The Way of Presenting New Vocabulary

words we would need in philosophical discussions, political arguments and sources of languages of professions and trades. 28

3. The Way of Presenting New Vocabulary

According to Ruth Gairns and Stuart Redman, there are three ways of presenting vocabulary. 29 a Visual Techniques. 1 Visuals. This includes flashcard, photographs, blackboard drawing, wall charts and realia I,e., object them selves 2 Mimes and Gesture These are often used to supplement other ways of conveying meaning. When teaching an item such as ‘to swerve’, a teacher might build a situation to illustrate it, making use the blackboard and gesture to reinforce the concept. The teachers also use gesture to express or demonstrate meaning such as fingers can be used to show how verbs are contracted, and arms can be used to ‘conduct’ choral repetition. Stress can be shown through clapping or clicking fingers. 27 Charles C. Fries, Teaching and Learning English as a Foreign Language USA: The University of Michigan, 1945, p. 47 28 Caleb Gattegno, Teaching Foreign Language is School, New York: Educatioanl Solutions, 1963, p. 53 29 Ruth Gairns and Stuart Redman, Working with Words ; A Guide to Teaching and Learning Vocabulary , Cambridge: Cambridge University Press, 1986, p. 73-74 One gesture which is widely used, but which teachers should employ with care, is the act of pointing to students to ask them to participate in a drill or give some other form of responses. 30 b Verbal Techniques 1 Use of illustrative situation, this is most helpful when items becomes more abstract. To ensure that students understand, teachers often make use of more than one situation or context to check that learners have grasped the concept. 2 Use of synonyms and definitions. Teachers often use synonyms with low- level students, where inevitably they have to compromise and restrict the length and complexity or their explanation. For example: ‘miserable’ meant very sad. Definition alone is often inadequate as a means of conveying meaning, and clearly contextual examples are generally required to clarify the limits of the item. For example: ‘to break out’ in ‘a fire broke out’ has the sense of ‘to start’. 3 Contrast and Opposites. This is a technique which students themselves use, often asking, “what’s the opposite of fat?” a new item like ‘fat’ is easily illustrated by contrasting it with ‘slim’ that would already be known by intermediate level students. 4 Scales. Once students have learnt two contrasting or related grab able items, this can be a useful way of revising and feeding in new items. For example: if students 30 Ibid, p. 74-75 know ‘hot’ and ‘cold’, a blackboard thermometer can be a framework for feeding in ‘warm’ and ‘cold’ and later ‘freezing’ and ‘boiling’. 5 Example of the types. To illustrate the meaning of super ordinates such as ‘furniture’, it is a common procedure to exemplify them, e.g. table, chair, bed and sofa are all ‘furniture’. c Translation Translation can be a very effective way of conveying meaning. It can serve valuable time that might otherwise be spent on a tortuous and largely unsuccessful explanation in English, and it can be a very quick way to dispose of low frequency items that may worry the students but don’t warrant significance attention. For monolingual groups it also a valid approach to highlight the danger of false cognates, for example, the French word ’sensible’ would be translated as ‘sensitive’ in English, and not ‘sensible’.

CHAPTER III RESEARCH METHODOLOGY AND FINDINGS

A. Research Methodology

1. The Purpose of Study

In this research, the writer wants to know the effectiveness of lesson plan in teaching vocabulary to the second year of Junior High School, especially at State Islamic Juinior High School MTsN Tangerang II Pamulang.

2. Place and Time of Study

To carry out this study, the writer chooses Islamic Juinior High School MTsN Tangerang II Pamulang as the location of the research. Islamic Juinior High School MTsN Tangerang II Pamulang is located on Jl. Padjajaran No.31 Pamulang- Tangerang The research was done from 19 th up to 29 th July 2006, including permission, survey, and doing research.

3. Population and Sample Taking

To carry out this study, the writer chooses Madrasah Tsanawiyah Negeri Tangerang II Pamulang as the location of the research with the amount of 50 students from two classes. The research was done at two classes, 2.1 amount of 25 students