long as it does not interfere with the teaching and learning process. The game is sometimes guessing words, chain writing and others ". [T1]
From the explanation above, by playing a game, students may be
able to understand a new concept or idea, take on a different perspective, or
experiment with different options or variables. Students need a lot of
practice to internalize important vocabulary and structures. However, for
the practice to be meaningful, students must be engaged (and let‟s be
honest, countless workbook pages or textbook exercises are not always
highly engaging). There are countless skills that students can develop
through game playing such as critical thinking skills, creativity, teamwork,
69
and good sportsmanship. game with him. While playing games, students
develop a variety of connections with the content and can form positive
memories of learning. The fun, silly or interesting moments tend to stand
out in students‟ memories, and they latch on to the vocabulary/structures
we are studying. A positive emotional connection can facilitate learning.
Furthermore, many games feature a variety of different stimuli; some
students might remember the vocabulary words from acting them out,
others remember reading the clues, and other students remember hearing
classmates call out answers. Games can provide a variety of sensory
experiences for students.
B. Discussion
This part presents the discussion of the research findings. There was one
research question proposed in this study. This research focused on the strategies
used by the teacher in teaching English vocabulary to young learners at Excellent
Mandiri School. The students needed to consider some factors in teaching English
vocabulary, which are: Individual factors such as students‟ ability to use the
concept map, students‟ motivation about topics discussed in the online group
discussions, and individual learning style and group factors consisted of a
combination of students‟ learning styles in a group and group roles facilitator and
summarizer. From the research finding, the reading strategies employed by
students in memorizing the words were so various.
The first strategy was translation, where the teacher gave chance to students
if the did not understand the words they cound look at the dictionaries and also ask
70
the teacher, she also use a sing songs that match the theme of the chapter, for
example, about day means singing about the day about fruit means singing about
fruit is more helpful for them to answer anyway and if for 4 5 6 there are some
who use songs. She also prefer direct translation, for example, cook means cooking
like that, chapter one, cook, chapter, duany, cooked, chapter three cooked directly
every verb noun from the new directly interpreted.
The second strategy was explanations in memorizing words when in a week
the students memorized ten vocabularies, but before it the teacher explain the
function of words it self, because in a week they have two meeting with English
lesson. The teacher always asked the students to read carefully on their texts and
then they will memorize the words if they could not understand the words itself.
The teacher also helped the students to remember vocabulary based on the context.
She explained the words clearly in front of the class, because the words should be
introduced within the context of a story, everyday situation, sport, activity or any
context her students are familiar with. It is similar lines with the finding of (Gili
Nur Indah Liyaningsih. 2017 and Sasa Astra Pamungkas, 2012)
The third strategy was Enumeration, this game was used by the students to
increase students‟ memorizing the words.Students also added short paper from any
sources to understand their memorizing the word comprehension and also to build
their understanding. Students did not work in groups, but they make a circle in
classroom. They wrote the text by continue their friends writing. Each student got
one paper and the student wrote one sentence that he /she could think of the text
that they have read. When the students had finished with this activity, they must
71
read it in front of the class. All students listened to their friends excitedly because
most of the stories were funny and the students should encourage themselves to be
strong readers.It is similar lines with the finding of (Gili Nur Indah Liyaningsih.
2017 and Sasa Astra Pamungkas, 2012)
From the discussion above, we can see that the strategies used by the teacher
in teaching English vocabulary to young learners at Excellent Mandiri
Schoolhelped the students in finding new vocabularies, getting knowledge,
information, thinking easier, faster, and more enjoyable ways to master giving the
ideas. There were three strategies used by the teacher, they were translation, where
the teacher prefer direct translation and she also use a sing songs that match the
theme of the chapter;explanations, where the teacher explained the function of
words before they memorizewords; Enumeration, where the teacher give the
explanation of wordsand the students will guess the specific words.
