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Based on the reason above, the writer is interested to formulate a research entitled “ Improving Students’ Vocabulary Mastery Through Suggestopedia a
Classroom Action Research on the Eighth Grade Student of SMP Negeri 4 Widodaren in Academic Year 2010 2011.
B. Problem Statement
Based on the problem limitation, the writer formulates the problem statement as follows:
1. Can the implementation of suggestopedia improve the students’ English vocabulary of the eighth grade student of SMP Negeri 4 Widodaren of
20102011 academic year effectively? 2. what is the implementation of suggestopedia in the teaching learning English
vocabulary of the eighth grade student in SMP Negeri 4 Widodaren
C. Objective of the Study
In his research the researcher uses suggestopedia method in improving English vocabulary mastery during research implementation and future teaching-
learning process in SMP Negeri 4 Widodaren. The objective of the researcher as follows:
1. Introducing effective new method in improving English vocabulary mastery of eighth grade in SMP Negeri I Widodaren
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2. To identify the result of teaching learning English vocabulary by using suggestopedia of eighth grade student in SMP Negeri 4 Widodaren
D. Benefit of the Study
The writer hopes this researcher will give the benefit in English teaching learning process, especially in teaching vocabulary. There are two kinds of benefit
that can be took from this research; theoretical and practical benefit. 1. The result of the research can be used as an input in increasing English
vocabulary in eight grade students of SMP Negeri 4 Widodaren in the Academic year 20102011.
2. The contribution of suggestopedia method will make the eighth grade student of SMP Negeri 4 Widodaren Ngawi to be active in English lesson.
3. Trough suggestopedia activities, the eighth grade students of SMP Negeri 4 Widodaren relax during the lesson.
4. The result of the research can be used as reference for those who want to conduct a research in increasing vocabulary mastery.
5. By using suggestopedia in teaching English, especially English vocabulary, the reseacher can use of the result of this research when they teach the student
in school in improving vocabulary mastery.
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CHAPTER II LITERATURE REVIEW
In this chapter, the writer presents the theories that underlie the research related to the case that the writer wants to analyze, namely improving students’
vocabulary mastery trough suggestopedia. The theory covers the concept of Suggestopedia, vocabulary mastery, teaching and learning English vocabulary, the
relationship between Suggestopedia and vocabulary mastery and action hypothesis.
A. General View of Vocabulary
1. Definition of vocabulary
Talking about vocabulary, there are general perception that vocabulary is always related to words and dictionary. Vocabulary is a central of language and of
critical importance to typical language learner. Without mastering vocabulary, someone cannot communicate effectively or express her ideas in both oral and written
form. Vocabulary is important because it can be used as basic foundation to construct a word into a good sentence. It is the reason why the students should have to
mastering vocabulary. There are several definitions of vocabulary that the writer presents. Brown
and Hatch 1995: 1 say that vocabulary refers to a list or set of words for a particular language or set of words that individual speakers of language might use. People need
vocabulary or words for communication. People might think that vocabulary is only
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system involved in alphabetical order, but Modern lexicographers say vocabulary is more than alphabetical ordering of words in dictionaries; they look for system.
Supporting Brown and Hatch idea, Burns and Broman 1975: 295 say vocabulary is a stock of words used by person, class or profession. Words are needed
by someone, or group of people and some profession for share their idea to another and almost every individual uses several different vocabularies. It depends on their
age, habit and environment an. For example, doctor and businessman need different vocabulary. Doctor need words about healthy but businessman need vocabulary about
business. In other hand Coady and Huckin 1997: 5 say that Vocabulary is central to
language and of critical importance to the typical language learner. Beside that they say that vocabulary is how many words one must know be able to recognize
automatically irrespective of vocabulary context in order to be able to use the higher level processing strategies with success. Someone must master a lot of vocabulary to
be able to communicate with the other in societies. Without master or have a lot of vocabulary someone will have difficulties in communication. After master a lot of
vocabulary someone should know how to use and choose the appropriate words in a certain context.
From definition above, the writer concludes that vocabulary is a stock or list of words that used by individual to express and to communicate their ideas in society
based on his need.
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2. Definition of Vocabulary Mastery
Base on http:dictionary.die.netmastery
, mastery is great skillfulness and knowledge of some subject or activity. In other hand Hornby 1995: 721 stats that
mastery is a complete knowledge or complete skill. From the definition of vocabulary and mastery that state by some experts,
the writer concludes that vocabulary mastery is a skill to recognize and use the stock of words to communicate with another person.
3. A Construct for Vocabulary Mastery
From the explanation above, it can be concluded that vocabulary is a stock or list of words that used by individual to express and to communicated their ideas in
society based on his need. Vocabulary mastery is a skill to recognize and use the stock of words to communicate with another person
There are many aspects of vocabulary mastery. In this research, the researcher limits the aspect of vocabulary mastery as follows: 1 Form
pronunciation, 2 Grammar choose an appropriate word and using words in sentence, 3 Meaning meaning relationships and understanding the meaning of the
word
4. Kind of Vocabulary
Haycraft in Hatch and Brown 1997: 44 divide vocabulary into two parts:
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a. Active vocabulary is words that the students can understand, pronounce correctly and use unconstructively in speaking and writing.
b. Passive vocabulary is a word that the students cannot produces correctly by themselves.
Similar with Haycraft, Harmer classifies vocabulary into two parts: active and passive vocabulary. “Active vocabulary refers to vocabulary that students have
been thought or learnt and which they are expected to be able to use while passive vocabulary is the letters refers to words which the students will recognize when they
meet the words but which they will probably not be able to produce” From the definition above can be seen that in active vocabulary, students
learn a new word and they are able to use it in communication. The students can express their idea using the words but in passive vocabulary, the students just learn
and know a lot of new words but cannot use the words in communication.
5. Aspect of Vocabulary
In learning vocabulary, Harmer says that there are some aspects that both the teacher and students should be attention. Those aspects will be explained bellow;
a. Meaning Talking about vocabulary items, it frequently has more than one meaning.
It depends on the context. Besides that, the thing that cannot be forgotten is between a word and other words have meaning correlation.
b. Word se
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Word meaning is the frequently stretched through the use of metaphor and idiom. Besides that it is also governed by collocation which words go with
each other. Besides that we often use words only in certain social and topical context. Usually what we say based on the style and habit of a group or society we
are in. c. Word formation
There are lot of things that students need to know in learning word formation, those are;
1 The students need to know about word formation and how twist words to fit different grammatical context.
2 The students need to know how suffixes and prefixes work. It includes how to make the words potent and expensive opposite in meaning.
3 The students need to know how words are spelt and how they sound. 4 The students need to know the words are written and spoken and knowing
how they can change their form d. Word grammar
There are many of areas of grammatical behavior that student needs to know, those are
1 What are phrasal verbs and how do they behave? 2 How are adjectives ordered?
3 What position can adverbs be used in?
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The know students do not und
The explanati
Words
Wo
owledge above is very important. Withou understand words that unstated in dictionary suc
nation above can be summarized in a map bellow
MEANING
meaning in con Sense relation
Word use
Metaphor and id Collocation
Style and regis
Word Information
Parts of Spee Prefixes and Suf
Spelling and Pronu
Word Grammar
noun; countabl uncountable
verb complement phrasal verb
adjective and adv position
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out those knowledge such as “look up”
llow;
contect tions
nd idiom tion
egister
peech Suffixes
onunciation
table nd table
entation, erbs
adverb :
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Supporting Hammer ideas, Ur 1998: 60-62 divided word into some aspects, those are;
a. Form Vocabulary mastery involves the mastery on pronunciation what a
word sound like and spelling what it looks like. In teaching the teacher must make sure that the learner has to know how the word is sounded and how the
word is spelled b. Grammar
The teacher needs to teach the grammar of new word if this is not obviously conversed by general grammatical rules. A word may have an
unpredictable change of form in certain grammatical context, so it necessary to improve the learners with the information at the same time the teacher teaches
the base form of a word. c. Collocation
Another factor that makes a particular combination sound ‘right or wrong’ in given context is the collocations typical of particular items.
d. Aspect of Meaning Denotation, connotation and appropriateness Denotation is a meaning of a word that primary refers to in the real
world. It is often the sort of definition in dictionary. Meanwhile, connotation is a less obvious component of the meaning of an item. The association, or positive
and negative feeling it evokes, which may or not be indicated in a dictionary definition. Besides these aspects that also needs to be taught is wheatear a
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particular item is the inappropriate one to use in certain context or not. It is unusefull for learners to know that a certain words is very common, or relatively
rare or taboo in polite conversation, or tends to be used in writing but not in speech, or more suitable for formal than informal situation, or belongs to a
certain dialect. e. Aspect of Meaning Meaning Relationships
How the meaning of one item relates to the meaning of others can also be useful in teaching. There several of meaning relationships, they are; synonym,
hyponym, co-ordinate, co- hyponym, super coordinate, and translation.