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CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The finding indicated that the strategies used by the teacher in teaching
English vocabulary to young learners at Excellent Mandiri School helped the
students in finding new vocabularies, getting knowledge, information, thinking
easier, faster, and more enjoyable ways to master giving the ideas. There were
three strategies used by the teacher, they were translation, where the teacher prefer
direct translation and she also use a sing songs that match the theme of the
chapter;explanations, where the teacher explained the function of words before
they memorize words; Enumeration, where the teacher give the explanation of
words and the students will guess the specific words
B. Suggestion
The researcher suggests that students canconsider the strategy in teaching
English vocabulary to young learners must understand the material is very
important for the students because they had to express their opinions. By using
memorizing, questions and answer relationship, working in the group and playing
games.The students could still find a space to speak English more often without
having to worry about anything and with the right guidance from the teacher. The
researcher believed that if the students would follow the teaching English
vocabulary, they would enhance their many voocabularies, even though it is not
fully fulfilled, this could bring students into positive results on their understand.
60
73
For the future researchers that are interested in conducting the other research
but still in the same scope, the researcher hopes that the other researchers could
conduct the other strategies in teaching English vocabulary, reading skills,
speaking skills, writing skills and listening skills. In additional, because this
research only focuses on theteaching English vocabulary by teacher, the researcher
hopes the future researchers to investigate the solving strategies in other skills like
in writing, listening or reading. Last, hopefully this research could be a good guide
which had reach information for the further researches about teaching English
vocabulary.
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APPENDIX I
FIELD NOTES
Field note 1(30 maret 2019)
Place : Ruangan kepala sekolah
Time : 08.00 WIB
P : peneliti
GBI : guru bahasa inggris
S : siswa
Pada pukul 08.00 WIB,P datang kesekolah untuk bertemu dengan kepala sekolah. P bertemu dengan bapakTan Harrison Holdun.S.Ag Selaku kepala sekolah SD excellent mandiri school Jambi.Kemudian mengutarakan keperluan datang ke sekolah yaitu untuk meminta izin melakukan penelitian tindakan kelas di sd excellent mandiri school jambi.lalu, p menjelaskan tentang konsep penelitian tindakan kelas yang akan dilakukan,yakni untuk meningkatkan kualitas proses pembelajar an bahasa inggris khususnya dalam vocabulary mulai penggunaan multimedia strategy.bapak kepala sekola memerintahkan untuk bertemu dengan GBI kelas 5 untuk membahas penelitian tersebut dan membuat perencanaan terkait dengan penelitian yang akan dilakukan. P mengucapkan terimakasih atas kesedian pihak sekolah terhadap penelitian yang diajukan
77
FIELD NOTES
Fieldnote 2 ( 1 april 2019)
Place : ruang guru
Time ; 08.00 wib
P : penelitian
GBI : guru bahasa inggris
Pukul 08.00wib P tiba disekolah untuk bertemu sama ms. Widya darmayanti S.Pd. selaku GBI kelas 5 sd.kemudian P mengutarakan keperluan menemui ms,widya dan meminta dia untuk berkelaborasidengan P untuk melakukan penelitian tindakan kelas dalam kurung (PTK). GBI menanyakan konsep PTK yang akan dilaksankan. P menjelaskan secara detail tujuan dari penelitian yang akan dilakukan yakni meningkatkan kualitas belajar bahasa inggris,khususnya dalam belajar vocabulary, dengan menggunakan multimedia dan strategy.GBI menyetujui rencana penelitian tersebut. Setelah itu, P juga meminta izin melakukan observasi dalam pembelajaran bahasa inggris pada saat kegiatan belajar berlangsung.GBI memberikan jadwal belajar bahasa inggris dan memberikan alternative hari untuk melakukan observasi.P mengucapkan terimakasih atas kesedian GBI dalam penelitian ini.P merencanakan untuk mengadakan observasi pada hari selasa.
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FIELD NOTES
Field note 3 (2 april 2019)
Place ; ruang kelas
Time : 10.50 wib
GBI : guru bahasa inggris
P : Peneliti
SS : siswa siswi
Pmulaipenelitian tindakan kelas pada tanggal 02 april 2019. P terlebih dahulu menemui gbi di ruangan guru untuk membahas rencana kegiatan yang akan dilakukan. Karena di pertemuan pertama disiklus kedua ini dilaksanakan di ruang kelas, maka Pmeminta izin keapada gbi untukmelihat proses pembelajaran dan stategy yang di gunakan dalam pengajaran. Gbi setuju dan kemudian mengantar p ke kelas 5 yang dimaksud.