6. Teaching and Learning Vocabulary
The purpose of teaching vocabulary is to help the students to find the meaning of the words based on the context. To reach the goal on the teaching vocabulary, the
teacher must teach the students any things which related with the words. Corcoran 180: 157 states that the teacher must teach the students how to recognize, identity,
pronounce, analyze, categorize, identify and read the words and finally use the words in the phrase, sentence and paragraph in written language. This indicates that teaching
vocabulary not only teach the students to memorize the words but also teach them how to use the words in both oral and written text
Wallance 1982: 207 explains that teaching vocabulary must consider to following things:
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a. Aims The aims help the teacher to formulate the material which will be
taught to the student. Without formulates the aim, the learning process will run out from the planning and the result or target will not be reached maximal.
b. Quality The teacher has to select the number of vocabulary items which easy
to be understood by the students. The teacher cannot give the students a lot of new words in the same time because it makes the students confuse.
c. Need The teacher needs to know what the vocabulary really needed by the
students. This helps the teacher to choose the appropriate vocabulary for the student.
d. Frequent exposure and repetition. The teacher should give opportunity to the students to repeat and
practice the words had been taught by the teacher and use it in oral and written text so that the students can master the words well.
e. Meaningful presentation The teacher should present the vocabulary in real thing. It will make
the students easer to memorize the words. In this case the teacher can teach new words by showing the real thing from the word. Besides that can use
another media such us film, picture and so on. The activity makes the students enjoy the lesson and the lesson can be recorded perfectly in their mind.
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f. Situation and presentation The teacher should tell to the student to use the words appropriately.
The use of words depends on the situation and the context. May word appropriate in certain situation but not in another situation.
In teaching vocabulary, the teacher can present the list of the words that is taken from the text book. Although the vocabulary takes from book, the teacher
can use and add the vocabulary that is relevant with the material; by this way hopefully the student will get more vocabularies from other source. Haycraft
1997: 44 explains the guidelines for the teacher on choosing vocabulary: a. Commonest words
It is important to choose words that are commonly used, or words that students need. Any unusual words will be taken the place of useful one in
the student’s mind in teaching process. The teacher is helped here by the textbook where vocabulary is graded, and lists of the commonest words are
also available. b. Students’ needs
The teacher must understand the students’ background. It helps the teacher to conduct the words that students are most likely need or want to
know. The students will be frustrated if the teacher teaches vocabulary which they feel they do not need. In the beginner learners, it is better to choose
particular words connected with their work or profession.
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c. Students’ language In teaching a class that the students have different culture with
English, a knowledge of the students’ language will tell the teacher which word are similar in their language and English, and therefore easily to learn.
On the other hand, the teacher needs to be carefully with words that sound the same in the students’ language, but in fact it means something quite different
in English. d. Word building
It is often worth choosing a word because a general rule can be formed.
e. Topic areas Teach vocabulary which belongs to one area of sequence is easier. The
students will be able to form a pattern of interrelated words in students mind. The writer draws conclusion that teaching vocabulary is not only
teaching the students to memorize the words, but also how to use the words in oral or written communication. To make the teaching vocabulary perfectly,
the teacher have to know the strategies and guidelines in teaching vocabulary. Knowing them will make the teacher easier in teaching and make the student
interested in learning vocabulary. f. Cross reference
Sometimes words can be applied to different situations or specializations. The application of thus words can be made wider and more
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useful. For example is ‘car’. Car is kind of transformation, so it has correlation with train, plane etc.
g. Relate structure In teaching vocabulary the teacher just not present new words to the
student, but also use relate structure in simple sentences. Without correct structure, the students will not get the meaningful words. Besides that, the
teacher teaches related structure to make the lesson easier to be accepted. If the teacher just gives new words more and more without gives the example
how to implement the word into the sentences, it will make the student difficult to remember the words.
7. Steps in Learning Vocabulary
a. Encountering new words The students need to look for sources to find new words. The sources can
be from reading books, listening to TV and radio and reading newspapers or magazines.
b. Getting new words The second step in learning vocabulary is getting a clear image-visual or
auditory or both of the form of the vocabulary item. The importance of getting the form of the word appears when the students
are asked to give definition for words.
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c. Getting the word meaning The third step in learning new vocabulary is getting word meaning. The
step includes “asking native English speaker what words mean,” Asking the meaning of new words to people who speak the same language,” “making
pictures of word meanings in mind,” and “ explaining what mean of the mind and asking someone to tell the English word.” For example: if there is someone asks
what an elephant, it can be explained elephant is kind of animal, especially mammalian animal that very big and has long nous and wide ear.
d. Consolidating word form and meaning in memory The forth step in learning vocabulary is the consolidation of form and the
meaning in memory. There are many strategies in consolidate word form and meaning in memory, those are:
1 Creating mental linkages, the activities consist of grouping language material into meaningful units, associating new language information to
concepts already in memory, placing new words into a context such as a meaningful sentences, conversation, or story
2 Applying images and sounds, the activities such as using semantic mapping, using key words with auditory and or visual link, representing
sounds in memory such us a way that they can be linked with a target language word in order to remember it better,.
3 Reviewing well, such as reviewing the target language material in carefully spaced intervals.
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4 Employing action, the activities are acting out a new language expression, using mechanical techniques, such writing words on card and moving cards
from one stack to another when a new word is learned. e. Using the word
The last step in learning vocabulary is using the words. After doing the four steps are stated above, finally the students need to use the word. Usually the
words are used by the student in answering the question of the test. In using the words, the students need to build a confidence of their selves. Without having a
high confidence the student cannot answer the test correctly. Besides, the student can use the words are learned to communicate with another. The student can share
what in their mind by using the words.
8. Characteristic and Roles of Teacher
Wright 1997: 10 says that teaching and learning are essential social activities, implying role relationships between teacher and learner, learners and
learners and these relationships are established and evaluated trough communication. In teaching process, the teacher has two major roles.
a. As a manager, to create the conditions under which learning can take place, it is kind of the social side of teaching. It is called as manager.
b. As an instructor, to import, by a variety of means, knowledge to their learners, it is kind of the task-oriented side of teaching.
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The two m very difficult to se
both functions sim The roles
Besides h drawn up by Barne
a. The teacher is judges whethe
valid, relevant o major roles are complementing each other a
separate the two and often one act in the clas simultaneous.
les stated above can be illustrated as follows:
has the major roles, there are other hidden r rnes.
is an evaluator of learners’ efforts and contrib ther learners’ contributions to the teachingle
ant, and correct.
manager
resource guide
evaluator organizer
instructor
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r and in practice it is lassroom can perform
n roles of the teacher
tributions. The teacher learning process are
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b. The teacher is a guide to the ‘subject’ under consideration and the way in which it is learnt in the classroom. He is also the curator of the ‘roles’ for
acquiring knowledge. c. The teacher is a resource of knowledge about the subject and also how to
acquire it. d. The teacher is an organizer. The teacher organizes classroom activities, set up
learning tasks and assists the learners in doing these activities.
Teaching language is a teaching on how to communicate. It is not only teach grammar, but it teaches to the student how to express what in mind to
another. In teaching language, especially teaching English, the teacher should have characteristics that can make the learning process easier. Harmer 1998: 1-3
distinguish the characteristic should good teacher have, those are; a The teacher should make their lessons interesting so the student don’t fall a
sleep b The teacher must love their job, when the teacher really enjoy their job, that’ll
make the lesson more interesting and when the teacher look fed and unhappy with what she is doing tend to have a negative effect on her students. A good
can’t bring her problem in the class that can create bad mood. c The teacher who has her own personality and doesn’t hide it from the students
so that she is not only a teacher but a person as well and it comes through the lesson.
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d The teacher should Has lots of knowledge , not only of her subject, e A good teacher is an entertainer. Most of the students enjoy being entertained
and amused. However, a balance has to be struck between entertainment which often gives teacher enjoyable feedback and teaching learning.
To get good respect from the students, the teacher not only has good personality, but also should have good interaction with the students. The teacher can
build good interaction with the students as follows: a A good teacher is somebody who has an affinity with the students that she is
teaching b A good teacher should try and draw out the quite ones and control the more
talkative ones c She should be able to correct people without offending them
d A good teacher is someone who helps rather that shouts e A good teacher is someone who knows our names
A various method in teaching process is needed to make the teaching and learning process more affective. Tudor 1996: 1 says that language teaching will be
more effective if teaching structures are made more responsive to the needs, characteristics and expectation of learners, and if learners are encourage to pay and
active role in the shaping of their study program. Besides, The method should be interested the method should be appropriate for the subject being taught. Every
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teacher develops their method in teaching vocabulary. She tries out different techniques and refines those that suit her and the subject matter she is dealing with.
B. Suggestopedia