Tepat pada pukul 10.50 wib. P dan gbi, datang memasuki kelas 5, ss terlihat sangat antu sias ketika p datang, kemudian gbi menjelaskan maksudkedatangan P disini,yaitu untuk melakukan penelitian tindakan kelas secara berlangsung.sesampai didalam kelas p mulai menyapa danmemperkenalkan diri kepadass,setelah itu P mengambil data dengan menggunakan observasi.selanjutnya P duduk dibelakangdan mengamati proseses mengajargbi dalampembelajaran bahasa inggris khususnya vocabulary. P melihat strategi yang digunakan guru tersebutsampai selesai pembelajaran
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FIELD NOTES
Fieldnote4 ( 09 april 2019 )
Place ; ruangkelas5
Ss ; siswa siswi
P ; peneliti
Gbi ; guru bahasa inggris
Pada pukul yang sama 10.50 wibp tiba dikelas 5,p meminta izin kepada gbi untuk menginterview beberapa siswanya untuk membatu P dalam proses lancarnya penelitian.kemudian gbi mengizinkan dan memilih beberapa siswa siswi dalam melakukan interview tersebut, kemudian siswa siswi tersebut mengikutip di tempat yang di tentukan yaitu musholla, selanjutnya P dan Ss melakukan interview secara berlangsung
P ; menanyakan nama
Ss ; menyebut nama nya reihan
P ; menanyakan tentang apakah kamu suka belajar bahasa inggris ?
Ss : suka sekali
P : menanyakan tentangkebiasaan gurunya mengajar?
Ss ; sangat baik ramah dan agak tegas marah ketika ss nya rebut
P : menanyakan tentang vocabulary kepada ss apakah mereka belajar vocabulary ?
Ss : menjawab setiap materi baru selalu ada vocabulary baru
P ; lalu P menanyakan lagi bagaimana cara gbi mengajar vocabulary ?
Ss ; ss menjawab jika gbi pokus sama buku dan disuruhnya ss mengartikan arti dari bahasa inggris tersebut.
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P : menanyakan apakah gbinya sering menggunakan media dalam mengajar dan strategy dalam pengajaran vocabnya ?
Ss : menjawab lagi ngak terlalu sering tapi ada,kalau cara mengajar gbinya sering menterjemahkan sama mainquis Tanya jawab gitu
P: menyelesaikan pertanyaannya dan mengucapkan terimaksih kepada ss
Ket : hamper semua pertanyaan dijawab sama seperti diatas,saya interviewada 5 siswa
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FIELDNOTE
Fieldnote5 (10 April 2019)
Place : kantor atau ruang guru
Gbi ; guru bahasa inggris
P : peneliti
Pada pukul 09.00 P datang kesekolah untuk bertemu sama gbi,untuk melenjutkan penelitiannya. Kali ini P menemui gurunya di ruang guru,kemudian P mengutarakan maksudnya kedatangannya lagi untuk menginterview gbi,kemudian gbi menyetujui dan langsung mengajak ketempat yang di tentukan yaitu perpustakaan, pertanyaanya yang disediakan di instruments saya.
KETERANGAN : interview ada direkaman dan instruments
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FIELDNOTES
Fieldnote terakhir (15 April 2019 )
P ; peneliti
Ks : kepala sekolah
Gbi : guru bahasa inggris
Pada pukul 08.00 pagi P kembali kesekolah dan mengantar surat keterangan selesairisetnya kepadaKs, dan mengucapkan banyak terimakasih kepada Ks,kemudian P langsung bertemu sama gbi dan engucapkan hal yang sama dan tidak lupa pula P meminta izin untuk melakukan dokumentasi,dan P mengizinkannyasetelah melakukan dokumentasi P bersalaman dan langsung pulang.
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FIELD NOTE
1. The result of firstobservation
Observer : WIDIA
Day :Wednesday 10 April 2019
TimeofObservation : 08.20 – 9.40
Technique :Translation and Explanation
a. Pre-teaching
1) The teacher came to the class at08.30.
2) The teacher greeted the students by saying ” assalamualaikum“
3) The teacher checked the attendance ofstudents.
4) The teacher gave some explanation about the material that
would be studied that day which was about asking and giving
opinion expression based on apicture.
5) The teacher used two languages, English and Indonesian in
explaining the lesson, but Indonesian was used more than
English when the teacher wasteaching.
b. Whilst-teaching
1) The teacher asked the students to observe some pictures and
imitate expression about asking and giving opinion based on
thepicture
2) Several representative of the students in pairs were asked to
practice the dialogue in front of theclass.
3) After that, the teacher asked the students to make a group
consisting of four members and each member got three pictures
(actress, family, foods, and kind of music). In group, each
students asked to translate the words and gave opinion about the
words and photos to every member so one student got 3 opinion
and makes a note in work sheet prepared by theteacher.
4) After that, the students in pairs practiced asking and giving
opinion expression in front of the class like they did previously
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in the group. For example, Rina asked Rini “Rini, what do you
think aboutFamily
5) The teacher took the score of the students one by one from their
performance.
c. Post-Teaching
1) The teacher tried to review the material of asking and giving
opinion expression and asked the students to study again the
material giventhat day athome.
2) The teacher closed the class by saying “wassalamualaikum and
see you nextmeeting”
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FIELD NOTE
2. The result of secondobservation
Observer : WIDIA
Day : Monday 1 April 2019
Time of Observation: 9.00 – 10.40
Technique : Words and PictureDescribing
a. Pre-teaching
1) The teacher came to the class at09.10.
2) The teacher greeted the students by saying“assalamualaikum”.
3) The teacher checked the attendances ofstudents.
4) The teacher gave some explanation about the material that
would be studied today which was about describing
somepictures.
5) The teacher mixed between two languages Indonesian and
English when explenation the lesson, but Indonesian was used
more than English in order to make students understand what
the teachersays,
b. Whilst-teaching
1) The teacher formed a group, each group consisted of six
members to play a game. In the group one member played as a
writer then other members were looking for a clue that can
describe apicture.
2) The teacher recited a clue to the first member of the group then
he ran to the place where the clue was posted and gave it to the
writer. This activity was repeated until all members got the clue
except thewriter.
3) After all clues obtained, the groups were mixed and matched the
clue and guessed all clues described for what picture. For
example, when the group got clues that represented Monas then
they described Monas with their ownsentences.
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4) After the group acquired a picture already guessed, the group
discussed and described the picture in eightsentences.
5) After group described the picture into eight sentences, one
representative from the group showed the picture and described
the picture in front of theclass.
6) The teacher took the score by performances of each group in
front of class.
c. Post-Teaching
1) The teacher tried to review about describing picture material and
asked the students to study again the material that day athome.
2) The teacher closed the class by saying “wassalamualaikum and
see you nextmeeting”
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APPENDIX II
INTERVIEW RESULT
Hani: miss bagaimana keadaan kelas miss ketika miss mengajar?
Teacher: kalau keadaan kelas ketika mengajar pasti anak itu banyak mainnya ribut tapi kalau dalam sistem pembelajaran pertama kali paling yang paling gampang masuk itu pasti ada kondusif yang bisa di kondusifkan dari jam pertama itu bisa untuk diam dulu kalau anak-anaknya hiper aktif semua anak disini jadi gurunya harus bisa mengcover gitu sih
Hani: ketika miss sedang melakukan pembelajaran bahasa Inggris di kelas salah satunya seperti vocabulary apakah miss punya strategi dalam pengajaran vocabulary tersebut?
Teacher: kalau strategi pasti ada salah satunya yang biasa dipakai kalau vocabulary itu saya ke anak-anak lebih setiap pembelajaran apa kd baru book baru selalu vocabulary yang saya ajarkan itu dari mulai kata benda, kata kerja dan kata pendukung lainnya saya biasanya menggambilnya dengan mereka menghafal, mengucapkan, mengartikan itu sih strategi yang saya gunakan. Jadi anak-anak itu selau kalau di kelas sudah saya belajarin prounounnya terus cara ngomongnya pasti suruh mereka untuk menghafal sesuai dengan materi yang mau dibahas dan arti translationnya itu selalu 1-6 saya selalu pake translation gak ada beda
Hani: kenapa miss memilih strategi itu dalam pembelajaran vocabulary tsb?
Teacher: sebenarnya kalau kenapa memilih translation, penerjemahankan kalau translation itu karena lebih gampang diterima sebenarnya tapi sebenarnya banyak gak mesti translation sih kalau kayak kelas 1 2 3 itu banyak yang saya pakai lagu sing a song yang sesuai sama tema babnya misalkan kalau tentang hari berarti nyanyi tentang haritentang buah bearti nyanyi tentang buah nah itu lebih membantu mereka untuk menjawab sih dan kalau untuk 4 5 6 ada beberapa yang pakai lagu dan ada yang tidak, saya lebih ke translation langsung misalkan cook artinya masak kayak gitu bab satu ny cook bab duany cooked bab tiganya cooked langsung setiap kata benda kata kerja yang dari baru langsung diartiin
Hani: bagaimana miss mengenalkan kosakata baru ke siswa?
Teacher: kalau menyampaikannya pasti kita lihat anak. Anaknya kita ambil satu fokus dulu misalkan hari ini kita tema hari ini belajar tentang olahraga misalkan kelas 5 kan ini sport misalkan sport itu nanti bukunya bakal ada bagian-bagian dari
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kata-kata olahraga ha itukan kata-kata baru buat mereka jadi setiap pengucapan awal sih saya selalu buat mereka mengucapkan terlebih dahulu terus saya artiin kemereka terus mereka catat terus mereka hafalin itu sih yang paling sering memang kalau 4 5 6 jarang saya pakai lagu saya lagu itu strategi yang paling bnayak kelas 1 2 3 yang pakai lagu
Hani: pernah gak miss strategi itu gak berjalan dengan tidak lancar?
Teacher: oo pernah pernahnya tu gini anak 4 5 6 itu lebih hiperaktif dibandingkan 1 2 3 maksutnya1 2 3 masih bisa saya cover untuk nak diam, tau marah, tau takut, tau diam, kek disuruh tulis tulis, kalau nyanyi nyayi dia tapi kalau4 5 6 dia lebih aktif yang ini malas nulis ini capek dia lebih yang ke main-main paling itu Cuma masalahnya tapi kalau nulis saya di buku itu gak ada yang gak boleh karena saya selalu ceklisin selalu kasih nilai setiap mereka ngartiin apalagi kalau misalkan saya ngasih untuk nilai mau ulangan selalu saya buat itu nilai jadi kayak nilai tambahan karena tranlation karena gini mereka strategi yang paling mudah sekarang adalah dengan memberikan kosa kata baru memberikan artinya mereka ucapin mereka hafalin kek gitu jadi mereka masih bis praktek kapan-kapan kalau saya bnayak translation yang saya pakai
Hani: miss sering menggunakan media gak dalam belajar?
Teacher: kalau sering saya tidak terlalu sering menggunakan media tapi biasanya saya membuat kalau media paling buku, lau juga satu media ya, game pernah beberapa game misalkan kalau puzle, tts saya sering pakai itu kalau untuk anak-anak biasanya mereka lebih gampang mengingat hurufnya kayak gitu, jadi sebenarnya strateginya itu mereka selain mereka, kalau mereka hafal mereka bisa menerjemakan, mereka tau cara ngomongnya jadi pas latihannya lebih gampang anak-anak makanya kalau game itu ada beberapa yang saya pakai untuk mereka latihan dan dari hasil mengingatnya tadi
Hani: pernah gak miss merasa kesulitan dalam proses pembelajaran?
Teacher: itu pasti pernahlah anak-anak itu malas belajar, saya lagi gak mood ngajar, kalo lagi gak kondusif kelasnya rame kita mau lagi tranlation kan bingung mau ngartiin mau exercise latihan juga bingung anaknya rame itu aja sih mungkin cover kelasnya yang saya agak kurang ini tapi selama disini alhamdulillah kayaknya gak yang terlalu. Masih yang bisa saya atasi lah seributnya mereka gitu kalau secara pakai strateginya atau tidak cuman kareana lingkungan yang anak-anaknya hiperaktif itu sih agak susah selebihnya gak ada
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Hani: untuk kedepannya miss untuk meningkatkan motivasi belajar siswa siswinya itu dengan menggunakan media dan strategi yang miss gunakan itu media apa atau starategi apa:
Teacher:mungkin kalau saya pengennya kalau ingin meningkatkan saya buat strategi gampang untuk yang apa namanya yang buat game game sma lagu kenapa kalau lagu itu jadi andalan untuk yang learner karena lagu itu membuat mereka bisa have fun tapi inti dari tema yang mau disampaikan nyampai ke anak lebih kek gitu sma kayak game jugaclose word sama puzzle yang paling gampang untuk ngegame karena kalau itu nyusun kata itu mereka jadi muadh mengingat hurufnya kayak gitu sampai artinya juga tahu misalkan saya tulis untuk menghapus sesuatu eraser
Hani: bagaimana kalau salah satu siswi miss salah mengejakan vocabulary?
Teacher: oww saya langsung bilang stop, langsung kita baikin.karena kalau gak kayak gitu gak ini mereka langsung mereka lupain begitu aja kalau saya langsung baikin setiap mereka baca saya perbaikin jadi kalau selama belajar bahasa inggris saya itu ada bagian speaking sama reading itu selalu saya mereka ituuntuk baca one by one atau nggak hampir yang saya pilih maksutnya ohh anak ini bisa baca sama anak yang belum bisa baca jadi saya langsung bisa kan nanti tuh dengerin yang satu baca oke yang lainnya gak bisa saya stop salah misalkan dia bilang apanamanya watched itu wachted saya selalu bilang didepan itu dan mereka saya suruh ikutin semua gitu..
Hani: ohh iya miss, bagaimana cara miss mengenalkan murid miss dengan kosakata dan bunyinya sama tapi beda arti seperi see melihat sama sea laut?
Teacher: kalau anak-anak itu misalnya sea laut sambil saya tulisin biasanya misalkan see double e itu gigi kita rata itu see semua gitu jadi saya nyuruh tu anak-anak praktek see see semua harus rata kalu sea laut itu sea biasa saja walaupun pengucapannya sma see bedanya tulisannya see sma sea saya bisanya langsung nulisin dan praktekin kepada mereka langsung kalau prounouncation langsung mau pakai audiopun juga kayak gitu maupun pakai audio saya pribadipun saya langsung
Hani: bagaimana jika ada salah satu siswa kurang mengerti denganapa yang miss jelaskan dan sampaikan kalau itu bagaimana tanggapan miss?
Teacher: kalau saya setiap pembelajarkan pasti, sayakan katanya kalau jelasin kan cepat jadi anak-anak ada yang bingung dari gerak-gerik muka mereka udah tau tuh miss saya bingung ya udah bagian yang mana bagian semuanya katanya yaampun nak bagian semuanya kamu kemana aja tidur saya harus jelasin ulang gitu untuk
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apa yang bisa makin lebih ingat yang paham makin lebih paham yang gak berani naya jadinya tahu kayak gitu pasti dijelasin lah kalau mereka belum mengerti
Hani: tearkhir miss bagamana rata-rata kemampuan siswa miss dalam menerima materi pembelajaran dengan menggunakan strategi yang miss gunakan
Teacher: dari kelas berapa 1 2 3, atau kelas lima
Hani : kelas 5
Teacher: kelas 5 aja fokus kalau dari kelas 5 ini hampir separuh sih anak-anak udah alhamdulilah walaupun ya maksutnya anak-anak inikan tipenya banyak ya muridnya banyak hampir 30an separuh itu alhamdulilah sudah udah memahami dan yang separuhnya lagi mungkin karena memang entah pasti perli revisilah ntah saya yang saya terlalu ribet apa mereka yang belum tercover tapi selama ini kalau dari hasil tes ujian biasa lah anak-anak itu apsti ada yang tinggi ada yang rendah dan yang sangat rendah jadi yang sangat rendah itu adalah tipe anak yang memang tidak pernah attention yang lebih sma gurunya mungkin itu kelemahan juag sih saya belum bisa ngasihintrust yang lebih kepada mereka supaya merekalebih belajar bahasa inggrisnya kan gitu, paling yang1 2 3 itu malah lebih ini sih hampir semuanya. Kalau 4 5 6 karena dia banyak 5 sih khususnya sih kelas 5 itu anaknya yang tipikal yang separuhnya itu ada yang pintar-pintar banget yang lemah lemah banget.
Hani: makasih miss
Teacher; iya sama-sama
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APPENDIX III
DOCUMENTATION
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